Study Notes

FIGURE OF SPEECH
1) SYNECDOCHE - an association of some important part with the whole

it represents. Example: The face who launched a thousand ships.
2) SIMILE - an indirect association. Example: She is like a flower.
3) PERSONIFICATION - giving human attributes to an inanimate object
(animal, idea, etc.)
Example: The sun is looking down on me.
4) OXYMORON - a self-contrasting statement. Example: Loud silence
5) METONYMY - an association wherein the name of something is
substituted by something that represents it.
Example: Toothpaste is sometimes called Colgate.
6) METAPHOR - a direct comparison.
Example: You are the sunshine of my life.
7) IRONY - the contrast between what was expected and what actually
happened.
Example: No smoking sign during a cigarette break.
8.)HYPERBOLE - an exaggeration.
Example: Cry me a river.
9) EUPHEMISM - creating a positive connotation out of something
negative.
Example: Comfort women (prostitute)
10) ELLIPSIS - omission of words in a sentence.
Example: She walked away and so the world turns....
11) ASYNDETON - not putting any connectors (conjunctions or
prepositions).
Example: No retreat, no surrender
12) APOSTROPHE - a direct address to an abstract things or a person who
passed away.
Example: Love, please come and take me!
FOUNDATIONS OF EDUCATION
● John Locke was an English philosopher and physician "Father of Liberalism" ; to form character (mental, physical,
and moral) ; Education as Training of the mind/Formal discipline ; Notable ideas - "Tabula rasa"
● Francis Bacon was an English philosopher, statesman, scientist, jurist, orator and author. "Father of scientific
method" "Father of empiricism"
● Jean Jacques Rousseau was a Francophone Genevan philosopher, writer and composer of the 18th
century."Hollistic education"(physical,moral, intellectual)
Notable ideas - moral simplicity of humanity; child centered learning; Famous novel: "Emile" or On Education; Human
Development
● Edgar Dale was an American educator who developed the "Cone of Experience"
aka "Father of Modern Media in Education"
● Erik Erikson was a German-born American developmental psychologist and psychoanalyst known for his theory on
"psychosocial development" of human beings.
● Johann Heinrich Pestalozzi was a swiss pedagogue and educational reformer who exemplified Romanticism in his
approach. "Social regeneration of humanity" Notable ideas: "Four-sphere concept of life" his motto was " Learning by
head, hand and heart"
● Friedrich Frobel was a German pedagogue a student of Pestalozzi who laid the "foundation of modern education"
based on the recognition that children have unique needs and capabilities. "Father of kindergarten"
● Johann Herbart was a German philosopher, psychologist and founder of pedagogy as an academic discipline. ;
● Edward Lee Thorndike was an American psychologist ; " Father of Modern educational psychology;
connectionism; law of effect. ; "Realize the fullest satisfaction of human wants"
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
● IDEALISM Plato (own ideas) nothing exist except in the mind of a man/ what we want the world to be
● REALISM Aristotle;Herbart; Comenius; Pestalozzi; Montessori; Hobbes; Bacon; Locke
(experience) fully mastery of knowledge
● BEHAVIORISM always guided by standards/by procedure; purpose is to modify the behavior
● EXISTENTIALISM Kierkegaard; Sartre; "Man shapes his being as he lives"
Focuses on self/individual
● PRAGMATISM/EXPERIMENTALISM William James; John Dewey - learn from experiences through interaction
to the environment
Emphasizes the needs and interests of the children
● PERENNIALISM Robert Hutchins
focuses on unchanging/universal truths
● ESSENTIALISM William Bagley - teaching the basic/essential knowledge
Focuses on basic skills and knowledge
● PROGRESSIVISM Dewey/Pestalozzi (process of development)
focuses on the whole child and the cultivation of individuality
● CONSTRUCTIVISM Jean Piaget
Focused on how humans make meaning in relation to the interaction b/w their experiences and their ideas. Nature of
knowledge w/c represents an epistemological stance.
● SOCIAL RECONSTRUCTIONISM George Counts - recognized that education was the means of preparing people
for creating his new social order
highlights social reform as the aim of education
ACCULTURATION - learning other culture; the passing of customs, beliefs and tradition through interaction and
reading.
ENCULTURATION - the passing of group's custom, beliefs and traditions from one generation to the next
generation
Convergent questions - are those that typically have one correct answer.
Divergent questions - also called open-ended questions are used to encourage many answers and generate greater
participation of students. Higher order thinking skills; to think more creatively.
90 days - enrolled bills becomes a law
30 days - "lapse"
PRINCIPLES & THEORIES OF LEARNING & MOTIVATION
● Psychosexual Theory/Psychoanalysis - Sigmund Freud
● Psychosocial Theory - Erik Erikson's Theory of Personality
● Ecological Theory - Eric Brofenbrenner's Theory of Development
● Sociohistoric Cognitive Linguistic Theory - Lev Semanovich Vygotsky
● Cognitive Development - Jean Piaget; John Dewey; Jerome Brunner
● Phenomenology - Abraham Maslow; Carl Rogers; Louis Raths
● Behaviorism - Edward Thorndike; Ivan Pavlov; Burrhus Frederick Skinner
● Moral Development - Lawrence Kohlberg
● Ivan Pavlov - classical conditioning
● Edward Thorndike - connectionism
● B.F. Skinner - operant conditioning & reinforcement
● Albert Bandura - "bobo doll" experiment; modelling; self eficacy
● David Ausubel - Meaningful Reception Theory
● Jerome Bruner - Discovery Learning Theory/Inquiry method
● Wolfgang Kohler's - Insight Learning Problem
● Richard Atkinson & Richard Shiffrin's - Information Processing Theory
● Robert Gagne's - Cumulative Learning Theory
● Howard Gardner - Multiple Intelligence
● Kurt Lewin's - Field Theory/ his concept of life space
● Brofenbrenner's - Ecological System Theory
● Lev Vygotsky - Social Constructivism; Zond of Proximal Development (ZPD) * gap b/w actual and potential
development
● Hilda Taba - Grassroots Approach
● Max Wertheimer - Gestalt Psychology
● Wilhelm Wundt - "Father of Modern Psychology"
● William James - wrote the "Principles of psychology"/ consciousness
● hypothalamus - brain's stress center
● Abraham Maslow - physiological needs; "Maslow's Hierarchy of Needs" ; safety&security; love & belongingness;
self-esteem; self-actualization
● John B. Watson - (behaviorist approach) an American psychologist who established the psychological school of
behaviorism.
FIGURATIVE LANGUAGE
● Metaphor - is a comparison made b/w things w/c are essentially not alike.
Ex: "Nobody invites Edward to parties because He is a wet blanket"
● Simile - is like a metaphor and often uses the words "like" or "as"
Ex: "Jamie runs as fast as the wind"
● Personification - when something that is not human is given human-like qualities, this is known as personification.
Ex: " The leaves danced in the wind on the cold October afternoon"
● Hyperbole - exaggerating, often in a humorous way to make a particular point is known as hyperbole.
Ex: "My eyes widened at the sight of the mile-high ice cream cones we we're having for dessert"
● Onomatopoeia - when you name an action by imitating the sound associated with it.
Ex: "The bees buzz angrily when their hive is disturbed"
● Idiom - an idiom is an expression used by a particular group of people with a meaning that is only known through
common use.
Ex: "I'm just waiting for him to kick the bucket."
● Synecdoche - a synecdoche is a figure of speech using a word/words that are a part to represent a whole.
Ex: referring to credit cards as "plastic" is a synecdoche
● Assonance - when you repeat a vowel sound in a phrase, it is an assonance.
Ex: "It's true, I do like Sue."
● Metonymy - a metonymy is a figure of speech where one thing is replaced w/a word that is closely associated with it
such as using "Washington" to refer to the United States
REPUBLIC ACTS
● RA 7836 - Philippine Teacher Professionalization Act of 1994
● RA 7796 - TESDA Act of 1994
● Article XIV 1987 Philippine Constitution (Educ.Sci & Tech,Arts,Culture& Sports) this is the very fundamental
legal basis of education in thr philippines.
● Education Act of 1982 (Batas Pambansa 232, Sept 11,1982) an Act providing for the Establishment & Maintenance
of an Integrated System of Education
● RA 4670 - Magna Carta for Public School Teachers (June 18,1966)
● RA 6713 - Code of Conduct & Ethical Standards For Public Officials and Employees
● RA 7877 - Anti-sexual Harrassment Act of 1995
● RA 9155 - Decentralization; Legal basis of Shared Governance in Basic Education
● RA 7784 - Establishment of Center of Excellence
● K-12 Curriculum - Enhanced Basic Education Curriculum
● RA 90210 - "An Act to Integrate Information Teachnology into the Public Elementary & Secondary Curricula &
Appropriating funds
● RA 10121 - DRMM approval headed by OCO office of Civil defense May 2010
LITERATURE
● Folklore - traditionally derived and orally transmitted literature
● Folktales - reflect the people's beliefs handed down from generation to generation by word of mouth
● Epilogue - conclusion or final part of non-dramatic literary work
● Genre - distinctive type of literary composition such as epic, tragedy, comedy & novel
● "Quo Vadis" - means "where are you going"
● hieroglyphics - oldest forn of egyptian writing
● Allegory - narrative whose meaning is beneath the surface
● Elegy - a meditated poem of grief
● Sonnet - verse w/14 iambic pentameter lines
● Epic - long poem w/c depicts the adventure of a great hero who reveals his country's aspirations; narrates heroic deeds
and supernatural happenings w/local actor in w/c people sing/chant
● Soliloquy - speech made by a person who reveals his thoughts
● Manuel Arcilla - "How my brother Leon brought home a wife"
● Washington Irving - "The Legend of a Sleepy Hollow"
● Fall of the house of usher - hypochondriac living in morbid fear
● Cyrano de Bergerac - poet & soldier noted for his Peculiar nose
● "The Illiad of Homer" - great epic poem whose plot centers around the anger & wrath of Achilles against agamemnon
● "The Bells" - "If eyes are made for seeing, then beauty is its own excuse for being"
● Cacophony - literary term w/c means harsh & discordant sounds introduced for poetic effect
● George Bernard Shaw - know for his excellence of characterization, swiftness of narrative & clarity of style.
● Edgar Allan Poe - greatest American writer of horror and detective stories
● Rabindranath Tagore - best known for his collection of poems called Gitanjali/song offerings
● Robert Frost - ranked as one of the best modern American poets.
● Geoffrey Chaucer - Morning Star of English Literature
● Mark Twain - "Samuel Clemens"
● Harriet Stowe - "Uncle Tom's Cabin"
● Charles Darwin - Origin of species
● Lazlo Biro - invented the ball point pen
● Harry Potter - epic kind of story
VOCABULARY
Emulate imitate
Vouchsafe grant
Abeyance suspended
Denigrate malign
Furtive sneaky
Remonstrate protest
Corroborate confirm
Gullible easily deceived
Germane relevant
Plebeian common
Vulpine cunning
Spendthrift spender
Impolitic unwise
Terse concise
Parsimonious stingy
Stupefy make numb
Pariah outcast
Wizened shrivelled
Dubious doubtful
Incriminates accuse
Frivolous worthless
Susceptible inclined
Impertinent irrelevant
Ostracized excluded
Conglomeration diffusion
Cacophonous loud and unpleasant
Carnal worldly
Aplomb composure
Candor honesty
Contemptuous scornful
Feeble weak
Inevitable certain
FILIPINO
● Ang panubong - handog sa dalagang may kaarawan (koronang bulaklak)
● Florante at Laura - (awit) "katiwalian ng mga kastila"
● Jose dela Cruz - tungkod ng tulang tagalog
● Noli Me Tangere - (Rizal) suliraning panlipunan ng bayan
● "Doktrina Kristiyana" - Fr. Domingo de Nieva unang aklat na nalimbag sa pilipinas
● Severino Reyes - Ama ng dulaang tagalog
● Juan Luna - La Spolarium
● "Alim" - pinakamatandang epiko ng pilipinas
● Jose Palma - naglikha ng "Himno Nacional Filipino"
● Liwayway - nabigyan ng pagpapahalaga ang sariling wika
● Lope K.Santos - "Ama ng balarila ng pilipino"
● Andres Bonifacio - "anak bayan"
● Pupdok/Kinting kulirat - hindi kailanman ginamit ni Marcelo del Pilar
● Teodoro Agoncillo - isang kilalang manunulat ng kasaysayan
● Manuel Quezon - Ama ng Wikang Pambansa
● Constancio de Guzman - lumikha ng awit na "Ang Bayan Ko"
● Pascual Poblete - Ama ng pahayagang tagalog
ASSESSMENT OF LEARNING 1
TRADITIONAL ASSESSMENT – ito ay tumutukoy sa paggamit ng pen and paper sa isang objective test.
ALTERNATIVE ASSESSMENT – bukod sa paper-and-pen objective test ay kabilang din sa method na ito ang
performance tests, projects, portfolios, journals, at iba pa.
AUTHENTIC ASSESSMENT – ito ay tumutukoy sa paggamit ng isang assessment method na may kaugnayan sa
totoong sitwasyon ng buhay.
● PURPOSES OF CLASSROOM ASSESSMENT
ASSESSMENT FOR LEARNING – isinasagawa before and during instruction.
∞ Placement Assessment – isinagawa bago ang pagtuturo
= pag-assess sa needs ng mga estudyante
= upang ilagay ang isang mag-aaral kung aling grupo siya nabibilang na ayon sa kanyang learning style.
∞ Formative Assessment – isinasagawa habang nagtuturo
= patuloy na sinusubaybayan ng guro ang antas ng kakayahan ng mga stuyante sa mga learning objectives.
= upang malaman ang lakas at kahinaan ng mga bata sa pag-aaral.
∞ Diagnostic Assessment – isinasagawa during instruction.
= ginagamit ito upang matukoy kung saan bang area ng aralin sila nahihirapan.
ASSESSMENT OF LEARNING – isinasagawa pagkatapos ng instruction. Ito’y karaniwang tinutukoy bilang
SUMMATIVE ASSESSMENT.
= ginagamit upang patunayan kung anu ang alam at magagawa ng mga estudyante.
ASSESSMENT AS LEARNING – ginagawa ito para sa mga guro na maunawaan at maayos ang kanilang papel na
ginagampanan sa pag-assess ng learning.
● PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT
CLARITY AND APPROPRIATENESS OF LEARNING TARGET – ang learning target ay na dapat na malinaw na
nakasaad, tiyak, at sentro sa kung ano ang tunay na mahalaga.
APPROPRIATENESS OF METHODS – ang learning target ay sinusukat sa pamamagitan ng naaangkop na
assessment methods. (Mode Assessment: Traditional, Performance, and Portfolio).
BALANCE – nagtatakda ng mga target sa lahat ng domain of learning; gumagamit ng pareho ng traditional at
alternative assessments.
VALIDITY – sinusukat kung ano ang ninanais na sukatin; Ay tumutukoy sa pagiging kapaki-pakinabang ng
instrument para sa isang naibigay na layunin.
RELIABILITY – tumutukoy sa pagkakapare-pareho ng mga marka na nakuha ng parehong tao kapag nag-retest
gamit ang pareho o katumbas na instrumento.
FAIRNESS – ay nagbibigay sa lahat ng mga mag-aaral ng isang oportunidad upang ipakita ang kanilang mga
achievements.
PRACTICALITY AND EFFECIENCY – ang impormasyon na nakuha ay dapat na nagkakahalaga ng mga
mapagkukunan at oras na kinakailangan upang makuha ito.
CONTINUITY – ang assessment ay magaganap sa lahat ng mga yugto ng pagtuturo. Maaaring gawin ito bago,
habang at pagkatapos ng pagtuturo.
AUTHENTICITY – makabuluhang Gawain sa pagganap; Malinaw na pamantayan; Mga dekalidad na produkto at
pagganap; Positibong pakikipag-ugnayan sa pagitan ng assessee at assessor; Pagbibigay diin sa metacognition at self-
evaluation; Pagbabahagi ng kaalaman.
COMMUNICATION – ang assessment targets at standards ay dapat na ipaalam; Ang resulta ay dapat na ipaalam sa
mga mag-aaral sa pamamagitan ng direktang pakikipag-ugnayan o regular na pagbibigay ng feedback sa kanilang
progress.
POSITIVE CONSEQUENCES
= Positive consequences to student: nag-uudyok sa kanila na matuto.
= Positive consequences to teacher: nakakatulong sa pagpapabuti ng pagiging epektibo ng kanilang pagtuturo.
ETHICS – ang mga guro ay dapat na palayain ang mga mag-aaral mula sa kahihiyan at paglabag sa karapatan ng mga
estudyante o iba pang nakakapinsalang kahihinatnan; Ang mga guro ay dapat na magabayan ng mga batas at patakaran
na nakakaapekto sa kanilang pagtatasa (assessment) sa silid aralan;
● PERFORMANCE BASED ASSESSMENT – ay isang proseso ng pagtitipon ng impormasyon tungkol sa pag-aaral ng
mag-aaral sa pamamagitan ng aktwal na pagpapakita ng mga mahahalaga at kapansin-pansin na mga kasanayan at
paglikha ng mga produkto na pinagbabatayan sa mga realidad na konteksto sa mundo.
● PORTFOLIO ASSESSMENT – ito ay purposeful, ongoing, dynamic, at collaborative na proseso ng pagtitipon ng
maraming mga indicators ng growth at development ng mga estudyante.
= Working Portfolio – mga koleksyon sa araw-araw na Gawain ng mga estudyante.
= Show-case Portfolio – koleksyon ng mga pinakamagandang mga gawa o projects ng mga mag-aaral.
= Documentary Portfolio – kombinasyon ng working at show-case portfolio.
● RUBRIC – ay isang measuring instrument na ginagamit sa pag-rate ng isang performance-based task.
= Checklist – nagtatanghal at sinusunod ang mga katangian ng isang kanais-nais na pagganap o produkto.
= Rating scale – sinusukat ang antas ng kalidad ng gawa o pagganap.
∞ TYPES OF RUBRICS
Holistic Rubric – inilalarawan nito ang pangkalahatang kalidad ng pagganap o produkto.
Analytic Rubric – inilalarawan nito ang detalyadong katangian o kalidad ng isang pangganap o produkto.
ENCULTURATION
- process of handling down of culture from one generation to tje succeeding one
ACCULTURATION
- process of passing culture from one who knows to somebody who does not know.
CULTURE
- the shared products of human learning
(Elements of Culture)
1. LANGUAGE
- an abstract system of words, meanings and symbols for all aspects of culture
2. NORMS
- standard of behaviors maintained by a society
3. SANCTIONS
- penaltiea or rewards for conducting concerning social norms
4. VALUES
- used to evaluate the behavior of others
(Characteristics of Culture)
1. Transferable
2. Shared
3. Adaptive
4. Continuous
5. Learned
6. Universal
7. Dynamic
8. Symbolic
9. Borrowed
CHANGE - adjustment of persons or group to achieve relative harmony
(Forms of Change)
1. Cultural Change - refers to all alteration affection new trait or trait complexes to change
2. Technological Change - revision that occurs in man's application of his technicak knowlegde and skills as he
adopts himself to environment
3. Social Change - refers to the variation or modification in the patterns of sociak organizations, of such groups
withib a society or the entire society
SOCIOLOGY
- study of patterns of humab behavior
SOCIETY
- group of organized individuals
GROUPS
- unit of interacting personalities
SOCIALIZATION
- refers to the adapting or conforming to the common needs and interests of a social group
SOCIAL PROCESS
- patterened and recurrent form of competition, conflict, cooperation, accommodation, assimilation and
acculturation
SOCIAL STRATIFICATION
-classification of people based on their socio-economic strata
SOCIAL STABILITY
-refers to movement of individuals/groups from one position of a society's stratification to another
Types of Social Mobility
1. Horizontal - movement of a person from one social position to another of the same rank
2. Vertical - movement of a person from one social to another of different rank
3. Intergenerational - involves changes in the social position of children relative to their parents
4. Intragenerational - involves change in person's social position within her/his adult life
SOCIAL INEQUALITY
- a condition in which members of the society have different amounts of wealth, prestige and power
STATUS
- positioned assigned by a person in a group
TEACHING PROFESSION
Common REPUBLIC ACTS in LET:
● RA 7836 - Philippine Teacher Professionalization Act of 1994
● RA 7796 - TESDA Act of 1994
● Article XIV 1987 Philippine Constitution (Educ.Sci & Tech,Arts,Culture& Sports) this is the very fundamental legal
basis of education in thr philippines.
● Education Act of 1982 (Batas Pambansa 232, Sept 11,1982) an Act providing for the Establishment & Maintenance of
an Integrated System of Education
● RA 4670 - Magna Carta for Public School Teachers (June 18,1966)
● RA 6713 - Code of Conduct & Ethical Standards For Public Officials and Employees
● RA 7877 - Anti-sexual Harrassment Act of 1995
● RA 9155 - Decentralization; Legal basis of Shared Governance in Basic Education
● RA 7784 - Establishment of Center of Excellence
● K-12 Curriculum - Enhanced Basic Education Curriculum
● RA 90210 - "An Act to Integrate Information Teachnology into the Public Elementary & Secondary Curricula &
Appropriating funds
● RA 10121 - DRMM approval headed by OCO office of Civil defense May 2010
REPUBLIC ACT
7610 -- Anti child abuse
7160 -- Local Government Code
9262 -- Violence against women
7877 --Anti sexual Harassment
1425 -- Batas ni Rizal
10533 -- K-12 Curriculum
4670 -- Magna Carta for Public Teacher
7836 -- LET (PRC)
9293 --Qualification of teachers, applicants, registration
9155 -- BEC
7796 -- TESDA
7722 -- CHED
9994 -- Expanded Senior citizens
7277 -- Disabilities
8049 -- Anti hazing Law ( fraternity...
6713 -- Code of conduct
REPUBLIC ACT No. 137
-Board of Textbooks. It provided for all public schools to use only those books approved by the board for a period of six
years from the date of their adoption.
-The inclusion of a course on the life, works and writings- especially the Noli Me Tangere and El Filibusterismo of Dr.
Jose Rizal in the curricula of all public and private schools.
-The Magna Carta for Public School Teachers.
REPUBLIC ACT 1079
-Commonwealth Act No.117
-Civil Service Eligibility shall be permanent and shall be valid throughout a person’s lifetime.
-The Act Providing Government Assistance to Students and Teachers in Private Education. (Scholarship Programs)
-Creating the Commission on Higher Education (CHED) composed of a chairperson and four (4) commissioners.
-the establishment of public libraries and reading centers in every barangay and municipality of the country.
-The Centers of Excellence Law
-The TESDA Law
-Philippine Teachers Professionalization Act of 1994
-Anti Sexual harassment Act of 1995
EXECUTIVE ORDER No. 27
-the inclusion of subject courses on human rights in the school curricula, textbooks, and other reading materials
-All public Secondary School teachers under the administrative supervision and control of DECS.
-Issued by former President Corazon Aquino.
PRESIDENTIAL DECREE No. 6-A
-known as the Educational Development Decree of 1972, and was implemented by the late former President Ferdinand
Marcos.
PRESIDENTIAL DECREE No. 146
-this decree requiring ALL senior high school students to pass the National College Entrance Examination (NCEE) as
pre-requisite for admission to any post- secondary academic or professional degree program.
PRESIDENTIAL DECREE No.451
-this law repealed R.A No. 6139 and authorized the Sec. of Education and Culture to regulate the imposition of tuition
fee and other school fees in all private educational institutions.
-This law gave the Civil Service Commission the power and authority to give the appropriate examination for all public
school teachers.
-this decree issued on May 13, 1977, created the position of the undersecretary for NON-FORMAL Education who shall
make an overall assessment of the existing non formal education programs and shall take charge of all non-formal
education programs of DECS.
DEPARTMENT ORDER No. 1, s.1973
-this DECS order reiterates the policy on the use of locally published textbooks of Filipino authorship in all levels of
education, both public and private.
DEPARTMENT ORDER No. 25, s.1974
-The implementation of BILINGUAL EDUACATION Program which mandates the use of English and Filipino as
separate media of instruction.
MEC ORDER No. 22, s.1978
-ALL institutions shall offer in all their curricular programs at least six (6) units of Filipino, starting the FIRST SEM Of
school year 1979- 1980.
DECS ORDER No. 30, s. 1993
-this order issued on May 20, 1993, providing for a National Elementary Achievement Test (NEAT) for ALL grade six
pupils in Public and Private schools
DECS ORDER No. 38, s. 1994
-provided for a National Secondary Assessment Test (NSAT) to be administered to ALL graduating public and private
high school.
-the Law on the Observance of Flag Ceremony
PRINCIPLES & THEORIES OF LEARNING & MOTIVATION
● Psychosexual Theory/Psychoanalysis - Sigmund Freud
● Psychosocial Theory - Erik Erikson's Theory of Personality
● Ecological Theory - Eric Brofenbrenner's Theory of Development
● Sociohistoric Cognitive Linguistic Theory - Lev Semanovich Vygotsky
● Cognitive Development - Jean Piaget; John Dewey; Jerome Brunner
● Phenomenology - Abraham Maslow; Carl Rogers; Louis Raths
● Behaviorism - Edward Thorndike; Ivan Pavlov; Burrhus Frederick Skinner
● Moral Development - Lawrence Kohlberg
● Ivan Pavlov - classical conditioning
● Edward Thorndike - connectionism
● B.F. Skinner - operant conditioning & reinforcement
● Albert Bandura - "bobo doll" experiment; modelling; self eficacy
● David Ausubel - Meaningful Reception Theory
● Jerome Bruner - Discovery Learning Theory/Inquiry method
● Wolfgang Kohler's - Insight Learning Problem
● Richard Atkinson & Richard Shiffrin's - Information Processing Theory
● Robert Gagne's - Cumulative Learning Theory
● Howard Gardner - Multiple Intelligence
● Kurt Lewin's - Field Theory/ his concept of life space
● Brofenbrenner's - Ecological System Theory
● Lev Vygotsky - Social Constructivism; Zond of Proximal Development (ZPD) * gap b/w actual and potential
development
● Hilda Taba - Grassroots Approach
● Max Wertheimer - Gestalt Psychology
SUBJECT VERB AGREEMENT RULES
Rule 1 - Singular subjects take singular verbs. Plural subjects take plural verbs.
1. The bee BUZZES every night.
2. The bees BUZZ every night.
3. She HAS a new book.
4. We HAVE many things in common.
5. He IS our mentor and adviser.
Note: The Pronouns I and You always take a plural verb.
1. I ENJOY being with my friends.
2. You ARE so beautiful.
3. I LIKE you a lot.
Rule 2 – Compound subjects or subjects joined by “and” take a plural verb.
1. My father and my brother VISIT me every year.
2. Juan and Ana SERVE in their lunch.
3. Charles and James WERE busy last week.
Rule 3 – When the subject words are joined by or, neither/nor, either/or & not only/but, the verb agrees with the subject
closest to it.
1. Your father or your sisters ARE going to take care of Anna.
2. Your sisters or your father IS going to take care of Anna.
3. Either her friend or her mother HAS the money.
4. Neither her uncle nor her aunts HAVE the money.
Rule 4 – The indefinite pronouns: no one, anyone, everyone, someone, anybody, everybody, somebody, nobody,
anything, everything, something, are always singular. They take singular verb.
1. No one IS above the law.
2. Everyone HAS the right to education.
3. Everything HAPPENS for a reason.
While indefinite pronouns like both, many, several, few, others, are always plural.
1. Many singers FIND it easy to release their stress.
2. Several of the trees WERE cut down.
3. Few of our members DON'T want to participate.
Some indefinite pronouns like all, any, more, most, none, & some can be singular or plural depending on what the
indefinite pronoun refers to.
1. All of the people clapped THEIR hands.
2. Some of the newspaper WAS soaked.
3. Most of the cars WERE stolen yesterday.
Rule 5 – When a group of words or modifiers separate the subject and the verb, locate the subject word to determine
whether to use a singular or plural verb.
1. The flowers in the pot on the balcony NEED watering.
2. The rock at the top of the hill LOOKS amazing.
Rule 6 – phrases like together with, along with, as well as, accompanied by, in addition to, do not affect the subject.
1. Rica, together with her friends, GOES to a party every weekend.
2. Danna and Gemma, together with their father, GO to church every weekend.
Rule 7 – Modifiers between the subject and the verb does not affect the number of the subject.
1. Juan, who is a father of four, IS currently working as a firefighter.
2. A dog, which lives on the street, HAS the tendency to have rabies.
Rule 8 – Some nouns (collective nouns) can be used as a singular or plural depending on the context and usage.
1. Rica’s family PLANS to go on a vacation this summer.
2. The staff HAVE gone their separate ways after the meeting.
Rule 9 – Uncountable nouns or nouns that can’t be counted takes a singular verb.
1. Too much sugar WAS put in this coffee.
2. Money IS the root of all problem.
3. Honesty IS the best policy.
Rule 10 – There are nouns that end in s that are always considered as singular.
1. The news about her death IS spreading very fast.
2. Mathematics IS a very difficult subject.
3. Diabetes IS not a curable disease.
Rule 11 – Fractional expressions half of, part of, portion of, may take singular or plural verbs depending if the noun that
is being referred to is countable or not.
1. Half of the audience ARE asleep because of his boring speech.
2. A portion of his wealth WAS donated to cancer patients.
Rule 12 – In inverted sentences especially those that use “here” and “there”, the subject follows the verb.
1. Here ARE the towels that you need.
2. A good snack IS a salad.
3. There ARE houses under the bridge.
PROFESSIONAL EDUCATION
CHILD AND ADOLESCENT
REVIEW NOTES
Sigmund Freud’s Psychoanalytic Theory (Personality)
Psychosexual Development
Oral Stage (0-1 yrs. old) – Infant
Anal Stage (1-3 yrs. old) – Toddler
Phallic Stage (3-6 yrs old) preschoolers
Latency Stage (age 6 - puberty) school age
Genital Stage (adolescence /puberty onwards)
Personality Component
ID (pleasure principles) infancy
EGO (reality principles) preschooler
SUPEREGO (morality principles) near end of preschool
3 Levels of Mind
CONCIOUS - all that we are aware of that are stored in our conscious mind.
UNCONCIOUS - all that we go through (feelings, beliefs, impulses deep within)
SUBCONCIOUS (a.k.a. Pre-Conscious) – the part of us that’s hidden unless we search for it
------------------------------------
Piaget’s Cognitive Development Theory
3 Basic Cognitive Concept
1. Schema – Building blocks of knowledge
2. Adaptation Processes (3)
Assimilation – using an existing schema to deal with a new object or situation.
Accommodation – happens when an existing schema does not work and needs to be changed to deal with a new
object or situation
Equilibration – occurs when a child’s schemas can deal with most new information through assimilation. But when
our experiences do not match our schemata, we experience cognitive disequilibrium
3. Stages of Cognitive Development
Stage 1. Sensori-motor stage (birth - infancy)
Highlight:
Object Permanence - ability to know that an object still exists even when out of sight
Stage 2. Pre-operational stage (2-7yrs) preschool years
Intelligence at this stage is intuitive in nature
Child can now make mental representations and is able to pretend
Highlights on this stage:
Symbolic Function – ability to represent objects and events
Egocentrism – the tendency of the child to only see his point of view and to assume that everyone also has his same
point of view
Centration – the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
Irreversibility – inability to reverse their thinking
Can understand 2+3=5 but cannot understand that 5-3=2
Animism – attribute human like traits or characteristics to inanimate objects
(e.g. Mr. Sun is asleep)
Transductive Reasoning – reasoning appears to be from particular to particular
(i.e. If A causes B, then B causes A)
Stage 3. Concrete-operational stage (8-11 yrs.) elementary school years
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
Decentering – no longer focused or limited to one aspect or dimension which makes the child to be more logical
when dealing with concrete objects and situations
Reversibility – can now follow that certain operations can be done in reverse
Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change
even if there is a change in appearance.
Seriation – ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal-operational stage (12-15 yrs.)
Thinking becomes logical
Can solve problems and hypothesize
This stage is characterized by the following:
Hypothetical Reasoning – the ability to come up with different hypothesis about a problem and to gather and weigh
data in order to make a final decision. Can answer what if questions.
Analogical Reasoning – the ability to perceive the relationship in one instance and use it to narrow down possible
answers. Can make an analogy.
Deductive Reasoning – the ability to think logically by applying the general rule to a particular situation.
Prof ed-assessment of Learning
1.Criterion reference test
-the students mastery of objectives
2.Define the instructional objective
-first step in planning an achievement test
3. Standard deviation
-Validity
4.Central tendency
-mean,median and mode
5.Positively skewed score distribution
-most of the scores are low
6.Normal distribution
- mean,median and mode are equal
7.Negatively skewedu
means that students perform well in the said examination or the scores of the students concentrated on the right part
of the curve.
good performance of the students
8.Normal distribution curve, a T-score or 70
two SDsabove the mean
T score=10z+50
z=2
9. Mean is to measure of central tendency as quartile deviation
10. Skewed to the right
-most of the students got scores below the mean,which means that the examinees performed very poor.
11. Median
-equivalent to the 50th percentile
12. Skewed score distribution
-scores are concentrated more at one
end or the other end.
13.Skewed to the left
-if the class is composed of bright students .High scores concentrated at the right part of the distribution.
14. -2SD and +2SD in the normal curve
- 95.44
From mean to 1SD is 34.13%
From mean to -1SD is also 34.13%
From 1SD to 2SD is 13.59%
From -ISD to -2SD is 13.59%
The are under the normal curve is
34.13%+34.13%+13.59%+ 13.59%=95.44%
15. Generousity error
if a teacher gives additional grade to the students who performed well in the class or in the examination,then he
commits generousity error.
16. Mode
defines as the number that occured most in the distribution most.The distribution is also classified as unimodal.
17. Formative test
is done after or during discussion.Feedback from the said exam can be used to determined whether the students have
mastery of the subject matter.
18. Positive discrimination index
more from the upper group got the item correctly.
19.Norm-referenced statements
you are comparing the performance of a certain students with the performance of other students.
20.Negatively skewed score distribution
the student consist of academically good
students
most of the scores of the students
concentrated at the right part of curve
21.Content validity
validation that refers to the relationships between a test and the instructional objectives.
establishes the test measures what it is
supposed to measure.
22. Measures of Variability
variance
standard deviation
range
interquartile range
mean deviation
23.Range
If teacher gets the difference between
the highest score and the lowest score.
Formula=highest score-Lowest score
24.Positively skewed
left side of the curve
25.Normal curve distribution -1SD to +1SD
68.26%
because -1SD to mean is 34.13%
and from mean to 1SD is also 34.13%
Thus the sum is 68.26%
26.Median
The scores of the students is a tutorial
class are as follows 82,82,85,86,87,94,98
the score 86 is the median
it is the middle most score in the
distribution.
27. 0-.20
difficulty index range
28. -0.46 discrimination index
more students from the lower group
answered item correctly
29. Multimodal
is a score distribution that consist of
more than modes.
30. Median is the most appropriate measure of central tendency to used when the distribution is skewed
31.Negatively skewed distribution
most of the scores of the test-takers
above the mean
32.Positively skewed distribution
the mean is greater than the median
33.TOS
Table of Specification
34. Range(types of variation)
is easily affected by the extreme scores,if there is a change in either the highest score or lower score the value of the
range easily change.
35. Mean(types pf central tendency)
easily affected by the extreme scores.
if there is a changes in highest score
the mean vallue pulled up
while if the lowest score become
smaller,the valueis pulled down.
36. Sentence completion test
word association test and thematic
appreciation test are all projective test.
37.Anecdotal report
are notes written by the teacher regarding incdents at the classroom that might be needs special attention in the future.
38.Sinforoso Padilla
father of counselling in the Philippines
39.Authentic assessment
assessment applying real life situation
40. Standardized test
to engage in easy scoring
41.Scoring rubric
very important and indespensable
42.Assessment for learning
emphasis on grades and honors
43.Difficulty index of 1
the test is very easy
44.Split half method and Kuder Richardson
measure internal consistency of the
test scores of the students.
45. Test-retest measures method
stability of the test scores
46.Parallel method
measures equuvalence
47.Grading on the curve/norm referenced
grading
the performance of a certain student
compared to the performance of other
students in the group
CURRICULUM DEVELOPMENT INTENSIVE

1. ESSENTIALISM
The teacher is the sole athourity in her subject area or field of specialization
Excellence in education ,back to basics and cultural literacy
2. PERENNIALISM
Teachers help students think with reason based on socratic methods of oral exposition or recitation ,explicit or
deliberate teaching of traditional values
Use of great books and return to liberal arts
3. PROGRESSIVSM
Subjects are interdisciplinary,integrative and interactive
Curriculum is focused on students interest,human problems and affairs
School reforms ,relevant and contextualized curriculum,humanistic education
4. RECONSTRUCTIONISM
Teacher act as agents of change and reform in various educational projects including research
Equality of educational opportunities in education,access to global education
5. CURRICULUM
a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of
knowledge ,skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and
not specialist
6. BEHAVIORIST PSYCHOLOGY
Learning should be organized so that students can experience success in the process of mastering the subject matter
7. COGNITIVE PSYCOLOGY
Learning constitutes a logical method for organizing and interpreting learning
8. HUMANISTIC PSYCHOLOGY
Curriculum is concerned with the process not the products
personal needs not subject matter
psychological meanings and environmental situations
9. SOCIAL FOUNDATION OF CURRICULUM
Society as ever dynamic,is a source of very fast changes which are difficult to cope with
10. PHILOSOPHICAL AND PSYCHOLOGICAL
FOUNDATION OF CURRICULUM
Helps in answering what school are for ,what subject are important, how students should learn,and what materials
and methods should be used
11. HISTORICAL FOUNDATIONS OF CURRICULUM
Shows different changes in the purposes ,principles and content of the curriculum
12. GOOD CURRICULUM
Complements and cooperates with other programs of the community
Provides for the logical sequence of subject matter
Continuosly involving
Complex of detail
13. WRITTEN CURRICULUM
Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that appear in
school,district or division documents
14. RECOMMENDED CURRICULUM
Proposed by schoolars and professional organization
15. HIDDEN CURRICULUM
Unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes
16. TAUGHT CURRICULUM
Teachers implement or deliver in the classrooms or schools
17. OBJECTIVES
Implement or component of the curriculum provides the bases for the selection of content and learning experience
which also set the criteria against which learning outcomes will be evaluated
18. LEARNING EXPERIENCE
What instructional strategies resources and activities will be employed
19. CONTENT
What subject matter is to be included
20. EVALUATION APPROACHES
What methods and instruments will be used to asses the results of curriculum
21. INTEREST
A learner will value the content or subject matter if it is meaningful to him/her
22. SIGNIFICANCE
When content or subject matter will contribute the basic ideas,concepts,principles and generalization to achieve the
overall aim of the curriculum then it is significant
23. LEARNABILITY
Subject matter is the curriculum should be within the range of the experience of the learners
24. UTILITY
Usefulness of the content or subject matter may be relative to the learner who is going to use it.
25. LEARNING CONTENT OF A CURRICULUM
Frequently and commonly used in daily life
Suited to the maturity levels and abilities of students
Valuable in meeting the needs and the competences of a future career
26. LEARNING EXPERIENCES
Elements or components of the curriculum includes instructional strategies and methods that put in action the goals
and use the contents in order to produce the outcome
27. AIMS,GOAL and OBJECTIVES
They provide the bases for the selection of learning content and learning experiences
They also set the criteria against which learning outcomes will be evaluated
28. SUBJECT MATTER/CONTENT
It is the compendium of facts ,concepts,generalization,principles and theories.
It is individuals personal and social world and how he or she defines reality
29. EVALUATION APPROACHES
Refer to the formal determination of the quality,effectiveness or value of the program,process and product of the
curriculum
30. INPUT
In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the content and all
materials needed in the curriculum
31. CONTEXT
Referes to the environment of the curriculum or the real situation where the curriculum is operating
32. PROCESS
Refers to the ways and means of how the curriculum has been implemented
33. PRODUCT
Indicates
SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT
1. THRUST – proceeding without assessing
2. DANGLING – hanging activity by giving another
3. TRUNCATION – leaves activity
4. FLIP-FLOP – returns to a left activity while currently
doing an activity
5. STIMULUS-BOUND – distracted
6. OVERDWELLING – overtime in one topic
7. OVERLAPPING – multitasking results negatively
ISM’s IN EDUCATION
BEHAVIORISM – change ESSENTIALISM – basic
EXISTENTIALISM – choice HUMANISM – build
IDEALISM – enough in mind PERRENIALISM – constant
PRAGMATISM - practice (T&E) PROGRESSIVISM – improve
REALISM – enough to see UTILITARIANISM - best
SOCIAL RECONSTRUCTIVISM – benefit of all
AIMS OF ERAS
PRE-SPANISH – survival and conformity
SPANISH – Christianity
AMERICAN – democratic ideals and way of life
COMMONWEALTH – moral character, efficiency
JAPANESE – progress
PROF. ED PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescense
OEDIPUS – son to mom ELECTRA – daughter to dad
LAWS IN EDUCATION
PRC BR 435 – Code of Ethics for Professional Teachers
PD 1006 – Decree Professionalizing Teachers
RA NO. 1425 – inclusion of the works of Jose Rizal
RA NO. 4670 – “Magna Carta for Public School Teacher”
RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”
RA 7836 – Phil. Teachers Professionalization Act of 1994
RA 9155 – BEGA (Basic Educ.) or DepEd Law
RA 9293 – Teachers Professionalization Act
RA 10533 – K-12 Law
ACT NO. 2706 – “Private School Law”
COMMONWEALTH ACT NO. 578 – “persons in authority”
KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng
PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)
PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)
PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
PHIL. CONSTITUTION ACT 14 – ESTACS
RA 1079 – no limit of Civil Service eligibility
RA 6655 – “Free Public Secondary Educ. Act of 1988”
RA 6728 – “Act Providing Government Assistance to
Students and Teachers in Private Education
RA 7277 – Magna Carta for PWD
RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
RA 7743 – establishment of public libraries
RA 7877 – “Anti Sexual Harassment Act of 1995”
RA 7880 – “Fair and Equitable Access to Education Act”
RA 8049 – Anti-Hazing Law
RA 8187 – Paternity Act
RA 10627 – Anti-Bullying
SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)
BRUNER’S THREE MODES OF REPRESENTATION
1. ENACTIVE (0-1 yrs. old) – action-based information
2. ICONIC (1-6 yrs. old) – image-based information
3. SYMBOLIC (7+) – code/symbols such as language
TAXONOMY OF OBJECTIVES
COGNITIVE:
BLOOM (LOTS) ANDERSON (HOTS)
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation o Remembering
o Understanding
o Applying
o Analyzing
o Evaluating
o Creating
AFFECTIVE:
o Receiving
o Responding
o Valuing
o Organizing
o Characterization
PSYCHOMOTOR:
SIMPSON HARROW
o Perception
o Set
o Guided Response
o Mechanism
o Complex Overt Response
o Adaptation
o Origination o Reflex movement
o Fundamental Movement
o Physical Movement
o Perceptual Abilities
o Skilled Movements
o Non-discursive communication
DALES CONE OF EXPERIENCE
Read
PROPONENTS AND THEIR THEORIES

1. WILHELM WUNDT-father of modern psychology
2.SIGMUND FREUD-father of psychoanalysis, and psychosexual theory
3.JOHANN HEINRICH-father of education and pedagogy
4. IVAN PAVLOV-classical conditioning
5.BURRHUS F. SKINNER-operant conditioning.
6.DAVID AUSUBEL-meaningful learning
7.JEROME BRUNER-discovery learning,spiral curriculum
8.ALBERT BANDURA-social cognitive learning theory.
9.EDWARD LEE THORNDIKE-law of readiness and exercises
10. KURT LEVIN-life space content.
11.KOHLER-problem solving by insight, insightful learning
12.URIE BROFENBRENNER-ecological theory
13.SANDRA BEM-gender schema theory
14.HOWARD GARDNER-theory of multiple intelligence
15.ELLIOT TURRIEL-Social domain theory
16.LAWRENCE KOHLBERG-moral development theory
17.ROBERT STERNBERG-triathlon theory intelligence
18.ERIK ERIKSON-psychosocial development theory
19.MA. MONTESSORI-transfer of learning, kindergarten preparation of children.
20.EDWARD PAUL TORRANCE-creative problem solving
21.CHOMSKY-linguistic acquisition theory
22.JEAN PIAGET-cognitive learning theory
23.JOHN WATSON-behavioral theory
24.EDWARD TOLMAN-purpose behaviorism
25.BERNARD WEINER-attribution theory
26.DANIEL GOLEMAN-emotional intelligence.
27.TITCHENER- structuralism psychology
28.ROBERT GAGNE -sequence of instruction
29.ABRAHAM MASLOW - hierarchy of needs , motivation theory
30.BENJAMIN BLOOM - bloom's cognitive taxonomy
31.DAVID KRATHWOHL - affective domain
32.LEV VYGOTSKY - socio-cultural theory of cognitive devt , linguistic theory, Scaffolding
33.JOHN LOCKE - tabularasa , empiricism
34.CHARLES COOLEY - looking glass self-theory
35.JOHN FLAVEL - metacognition
36.ARNOLD GESELL - maturation theory
37.JOHN DEWEY - Learning by doing
38.DAVID FROEBEL - Father of kindergarten
39.AUGUSTE COMTE - Father of Sociology.
40.JOHN AMOS COMENCIUS - Fr. of modern education.
LIST OF KEYWORDS
1. Idealism – spiritual, values, ideal
2. realism- science
3. empiricism- senses
4. naturalism- innate
5. existentialism- choice,decision,unique
6. essentialism- specialization, basic, fundamental
7. perrenialism- classic, literature, traditional
8. pragmatism- activation of skills
9. progressivism-child-centered
10. Epicureanism- perfection
11. Agnosticism- aetheist, unknown
12. stoicism- passionate emotions
13. hedonism- pleasure
14. humanism- humans
15. constuctivism- prior knowledge activation
16. reconstructionism- solution to problem
17. scholasticism- rationalization of church
Theories
1.Stages of development- jean piaget, thinking
2. Cognitivism- discovery learning, Jerome bruner,
concrete to abstract
3. behaviourism- environment, watson
4. connectionism- classroom environment, thorndike
5. humanism- carl rogers, child centered
6. operant conditioning- reinforcement/punishment,
skinner
7. Classical conditioning- habit and stimuli
8. Meaningful learning- taxonomy al, graphic organizers,
Ausubel
9. Insightful learning- Activation of prior knowledge,
problem solving, kohler
10. Moral development- value formation, Kohlberg
11. need theory- needs, maslow
12. attachment theory- caregiver, john Bowlby
13. identity statuses- jame marcias, confusion
14. field theory- internal and external environment
15. bioecological- system of environment,
Brofenbrenner
16. choice theory- glasser, decision
17. social learning- bandura, modelling
18. socio-cultural- Vygotsky, scaffolding more
knowledgeable other(mko)
Commonly used terms
Metacognition- thinking about thinking
Recitation- thinking aloud
Schooling- system controlled by teacher
Rebus- making a poem out of a concept
Indoctrination- religion, without addition nor
subtraction
KASH - KNOWLEDGE, ATTITUDES, SKILLS AND HABITS
KCAASE - Blooms taxonomy
BRANCHES OF BIOLOGY
Anatomy — It is a branch of biology which deals with the study of internal structure of an organism as revealed by
dissection.
Arthrology — Study of joints.
Agriology — Study of customs of primitive man.
Aphidology — Study of aphids (plant lice).
Aerobiology — Study of flying organisms in relation with other flying objects.
Agronomy — The management of farms and the science of crop production is called agronomy.
Anthropology — The science of man and mankind including his physical and mental constitution, cultural development
and social conditions of present and past is called anthropology.
Anthology — is a branch of biology study of flowers.
Agrostology — It is the study of grasses.
Acarology—Study of order acarina comprising ticks and mites.
Acrology — Study of ticks and mites is called acrology.
Aerobiology—Study of air borne organisms and structures such as spores etc. and their distribution also view fathers of
biology of various branches
Agriology—Itis the comparative study of tribal customs.
Agrobiology—It is the quantitative science of plant life and plant nutrition.
Agrology—It is the soil sciecne dealing with production of crops.
Andrology—It is the study of male reproductive organs.
Araneology—It is the study of spiders.
Arboriculture—Cultivation of trees and shrubs is called arboriculture.
Agriculture- It deals with the cultivation of crops and the improved methods of farming.
Actinobiology — Study of radiation effect on living organisms.
Angiology —is a biology branch Study of blood vessels.
Bionformatics — It is branch of science concerned with development and application of computing system and
technology in order to make novel observation about biological processes.
Biotechnology — It is the controlled use of biological agents such as micro-organisms or cellular components for
beneficial use.
Breeding biology —Breeding is art and science of changing and improving the heredity of plant and animals.
Biochemistry — Study of chemical aspect of living organims is termed biochemistry.
Bacteriology — Study of bacteria.
Batrachology—It is the study of frog.
Biocimatology—The study of climatic effects on biological processes and organisms.
Biometrology—Study of effects of atmospheric changes on living organisms.
Bionics—It is study of problem solving by humans, animals and its technical application.
Bacteriology — It is the study of bacteria.
Bryology — It is the study of bryophytes. Computational biology. Systematic development, application and validation
of computational hardware solution for building simulation models of bilogical systems.
Cytology — It deals with the study of structure and functions of cell.
Cell Biology — The study of structure, functions, reproduction, energy dynamics, transport mechanism and life history
of cell is called cell biology.
Cryobiology — It is the study of effect of low temperature on living organisms.
Chirology — It deals with communication system with deaf and mute by sign languages.
Chromatology — Study of pigments.
Ctetology — Study of acquired characters of organisms. Chorology—Biogeography.
Chromatology—It is the science of colours.
Chronobiology—Study of biology of cyclic physiological phenomena.
Cosmology—Sciecne of structure and evolution of universe.
Cnidology — Study of coelenterates or Cnidarians Characteristics
Conchology — Study of shells.
Chondrology — Study of cartilage.
Craniology — Study of skull.
Cardiology. Study of heart.
Dysteleology — It is the study of appearance of vestigial organs due to evolution.
Dendrology — It is the study of shrubs and trees.
Developmental biology — It deals with the study of processes by which organisms undergo progressive and orderly
changes in structure as well as physiology during their entire life cycle.
Dermatology — Study of skin.
Developmental morphology — It deals with the developmental aspects of plants.
Desmology—Study of structures and anatomy of ligaments.
MAJOR PHILOSOPHIES OF EDUCATION
1. Idealism – (Platonic) Reality consists of transcendental universal, form, or ideals which are the object of true
knowledge.
(DECS order No. 13 s 1998 – Revised rules and regulation on the teaching of religion in public elementary and
secondary schools)
2. Naturalism – This opposed to idealism. This is the view that the whole of reality is nature.
3. Pragmatism – a tendency, movement, or more definite system of thought in which stress is place upon critical
consequence and values as standard for explicating philosophic concept, and as a test of truth lies in its practical
consequence and that the purpose of conduct.
- James
- Chiller
- Dewey
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4. Supernaturalism – has a purpose to educate the individual for his life here on earth and to prepare for the life beyond.
Humanism – places human being over in above worldly things.
5. Realism– universals are independent of antecedent to and more real than the specific individual instances in which
they manifest.
6. Progressivism
– dominated by the technological experimental advancement which have so powerfully shaped our modern culture.
(DECS order No. 57 s 1998 – Clarification on the changes in the Social Studies Program, WH for 3rd year and
Economics for 4th year)
(DECS order No 91 s. 1998 – Changes in the THE program of the NSEC)
Some important features of Progressivism
The child as the center of the educational process.
It emphasizes learning by doing.
Advocates of Progressivism
John Dewey
William Kilpatrick
7. Existentialism
- Puts emphasis on the uniqueness of the individual.
- Existence precedes, that is, essence is created by existence.
- Human nature is a product of existence.
- Holds the view that human existence, or the human situation is the starting point of thinking.
– It emphasizes concreteness of the individual.
- It values the freedom of choice, individual dignity, personal love, and creative effort.
(DECS order no. 65 s. 1998 – revised Guidelines on the selection of honor students in secondary level)
(DECS order no. 10 s. 1998 – Revised system of rating and reporting of student performance for secondary schools)
Freedom of choice is an important value of existentialism and is determined or affected to a large extent several factors
among which are the following:
Influence of the family especially the parents.
Influence of peers and associates.
Religious orientation
Social approval
Cultural patterns
Financial status
Psychological traits
Sex
Health and physical fitness
Education
8. Positivism
- a philosophical movement characterized by an emphasis upon science and scientific method as the only source of
knowledge.
9. Relativism
- a doctrine of relationism or relativity – a theory that knowledge is relative to the limited nature of the mind and the
condition of knowing.
10. Materialism
- it maintains that all events are not true to the nature of independent reality and that holds that absolutely true
knowledge is impossible.
11. Empiricism
- it spouses that legitimate human knowledge arises from what is provided to the mind by the senses or by introspective
awareness through experience.
-hence it believes on education through
12. Romanticism
- it questioned the notions of the enlightenment that had dominated Europe in the early 18th century.
13. Epicureanism
- philosophical teaching about nature and ethics that was derived from the writing of Epicurus.
- this philosophy base its knowledge on sense perception, asserting that sensations are invariably good.
14. Hedonism
- it centers on pleasure
- learning is pleasurable
15. Utilitarianism
- it believes that any moral theory that value of human actions, policies, and institutions by their consequences in men’s
experience or by general welfare of all person affected by them.
16. Communism
- disregard basic human rights and educates the young for subservience to the state.
17. Fascism
– conceives that the state is an absolute.
18. Progressivism
- it emphasizes that educational concern must be on the child interest, desires, and the learners freedom as an individual
rather than the subject matter.
19. Essentialism
- it ascribes ultimate reality to immense embodied in a thing perceptible to the senses.
CELL ORGANELLES and their fondly names
NUCLEUS - brain of the cells
ENDOPLASMIC RETICULUM - transporter
RIBOSOMES - site of protein synthesis
CHLOROPLAST - site of photosynthesis
VACUOLE - garbage bin (storage)
LYSOSOMES - garbage collectors
NUCLEOLUS - site of ribosomal synthesis
CELL MEMBRANE - the guards of the cell
CYTOPLASM - gel- like structure
GOLGI APPARATUS - packaging site of the cell
CELL WALL - plant cell protector
MITOCHONDRIA - powerhouse of the cell
Acronyms
PPST-Philippine Professional Standard for Teachers
NCBTS-National Competency Based Teacher Standard
PQF-Philippine Qualifications Framework
PD-Presedential Decree
RA-Republic Act
NESC-New Elementary School Curriculum
NSEC-New Secondary Education Curriculum
BESRA-Basic Education Sector Reform Agenda
RBEC-Revised Basic Education Curriculum
K-12-Kinder to Grade 12
NSAT-National Secondary Assessment Test
NAT-National Achievement Test
SMART-Specific Measurable Achievable Relevant Time-Bound
HOTS-Higher Order Thinking Skills
LOTS-Lower Order Thinking Skills
CHED-Commission on Higher Education
TESDA-Technical Education and Skills Development Authority
DepEd-Department of Education
PAGASA-Philippine Atmospheric Geophysical Astronomical Services Administration
PRC-Philippine Regulatory Commission
MTB-MLE- Mother Tongue Based Multi Lingual Education
OBE-Outcome Based Education
ACTUAL LET
1. Prime factor of 273
2. Prime factor of 56
3. Tanong na 8% of 3mthns of 6000 ans 6120
4. Filipino American- Bienvenido santos
5. Father of modern psychology
6. Shape of the earth - Sphere
7. Shape of a brick
8. Skype
9. Brain of the computer- CPU
10. Wife of Andres Bonifacio- gregoria de jesus
11. Earliest form of writing- alibata
12. Unang tao sa pinas - negritos
13. Salitang ugat ng saliksik
14. Salitang ugat ng pag babago
15. The proposed project _____ within the budget of the school
16. Impertinent - irrelevant
17. Transmuted - Change
18.The empty board _____ on the table
19. She wrote a “First-rate”report - excellent
20. Cleanliness
21. Reciprocal
22. First labor union in the country- union obrero democratica
23. religious missionaries first arrived in the phils-Augustinians
24. Father of local government code
25. Prime numbers are there in between 1-1000
26. How many ways can 5 girls in row of 5 seats
27. The sum of three consecutive intergers 123
28. Modernisasyon ng wikang pambansa- 1974
29. Damage DNA- mutation
30. What is true about Metalloids
31. Acid rain
Prof.ed
1. Erik erikson theory paulit ulit ilang questions ang about sa theory nia
2. Blooms taxonomy
3. Learning of and learning for
4. Types of assessment
5. Pragmatism
6. Piaget
7. Tabularasa
8. Mean,median
9. Curriculum assessment
10. Learner centered
FOUNDATIONS OF EDUCATION
A. HISTORICAL FOUNDATIONS
1. EARLY CONCEPTIONS OF EDUCATION
1.1 Education for Conformity / Primitive Education
Aims: To survive
To conform to the tribe to which they belong
Effects: Culture was passed on and preserved for generation.
People were able to adjust and adapt to political and social life.
Tribes were able to meet their economic needs and were able to survive.
1.2 Education for the Preservation of Social Stability / Oriental Education
Aims: To impress traditional ideas and customs in order to maintain and
perpetuate the long established social order (based on the theories of
recapitulation and complacency)
Effects: Development of static and highly formal educational system
Traditions were perpetuated.
Citizens were easily integrated to social life.
1.3 Education for the Development of Individuality / Greek Education
Aims: To promote individual success and welfare through the harmonious
development of the various aspects of human personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual excellence
needed for public usefulness
Greek educational theorists: Socrates – truth
Plato – justice
Aristotle - happiness
Effect: Emphasized the complimentary development of the human personality
for his cultural improvement and for social transformation of the State
1.4 Education for Utilitarianism / Roman Education
Aim: To educate the Roman youth for realizing national ideals
Early Romans: Vir bonus (good soldier, good worker, good citizen)
Later Romans: Linguistic facility (oratory)
Effects: Introduced the concept of educational ladder
Produced a nation of doers
2. EDUCATION DURING THE MIDDLE / MEDIEVAL AGE
2.1 Education for Humanitarianism / Christian Concept of Education
Aim: To develop socially responsible individuals who possess all the virtues of brotherly
Love
Effects: Class distinctions /racial prejudices have been lessened (equality before God
regardless of sex, status and race).
Fuller recognition of the integrity of the human personality (womanhood has been
elevated to a higher place).
2.2 Education as Spiritual Discipline / Moral Discipline / Monasticism
Aim: To achieve eternal salvation
Effect: Individuals become bonded to the authorities and conventions of the church.
Proponent: St. Benedict (monk)
2.3 Education as Intellectual Discipline / Scholasticism
Aim: To support the doctrine of the church by rational argument
Proponent: St. Anselm (Father of Scholasticism)
2.4 Education as Social Discipline / Chivalric Education
Aims: Training for a life of high ideals / standards
Training for knighthood centered on the rudiments of love, war and religion
2.5 Guild System of Education
Aim: Prepare children for the requisites of commerce and industry
2.6 Saracenic Education
Aim: Application of scientific facts to the affairs of daily life
Methods: repetition and drill, memorization and imitation (elementary)
Lecture, observation and experimentation (higher)
3. MODERN CONCEPTIONS OF EDUCATION
3.1 Education for Rich, Full Life / Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts with the ancient
languages and literature
Effects: Classic learning was revived.
Education was very aristocratic.
Served as foundation of modern academic freedom (principle of freedom of
thought and creativity)
3.2 Northern or Social Humanism
Aim: For social reform
Methods: individualized instruction, repetition and mastery, motivation, use of praise and
rewards
Proponent: Desiderius Erasmus
3.3 Reformation
Aim: Religious moralism
Proponent: Martin Luther
3.4 Counter-Reformation
Aim: To develop an unquestioning obedience to the authority of the church
Jesuits: train leaders
Christian Brothers: teach the poor
Jansenists: spiritual salvation
3.5 Humanistic or Verbal Realism
Aim:. Complete knowledge and understanding of human society
JUAN LUIS VIVES – Develop one’s personality
FRANCOIS RABELAIS – Develop the whole man
JOHN MILTON – Prepare for actual living
3.6 Social Realism
Aim: To prepare the aristocratic youth for a life of a gentleman in the world of affairs
Proponent: Michel de Montaigne
3.7 Sense or Scientific Realism
Aim: To develop natural individual in a natural society
FRANCIS BACON – To give man dominance over things
RICHARD MULCASTER – Repress not the natural tendencies and activities of
childhood
JOHN AMOS COMENIUS – eternal happiness with God
3.8 Education as Training of the Mind / Formal Discipline
Aims: To train the mind through rigorous exercises in order to develop intellectual
capacities and to form specific habits
To form character (mental, physical and moral)
Effect: Emphasis on the process of learning and not on the things learned
Proponent: John Locke “A sound mind in a sound body.”
3.9 Rationalism
Aim: To enable man to think for themselves
Methods: critical analysis, application of reason
3.10 Education in Harmony with Nature / Naturalistic Conception of Education
Aims: To develop the individual in accordance with the laws of human development
To preserve the natural goodness of man
Effect: Considers principles of human growth and development for teaching and learning
More person-oriented in approach.
Proponent: Jean Jacques Rousseau “Man as he comes from nature is good but that he
becomes evil through contact with society.”
3.11 Education for Patriotic Citizenship / Nationalistic Conception
Aim: To develop military preparedness and aggressiveness for the preservation and
glorification of the State
Effect: Education became an agency for national development and progress.
3.12 Education as Psychological Development
Aim: To direct and control growth and development through appropriate educational
procedures
JOHANN HEINRICH PESTALOZZI – Social regeneration of humanity
FRIEDRICH FROEBEL – Development of the child
JONATHAN HERBART – Moral development
EDWARD LEE THORNDIKE – realize the fullest satisfaction of human wants
3.13 Education as a Scientifically Determined Process
Aim: To make education a science
Methods: experimental problem-solving, scientific method and research
Effects: Systematic and objective analysis of the curriculum materials
Scientifically determined learning objectives
Inclusion of more sciences in the curriculum
3.14 Education as Social Adjustment / Social Traditionalism
Aims: To give pupils insights into their social inheritance, into the ideals, institutions,
conditions and customs of society
Effect: Learners were trained to make intelligent choices to solve life problems.
Education was contributory to the development of human potentials for national
development and progress.
3.15 Education as Social Reconstruction / Social Experimentalism
Aim: Prepare for a progressive rebuilding of the social order
Methods: Guidance (including social guidance), intelligent and cooperative participation
B. PHILOSOPHICAL FOUNDATIONS
1. MAJOR PHILOSOPHICAL THOUGHTS
1.1 Idealism
 Emphasizes the importance of mind, soul and spirit
Aim: To develop the individual spiritually, mentally, morally
Proponent: Plato- based on the conception of unchanging truth and value
1.2 Realism
 Stresses that the world is made up of real, substantial and material entities
 Knowledge is derived from sense experience.
Aim: To provide students with essential knowledge to survive the natural world
Proponents: Aristotle- “The human mind gives man the power to think.”
Harris Broudy- education gives values in living a good life
1.3 Pragmatism / Experimentalism
 Derived from the Greek word pragma meaning a thing done
 Reality is what is actually experienced.
Aim: To teach students how to think so that he can adjust to the demands of an
ever changing world
Proponent: John Dewey- “Education should be both conservative and reconstructive
2. MODERN PHILOSOPHICAL THOUGHTS
2.1 Perennialism
 Knowledge that has endured through time and space should constitute the foundation of education.
Aim: To develop power of thought
Proponent: Robert Hutchins
2.2 Essentialism
 There are certain essentials that all men ought to know.
Aim: To promote the intellectual growth of the learners.
Proponent: William Bagley
2.3 Progressivism
 Improvement and reform in the human condition are both possible and desirable.
 Education is always in the process of development.
Aim: To provide the pupil the necessary skills to be able to interact with his ever
changing environment
Proponents: John Dewey- “Education should be a continuum of outgoing experiences
that united the past and the present to shape the future.”
Johann Pestalozzi- “Education should be more than book learning, should
develop the whole child.”
2.4 Existentialism
 Man has no fixed nature and he shapes his being as he lives.
 Knowledge is subjective to the person’s decision, and varies from one person to another.
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre- “Each one creates his/her own meaning or essence.”
2.5 Social Reconstructionism
 Man plans and controls his society, that in a democratic society this should be done in the public interest.
Aim: Education for change and social reform
Proponent: George Counts- “Curriculum should include broad areas of social and
technological knowledge.”
3. EASTERN PHILOSOPHIES
3.1 Hinduism
• Emphasizes a commitment to an ideal way of life characterized by honesty, courage, service, faith, self-control, purity
and non-violence which can be achieved through YOGA
Proponent: Mahatma Gandhi
3.2 Buddhism
• Believes in the FOUR NOBLE TRUTHS
• Believes in the LAW OF KARMA
Proponent: Siddharta Gautama
3.3 Confucianism
• Teaches moral life through devotion to the family, loyalty to the elders, love of learning, brotherhood, civil service,
and universal love and justice.
• Stresses the FIVE CARDINAL VIRTUES (benevolence, righteousness, propriety, wisdom and sincerity).
Proponent: Confucius
3.4 Taoism
• TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of being close to nature and being in
harmony with the whole universe
• Strongly believes in WU WEI (Let things come naturally.)
Proponent: Lau-Tzu
3.5 Zen Buddhism (Japanese version)
• Believes in the THIRD EYE (to see things which are invisible to the naked eyes and to get attuned to the things around
us).
• Encourages meditation (mind-awakening).
3.6 Islam
• Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and pilgrimage).
• Uses KORAN
• Believes in paradise
Proponent: Muhammad / Mohammed
PHILOSOPHIES OF EDUCATION
What is Philosophy? - the science that seeks to organize and systemize all fields of knowledge as a means of
understanding and interpreting the totality of reality. - systematic and logical explanation of the nature, existence,
purpose and relationships of things, including human beings in the universe.
Main Branches of Philosophy
1. Metaphysics – deals with the first principles, the origin an essence of things, the causes and end of thing. - it is the
science of existence.
2. Epistemology – deals with knowledge and with ways of knowing. - Conceptual - Perceptual – Intuitive
3. Axiology – deals with purposes and values. - Ethics
4. Logic – deals with the correct way of thinking.
Major Philosophies of Education
1. Idealism – (Platonic) Reality consists of transcendental universal, form, or ideals which are the object of true
knowledge. (DECS order No. 13 s 1998 – Revised rules and regulation on the teaching of religion in public elementary
and secondary schools)
2. Naturalism – This opposed to idealism. This is the view that the whole of reality is nature.
3. Pragmatism – a tendency, movement, or more definite system of thought in which stress is place upon critical
consequence and values as standard for explicating philosophic concept, and as a test of truth lies in its practical
consequence and that the purpose of conduct. - James - Chiller - Dewey
4. Supernaturalism – has a purpose to educate the individual for his life here on earth and to prepare for the life beyond.
Humanism – places human being over in above worldly things.
5. Realism– universals are independent of antecedent to and more real than the specific individual instances in which
they manifest.
6. Progressivism – dominated by the technological experimental advancement which have so powerfully shaped our
modern culture. (DECS order No. 57 s 1998 – Clarification on the changes in the Social Studies Program, WH for 3rd
year and Economics for 4th year) (DECS order No 91 s. 1998 – Changes in the THE program of the NSEC) Some
important features of Progressivism 1. The child as the center of the educational process. 2. It emphasizes learning by
doing. Advocates of Progressivism John Dewey William Kilpatrick
7. Existentialism - Puts emphasis on the uniqueness of the individual. - Existence precedes, that is, essence is created by
existence. - Human nature is a product of existence. - Holds the view that human existence, or the human situation is the
starting point of thinking. – It emphasizes concreteness of the individual. - It values the freedom of choice, individual
dignity, personal love, and creative effort. (DECS order no. 65 s. 1998 – revised Guidelines on the selection of honor
students in secondary level) (DECS order no. 10 s. 1998 – Revised system of rating and reporting of student
performance for secondary schools)
Freedom of choice is an important value of existentialism and is determined or affected to a large extent several factors
among which are the following: 1. Influence of the family especially the parents. 2. Influence of peers and associates. 3.
Religious orientation 4. Social approval 5. Cultural patterns 6. Financial status 7. Psychological traits 8. Sex 9. Health
and physical fitness 10. Education
8. Positivism - a philosophical movement characterized by an emphasis upon science and scientific method as the only
source of knowledge.
9. Relativism - a doctrine of relationism or relativity – a theory that knowledge is relative to the limited nature of the
mind and the condition of knowing.
10. Materialism - it maintains that all events are not true to the nature of independent reality and that holds that
absolutely true knowledge is impossible.
11. Empiricism - it spouses that legitimate human knowledge arises from what is provided to the mind by the senses or
by introspective awareness through experience. -hence it believes on education through.
12. Romanticism - it questioned the notions of the enlightenment that had dominated Europe in the early 18th century.
13. Epicureanism - philosophical teaching about nature and ethics that was derived from the writing of Epicurus. - this
philosophy base its knowledge on sense perception, asserting that sensations are invariably good.
14. Hedonism - it centers on pleasure - learning is pleasurable
15. Utilitarianism - it believes that any moral theory that value of human actions, policies, and institutions by their
consequences in men’s experience or by general welfare of all person affected by them.
16. Communism - disregard basic human rights and educates the young for subservience to the state.
17. Fascism – conceives that the state is an absolute.
18. Progressivism - it emphasizes that educational concern must be on the child interest, desires, and the learners
freedom as an individual rather than the subject matter.
19. Essentialism - it ascribes ultimate reality to immense embodied in a thing perceptible to the senses.
PROF EDUCATION
PART 1: KOUNIN'S MGT MODEL (1970)
stimulus boundedness -- teacher's attention interrupted by extrateneous stimulus
Thrust -- teacher interrupts students engaged in activities w/o considering whether the student is ready or not.
Dangels -- teacher interrupts activity of student and return to it again.
Truncations -- teacher does not return to current act. after being interrupted.
Overdwelling -- teacher focuses on a certian topic that will lead to too much time consupmtion, the lesson will slow
down.
Fragmentation -- chunks of lesson for students to understand his/her lesson effectively or breakibg down of act. to
cause too much time.
Flip Flop -- teacher changes its activity from current activity to new one and vice versa
whenever he/she changes his/her mind.
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PART 2 PO.
THEORIES AND THEIR PROPONENTS
Wilhelm Woundt = german psycologist "founder of modern psychology.
Titchener = structuralism psychology
William james, G. Stanley Hall, James M. Cattell.... these three promote "functionalism psychology
Charles darwin = theories to mental characteristics as human think, feel & behave(" evolutionary psychology")
Herman Ebbinghaus = associationism psychology
Edwin Guthrie = (stimulus and response ) :; temporal conguity
Edward Lee Thorndike = "satisfaction" "the law of effect".
Ivan Pavlov = involuntary behavior
Max Wertheimer = gestalt psychology
Otto Loewi = discovered "acetylchloline
" respobsible in stimulation of muscles
Ulf von Euler discovered "norepinephrine" bringing our nervous system into "high alert" Arvid Carlsson
discovered "dopamine" the reward mechanisms in the brain
Jean Piaget -- cognitive dev't , info processing , dynamic interrelation.
Sigmund Freud -- psychosexual , psychoanalytic
Erik Erickson -- psychosocial
Lawrence Kohlberg -- moral dev't,
Burrhus Frederic Skinner -- operant cond.
Ivan Pavlov -- classical cond.
Edward Lee Thorndike -- connectionism
Albert Bandura -- social learning, neo - behaviorism
Robert Gagne -- sequence of instruction
Abraham Maslow -- hierarchy of needs , motivation theory
William Kohler -- insight learning
Robert Havighurst -- devt task theory
Benjamin Bloom -- bloom's cognitive taxonomy
Simpsons / Anita Harrow -- psychomotor domain
David Krathwohl -- affective domain
Jerome Bruner -- constructivist, spiral curr, instrumental conceptualism
Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory, Scaffolding
Edgar Dale -- cone of exp. (20% remember)
kohler,koffka, weirtheimer -- gestalt psychology
John Locke -- tabularasa , empiricism
Howard Gardner -- multiple int.
Noam Chomsky -- language acquisition theory , fr of linguistic, nativism
David Ausubel -- meaningful learning, graphic organizer, assumption
Charles Cooley -- looking glass self theory
John Flavel -- metacognition
Sandra Bem -- gender schema theory
Elliot Turriel -- social domain theory
Robert Sternberg -- triachic theory of int.
Johm Watson -- behaviorial theory
Maria Montessory -- transfer of learning, kinder garten preparation of children.
Edward Tolman -- purposive behaviorism and goal oriented
Edward Torrance -- creative problem solving
Bernard Weiner -- attribution theory
Daniel Goleman/coleman? -- emotional intelligence
Wolfgang Ratke -- used vernacular for approaching the class.
mencius -- idealistic wing of confucianism
hzun tzu -- realistic wing of confusianism
taoism -- lao tzu
Herbart spencer -- moral devt
Pestallozi -- symmetrical and harmonious devt of child
John Jacques Rosseau -- nature of child
Arnold Gesell - maturation theory
John Dewey - Learning by doing
David Froebel - Father of kinder garten
John Bowly - Attainment Theory
Edward Boro - Six Thinking Hats Theory
Auguste Comte - Father of Sociology
Carlos Linnaeus - Father of modern taxonomy.
John Amos Comencius - Fr. of modern education.
Erasmus Desiderius - Fr. of humanism/ social humanism
William Kilpatrick - Project method.
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PART 3:
IDEALISM -- plato
REALIAM -- aristotle
EMPIRICISM -- locke
PRAGMATISM -- dewey
EXISTENTIALISM -- hegel
PHILOSOPHICAL ANALYSIS -- moore
ESSENTIALISM -- bagley
PERENNIALISM -- hutchins
PROGRESSIVISM -- dewey
RECONSTRUCTIONALISM -- brameld
BEHAVIORISM -- skinner or watson
STRUCTURALISM -- helmholts or wundt?
FUNCTIONALISM -- james,nugell, or carr?
PURPOSIVISM -- hormic
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PART 4 -ISM
NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)
IDEALISM -- spiritual, values, moral, socratic method
REALISM -- natural world, values arenatural and absolute, reality exist undercieved
PRAGMATISM/EXPERIMENTALISM -- practical, problem solving research, knowledge is what works, values are
related, truth is warranted assertion.
ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skill
s are essential for rational being.
PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest are relevant to
curriculum.
EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do, deciding
precedes knowing.
PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.
SOCIAL RECONSTRUCTIVISM -- for better society, community based learning
RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.
BEHAVIORISM -- learning is change in behavior, S-R relationship
EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)
STRUCTURALISM -- complex mental exp. such as image,feeling and sensation
FUNCTIONALISM -- focus to motivation, thinking & learning.
PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of his/her
objective.
PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines meaning
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PART 5: REPUBLIC ACTS
9155 -- Governance of basic educ. act of 2001
6728 -- GASTPE
7722 -- creating CHED
7784 -- " " of center of excellence
7796 -- creating TESDA
6655 -- Free public secondary act of 1988
4090 -- creating a state scholarship council to intergrate, systematize, administer and implement all program
scholarships and appropriating funds.
5447 -- creation of a special educ. fund act enacted in 1968
-- organization and extension of classes
-- adding classroom to remote areas,barrios and provincial schools
6139 -- regulated the secretarian schools/
private school in charging higher tuition fee
7687 -- science and technology scholarship act of 1994
7743 -- establishment of city and municipal libraries.
8292 -- higher educ. modernization act of 1997
6850 -- an act to grant Civil Service eligibility under certain conditions to Gov. employees appointed under provisionap
or temporary status who rendered 7 years of efficient service
8545 -- amending RA 7628 Expanded GASTPE Act
8525 -- Adopt a school program
8491 -- Flag and Heraldic code of the Ph.
7797 -- lengthen the school prog. to 200 days and not more than 220 days
8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and assignment of
school.
6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.
7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and indigeneous learning
system
7743 -- act providing libraries and reading centers throughout the Ph.
7877 -- anti-sexual harassment act of 1995
9163 -- NSTP of 2001
6193 -- regulation of tuition fees of private educ. institution
10627 -- anti-bullyinh act of 2013
10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)
9485 -- anti-red tape act
Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities.
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PART 6
Philosophers Related to Learners Development
SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk avove water.
COMPONENTS OF PERSONALITY
ID -- pleasure center
EGO -- reality center
SUPER EGO -- conscience / judgment center.
PSYCHOSEXUAL STAGES OF DEV'T
ORAL -- thumb sucking, biting
ANAL -- toilet training, control of their bowel.
PHALLIC -- sexual interest, genital stimulation.
LATENCY -- sexual urges & interest were temporary
GENITAL -- adult sexual interest and activities come to dominate.
Odipus complex - son vs father towards mother/wife feelings . (excessive attachment)(Phallic stage)
Electra complex - daugther vs mother towards father/husband feelings. (excessive attachment)(Phallic stage)
Personality Dynamics
LIFE INSTINCT
DEATH INSTINCT
==============================
=====
ERIK ERICKSON -- "healthy children will not fear in their elders have integrity enough to fear of death.
PSYCHOSOCIAL STAGES of DEVT
CRISIS -- a person goes through
MALADAPTATION -- result from failure to effectivity resolve the problem
MALIGNACY -- "
VIRTUE -- emerges when balance & resolution of crisis attained.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence.
Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a
sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while
failure results in feelings of inferiority.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself,
while failure leads to role confusion and a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive
change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in
shallow involvement in the world.
Stage: Maturity(65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of
wisdom, while failure results in regret, bitterness, and despair.
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LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's.
SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills.
MKO(More Knowledge Others) -- higher level of performance.
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JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things not simply
repeating what other generation have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.
PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think symbolically.
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LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and standards
that have been critically examined & agreed upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- obidience & punishment (consequences) , individualism & exchange
CONVENTIONAL --interpersonal relationship, maintain social order.
POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and beliefs.
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URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood
MESOSYSTEM -- connections between context, school experiences to church experience.
EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still
have a large effect on her.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence.
Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a
sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while
failure results in feelings of inferiority.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself,
while failure leads to role confusion and a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive
change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in
shallow involvement in the world.
Stage: Maturity(65 to death)
Complete Curriculum Development Notes

By LET Review University Research Team
Because we love you and want you to pass the board.
Be thankful.
SABERTOOTH CURRICULUM - responsive to the environment
SPIRALLED CURRICULUM - increasing level of difficulty
CURRICULUM - planning, design, development, implement, evaluation, engineering
CURRICULUM PLANNING - aligned to mission, vision, goals
TYPES OF LESSON:
• development lesson
• review lesson
• drill lesson
• appreciation lesson
ENCULTURATION TYPOLOGIES
• pre-figurative
• post figurative
• co figurative
ACCULTURATION TYPOLOGIES
• adopted change
• free borrowing
SOCIETAL TRENDS - Alvin Teoffer
SOCIETAL TRENDS
• explosion
• implosion
• technoplosion
• dysplosion
PREFIGURATIVE - learn older generation
POST FIGURATIVE - learn younger generation
CO FIGURATIVE - learn same age
ADOPTED CHANGE - acculturation that is imposed
EXPLOSION - influx of people from rural to urban
INPLOSION - influx of information
TECHNOPLOSION - influx of ICT tools and gadgets
DYSPLOSION - deterioration of human values
KNOWLEDGE FOR PRACTICE – malaman | teacher preparation
KNOWLEDGE IN PRACTICE – maranasan | artistry of practice
KNOWLEDGE OF PRACTICE – maunawaan | systematic inquiries about teaching
CURRICULUM DEVELOPMENT - decision making
TYPES OF KNOWLEDGE
• content knowledge
• pedagogical knowledge
• technological knowledge
• context knowledge
LEE S. SHULMANS - PCK model
ELEMENT OF TIMELINESS – classic | transcends through generation
ELEMENT OF TIMELESSNESS - can withstand the test of time
TOTAL DEVELOPMENT
• beginner survival
• content survival
• mastery survival
TYPES OF ENVIRONMENT
• social
• economic
• cultural
• political
• technological
• ethico moral
J. ABNER PEDDWELL (1939) - sabertooth curriculum
4 DOMAINS
1. planning and preparation
2. classroom environment
3. instruction
4. professional response
TRIVIUM - rhetoric (speech) | grammar (English) | logic
QUADRIVIUM – arithmetic | geometry | music |astronomy
ARITHMETIC - number itself
GEOMETRY - number in space
MUSIC - number in time
ASTRONOMY - number in time and space
HERACLITUS - one cannot bathe in the same river twice
CURRICULUM - sum total of all the experiences provided by the school to students for optimum growth and
development
HARD SKILLS - what do you want the students to learn?
SOFT SKILLS - why do you want them to learn it?
THEORY OF APPERCEPTION - familiar to unfamiliar
EDUCATIONAL DELIVERY SYSTEM
• instruction
• research & extension library
• communication school guidance
• physical facilities canteen
• curriculum
SERVICE LEARNING - teaching method that combines meaningful service to the community with curriculum based
learning and education in action
CLOZE TEST/ PROCEDURE - every 5th or 7th word is omitted
ARBORESCENT - growth is vertical
RHIZOMATIC - growth is horizontal
PROGRESSIVE LEARNING - in order
RETROGRESSIVE LEARNING - reverse order
ROTE LEARNING - not progressive or retro
5 MAJOR CLUSTERS OF STRATEGIES
• direct instruction
• indirect instruction
• experiential learning
• independent study
• interactive instruction
DIRECT INSTRUCTION - developing skills or providing information
INDIRECT INSTRUCTION - involvement
EXPERIENTIAL LEARNING - process not product
INDEPENDENT STUDY - student initiative
INTERACTIVE INSTRUCTION - social skills
PHILIPS 66 - students group by 6 | 6mins time
MUSIC TYPOLOGIES
• story music
• program music
• pure or absolute music
STORY MUSIC - tells a story
PROGRAM MUSIC - describes
PURE OR ABSOLUTE MUSIC - doesn’t tell or describe
GESSELSCHAFTLICH – market | perspective of schooling | (efficiency, productivity, competition)
GEMEINSHAFT – community | cultural relationship
TECHNOLOGICAL FORCES OF CHANGE
• acceleration- mabilis
• novelty – new
• diversity
MAX SCHELLER - state of valuelessness | anomie
EDUCATION TYPOLOGIES
• formal
• non formal- alternative learning system
• informal - hidden curriculum
STRATIFICATION - divided grouping
PRIMARY GROUP – family |face to face | intimate and personal
SECONDARY GROUP – impersonal | business like | casual
IN GROUP – solidarity | camaraderie | sympathetic attitude
OUT GROUP – indifference | avoidance | hatred
PEER GROUP - same age | social and economic status including interest
CLIQUE - different age | same interest
INDIVIDUAL BENEFITS
• knowledge
• skills
• values
SOCIETAL BENEFITS
• social
• economic
• cultural
• technological
• political
• ethico moral
SOCIOLOGICAL FOUNDATION OF CURRICULUM - belief will determine the practice
CHARACTERS OF CULTURE
• diverse - environment
• gratifying – needs based
• learned - instruction
• adaptive – borrowed, imposed and invented
• social - contact
• transmitted - language
HOW IS CULTURE LEARNED
• enculturation – learning own culture
• acculturation – Knowing the culture of other people
• inculturation – adapt the culture of other people
Teaching-Learning Theories keywords:

Behaviorism - change
Essentialism - basic
Humanism - build
Existentialism - choice
Idealism - mind
Realism - real, see
Perrenialism - constant, Great Books
Pragmatism - practice
Progressivism - improve
Reconstructivism - benificial to all
Utilitarianism - best
Proponents of Learning Theories:
Ivan Pavlov - Classical Conditioning Theory
John Watson - American Behaviorism
Edward Lee Thorndike - Reinforcement Theory
Wolfgang Kohler, et. al. - Gestalt Theory
Jean Piaget - Cognitive Dev't Theory
Albert Bandura - Social-Cognitive Theory
Lev Vygotsky - Social Constructivism
Jerome Bruner - Concept of Categorization
Allan Paivio - Dual-code Theory

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FIGURE OF SPEECH

1) SYNECDOCHE - an association of some important part with the whole

CURRICULUM DEVELOPMENT INTENSIVE

PROPONENTS AND THEIR THEORIES

Complete Curriculum Development Notes

Teaching-Learning Theories keywords:

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