Drills: Prof. Ed

DRILLS
PROF. ED
Means of Central Tendency
- Homogenous - Heterogeneous
• Mean - Close • Median - Scattered
- clustered - When there are extremes
- Middlemost
- Arrange it first
- Most frequent
• Mode
- Not unique
- types:
- Unimodal
- Bimodal
- Multimodal
- No mode
EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

VARIABILITY
• The smaller/narrower/closer/ the better
• Range - Unstable/unreliable • SD - Most reliable
- Most crude - Stable
- simplest - Used when measurement
are widely spread
- Tells how far the variables
are from the mean
• Variants - Square of standard
deviation
NOTE! The lower the score, the better

VARIABILITY
• Low Scores • High Scores

- Homogenous - Heterogenous
- Clustered - Scattered
- Bunched together - Spread
- Near - Far

RELATIVE POSITION
- position depends on others position
• Percentile • Decile
- Divided by 100% - Divided by 10
- Median= P50 - Median= D5
Example: P80 Example: D7

- I am higher than/greater - 7 x 10= 70
than/better than 80% of - I am higher than/greater
the class. than/better than 70% of
the class.
RELATIVE POSITION
- position depends on others position
• Stanines • Quartile
- Divided by 3 types - Divided into 4
- Median= S5 - Median= Q2
Cues Example: 100 examinees
S1- Below Average Q4 = TOP 1-25
S3=
S4-S6=Average Q3 = TOP 26-50
Q2 = TOP 51-75
S7-S9=Above Average Q1 = TOP 76-100

DIFFICULTY INDEX
- measures the easiness of a question
0-0.20 Very Difficult REJEC

T
0.21-0.40 Difficult REVIS
E
0.41-0.60 Moderate RETAIN
0.61-0.80 Easy REVIS

E
0.81- Very Easy REJEC
1.00/1 T
DISCRIMINATION INDEX
- Differentiate Upper Group from Lower Group
• Positive • Negative
- More from upper group - More from Lower group
(smart students) got the (slow students) got the
answer answer
- Retain - Reject
• Zero
- Cannot discriminate the item.
- Reject
VALIDITY
- Measures what it intends to measure
- Learn what it intends to be learned
• Example:
I need to take the weight o my students, therefore I
need to use the weighing scale.
VALID or NOT
4 C’S IN VALIDITY
CONTEN CONSTRUCT
T - Face - Divergent
- Curricular - Convergent
CRITERION CONSEQUENTIA
- Predictive L
- Concurrent

RELIABILITY
- If the results are consistently the same, then we can say it is
reliable.
• Example:
I went to an eye test. My previous result was 20. My
second time was 21.
RELIABL or NOT
E
VALIDITY AND RELIABILITY
NOTE!
- If the test is VALID, it will ALWAYS be RELIABLE.
- If the test is RELIABLE, it is NOT always VALID.
- The more items given, the more reliable the test will be.

CRITERION-REFERENCED
- It sets a standard
- Skill
- Target
- Criteria Examples:
• LET
• assessment of learning
• performance

NORM-REFERENCED
- Depende sa kasama
Examples:
• Topnotchers in LET
• Ranking of honors
• NAT
• Science Contest

PRESENTATION OF KURTICS (CURVES)
•MESO •PLATI
•LEPTO
• MESO
- Bell shaped
- Most scores are average
- few high and low scores

• LEPTO
- Pointed shaped
- Almost all are average
- few high and low scores
- bunched together
- narrow

• PLATI
Scores are:
- Spreadt
- Scattered
- Heterogenous

SKEWNESS
- It is a matter of finding the direction of the tail
• SKEWED to the RIGHT/ POSITIVELY

SKEWED
Scores are:
- Low
- Bobling ang students
- Poor

SKEWNESS
- It is a matter of finding the direction of the tail
• SKEWED to the LEFT/ NEGATIVELY

SKEWED
Scores are:
- High
- Brainy Kids

SKEWNESS
- For better understanding, use your LEFT HAND
• SKEWED to the RIGHT/ POSITIVELY
SKEWED

SKEWNESS
- For better understanding, use your LEFT HAND
• SKEWED to the LEFT/ NEGATIVELY
SKEWED

BENJAMIN BLOOM’S TAXONOMY
KC-ApAnSE

BENJAMIN BLOOM’S TAXONOMY
Knowledge remembering
LOT
Comprehension understanding S
Application Transfer of knowledge
Analysis Breaking Down
Deductive HOTS
Synthesis Creating
Inductive
Evaluation Judging

REVISED BLOOM’S TAXONOMY
RU-ApAnEC

REVISED BLOOM’S TAXONOMY
BLOOM’S ANDERSON
Knowledge Remembering
Comprehension LOT
Understanding
S
Application Applying
Analysis Analysing
Synthesis HOTS
Evaluating
Evaluation Creating
NOTE! Bottom most part has the highest cognitive thinking.

FORMS OF LEARNING
CONVERGENT DIVERGENT
Close-Ended Open-Ended
Narrow Wide
Objective Subjective
Small Effectiveness Better

FORMS OF LEARNING
This is the highest form of learning
METACOGNITIO
NJOHN FLAVELL
By?

ASSESSMEN
T
TRADITION ALTERNATI AUTHENTIC

AL
PAPER AND PENCIL TEST
VE
REAL LIFE EXPERIENCES
PERFORMANC PORTFOLIO
E
PRODUCT PROCESS WORK SHOW DOCUMENTATION

DIFFERENT TYPES OF ASSESSMENT
DIAGNOSTI FORMATIVE SUMMATIVE
C Before During After
Finds Strength Looks in the Evaluates
and weaknesses progress Learning
Enhances Remove Feedbacks and

Learning Learning Gaps Reflections

COMPONENTS OF SUMMATIVE ASSESSMENT
Written Work (WW)

Performance Task (PT)
Quarterly Assessment (QA)

ASSESSMENTS
FOR OF AS
Before and
After Self
During
Instruction Evaluation
instruction
Enhances For Grading Teacher
Learning Purposes Training Skills
Evaluates Test
Learning Construction

KINDS OF TEST
OBJECTIVE SUBJECTIVE
Non- Biased Biased
Narrow Wide
Guessing Bluffing
Types of Test: Types of Test:
Multiple Choice Essay
Matching Type

TEACHER BIASES
HALO EFFECT
• Example:
Giving a HIGH score/grade to a student because
she/he has done a POSITIVE doing. Although she/he
got a low score in a certain subject.

TEACHER BIASES
HORN ERROR
• Giving a LOW score/grade to a student because
she/he has done a NEGATIVE doing.
• Example:
Giving a LOW score/grade to a student because
she/he has done a NEGATIVE doing. Although she/he
got a high score in a certain subject.

RUBRICS
- Guides for scoring
- It is an objective scoring

RUBRICS
HOLISTIC
- It has a SINGLE Basis
- It looks into the generic judgement
• Example:
Is it Good or Bad?

RUBRICS
ANALYTIC
- It has a MULTIPLE Basis
- It is broken down into parts that makes up the 100
percent rating.
• Example:
Performance in Dance.
Costume
Props
Etc.

CLASSROOM MANAGEMENT
By Jacob Kounin
• Withitness - Eyes at the back of the head.
- Knows what’s happening in the classroom.
• Stimulus - Teacher gets easily distracted.

Bounded
• Overlapping - Multi-tasking
- Doing different things at the same time

By Jacob Kounin
• Thrust - Sudden activity given by the teacher
wherein students are not ready.
- Ex. Surprise Quiz
• Ripple Effect - Domino effect.
• Overlapping - Multi-tasking
- Doing different things at the same time

By Jacob Kounin
• Dangling - Dropping of a topic
- A sudden stop of discussion
a. Truncation - Not being able to go back to the topic because

of the kinadaldal of the teacher.
b. Flip-flop - Two topics being taught simultaneously or

agsinsinublat.

• Signal Interference - Suddenly stopping students
- Shhhhhhhh! (keep quiet)
• Proximity Control - Getting close to the student in order to

decrease distraction
- space
• Direct Appeal - Command.

• Antiseptic Bouncing - Getting the student out
- Send to the principal’s/guidance office
• Hurdle help - Preventive approach

a. Proactive - Wala pang nangyaring problema.
b. Reactive - Mayroon nang nangyaring problema.

• Reinforcement
- Positive feedback
- Can strengthen learning
• Punishment
- Weakens behavior
- Does not remove bad attitude

LESSON PLAN
O - Objectives
- SMART, Behavioral, Measurable
S - Subject Matter
- Content Based
L - Learning Experiences
- Procedure
E - Evaluation
- formative
A
- Assignment
- Enrichment

LESSON PLAN
KINDS OF LESSON
PLAN
• Daily Lesson Plan
• Weekly
• Monthly
• Unit Plan
• Quarterly
• Annual

REASONING
DEDUCTIVE
- General to Specific
INDUCTIVE
- Specific to General

APPROCHES OF EDUCATION
DIRECT INDIRECT
Inductive
Deductive
Inquiry
Lecture Problem Solving
Showing Laboratory
Demonstrating Project
Discovery

STAGES OF LEARNING
Acquisitio
n
Adaptation Fluency
Generalization

READING METHOD
REBUS METHOD
SPALDING METHOD
LANGUAGE EXPERIENCE METHOD
WHOLE LANGUAGE METHOD

MOTIVATION
EXTRINSIC
- Tangible, Money, Car Etc.
INTRINSIC
- Noble, Selfless, Helping the poor

MISTAKEN GOALS
• Attention Seeking - Requires special attention
- “Notice me”
• Power getting - Gets bossy

- “I want to help”
• Revenge Seeking - Violent

- “I am hurt”
• Isolation/Withdrawal - Refuse in particitpating

- “push me, don’t give up on me, guide me”

LEGAL BASIS OF
EDUCATION

RA 7836
• Professionalization act of 1987 Constitution
Made the:
a. Teaching Profession
b. LET
- Pre requisite
- Safe Practice
- Competence

RA 7836
Who can take the test?
Natural Born BOTH Naturalized

What about foreigners?
RECIHPROCITY

RA 7836
LICENSE
- Expires every 3 years, when?
- On your B-day
- Should have a CPD units of?
- 45 units
RIGHT or PRIVELAGE
RA 7836
- Can also take the Periodic Merit Exam.
Required Voluntary
- When?
Every 5 Years
- How many tries are given?
2 tries only
- Is it free?
YES
- 2 types of Exam?
Oral & Written
RA 7836
- Accredited Professional Organization
- National Organization for Teacher
Both are voluntary. Yes or No?

Yes, Except for the members of the BPT.

RA 7836
BOARD FOR PROFESSIONAL TEACHERS
Composes:
- Chairman They should have a
- Vice Chairman Master’s degree. YES or
- 3 members NO?
NO, but preferably.

RA 7836
BOARD FOR PROFESSIONAL TEACHERS
Answer Yes or No
The Board should be/have:
Born by location NO- by Blood
35 yrs. old and up YES
At least 10 years of experience YES
A member of the APO YES
Has been convicted NO-has not been convicted/pending case
Naturalized NO-natural born
UNIT earner NO-BEEd or BSEd Graduate
3 years in 1 term YES
maximum of 3 terms only NO- 2 Terms

RA 9293
Amendment of RA 7836
You can have a special permit to teach if you are:

- An expert
- Internationally recognized

RA 9293
Amendment of RA 7836
PARA TEACHERS
- Those who got a score in the LET with?
70% and up
- Who assigns them?
DepEd and ARMM

RA 4670
MAGNA CARTA for public school teachers
It covers?
- Public elementary %
- Secondary teachers

RA 4670
Normal teaching hours?

- 6 hours
Over time?
- 2 hours
How many percent is added for over time?
- 25 %

RA 4670
STUDY LEAVE
You can acquire this after teaching for 7 years
For how long?
1 year
Should pass 75% of the subjects enrolled.

RA 4670
PRIVELAGES:
If you are requested to go somewhere?
- COLA (cost of living allowance)
If you are in a dangerous place?
- Special hardship allowance
- How much is given to you?
- 25% of your salary
ARTICLE XIV
All about education, culture and sports
Highest budget is allocated for EDUCATION
ACADEMIC FREEDOM
- State colleges and universities (private or
public) have the right to set their own rules
that abides to the constitution.
- Ex. Entrance exam, uniforms etc.

ARTICLE XIV
All about education, culture and sports.
LANGUAGES that should be used.

Primary - Filipino
Secondary - English
Encouraged - Mother Tongue
Optional - Arabic
Spanish

ARTICLE XIV
All about education, culture and sports.
SCHOLARSHIPS are given to those who are…
BRIGHT or
POOR

OTHER LEGAL BASIS
RA 7722 CHEd
RA 9155 DepEd
RA 7277 Magna Carta for the Disabled
RA 7784 Center of Excellence
RA 10533 K-12
RA 7796 TESDA

TEDP Entry to
1
NCBTS stands for?
Teacher
Education National Competency Based
7 Retirement Pre-service Teacher Standard?
2
Training
Complete the cycle
Referred to as the
core of TEDP
In-service
6 Training NCBTS LET 3
5 Induction HR 4
NOTE! TEDP came from BESRA

PHILOSOPHIES OF EDUCATION
ESSENTIALISM EXISTENTIALISM
- Essential - Existence
- Basic - Free Choice/Freedom
- Subject Centered - Student Centered

PERENNIALISM PROGRESSIVISM
- Unchanging - Change
- Forever - Progress
- Traditional - How to improve

SOCIAL
RECONSTRUCTIONI CONSTRUCTIVISM
SM
- Change of society - Creating
- rebuild - Constructing from
- Society Centered prior knowledge

REALISM IDEALISM
- Use of senses - Affective
- Needs evidence - Belief
- Actualities of Life - Religion
- Attitude

PRAGMATISM BEHAVIORISM
- Practice - Environment
- Drills affects the
- Exercises learner

5 PERIODS OF EDUCATION
PRE-SPANISH Survival-Parents
SPANISH Religion-Friars
AMERICAN Free/Public Education
COMMONWEALT Nationalism
H
JAPANESE Labor, Vocational

DOUBLE
EFFECT
- There is a negative and positive situation.
LESSER EVIL
- Choosing the least evil.

FORMAL
COOPERATION
- Has an intention
MATERIAL COOPERATION
- no intention
- has been used for some situation

HEDONISM UTILITARIANISM
- selfishness - selfless
- Pleasure - For the good of the
- Chooses self people
- Chooses others

TYPES OF CONSCIENCE
CERTAIN absolute
DOUBTFUL unsure
CALLOUS Criminal conscience

PHARISAICAL Hypocrite, self righteous
SCRUPULOUS Thinks he is, but he is not
LAX Thinks he is not, but he is
5 PILLARS OF EDUCATION
LEARNING TO:
- Know
- Be
- Do
- Live together
- Transform oneself and the society

ACQUIRING CULTURE
Culture adapted from outside

Acculturation
Culture adapted from relatives and own culture
Enculturation

CONE OF EXPERIENCE
By EDGAR DALE
6th Read 10%
5th Hear 20%
4th See 30%

3rd Hear and See 50%
2nd Say and Write 70%
1st Do 90%

DISCOVERY LEARNING
By JEROME
BRUNNER ENACTIVE
ICONIC
SYMBOLI
C

PHSYCHOMOTOR DOMAIN
By ELIZABETH
SIMPSON
PERCEPTION • Sense
SET • Imitation
GUIDED • Imitation
RESPONSE
MECHANISM • Repetition
COMPLEX OVERT RESPONSE • Better
ADAPTATION • Use
ORIGINATION • Something New
THEORY OF COGNITIVE DEVELOPMENT
By JEAN
PIAGET
STAGE YEARS KEY WORDS
Sensori-motor 0-2 Senses and
2-7 Mov’nt
Egocentric
Pre-operational
Operational
Concrete 7-12 Logical
Formal 12 and up Abstract Reasoning

READING LADDER
By GRACE GODDEL
Basic Sight Words Facts
Phonetic Analysis Books
Structural Analysis Dictionary
Context Clues Encyclopaedia
Vocabulary Library
Main Idea Private Library
Supporting Details Mass Media
Conclusion Internet

PSYCHOSEXUAL DEVELOPMENT
Sigmund Frued
ORAL • Basic words.
ANAL • Toilet Training

• Oedipus complex- bOy
PHALLIC • Electra complex - gErl
LATENCY • Repitition
GENITAL • Sexual Behaviors

PSYCHOANALYTIC DEVELOPMENT
Sigmund Frued
ID • The one talking in your mind
EGO
SUPEREGO • Oedipus complex- bOy

PSYCHOSOCIAL DEVELOPMENT
By ERIK ERIKSON
STAGE YEAR POSITIV NEGATIV FRUED
INFANT 0-18 mon. E
Trust E
Mistrust Trust
TODDLER 18-3 yrs. Autonomy Shame & Doubt 40-60 yrs.
PRE-SCHOOL 3-6 yrs. Initiative Guilt 40-60 yrs.
SCHOOL-AGE 6-12 yrs. Industry Inferiority Trust
ADOLESCENT 12-18 yrs. Identity Role Trust

Confusion
EARLY 18-40 yrs. Intimacy Isolation 40-60 yrs.
ADULTHOOD
MIDDLE 40-60 yrs. Generativity Stagnation 40-60 yrs.
ADULTHOOD
ELDERLY 60- above Integrity Despair Trust

PSYCHOSOCIAL DEVELOPMENT
By ERIK ERIKSON
STAGE YEAR POSITIV NEGATIV FRUED
INFANT 0-18 mon. E
Trust E
Mistrust Trust
TODDLER 18-3 yrs. Autonomy Shame & Doubt 40-60 yrs.
PRE-SCHOOL 3-6 yrs. Initiative Guilt 40-60 yrs.
SCHOOL-AGE 6-12 yrs. Industry Inferiority Trust
ADOLESCENT 12-18 yrs. Identity Role Trust

Confusion
EARLY 18-40 yrs. Intimacy Isolation 40-60 yrs.
ADULTHOOD
MIDDLE 40-60 yrs. Generativity Stagnation 40-60 yrs.
ADULTHOOD
ELDERLY 60- above Integrity Despair Trust

PERSONALITIES OF FACILITATING LEARNING
PAVLOV • Classical Conditioning DEWEY • Learning by Doing
SKINNER • Operant Conditioning BLOOM • Taxonomy of Learning
BANDURA • Social Learning ANDERSON • Revised Blooms Taxonomy
SIMPSON • Psychomotor Domain

THORNDIKE • Connectionism
KRATHWOL • Affective Domain
LOCKE • Tabula Rasa
CONFUCIUS • Golden Rule, Morality
FROEBEL • Father of KG
MENCIUS • Disciple of Confucius
MONTESSORI • Real Life in the Kindergarten
LAO TZU • Father of Taoism
VYGOTSKY • ZPD
THALES • Natural Laws explained
AUSUBEL • Meaningful Learning
SOCRATES • Inquiry
GOLEMAN • EQ PLATO • Academy, Republic
BINET • IQ ARISTOTLE • Lyceum

Drills: Prof. Ed

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DRILLS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

NOTE! The lower the score, the better

• Low Scores • High Scores

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

Example: P80 Example: D7

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

0-0.20 Very Difficult REJEC

0.61-0.80 Easy REVIS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

- If the test is RELIABLE, it is NOT always VALID.

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

• SKEWED to the RIGHT/ POSITIVELY

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

• SKEWED to the LEFT/ NEGATIVELY

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

NOTE! Bottom most part has the highest cognitive thinking.

Small Effectiveness Better

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

This is the highest form of learning

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

TRADITION ALTERNATI AUTHENTIC

PRODUCT PROCESS WORK SHOW DOCUMENTATION

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

Enhances Remove Feedbacks and

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

Written Work (WW)

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

• Stimulus - Teacher gets easily distracted.

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

a. Truncation - Not being able to go back to the topic because

b. Flip-flop - Two topics being taught simultaneously or

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

• Proximity Control - Getting close to the student in order to

• Direct Appeal - Command.

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

• Hurdle help - Preventive approach

b. Reactive - Mayroon nang nangyaring problema.

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS

EVERY MISTAKE COUNTS AS A WOUND FOR YOUR PARENTS