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IMPORTANT NOTES IN GENERAL EDUCATION
& PROFESSIONAL EDUCATION
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LICENSURE EXAMINATION FOR TEACHERS
Percentage Weight of Subjects | Coverage of Examination for General Education | Coverage of Examination for
Professional Education
Licensure Examination for Teachers requires examinees to obtain an average rating not less than 75% and must have no
rating of lower than 50% in any of the test.
Percentage Weight of Subjects:
Elementary
General Education
Professional Education
Secondary
General Education
Professional Education
Subject of Specialization
40%
60%
100%
20%
40%
40%
100%
Coverage of Examination for General Education (Elementary and Secondary: 150 items)
1. ENGLISH
Study and Thinking Skills
Writing in the Discipline
Speech and Oral Communication
Philippine Literature
Master Works of the World
2. FILIPINO
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Komunikasyon sa Akademikong Pilipino
Pagbasa at Pagsulat Tungo sa Pananaliksik
Masining na Pagpapahayag
3. MATHEMATICS
Fundamentals of Math
Plane Geometry
Elementary Algebra
Statistics and Probability
4. SCIENCE
Biology Science
Physical Science with Earth Science
5. SOCIAL STUDIES
Philippine Government New Constitution with Human Rights
Philippine History
Basic Economics, Taxation, Agrarian Reform
Society and Culture with Family Planning
Rizal and other Heroes
Philosophies of Man Arts
General Psychology
Information and Communication Technology
Coverage of Examination for Professional Education (Elementary and Secondary: 150 items)
1. Teaching Profession, Social Dimension of Education
2. Principles of Teaching, Educational Technology, Curriculum Development
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3. Facilitating Learning, Childhood and Adolescent Development
4. Assessment of Student Learning, Developmental Reading
5. Field Study, Practice TeachinWorld
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IMPORTANT NOTES IN
GENERAL EDUCATION
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ENGLISH
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Singular - refers to one person or thing.
Plural- refers to more than one person or things.
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Uses of Is and Are:
Is - use when the noun is singular.
Example:Oneoftheviolinsisplayingofkey.
- use when the noun is more than one.
Example:Thelightsinthestorewindowareturnedofatmidnight.
Are
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Uses of In, On and At:
In - used to talk about the long period of time such as, months, years, decade and centuries.
Example:Iprefertodotheswimminginafternoon.
On - used to talk about days, dates and holidays.
Example:Heartwasbornon14thFebruary
At - used to talk about the specific time.
Example:Meetmeat8amtomorrow.
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Uses of For, Of and To:
For - tells about the reason or purpose.
Example:Thisflowersisforyou.
Of - shows a connection or belonging.
Example:Thisisthephotoofmyboyfriend.
To - shows the direction of something.
Example:PleasegivethisloveletertoSimon.
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Uses of Was and Were:
Was - used in the first person singular (I).
Example:TheteacheraswelastheclasswassurprisedbyLyka'sreport.
- used in second person singular or plural (You, Your and Yours).
Example:Sixtyofthepassengersweresaved.
Were
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Uses of Has, Have and Had:
Has - used for singular third person (He, She and It).
Example:ItisnowthoughthatSaturnaswelasMarshassomeformoflie.
Have
- used for the singular first person (I, You and We).
Example:Theyhavemanychocolatesforsale.
Had - used either singular or plural subject in first person, second person and third person.
Example: Patricia had already made the reservation when Marie suggested the other restaurant.
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Uses of How:
How many - ask about countable noun.
Example:Howmanypeoplewilatendthemeeting?
How much - ask about cost.
Example:Howmuchisthisshoes?
How long - find out about the length or width.
Example:HowlongistheSanJuanicobridge?
How old - find out about age.
Example:Howoldisyourbrother?
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Uses of Enough, So, Such and Too:
Enough - meaning you have what you need.
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Example:Wehaveenoughfoodduringquarantine.
So - it means very.
Example:Itssohot!
Such - used before an adjective and noun.
Example:Shewassofortunatetohavesuchawonderfulfamily.
Too - meaning there is a lot of something.
Example:It'stoohot!
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Uses of All together and Altogether:
All together - means everyone together or everything together.
Example:Theyarivedaltogether.
Altogether - means completely (all in all).
Example:Altogether,thepartywasgreat.
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Part of Speech:
Noun refers to a name of a person, place or things.
Examples:Jaxon,SouthKoreaandBalpen
Verb - expresses action or being.
Example:Dancing,Singing,Eatingandetc.
Adjective - describe a noun.
Example:Smal,Bigandetc.
Adverb - describe a verb.
Examples:Quickly,Silently,Welandetc.
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Pronoun - replaces a noun.
Examples:I,You,HeandShe
Preposition - links a noun to another word.
Examples:To,at,afterandon.
Conjunction - joins clauses or sentences or words.
Examples:AndandBut
Interjections - short exclamination or expresses emotion.
Examples:Hi!,Ouch!,Ohandetc.
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ANTONYMS, SYNONYMS AND HOMONYMS
Antonyms - words with opposite meaning.
Examples:doleful-cheerful
happy-sad laughingcrying beter-worse
right-wrong
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Synonyms - words with the same meaning.
Examples:elucidate-clarify
inimical-disadvantageous
happycheerful
listen-hearevilbad
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Homonyms - words that have different meanings and usually different spelling but pronounce exactly the same.
Examples:notandknot
paleandpail
taleandtail
redandread
rightsandwrites
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Affixes - set of letters generally added to the beginning or end of a root word to modify its meaning. The root is the
portion of the word that remains when all prefixes and suffixes have been removed.
Types of Affixes: (Prefix and Suffix)
Prefix - added to the front of the word.
Examples:le
i gal
impossible
misplace
nonsense
unusual
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Suffix - added to the back of the word.
Examples:smaler
lately
comfortable
beautfiul
acting
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Intonation - the rise and fall of the voice in speaking.
Three Main Patterns of Intonation: (Falling, Rising and Fall-rise intonation)
Falling intonation - describes how the voices fall in the final stressed syllable of the phrase.
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Example:Where'sthenearesthotel?
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Rising intonation - describes how the voices rises in the end of the sentences.
Example:Areyouokay?
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Fall-rise intonation - describes how the voices fall and then rises.
Example:Doyouliketodrinkcofee?
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Figure of Speech:
Alliteration - is repetition of an initial consonant sound.
Example: Thebig,badbearscaredalthebabybunniesbythebushes.
Anaphora - is repetition of the same word or phrase at the beginning of successive clauses or verses.
Example:Mylifeismypurpose,
Mylifeismygoal,
Mylifeismyinspiration.
Assonance - is identity or similarity in sound between internal vowels in neighboring words.
Example:"ImustconfessthatinmyquestIfeltdepressedandrestless"- "WithLove"byThinLizzy
Apostrope - inanimate object or nonexistent character.
Example:"Twinkle,twinkle,litestar,
HowIwonderwhatyouare.
Upabovetheworldsohigh,
Likeadiamondinthesky."
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Hyperbole - an extravagant statement used to express strong emotion.
Exampe:Myheadisbloody,butundowed
"Myheadisbloody,butundowed"
Irony - use of words to convey the opposite of their literal meaning.
Example:Thestudentwasgiven‘excelent’ongetingzerointheexam.
Litotes - a figure of speech deliberate sarcasm in which an affirmative is expressed by negating its opposite.
Example:Largecrowdsofpeoplearenotmycupoftea.
Metaphor - an implied comparison between two unlike things that actually have something important in common.
Example:Sheisawalkingdictionary.
Metonymy - a figure of speech in which one word or phrase is substituted for another with which it's closely.
Example:"Hesaidhereckonedabodycouldreformtheolemanwithashotgun"-AdventuresofHuckleberyFinn
MarkTwain
Onomatopoeia - use of words that imitate the sounds associated with the objects or actions they refer to.
Example:Thebeesbuzzangrilywhentheirhiveisdisturbed.
Oxymoron - a figure of speech putting together the two opposite ideas in one statement.
Example:"Ilikehumanity,butIloathepersons"-EdnaSt.VincentMilay
Paradox - a statement that seems impossible or contradictory but is nevertheless true, literally or figuratively.
Example:"Icanresistanythingbutemptation"-OscarWilde
Personification - a figure of speech in which am inanimate object or abstraction is endowed with human qualities.
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Example:"Atreewhosehungrymouthispriestagainstheearthssetflowingbreast."
Simile - uses the word "as" or " like" in a sentences.
Example:Sheislikeaflower.
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Punctuation Marks:
Period (.) - placed at the end of declarative sentences, statements thought to be complete and after many
abbreviations.
Question Mark (?) - indicate a direct question when placed at the end of a sentence.
Exclamation point (!) - used when a person wants to express a sudden outcry or add emphasis.
Comma (,) - used to show a separation of ideas or elements within the structure of a sentence.
Semicolon (;) - used to connect independent clauses. It shows a closer relationship between the clauses than a
period would show.
Colon (:) - used after a word introducing a quotation, an explanation, an example, or a series.
Dash (-) - used to separate words into statements.
Hyphen (-) - used to join two or more words together into a compound term and is not separated by space
Brackets ([ ]) - used for technical explanations or to clarify meaning. If you remove the information in the brackets,
the sentence will still make sense.
Braces ({ }) - used to contain two or more lines of text or listed items to show that they are considered as a unit.
Parentheses (( )) - used to contain further thoughts or qualifying remarks.
Apostrophe (') - used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals
of lowercase letters.
Quotations marks (" ") - pair of punctuation marks used primarily to mark the beginning and end of a passage
attributed to another and repeated word for word.
Ellipsis (. . . ) - represented by three periods, although it is occasionally demonstrated with three asterisks (***).
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Poem - refers to a collection of words that express an idea or emotion.
Classification of Poetry
Ballad - intended to be sung.
Example:"AsYouCamefromtheHolyLand"bySirWalterRaleigh
Blank - verse with meter but no ryhme.
Example:"ThePrincess"byAlfred,LordTennyson
Elegy - a poem of grief.
Example:"ElegyWriteninaCountryCourtyard"byThomasGray
Epic - long poem that tells stories about heroic figure.
Example:"TheOdyssey"byHomer
Free verse - without meter but with rhyme.
Example:"TheWaste-Land"byTSEliot
Haiku - 3 line and 17 syllables.
Example:"HowManyGalons"byIssa
Lyric - about thoughts and feeling.
Example:"WhenIHaveFears"byJohnKeats
Narrative - tell story.
Example:"TheRaven"byEdgarAlenPoe
Ode - typically serious.
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Example:"OdetoaNightingale"byPercyByssheSheley
Pastoral - rural life or romanticized way.
Example:"ToaMouse"byRobertBurns
Sonnet - consists of 14 lines.
Example:"LedaandtheSwan"byWilamButlerYeats
Tanka - Japanese poem , 5 lines and 31 syllables.
Example:"APhoto"byAlexisRotela
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Sounds of Poetry:
Alliteration - repetition of similar and accented sounds at the beginning of words.
Assonance - repetition of similar accented vowels sounds.
Consonance - repetition of similar consonant sound typically within or at the end of words.
Rhyme - repetition of the same stressed vowel sounds.
Types of Rhyme:
Internal Rhyme - rhyme within the line.
Terminal Rhyme - rhyme found at the end of the line.
Structure of Poetry:
Ellipsis - the omission of words or several words that clearly identify the understanding of an expression.
Punctuation - use of meaningful symbols that helps provide meaning clues.
Syntax - an effective achieved where words are fractured to have a desired effect.
Word and Its Order - the grouping and choosing of words in verses where more often.
Essay - comes from the French word ESSAI meaning "trial or test".
Drama - prose form that presents a story told entirely in dialogue and action.
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Elements of Drama:
Setting - identifies the time and place in which the events occur.
Characters - the people in the play.
Plot - serves as structural framework which brings the events to a cohesive form and sense.
Types of Plot:
Natural Plot - chronological sequence of events arrangement where actions continuously take place as an end
result of the previous action.
Episodic Plot - made up of series of episodes.
Theme - defines the dramatized idea of the play.
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Major Dramatic Attitude:
Realism - detailed and life-like description in a play.
Non-realism - presentation whereby an artist uses his imagination in projecting his ideas.
Style - mode of expression or presentation of the play.
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Types of Drama:
Tragedy - main character is brought to ruin o suffers a great sorrow.
Comedy - play that brings laughter to the audience or viewers.
Melodrama - drawn from tragedy and characterized as something overstated which concentrates on action.
Farce - play that brings laughter for the sake of laughter usually making use of grossly embellished events and
character.
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William Shakespeare - The Father of English Drama. His famous plays include Macbeth, Romeo and Juliet,
Merchant of Venice and Hamlet.
Austen - English author who wrote romantic fiction combined with social realism. Her novels include Sense and
Sensibility, Pride and Prejudice and Emma
Alexandre Dumas - French author of historical dramas, including The Count of Monte Cristo and The Three
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Musketeer.
Hugo - French author and poet. Hugo’s novels include Les Misérables and Notre-Dame de Paris.
Eliot - Pen name of Mary Ann Evans. Wrote novels, The Mill on the Floss, Silas Marner, Middlemarch and Daniel
Deronda.
Tolstoy - The grate Russian short story writer. His famous works include the epic novels, War and Peace and Anna
Karenina. Tolstoy also became an influential philosopher with his brand of Christian pacificism.
Fyodor Dostoevsky - Russian novelist, journalist and philosopher. Notable works include Notes from Underground,
Crime and Punishment and The Idiot.
Carroll - Oxford mathematician and author. Famous for Alice in Wonderland, Through the Looking Glass, and
poems like The Snark.
Mark Twain - Born Samuel Clemens in Florida, Mo., Twain was inspired to write his classic novels The Adventures
of Tom Sawyer and Adventures of Huckleberry Finn.
F. Scott Fitzgerald - American author. An iconic writer of the ‘jazz age’. Notable works include The Great Gatsby and
Tender Is the Night.
C.S. Lewis - Irish / English author and professor at Oxford University. Lewis is best known for The Chronicles of
Narnia, a children’s fantasy series. Also well known as a Christian apologist.
Beckett - Irish avant garde, modernist writer. Beckett wrote minimalist and thought provoking plays, such as
‘Waiting for Godot’ and ‘Endgame‘. He was awarded the Nobel Prize in Literature in 1969.
King - American author of contemporary horror, supernatural fiction, suspense, science fiction, and fantasy.
Martin George R. Martin - American author of epic fantasy series – A Song of Ice and Fire, – his international bestselling series of fantasy, adapted for the screen as a Game of Thrones.
J.K.Rowling - British author of the Harry Potter Series – which has become the best selling book series of all time.
Her first book was Harry Potter and the Philosopher’s Stone. Rowling has also published adult fiction, such as The
Casual Vacancy and The Cuckoo’s Calling.
Emily Dickinson - One of the nation’s most prolific poets, Dickinson wrote nearly 1,800 poems while leading a
reclusive life at her family’s home in Amherst, Mass. Few of Dickinson’s poems about art, gardens, joy, love, death
and grief were published during her lifetime, and most of her work was discovered in her bedroom after her death.
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Robert Frost - Born in San Francisco, the four-time Pulitzer Prize winner wrote much of his poetry about rural New
England. Some of his best-known poems—”After Apple-Picking,” “Mending Wall,” “Birches,” “The Road Not Taken”
and “Stopping by Woods on a Snowy Evening”—were inspired by his life and observations in Massachusetts, New
Hampshire and Vermont.
Edgar Allan Poe - A literary critic in his time, Boston-born Poe may have been the nation’s first published horror,
mystery and science fiction writer. Poe wrote eerie, grim and cryptic tales exemplified in his 1839 short story “The
Fall of the House of Usher,” 1843 short story “The Tell-Tale Heart” and 1845 poem “The Raven.”
King Alfred the Great - Father of Tragedy.
Nicholas Udall - First Comedy writer.
Geoffrey Chaucer - Father of English Literature, the Morning Star of the Renaissance and First National Poet. His
The Canterbury Tales ranks as one of the greatest poetic works in English.
Guttenberg - Father of English Press.
FILIPINO
Mga Bahagi ng Pananalita
Pangngalan (Noun) - tumutukoy sa mga ngalan ng tao, bagay, pook, hayop o pangyayari.
Halimbawa:Babae,Lalaki,Telepono,Aso
Panghalip (Pronoun) - bahagi ng pananalita na inihahali o siyang ipinapalit sa pangngalan para mabawasan ang
paulit-ulit na pagbanggit sa pangngalan.
Uri ng Panghalip:
Panao - ako, siya, sila
Paari - akin, amin, kaniya, kanila
Pananong - ano, kailan, sino
Pamatlig - dito, soon
Pamilang - ilan, marami
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Panaklaw - madla, pangkat
Pandiwa (Verb) - pananalita na nagsasaad ng kilos o galaw.
Halimbawa:Tumatakboangmgaalagangkongaso.
Pang-uri (Adjective) - bahagi ng pananalita na binabago ang isang pangngalan, karaniwang sinasalarawan nito o
ginagawang mas partikular ito.
Halimbawa:MaalatangnilutonglugawninaAlanatAna.
Pang-abay (Adverb) - bahagi ng pananalitang nagbibigay turing sa pandiwa, pang-uri, o kapwa pang-abay. Ang mga
pang-abay ay nagsasabi ng kung paano, kalian, saan at gaano.
Halimbawa:TaimtimniyangbinasaangBibliyahabangnakaupo.
Pangatnig (Conjunction) - salita at mga kataga na ginagamit sa pag-uugnay ng isang salita, parirala, o
pangungusap sa kapwa salita, parirala o pangungusap.
Uri ng Pangatnig:
Paninsay - ginagamit sa pangungusap na ang dalawang isipan ay nagkakasalungatan.
Halimbawa:NamataysiPedrongunitangkanyangmgaprinsipyoaymananatilgbuhay.
Pananhi - ginagamit upang makatugon sa mga tanong na bakit.
Halimbawa:
AngkanyangprinsipyoaymananatilngbuhaysapagkatnariyansiJuannamagpapatuloyng
kanyangnaudlotnagawain.
Pamukod - ginagamit upang ihiwalay, itangi o itakwil ang is a sa ibang bagay o isipan.
Halimbawa:Magingangmgakasamahanniya'ynapupuyosangkalooban
Panlinaw - ginagamit upang dagdagan o susugan ang kalinawan ng mga nasabi na.
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Panumbali - nagsasaad ng pagkukurong di-ganap.
Halimbawa:Sakalingjindibigay,magpapatuloyangwelga
Panapos - nagsasaad ng wakas na pananalita.
Panulad - paghahambing ng mga gawa o pangyayari.
Pang-angkop (Linker) - katagang nag-uugnay sa magkakasunod na salita sa pangungusap. Inilalagay ito para
maging madulas at / o magaan ang pagbigkas sa mga ito. Ginagamit din ito para pag-ugnayin ang mga panuring
pati ang mga salitang sadyang binibigyang turing nito.
Halimbawa:Angpamilhangbayanaypalagingdinadagsangmgataolalonakapagumaga.
Pang-ukol (Preposition) - bahagi ng pananalitang nag-uugnay sa pangngalan, panghalip, pandiwa at pang-abay na
pinag-uukulan ng kilos, gawa, o layon. Gumagamit ng ukol kay, laban kay, para kay, tungkol kay, ayon kay, hinggil
kay bilang pang-ukol.
Halimbawa:AngisinulatniyangmgaartikuloaytungkolsamgapolitkoatangpaglaganapngsakitnaCovid-19.
Kayarian ng mga Salita:
Payak - isang kaisipan.
Tambalan - dalawang sugnay na hindi makapag-iisa.
Tambalang ganap - nakabubuo ng ikatlong kahulugang iba kaysa isinasaad ng mga salitang pinagsasama. Hindi ito
ginagamitan ng gitling.
Halimbawa:bahag+hari=bahaghari(rainbow)
Tambalang di-ganap - walang ikatlong kahulugang nabubuo.
Halimbaw:bahay-kubo,angkahuluganngbahay"tirahanngtao"
Hugnayan - madalas nagsisimula sa kung o dahil sa.
Langkapan - mahabang pangugusap.
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Uri ng Panlapi:
Unlapi - panlapi na ikinakabit sa unahan ng salitang-ugat.
Halimbawa:-in-+sulat=sinulat
Hulapi - matatagpuan sa hulihan ng salitang-ugat.
Halimbawa:-hin+basa=basahin
Kabilaan - matatagpuan sa unahan at hulihan ng salitang-ugat.
Halimbawa:mag-an+mahal=magmahalan
Laguhan - matatagpuan sa unahan, gitna at hulihan ng salitang-ugat.
Halimbawa:pag-um-an+sikap=pagsumikapan
Mga Uri ng Pamilang:
Patakaran - batayang bilang sa pagbilang.
Halimbawa:isa,dalawa,tatlo,apat,lima
Panunuran - Nagsasabi ng pagkasunod-sunod na mga pangngalan.
Halimbawa:una,ikalawa,ikatlo,ikaapat,ikalima
Pamahagi - Isang bahagi o parte ng kabuuan.
Halimbawa:kalahati,gatlo,tig-aanim,tig-lima
Palansak - Nagsasaad ng pangkatan, minsana o maramihan ng mga pangngalan.
Halimbawa:Isahan,dalawahan,tatlohan,apatan,limahan
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Pahalaga - Nagsasaad ng halaga ng mga bagay na binili.
Halimbawa:Piso,limangpiso,tatlongpiso,sampumpiso
Patakda - Tinitiyak nito ang ang bilang ay hindi mabawasan o madagdagan.
Halimbawa:isa,dadalawa,sasampu,lima,aanim
Mga Uri ng Tayutay:
Aliterasyon (Alliteration) - pag-uulit ng mga tunog-katinig sa inisyal na bahagi ng salita.
Halimbawa:MakikitasamgamataniMariaangmgamasasayangnangyarisakaniyakasamasiMarco.
Konsonans - pag-uulit ng mga tunog-katinig sa final na bahagi ng salita.
Halimbawa:AngakingpagmamahalparakayRosalaylalongtumatataghabangtumatagal
Asonans- pag-uulit ng mga tunog-patinig sa alinmang bahagi ng salita.
Halimbawa:Angakingalagangasoayagadkongpinaliguanpagdatingkosaamin.
Anapora - pag-uulit sa unang bahagi ng pahayag o taludtod.
Halimbawa:
Ikawangakingmahal
Ikawangbigayngmaykapal.
Ikawanglahatsaakin.
Epipora - pag-uulit sa huling bahagi ng pahayag o taludtod.
Halimbawa:
AngKonstiusyonayparasamamamayan,
Gawangmamamayan,
Atmulasamamamayan.
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Anadiplosis - pag-uulit sa una at huling bahagi ng pahayag o talutod.
Halimbawa:
Angmahalkoaytangingikaw,
Ikawnanagbigayngilaw,
Ilawsagabinakaydilm,
Dilmmanoliwanag,ikawaymahalparin.
Pagtutulad (Simile) - isang di-tuwirang paghahambing ng dalawang magkaibang bagay gamit ang pariralang tulad
ng, kawangis ng, para ng, gaya ng, at magkasing.
Halimbawa:ParangharisiToniokungmag-utos.
Pagwawangis (Metaphor) - isang tuwirang paghahambing ng magkaibang bagay at hindi gumagamit ng mga
pariralang nabanggit sa itaas.
Halimbawa:Angkanyangbuhayayisangbukasnaaklat.
Paghahalintulad (Analogy) - ito ay paghahambing na nagpapakita ng ugnayan ng kaisipan sa kapwa kaisipan.
Halimbawa:Angmgadalagaaybulaklakatangmgabinatanamanaybubuyog.
Pagbibigay-katauhan (Personification) - ginagamit ito upang bigyang-buhay ang mga bagay na walang buhay sa
pamamagitan ng pagkakapit sa mga ito ng mga gawi o kilos ng tao.
Halimbawa:Angmgabituinsalangitaykumikindatsaakin.
Pagmamalabis (Hyperbole) - lagpas sa katotohanan o eksaherado ang mga pahayag kung pagkasusuriin.
Halimbawa:Humintoangpagtibokngakingpusonangmakitakongmaykasamasiyangiba.
Pagpapalit-tawag (Metonymy) - ito ang pagpapalit ng katawagan o pangalan sa bagay na tinutukoy.
Halimbawa:Angpalasyoaynag-anunsyonawalangpasokbukas.(palasyo-PresidentengPilpinas)
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Pagpapalit-saklaw (Synecdoche) - ito ay ang pagbabanggit ng bahagi bilang pagtukoy sa kabuuan.
Halimbawa:Apatnamataangpatuloynatumitigsakanya.
Paglumanay (Euphemism) - ito ay paggamit ng mga piling salita upang pagandahin ang isang dikagandahang
pahayag.
Halimbawa:SumakabilangbuhaykagabiangamaniNena.(sumakabilangbuhay-namatay)
Panawagan (Apostrophe) - ito ay isang panawagan o pakiusap sa isang bagay na tila ito ay isang tao.
Halimbawa:Otukso!Layuanmoako!
Paghihimig (Onomatopeia) - sa pamamagitan ng tunog o hiimig ng salita ay nagagawang maihatid ang kahulugan
nito.
Halimbawa:Dumagundongangmalakasnakulognasinundanngpagguhitngmatatalimnakidlat.
Pag-uyam (Irony) - isang pagpapahayag na may layuning mangutya ngunit itinatago sa paraang waring nagbibigaypuri.
Halimbawa:Siyaaymaymagandangmukhanakungsaantanginginaniyalanganghumahanga.
Pagtatambis (Oxymoron) - ito ay ang paglalahad ng mga bagay na magkasalungat upang higit na mapatingkad
ang bisa ng pagpapahayag.
Halimbawa:Kailannagigingtamaangmali?
Tanong Retorikal (Rhetorical Question) - ito ay isang tanong na walang inaasahan sagot na ang layunin ay
maikintal sa isipan ng nakikinig ang mensahe.
Halimbawa:NatutulogbaangDiyos?
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Antas ng Komunikasyon:
Intrapersonal - komunikasyong pansarili.
Interpersonal - komunikasyon sa pagitan ng dalawang tao o higit pa.
Pampubliko - komunikasyon sa pagitan ng tagapagsalit at tagapakinig.
Pangmadla - komunikasyon sa pagitan ng malawakang media tulad ng TV, pahayagan, internet at iba pa.
Pang-organisasyon - komunikasyong ginagamit ng isang grupo gaya nang sa mga samahan o organisasyon.
Pang-kultura - komunikasyong ginagawa na may kaugnayan sa paniniwala, tradisyon o kultura.
Pangkaunlaran - komunikasyong ginagawa na may kaugnayan o layunin ay ang pag-unlad.
Teorya ng pinagmulan ng Wika:
Teorya Bow-wow - tunog na nilikha ng mga hayop.
Teoryang Ding-dong - tunog mula sa kapaligiran tulad ng kampana, sasakyan, langitngit ng kawayan at iba pa.
Teoryang Pooh-pooh - tunog sanhi ng bugso ng damdamin.
Teoryang Ta-ta - ginagaya ng dila ang kumpas o galaw ng kamay ng tao
Teorya sa Tore ng Babel - mula sa banal na kasulatan.
Teoryang To-he-ho - nalikha dahil sa puwersang ginagamit tulad ng kapag nanununtok o nagbubuhat ng isang
bagay
Teoryang Yo-he-ho - indayog ng himig-awitin ng mga taong sama-samang nagtatrabaho.
Teoryang Yum-yum - nagmula sa pagkumpas ng maestro ng musika.
Barayti ng Wika:
Dayalek - wikang sinasalita sa ibang lalawigan.
Halimbawa:Tagalog-Bakit?
Batangas-Bakitga?
Ekolek - wikang kadalasang sinasalita sa loob ng bahay.
Halimbawa:Palikuran-banyookubeta
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Sosyolek - wikang sinasalita ng particular na grupo.
Halimbawa:Alawsnaakongdatong(Walanaakongpera)
Itssoinitnamanhere(Anginitnamandito!)
Etnolek - wikang naging bahagi nang pagkakakilanlan ng bawat pangkat etniko.
Halimbawa:Vakuu-lginagamitngngaivatanpantakipsakanilangulotuwingtag-initatag-ulan.
Idyolek - into ay nga salitang namumukod tangi o yunik.
Halimbawa:Angbuhayayweatherweatherlang(KuyaKimAtienza)
MagandangGabiBayan(NoliDeCastro)
Antas ng Wika
Formal - wikang ginagamit ng nakakataas, nakakatanda at nakararami.
Pambasa - ito ay mga sakitang ginagamit sa pamahalaan o akademya.
Halimbawa:Ina
Pampanitikan - iti ay nga salitang masining at malalim ang kahulugan.
Halimbaw:Ina-ilawngtahanan
Di-Formal - kadalasang ginagamit ng mga kabataan.
Balbal - tinawag na wikang kalye.
Halimbawa:eklavush,erpat,ermatatibapa.
Kolokyal - salitang ginagamit sa pang araw-araw, may pagkabulgar.
Halimbawa:NasankaysasaNasaan,IkakokaysasaWinikakoatibapa.
Lalawigan - wikang ginagamit ng mga tao sa lalawigang kanilang pinaninirahan.
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Halimbawa:Ilonggo,Cebuano,Ilocano,Chavacanoatibapa
Wastong Gamit ng mga Salita:
Nang at Ng
Nang - ginagamit bilang pangatnig sa mgahugnayang pangungusap, sa gitna ng dalawang salitang-ugat na inuulit
at sa pagitan ng pandiwa at pang-abay.
Halimbawa:IyaknangiyaksoNenesapagkatnabasaganginingatanniyangcelphone.
Ng - ginagamit bilang pananda kapag nagsasaad ng katangian o pagmamaya-ari ng isang bahay.
Halimbawa:NagtanimngpalaysiMarianaisangmagsasaka.
May at Mayroon
May - ginagamit kapag sinusundan ng panggalan, pandiwa, pang-uwi at panghalip na panao.
Halimbawa:MaymagandangkaranasansiLanitungkolsakanyangpag-ibig
Mayroon - ginagamit kapag may napapasingit na katagang po, din, rin at kayaga po.
Halimbawa:Mayroonpoakongipagtatapatsainyo.
Kung at Kong
Kung - ginagamit bilang isang pangatnig sa mga hugnayang pangungusap.
Halimbawa:Kungmahalmonamantalaga,ipaglabanmo.
Kong - buhat sa paghalip na ko at nilalagyan lamang ng pang-angkop na ng sa pakikiugnay ng nga salitang
sumusunod.
Halimbawa:AngtangikonghangadngayongtaonayangmakapasasaLET.
Din/ Daw at Rin/Raw
Din/Daw - ginagamit kung ang salitang sinusundan ay nagtatapos sa katinig maliban sa w at y.
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Halimbawa:MagpapatingindawsiAnasadoctorngayon.
Rin/Raw - ginagamit kung ang salitang sinusundan ay nagtatapos sa patinig at sa malapatinig na w at y.
Halimbawa:MaghahandarawsiInaysakanyangdaratingnakaarawan.
Sina at Sila
Sina - ginagamit bilang panandang pangkayarian sa pangngalan.
Halimbawa:SinaCheskaatCindyaymamasyalsaManilaZoo.
Sila - ginagamit bilang panghalip panao.
Halimbawa:SilaaypupuntasaDivisoria
Dalawang Uri ng Tunog:
a. Ponemang Segmental
Diptonggo -tunog na nabubuo sa pagsasama ng alinman sa limang patinig at ng mga malapatinig na w at y tulad
ng /aw/, /ay/, /ey/, /iw/, /iy/, /oy/ o /uy/.
Halimbawa:Ayaw-angsalitangayaw(a-yaw)aymaydiptonggo,angdiptonggoayangtunogna(aw)dahilang
tunognaintoaynasapantignayaw.
Klaster o kambal-katinig - magkakabit na dalawang magkaibang katinig sa ibang pantig tulad ng rd, tr, ts, kr, pl, br ,
nt at iba pa.
Halimbawa:
Unahan-Braso
GitnaKutsara Hulihan-Relaks
Pares-minimal - pares na nga salita na magkaiba ng kahulugab ngunit magkatulad ng bigkas maloban sa ibang
ponema na magkatulad ang posisyon.
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Halimbawa:
Mesa-Misa
Tela-Tila UpoOpo Bahay-Buhay
Lanta-Kanta
b. Ponemang Suprasegmental
Tono - tumutukoy sa taas o baba ng pagbigkas ng mga salita.
Haba - tumutukoy sa baba ng pagbigkas ng mga salita.
Diin - tumutukoy sa lakas ng pagbigkas ng mga salita.
Antala - tumutukoy sa saglit na pagtigil sa pagsasalita.
Panitikang Pilipino:
Ang panitikan ay nagsasabi o nagpapahayag ng mga kaisipan, mga damdamin, mga karanasan, hangarin at diwa ng
mga tao.
Mga Teoryang Pampanitikan:
Feminismo - tumutukoy sa kalaksan at sa kakayahan ng tauhang babae sa isang kuwento o akda.
Formalistiko/Formalismo - pag-aaral sa mga bahagi ng isang akda.
Historikal - tumutukoy sa paggamit ng mga salitang naaayon sa panahom at kultura.
Markismo - pagbibigay ng halaga sa magkakaibang anta's ng tao sa lipunan.
Moralismo - Ipinalalagay na ang akda ay may kapangyarihang maglahad o magpahayag hindi lamang ng literal na
katotohanan kundi mga panghabangbuhay at unibersal na mga katotohanan at mga di mapapawing mga
pagpapahalaga at kaasalan.
Naturalismo - Ang mga akdang nagbibigay-diin sa teoryang ito ay nagpapakita ng mga pangyayaring nakatutulong
ang mga piling salita at mga pahayag upang pangibabawin ito.
Realismo - katotohanan kaysa kagandahan.
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Sikolohikal - Sa pananaw na ito makikita ang takbo o galaw ng isipan ng manunulat.
Sosyolohikal - pagsipat sa mga tanggap at di tanggap na ako sa lipunan.
Dalawang Uri ang Panitikan:
Patula - may sukat o bilang ng mga pantig at pagtutugma ng mga salita.
Halimbawa:tulanglirko,tulangpasalaysay,tulangpangtanghalan,atpatnigan
Tuluyan o Prosa - nabubuo sa pamamagitan ng malayang pagsasama-sama ng mga salita sa mga pangungusap.
Halimbawa:maiklingkwento,nobela.
Uri ng Panitikan:
Kathang-isip (fiction) - ang mga nagagawang kwento ay buhat lamang sa imahinasyon ng may akda.
Hindi Kathang-Isip (non-fiction) - ang mga nagagawang kwento ay batay sa tunay na pangyayari.
Iba pang halimbawa ng Panitikan:
Alamat - isang uri ng panitikan na nagkukuwento tungkol sa mga pinagmulan ng mga bagay-bagay sa daigdig.
Halimbawa:AlamatngPinya
Bugtong - isang pangungusap o tanong na may doble o nakatagong kahulugan na nilulutas bilang isang palaisipan
Halimbawa:Buto'tbalatlumilpad-sarangola
Sawikain - mga kasabihang walang natatagong kahuluhan
Salawikain - binubuo ng mga parirala sa anyong patula na karaniwang naghahayag ng mga gintong aral.
Halimbawa:Angbatangmakulitnapapalosapuwit.
Parabula - isang maikling kuwentong may aral na kalimitang hinahango mula sa Bibliya.
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Epiko - uri ng panitikan na tumatalakay sa mga kabayanihan at pakikipagtunggali ng isang tao o mga tao laban sa
mga kaaway na halos hindi mapaniwalaan dahil may mga tagpuang makababalaghan at di-kapani-paniwala.
Halimbawa:
Bidasari-Moro
Biag-niLam-ang-Iloko MaragtasBisaya
Hiraya-Bisaya
Lagda-Bisaya KumintangTagalog
Talumpati - isang buod ng kaisipan o opinyon ng isang tao na pinababatid sa pamamagitan ng pagsasalita sa
entablado para sa mga pangkat na mga tao.
Tayutay - salita o isang pahayag na ginagamit upang bigyan diin ang isang kaisipan o damdamin.
Pahayagan:
Ang pahayagan o diyaryo ay isang uri ng babasahin na naghahatid ng mga mahahalagang balita, impormasyon at
patalastas. Ito ay inilalathala araw-araw o lingguhan at binebenta sa murang halaga.
Uri ng Pahayagan:
Tabloid (impormal) - maliit at kaunti lamang ang nilalaman.
Broadsheet (pormal) - naglalaman ng mga balitang lokal at international na kaganapan.
Mga Bahagi ng Pahayagan:
Mukha ng pahayagan - makikita dito ang pangalan ng pahayagan at ang mga pangunahing balita.
Balitang pandaigdig - makikita dito ang mga balitang nangyayari sa iba’t ibang bahagi ng mundo.
Balitang panlalawigan - makikita dito ang mga balita na nagmula sa mga lalawigan ng bansa.
Pangulong Tudling/Editoryal - makikita sa pahinang ito ang mga kuru-kuro o puna na isinulat ng patnugot tungkol
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sa isang napapanahong paksa o isyu.
Balitang komersyo - makikita ditto ang mga balitang tungkol sa kalakalan, komersyo at industriya.
Anunsyo klasipikado - makikita dito ang mga anunsyo para sa iba’t ibang uri ng hanapbuhay, bahay, lupa at mga iba
pang kagamitang ipinagbibili.
Obitwaryo - makikita dito ang mga anunsyo para sa mga taong namatay na. Mababasa dito kung saan nakaburol at
kung kailan ililibing.
Libangan - makikita dito ang mga balita tungkol sa mga artista, telebisyo, pelikula, mga krosword at horoscope.
Lifestyle - makikita sa pahinang ito ang mga artikulo tungkol sa pamumuhay, paghahalaman, pagkain, tahanan at
iba pang aspeto sa lipunan.
Isports - makikita dito ang mga balitang pampalakasan
Mga Uri ng Awiting Bayan:
Dalit o Imno - awit sa mga diyos-diyosan ng mga bisaya.
Diona - awit sa kasal.
Dungaw - awit sa patay.
Hiliraw - awit pandigma.
Indulin - awit panlansangan.
Kumintang - awit ng pakikidigma.
Kundiman - awit ng pag-ibig.
Oyayi - awit sa pagpapatulog ng bata.
Suliranin - awit ng mga mangagawa
Talindaw - awit ng pamamangka.
Tigpasin - awit sa paggaod sa dagat.
Tingad - awit pangtahanan.
Apat na layunin ng retorika:
Paglalahad - simpleng pagpapaliwanag.
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Paglalarawan - gumagamit ng pang-uri para ipakilala ang isang tao.
Pangangatwiran
Pagsasalaysay - pagkakasunod-sunod.
Dalawang Dimensyon ng Definisyon:
Denotasyon - salitang nagmula sa diksyunaryo
Halimbawa:BerdeangdamitniSusan.
Konotasyon - pansariling kahulugan ng isang tao
Halimbawa:Berdeanglamanngutakmo.
Mga Bahagi ng Pananaliksik:
Kabanata I – Introduction o panimula
Kabanata II – Review of related literature and studies
Kabanata III – Methodology
Kabanata IV – Results and Discussion
Kabanata V – Conclusion and Recommendation
Mga Kilalang Pilipino sa Sining at Panitikan
1. Julian Felipe
Kilala si Julian Felipe sa kanyang tugtugin o kompositiong "Himno Nacional Filipino", kung saan una itong ipinarinig
noong Hunyo 12, 1898 sa Kawit, Cavite.
2. Cecile Licad
Isang tanyag na piyanista sa buong mundo.
3. Fernando Amorsolo
Kauna-unahang National Artist o Pambansang Alagad ng Sining.
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Kabilang sa mga pangunahing gawa ni Amorsolo ang mga sumusunod: Rice Planting (Pagtatanim ng Palay),
Dalagang Bukid , Koleksiyon ng Club Filipino, The Rape of Manila (Ang Panggagahasa sa Maynila), Planting Rice,
Koleksiyon ng United Coconut Planters Bank, Traders (Mga Mangangalakal), Making of the Philippine Flag
(Paglikha ng Bandilang Pilipino) at iba pa.
4. Deogracias Rosario
Gumamit ng sagisag panulat na Rex, Delio, Dante A. Rossetti, Delfin A. Roxas, DAR, Angelus, Dario at Rosalino.
Kinilalang Ama ng Maikling Kuwentong Tagalog
Tinaguriang Ama ng Demokrasyang Pilipino
Ilan sa kanyang mga akda ay Ako'y Mayroong Isang Ibon, Ang Dalagang Matanda , Manika ni Tadeo , Aloha ,
Bulaklak ng Bagong Panahon at iba pa.
Ang kanyang akdang Aloha ay nakasa sa katipunang 50 Kwentong Ginto ng 50 Batikang Kwentista.
5. Idelfonso Santos
Gumamit ng sagisag panulat na Ilaw Silangan
Ilan sa kanyang mga tula ay ang Tatlong Inakay, Gabi , Ang Guryon, Sa Tabi ng Dagat , Ulap at Mangingisda .
Ang kanyang mga tanaga na naisulat ay ang Palay , Kabibi at Tag-init Ang may akda ng tulang Ang Guryon.
6. Dr. Jose Rizal
Ang kanyang sagisag panulat ay Laong-laan, Dimas-alang, Calambeño at Agno.
Si Rizal ay sumulat ng dalawang nobela tungkol sa lipunang Pilipino noong Panahon ng Kastila. Ang mga nobelang
ito ay ang Noli Me Tangere at El Filibusterismo.
Sumulat din siya ng mga tula, tungkol sa kanyang ina, mga kapatid, at kaibigan ang paksa ng mga ito.
Sumulat siya ng isang tula nang siya'y walong taong gulang pa lamang na napabantog sa buong bansa. Ito ay
tungkol sa pagmamahal sa sariling wika. Ang tulang ito ay may pamagat na "Sa Aking mga Kabata."
7. Francisco Baltazar y dela Cruz
Killala bilang Francisco Balagtas
Isng tanyag na makata at mandudula si Francisco Balagtas.
Florante at Laura ang tanyag na nobelang patulang kanyang isinulat.
Kinikilalang Ama ng Panulaang Tagalog si Balagtas.
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Tinaguriang “Prinsipe ng Makatang Pilipino” at itinuturing na William Shakespeare ng Pilipinas para sa kanyang
naging kontribusyon at impluwensya sa panitikang Pilipino.
8. Graciano Lopez Jaena
Siya ang nagtatag ng pahayagang La Solidaridad noong 1889 at siya ang naging unang patnugot nito.
Isa sa mga kilalang sinulat niya ay ang sanaysay na "Fray Botod" na nangangahulugang bundat na prayle.
9. Genoveva Matute
Ang may akda ng Kwento no Mabuti.
10. Marcelo H. del Pilar
Ang kanyang sagisag panulat ay Plaridel, Dolores Manapat at Piping Dilat.
Nagtatag ng Diariong Tagalog noong 1882.
Pumalit kay Lopez Jaena sa pagiging patnugot at may ari ng La Solidaridad. Si Del Pilar ang awtor ng "Dasalan at
Tocsohan," isang tulang tumutuligsa sa mga maling ginagawa ng mga prayle.
11. Jose Palma
Ang kanyang sagisang panulat ay Anahaw, Esteban at Gan Hantik.
Sumulat ng tula sa Español na may titulong "Filipinas" bilang mga titik ng "Himno Nacional Filipino" na nilikha ni
Julian Felipe. Ang kasalukuyang mga titik sa Pilipino ng ating pambansang awit ay batay sa tula ni Palma.
12. Lope K. Santos
Ang kanyang sagisag panulat ay Anak-bayan at Doktor Lukas
Isang magaling na makata at nobelista.
Tinaguriang Ama ng Balarila ng Wikang Pambansa.
Ang nagbalangkas ng Abakada.
Ang may akda ng nobelang Banaag at Sikat
13. Jose Corazon de Jesus
Kilala sa sagisag panulat na Huseng Batute.
Isang kolumnista siya sa pang-araw-araw na pahayagang Taliba. Nasa anyong patula ang kanyang kolum. Dalawa
sa kanyang mga kilalang tula ang "Manok Kong Bulik" at "Isang Punongkahoy."
14. Amando V. Hernandez
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Kilala sa sagisag panulat na Amante Ernani, Herminia dela Riza at Julio Abril.
Kilalang makata ng mga mangagawa.
Naging patnugot ng pahayagang Pakakaisa at Mabuhay.
Kauna-unahang manunulat sa wikang pambansa na kinilalang National Artist.
Kabilang sa kanyang mga popular na tula ang "Isang Dipang Langit," "Bayani," at "Bayang Malay."
15. Severino Reyes
Isinulat ni Severino Reyes ang "Mga Kuwento ni Lola Basyang" sa magasing Liwayway.
Kinilala rin siyang Ama ng Dulang Pilipino. Tinaguriang Ama ng Zarzuelang Tagalog.
16. Juan Abad
Ang may akda ng dulang Ang Tanikalang Ginto.
Sa piitan, isinulat niya ang Isang Punlo ng Kaaway na itinanghal naman sa Dulaang Rizal sa Malabon taong 1904
17. Pedro Paterno
Ang may akda ng Ninay ang kauna-unahang nobelang panlipunan sa wikang kastila.
Kauna-unahang Pilipino na sumulat ng isang opera sa wikang Pilipino, ang Sandugong Panaginip .
Lumikha ng mga aklat na tula na Sampaguitas y Poesias Varias at Poesias Lyricas y Dramaticas.
18. Nick Joaquin
Kilala bilang Quijano de Manila.
Ang The Woman Who Had Two Navels ang kanyang pinakamahalagang nobelang nagtatampok sa mga gawi at
pag-uugali ng mga Pilipino. Ang isa pang tanyag na isinulat niya ay ang Portrait of the Artist as Filipino .
19. Jose Garcia Villa
Kinilala ang kanyang koleksyon ng mga tula na pinamagatang Doveglion at Jose Garcia Villa's Many Voices.
20. Lualhati Bautista
Kilalang feministang manunulat kung saan ang kanyang mga akda ay nakapokus sa mga kababaihan.
Ilan sa mga nobela niya ang: Gapo , Dekada '70 , at Bata, Bata, Pa'no Ka Ginawa?
21. Nestor Vicente M. Gonzales
Kilala bilang N.V.M Gonzales.
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Ang The Bamboo Dancers ang pangunahing nobelang kanyang isinulat. Kinikilalang kabilang siya sa may
pinakamaraming naisulat na maiikling kuwento sa bansa at sa pinakamagagaling sa panitikan sa bansa.
22. Jose Maria Panganiban
Kilala sa sagisag panulat na J.M.P at Jomapa.
Ian sa mga artikulong isinulat niya ay “El Pensamiento,” “La Universidad de Manila: Su Plan de Estudio,” at “Los
Nuevos Ayuntamientos de Filipinas.” Sumulat din siyá ng tula at maikling kuwento gaya ng “Ang Lupang Tinubuan,”
“Noches en Mambulao,” “Sa Aking Buhay,” “Bahia de Mambulao,” “La Mejerde Oro,” “Amor mio,” “Clarita Perez,” at
“Kandeng.”
Mga Kilalang Pilipino sa Larangan ng Panitikan at ang kanilang sagisag panulat:
•
•
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•
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•
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Jose Dela Cruz – Huseng Sisiw
Marcelo H. Del Pilar – Plaridel, Dolores Manapat, Piping Dilar, Siling Labuyo, Kuoang, Patos at Carmelo.
Severino de Las Alas – Di-kilala.
Epifanio delos Santos – G. Solon
Valeriano Hernandez Peña – Ahas na tulog, Damulag, Dating Alba, Isang Dukha at Kalampag.
Severino Reyes – Lola Basyang.
Francisco Balagtas – Francisco Baltazar.
Asuncion Lopez Bantug – Apo ni Dimas.
Dr. Jose Rizal – Dimas-alang, Laong laan, Agno and Calambeño.
Jose Turiano Santiago – Tiktik.
Lopez K. Santos – Anak Bayan and Doctor Lukas.
Luis Taruc – Alipato.
Jose Ma. Sison – Amado Guerrero.
Gen. Vito Belarmino – Blind Veteran.
Andres Bonifacio – Agapito Bagumbayan.
Emilio Aguinaldo – Magdalo.
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Nestor Vicente Madali Gonzalez – NVM Gonzalez.
Emilio Jacinto – Dimas-aliw, katipunan name Pingkian.
Nick Joaquin – Quijano de Manila.
Sixto Lopez – Batulaw.
Gen. Antonio Luna – Taga-ilog.
Apolinario Mabini – Bini at Paralitiko.
Juan Luna – J.B at Buan.
Jose Palma – Anahaw, Esteban at Gan Hantik.
Rafael Palma – Hapon at Dapit Hapon.
Jose Maria Panganiban – Jomapa at JMP.
Pascual Poblete – Anak Bayan.
Mariano Ponce – Naning, Tikbalang and Kalipulako
MATHEMATICS
Mathematics is the science of structure, order, and relation that has evolved from elemental practices of counting,
measuring, and describing the shapes of objects. This basically deals with logical reasoning and quantitative calculation
and its development have involved in increasing degree if idealization of its subject matter.
Four Basic Mathematical Operation:
Addition - addition of two whole numbers is the total amount of those sums combined. It is represented by a plus
sign "+".
Example:3+8=11(3&8istheaddendsand11isthesum)
Subractation - it represents the operation of removing objects from a collection. The result of subtraction is called
the difference. It is represented by a minus sign "-".
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Example:7-5=2(7istheminuend,5isthesubtrahendand2isthediference)
Multiplication - the multiplication of whole numbers may be considered as repeated addition, that is the
multiplication of two numbers is equivalent to adding as many copies of one of them, the multiplicand, as the value
of the other, the multiplier. The multiplication symbol is represented by cross “×”.
Example:7×4=28(7isthemultiplicand,4isthemultiple
i rand28istheproduct)
Division - dividing integers is the opposite operation of multiplication. The division symbol is represented by "÷".
Example:40÷8=5(40isthedividend,8isthedivisorand5isthequotient)
Positive and Negative Rules:
Positive plus Negative = positive
Example:6+(-3)=3
Negative plus Positive = negative
Example:-7+4=-3
Negative plus Negative = negative
Example:-8+(-3)=-5
Positive minus Negative = positive
Example:9+(-4)=13
Negative minus Positive = negative
Example:-15-5=-20
Negative minus Negative =negative
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Example:-10-(-5)=-5
Positive times Negative = negative
Example:6x(-6)=-36
Negative times Positive = negative
Example:-7x7=-49
Negative times Negative = positive
Example:-8x(-8)=64
Positive divided by Negative = negative
Example:50÷(-10)=-5
Negative divided by Positive = negative
Example:-28÷4=-7
Negative divided by Negative = positive
Example:-20÷(-4)=5
MDAS and PEMDAS:
MDAS - abbreviation for Multiplication, Division, Addition and Substraction.
Example:
100÷2x5÷5x3
50x5÷5x3
250÷5x3
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50x3
150
PEMDAS - abbreviation for Parenthesis(brackets, braces and fraction bars), Exponent, Multiplication, Division,
Addition and Subtraction
Example:
a.7+(4-2)²x3÷6-3
7+2²x3÷6-3
7+4x3÷6-3
7+12÷6-3
7+2-3
9-3
6
b.{[30+(25-19)]}+29
[42+(6)]+29
(48)+23
71
Prime Numbers and Composite Numbers:
Prime numbers - a whole number that cannot be multiply to other whole numbers.
Example:
Composite numbers - a whole number with more than two factors.
Examples:
a. (4)4x1=4
2x2=4
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b. (6)6x1=6
c.(8)8x1=8
2x3=6
2x4=8
GCF and LCM:
Greatest Common Factor - the highest whole number divisor of the given numbers.
Methods of Finding the GCF:
Prime Factorization - product of the lowest powers occurring in columns common to all prime factorization is the
GCF.
Repeated Division - divide the given numbers by a factor common to them. If the quotients of given numbers don't
have common factors from the first divisor, then that divisor becomes the GCF.
Example:
FindtheGCFof64and96.
64:1,2,4,8,16,32,64
96:1,2,3,4,6,8,12,16,24,32,48,96
TheGCFof64and96is32.
Least Common Multiple - the smallest non-zero number that has given numbers as factors or divisors.
Methods of Finding the LCM:
Prime Factorization - the LCM is the product of the hisghesr powers occurring in a column of any of the prime
factorizations.
Repeated Division - divide the given numbers by a prime factor common to them. If one of the numbers doesn't
have a common factor except one, copy that number then repeat the operation until no other factor, that is,
relatively prime exists.
Example:
Findtheleastcommonmultipleof6and15:
Themultiplesof6are:6,12,18,24,30,..
andthemultiplesof15are:15,30,..
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Theleastcommonmultipleof6and15is30
Fraction - an expression that indicates the quotient of two quantities, such as part of a whole or group.
Kinds of Fractions:
Proper Fraction - the numerator is less than the denominator.
Examples:1/2,2/3,3/4,3/5,5/8andetc.
Improper Fraction - the numerator is equal or greater than the denominator.
Examples:6/5,10/3,13/10,15/4andetc.
Equivalent Fraction - fractions having the same value.
Example:4/5=16/20
Mixed Fraction - it composed of a whole number and a fraction.
Examples:21/3,43/2,82/10,61/3, 24/8andetc.
Rules Involving Zero in Fraction:
Zero Value - the numerator is zero.
Zero Numerator and Non-Zero Denominator - the value is zero.
Zero Denominator - no value/undefined.
Ratio - defined as comparison of two numbers a and b, where b and a expresses as "a is to b"," a:b" or "a/b"
Proportion - statement expressing the equality of tow ratios, composed of four terms "a:b = c:d" where a and d are
called extremes and b and c are called means.
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Example:2:4=5:10
20=20
Percent - literally means "per hundred", a one way of writing fraction in which the denominator used is 100 and that uses
symbol "%" and read as a "percent".
Fraction to Decimal - divide the numerator by the denominator.
Example:1/8=0.125
Decimal to Percent - multiply the result to 100%.
Example:0.125x100=12.5%
Percent to Decimal - divided by 100%.
Example:12.5/100=0.125
Percentage, Base and Rate:
Formula: P = RXB
R = P/B
B = P/R
Examples:
Whatis10%of370?
Given:B=370R=10%
P=RXB
P=0.10x370
P=37
75is15%ofhowmuch?
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Given:P=75R=15%
B=P/R
B=75/0.15
B=500
90iswhatpercentof450?
Given:B=450P=90
R=P/B
R=90/450
R=0.20x100=20%or(1/5)
Algebraic Expression - an algebraic expression in mathematics is an expression which is made up of variables and
constants along with algebraic operations such as addition, subtraction and etc.
Terms are the elements separated by the plus or minus signs.
In algebraic expressions, variables are letters, such as a , b , c , or x , y, z , that can have different values.
Constants are the terms or elements represented only by numbers.
Coefficients are the number part of the terms that multiply variable or powers of a variable.
Classification of Algebraic Expression:
Monomial - containing only one term.
Examples:2x,-9y
Binomial - containing two terms.
Examples:x+4,8a-2b
Trinomial - containing three terms.
Examples:a²+b³+c⁴,8+x-y
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Polynomial - if the power of variables is non-negative integer.
Example:4x²+6x+9
Quadrants:
First Quadrant (+,+)
Second Quadrant (-,+)
Third Quadrant (-,-)
Fourth Quadrant (+,-)
Geometry - its all about shapes and their properties
Geometry can be divided into two:
Plane Geometry - flat shapes.
Examples Circles, Lines and Triangles
Solid Geometry - three dimensional objects.
Examples: Cubes, Cylinder, Prism and Spheres.
Point, Line, Plane and Solid:
Point - has no dimension.
Line - has one dimension.
Plane - has two dimension
Solid - has three dimension
Pairs of Angles:
Complementary Angles - two angles adding up to 90°.
Supplementary Angles - two angles adding up to 180°.
Types of Angles:
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Acute Angle - less than 90°
Right Angle - exactly 90°
Obtuse Angle - greater than 90° but less than 180°
Straight Angle - exactly 180°
Full rotation - exactly 360°
Types of the Polygon :
Triangle - three-sided polygon whose sum of internal angle always sums to 180 degrees.
Types of Triangle:
Equilateral triangle - has 3 equal sides.
Isosceles triangle - has 2 equal sides and angles.
Scalene triangle - has all the 3 unequal sides and angles.
Quadrilateral - two dimension and four-sided polygon with four edges and vertices. The sum of internal angles is
360 degrees.
Types of Quadrilateral:
Square - all the four sides are equal.
Rectangle - opposite sides are equal and all angles are right angled.
Parallelogram - has two pairs of parallel sides.
Rhombus - all the four sides to be of equal in length.
Trapezium -has one pair of opposite sides are said to be equal.
Pentagon - plane figure with five straight angles and five straight sides.
Hexagon - plane figure with six straight angles and six sides.
Perimeter, Area and Volume:
1. Perimeter - measure the amount of space inside.
Square: P=4s
Example:
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Findtheperimeterofasquarewhosesidesmeasure12cm.
P=4(12cm)
P=48cm
Rectangle: P=2L+2W
Example:
Findtheperimeterofarectanglewiththelengthof9centimeters5centimeters.
P=2(9cm)+2(5cm)
P=18cm+10cm
P=28cm
Triangle: P=a+b+c
Example:
Findtheperimeterofatrianglewithside8cm,8cm,and12cm.
P=8cm+8cm+12cm
P=28cm
Circle: P=2πr
Example:
Find the perimeter of a circle with a radius of 6cm.
P = 2 (3.14)(6cm)
P = 2 (18.84cm)
P = 37.68cm
2. Area - measure the amount of distance around outside.
Square:A=s²
Example:
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Findtheareaofasquarewithsidesof8cm
A=(8cm)²
A=64cm²
Rectangle: A=LW
Example:
Findtheareaofa
A=LW
A=9cm×7cm
A=63cm²
rectanglehasalengthof9centimetersandwidth7centimeters.
Triangle: A=½bh
Example:
Findtheareaofatrianglewhosebaseis12cmandwhoseheightis24cm.
A=½(12cm)(24cm)
A=½(288cm²)
A=114cm²
Parallelogram: A=BH
Example:
Findtheareaofaparalelogramwithaheightof11feetandabaseof7feet.
A=7ft×11ft
A=77ft²
Trapezoid: A=B1+B2/2(h)
Example:
Findtheareaofatrapezoidwhoseparalelsidesmeasureis6cmand8cmandwhosealtiutude2cm.
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A=4cm+6cm
2(2cm)
A=10cm²
4cm
A=2.5cm²
Circle: A= πr²
Example:
Findtheareaofacirclewitharadiusof14cm.
A=3.14(14cm)²
A=3.14(196cm²)
A=615.44cm²
3. Volume - measure the amount of space displace by it.
Cube: V=s³
Example:
Findthevolumeofacubewithsidesof5cm
V=(5cm)³
V=125cm³
Cone: V = 1/3 πr²h
Example:
Findthevolumeofaconewithradiusis9ftandheightis12ft.
V=⅓(3.14)(9ft)²(12ft)
V=⅓(3.14)(81ft²)(12ft)
V=⅓(3.14)(972ft³)
V=⅓(3052.08ft³)
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V=1017.36ft³
Cylinder: V = πr²h
Example:
Findthevolumeofacylinderwithradius8cmandheight11cm.
V=3.14(8cm)²(11cm)
V=3.14(64cm²)(11cm)
V=3.14(704cm³)
V=2210.56cm³
Prism: V=Al
Example:
Findthevolumeofatriangularprismwiththeareaofbase8ftandlengthof7ft.
V=8ft×7ft
V=56ft²
Pyramid: V=⅓Ah
Example:
Findthevolumeofapyramidwithareaofbase
V=⅓(7ft)(5ft)
V=⅓(35ft²)
V=11.67ft²
7ftandheightof5ft.
Rectangular Solid: V=LWH
Example:
Findthevolumeofarectangularprismwithsides10feet,8feetand6feet.
V=10ft×8ft×6ft
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V=480ft³
Sphere: V=4/3πr³
Example:
Findthevolumeofairinthebalwithradiusof3cm.
V=4/3(3.14)(3cm)³
V=4/3(3.14)(27cm³)
V=4/3(84.78cm³)
V=113.04cm³
Probability - is the measure of how likely an event is. It is the likelihood of occurrence of an event.
Probability of an Event E:
P(E) = no. of ways in an event occurs/total no. of ways
If E is any event that occurs, then the probability of that event denoted by P(E) has a value between o and 1,
inclusively.
That is, 0 ≤ P(E) ≤ 1.
Measures of Central Tendency:
Mean - most widely used and familiar average.
Median - the scores that divides the distribution into halves.
Mode - the crude or inspectional average measure. It is most frequently occurring score. It is the poorest measure
of central tendency.
Measures of Variability:
Range - R = highest score – lowest score
Quartile Deviation - known as semi inter quartile range. QD = ½ (Q3 – Q1)
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Standard Deviation - most important and best measure of variability of test scores.
SCIENCE
Science a systematic study of the nature and manners of an object and the natural universe that established around
measurements, experiments, observations and formulation of laws.
Branches of Science:
Biology - study of living things and non-living things.
Chemistry - study the structure of matter, composition, properties and reactions.
Physics - study of matter and energy and the interactions between them.
Physicists - study such subjects as gravity, light, and time.
Astronomy - study of the universe beyond the Earth's atmosphere.
Geology - science of the origin, history, and structure of the Earth, and the physical, chemical, and biological
changes that it has experienced or is experiencing.
Oceanography - the exploration and study of the ocean.
Paleontology - the science of the forms of life that existed in prehistoric or geologic periods.
Meteorology - the science that deals with the atmosphere and its phenomena, such as weather and climate.
Botany - study of plants.
Zoology - the science that covers animals and animal life.
Genetic - study of heredity.
Medicine - science of diagnosing, treating, and preventing illness, disease, and injury.
Agrology - science of soils in relation to crops.
Archaeology - scientific study of the life and culture of ancient people.
Astrology - science claiming to foretell the future by studying the supposed influence of the relative positions of the
moon, sun anij stars on humans affairs.
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Ecology - deals with the relations between living organisms and their environment.
Earth sciences - study concerned with the solid Earth , its waters, and the air that envelops it.
List of Scientist and their Inventions:
1. Robert Hooke
discovered plant cells and discovered Hooke’s Law – the law of elasticity.
invented the balance spring, vital for accurate timekeeping in pocket watches.
invented a machine that cut teeth for cogs used in watches – these cogs were cut in finer detail than any person
could have managed, enabling more delicate watch mechanisms to be developed.
2. Benjamin Franklin
discovered one of the fundamental laws of physics, Law of Conservation of Electric Charge and proved that
lightning is electricity.
invented bifocal spectacles
invented the Franklin stove
invented the lightning rod
3. Alessandro Volta
discovered that methane mixed with air could be exploded using an electric spark: this is the basis of the internal
combustion engine. He also found that electric potential in a capacitor is directly proportional to electric charge.
nvented the electric battery!
4. Louis Pasteur
discovered that some molecules have mirror images – these can be described as left-handed and right-handed
versions of a chemical compound.
invented the process of pasteurization and patented it in 1862.
5. Wilhelm Röntgen
discovered X-rays and within two weeks of first generating X-rays he had invented X-ray photograph.
6. Pierre Curie
discovered radioactivity
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Curie and his brother Jacques had discovered piezoelectricity. Pierre and Jacques then invented the piezoelectric
quartz electrometer which detects and measures electric charge.
discovered the chemical elements radium and polonium; made numerous pioneering contributions to the study of
radioactive elements; carried out the first research into the treatment of tumors with radiation.
7. André-Marie Ampère
discovered that wires carrying electric current can attract and repel magnetically; founded electromagnetic theory.
8. Alexander Graham Bell
inventor of the metal detector, the telephone, and the photophone – the first device to carry the human voice using
light.
9. Daniel Bernoulli
discovered the Bernoulli Effect explaining how aircraft wings generate lift; formulated a kinetic theory relating the
phenomenon of temperature to particle speeds in gases; made major discoveries in the theory of risk.
10. Robert Boyle.
defined elements, compounds and mixtures
discovered the first gas law – Boyle’s Law.
11. Robert Bunsen
discovered cesium and rubidium; discovered the antidote to arsenic poisoning; invented the zinc-carbon battery
and flash photography; revealed the secrets of geysers.
12. John Dalton
Dalton’s Atomic Theory is the basis of chemistry
discovered Gay-Lussac’s Law relating gases’ temperature, volume, and pressure;
discovered the law of partial gas pressures.
13. Albert Einstein
Einstein’s theories of special & general relativity delivered a remarkable transformation in our understanding of
light, gravity and time, while special relativity yielded the most famous equation in history, E = mc .
14. Michael Faraday
discovered electromagnetic induction;
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15.
16.
17.
18.
19.
20.
devised Faraday’s laws of electrolysis;
discovered the first experimental link between light and magnetism;
discovered benzene.
Alexander Fleming
discovered that treating wounds and infections with antiseptic agents caused more deaths than if no action was
taken.
discovered penicillin and predicted the rise of antibiotic resistant bacteria.
Rosalind Franklin
discovered that DNA can exist in two forms. Established that coal acts as a molecular sieve.
Galileo Galilei
the father of modern science
discovered the first moons ever known to orbit another planet and that the Milky Way is made of stars.
rationalized how objects are affected by gravity, stated the principle of inertia, and proposed the first theory of
relativity.
Johannes Kepler
discovered the solar system’s planets follow elliptical paths;
showed that tides on the earth are caused mainly by the moon;
proved how logarithms work;
discovered the inverse square law of light intensity;
Antoine Lavoisier
a founder of modern chemistry;
discovered oxygen’s role in combustion and respiration;
discovered that water is a compound of hydrogen and oxygen;
proved that diamond and charcoal are different forms of the same element, which he named carbon.
Antonie van Leeuwenhoek
the father of microbiology.
used remarkable self-made lenses to discover single-celled animals and plants, bacteria, and spermatozoa.
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21. Carolus Linnaeus
named and classified about 13,000 lifeforms; broke with tradition by classifying humans in the same way as other
lifeforms.
22. Gregor Mendel
founded the science of genetics;
identified many of the rules of heredity;
identified recessive and dominant traits and that traits are passed from parents to offspring in a mathematically
predictable way.
23. Dmitri Mendeleev
discovered the periodic table in a dream.
24. Isaac Newton
built the first ever reflecting telescope;
showed sunlight is made of all the colors of the rainbow.
25. Linus Pauling
Maverick giant of chemistry;
formulated valence bond theory and electronegativity;
founded the fields of quantum chemistry, molecular biology, and molecular genetics.
discovered the alpha-helix structure of proteins;
proved that sickle-cell anemia is a molecular disease.
26. Ernest Rutherford
the father of nuclear chemistry and nuclear physics;
discovered and named the atomic nucleus, the proton, the alpha particle and the beta particle;
discovered the concept of nuclear half-lives;
achieved the first laboratory transformation of one element into another.
27. James Watt
father of the industrial revolution; radically improved the steam engine;
invented high pressure steam engines; independently
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discovered latent heat;
invented the world’s first copying machine.
Biological levels of organization of living things, simplest to most complex:
Organelle
Cells
Tissues
Organs
Organ System
Organisms
Population
Communities
Ecosystem
Biosphere
Types of Cells:
Prokaryotes - single-celled organism, doesn't contain nucleus.
Eukaryotes - single-celled organism or multicellular, contain nucleus.
Part of a Plant Cell:
Cell wall - plant cell protector.
Cell membrane - guards of the cell
Cytoplasm - gel-like structure.
Vacuole - garbage bin (storage).
Endoplasmic Reticulum - transporter.
Smooth ER - have no ribosomes
Rough ER - have ribosomes
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Ribosomes - protein synthesis.
Golgi bodies - packaging site of the cell.
Mitochondria - powerhouse of cell.
Chloroplast - site of photosynthesis.
Lysosome - garbage collectors.
Nucleulos - site of ribosomal synthesis.
Types of Cell Division:
Mitosis - is the Greek word for thread, after the thread-like chromosomes that can be seen under the microscope in
dye-stained cells during cell division. In mitosis, prophase, metaphase, anaohase and telophase occur one.
Meiosis - means "lessening" in Greek, this refers to the outcome of meosis, where genetic information in each new
cell is halved. In meiosis, prophase, metaphase, anaphase and telophase occur twice.
Tonicity:
Isotonic Solution - solute concentrations inside and outside are the Sam
Hypotonic Solution (swell) - lower concentration than inside the cell.
Isotonic Solution (shrink) - higher concentration than inside the cell.
Cellular Structure:
1. The Cytoskeleton - network of protein fibers is known as the cytoskeleton.
There are three types of fibers within the cytoskeleton:
a. microfilaments - are the thinnest of the cytoskeletal fibers and function in moving cellular components, for
example, during cell division also known as actin filaments,
b. intermediate filaments - maintaining the shape of the cell and anchoring organelles. Keratin, the compound that
strengthens hair and nails, forms one type of intermediate filament.
c. microtubules - thickest of the cytoskeletal fibers.
2. Flagella and Cilia - flagella are long, hair-like structures that extend from the plasma membrane and are used to move
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an entire cell while cilia is a short, hair-like structures that are used to move entire cells.
3. The Plasma Membrane - made up of a phospholipid bilayer with embedded proteins that separates the internal
contents of the cell from it.
Matter - anything that has a mass and a volume
States of Matter
1. Solid - matter that has a defined shape and will not lose its shape.
Chair
Table
Examples:
2. Liquid - matter that will take the shape of any container it is placed in put has a fixed volume.
Examples: Water
Soda
3. Gas - matter that does NOT have a fixed shape or volume, but will completely take up all the space in a container.
Examples:
Oxygen
Carbon Dioxide
Types of Changes:1. Physical Change - a physical change in matter is when matter changes its property but not it’s
chemical nature. Physical properties are characteristics that scientists can measure without changing the composition of
the sample under study, such as mass, color, and volume (the amount of space occupied by a sample).
2. Chemical Changes - a chemical change in matter is when matter becomes something completely new. New matter is
formed.
Kinds of Vitamins:
Macro minerals
Microminerals
Water
Soluble Fat Soluble Vitamins
Vitamins
Vitamin B1 (Thiamine) Vitamin A (Retinoids)
Calcuim
Vitamin
B2 Vitamin D (Calciferol) Phosphorus
(Riboflavin)
Vitamin B3 (Niacin)
Vitamin
E Potassium
(Tocopherol)
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Iron
Zinc
Copper
61
Vitamin
B5 Vitamin K
(Pantothenic Acid)
Vitamin
B6
(Pyridoxine)
Vitamin B9 (Folic
Acid)
Vitamin
B12
(Cobalamin)
Vitamin H (Biotin)
Vitamin C (Ascorbic
Acid)
Magnesium
Salt
Chloride)
Chromium
(Sodium Flouride
Iodine
Selenium
Maganese
Molybdenum
Photosynthesis - is the process used by plants, algae and certain bacteria to harness energy from sunlight and turn it
into chemical energy.
Two Types of Photosynthesis Processes:
1. Oxygenic Photosynthesis - during oxygenic photosynthesis, light energy transfers electrons from water (H2O) to carbon
dioxide (CO2 ), to produce carbohydrates . In this transfer, the CO2 is "reduced," or receives electrons, and the water
becomes "oxidized," or loses electrons.
2. Anoxygenic Photosynthesis - uses electron donors other than water. The process typically occurs in bacteria such as
purple bacteria and green sulfur bacteria, which are primarily found in various aquatic habitats.
Pigments - molecules that bestow color on plants , algae and bacteria, but they are also responsible for effectively
trapping sunlight.
Three Main Groups of Pigments:
1. Chlorophylls - these green-colored pigments are capable of trapping blue and red light.
2. Carotenoids - these red, orange or yellow-colored pigments absorb bluish-green light.
3. Phycobilin - these red or blue pigments absorb wavelengths of light that are not as well absorbed by chlorophylls and
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carotenoids.
Water Cycles:
Evaporation - water at the surface turns into water vapors.
Condensation
Sublimation - process where ice directly converts into water vapors without converting into liquid water.
Precipitation
Transpiration - process similar to evaporation where liquid water is turned into water vapor by the plants.
Run-off - process where water runs over the surface of earth.
Infiltration - Some of the water that precipitates does not runoff into the rivers and is absorbed by the plants or gets
evaporated. It moves deep into the soil.
Food chain - a linear sequence of organisms which starts from producer organisms and ends with decomposer species, it
follows single path.
Food web - a connection of multiple food chains and follows multiple paths.
118 Elements and Their Symbols and Atomic Numbers:
The periodic table of elements is widely used in the field of Chemistry to look up chemical elements as they are arranged in a
manner that displays periodic trends in the chemical properties of the elements.
ATOMIC NUMBER
1
2
3
4
5
6
ELEMENT
Hydrogen
Helium
Lithium
Beryllium
Boron
Carbon
SYMBOL
H
He
Li
Be
B
C
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7
8
9
10
11
12
13
14
15
15
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Nitrogen
Oxgen
Flourine
Neon
Soduim
Magnesium
Aluminum
Silicon
Phosphorus
Sulfur
Chlorjne
Argon
Potasium
Calcuim
Scandium
Titanium
Vanadium
Chromuim
Manganese
Iron
Cobalt
Nickel
Copper
Zinc
Galluim
Hermanium
Arsenic
Selenium
Bromine
Krypton
N
O
F
Ne
Na
Mg
Al
Si
P
S
Cl
Ar
K
Ca
Sc
Ti
V
Cr
Mn
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
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37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
Rubidium
Strontium
Yttrium
Zirconuim
Niobium
Molybdenum
Technetium
Ruthenium
Rhodium
Palladium
Silver
Cadmuim
Indium
Tin
Antimony
Tellurium
Iodine
Xenon
Cesium
Barium
Lanthanum
Cerium
Praseodymium
Neodymium
Promethium
Samarium
Europium
Gadolinium
Terbium
Dysprosium
Rb
Sr
Y
Zr
Nb
Mo
Tc
Ru
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
I
Xe
Cs
Ba
La
Ce
Pr
Nd
Pm
Sm
Eu
Gd
Tb
Dy
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Holmium
Erbium
Thulium
Ytterbium
Lutetium
Hafnium
Tantalum
Tungsten
Rhenium
Osmium
Irdium
Platinum
Gold
Mercury
Thallium
Lead
Bismuth
Polonium
Astatine
Radon
Francium
Radium
Actinum
Thorium
Protactinum
Uranium
Neptunium
Plutonium
Americium
Curium
Ho
Er
Tm
Yb
Lu
Hf
Ta
W
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
Fr
Ra
Ac
Th
Pa
U
Np
Pu
Am
Cm
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100
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102
103
104
105
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108
109
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111
112
113
114
115
116
117
118
Berkelium
Californium
Einsteinium
Fermium
Mendelevium
Nobelium
Lawrencium
Rutherfordium
Dubnium
Seaborgium
Bohrium
Hassium
Meitnerium
Darmastadtium
Roentgenium
Copernicum
Nihonium
Flerovium
Moscovium
Livermorium
Tennessine
Organesson
Bk
Cf
Es
Fm
Md
Nk
Lr
Rf
Db
Sg
Bh
Hs
Mt
Ds
Rg
Cn
Nh
Fl
Mc
Lv
Ts
Og
The Solar System
The solar system consists of the Sun and the eight official planets, at least three “dwarf planets”, more than 130
satellites of the planets, a large number of small bodies (the comets and asteroids), and the interplanetary medium.
(There are probably also many more planetary satellites that have not yet been discovered.)
1. Terrestrial or Rocky Planets - composed primarily of rock and metal and have relatively high densities, slow rotation,
solid surfaces, no rings and few satellites
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a. Mercury
closest planet to the sun.
the smallest planet in the solar system.
it rotates slowly — about twice for every three orbits it completes.
b. Venus
second planet from the sun.
slightly smaller than Earth.
the thickest of the terrestrial planets.
c. Earth
the third planet from the sun and the largest terrestrial planet.
the only planet known to host living beings and the only one known to have liquid water on its surface.
the atmosphere, made of mostly nitrogen, oxygen and carbon dioxide, is crucial to Earth's ability to support life.
d. Mars
the Red Planet, the red color of the surface comes from iron oxide or rust in the soil.
the carbon dioxide atmosphere is very thin.
colder than Earth, with surface temperatures ranging from -171 to 32 F (-113 to 0 C).
2. Jovian or Gas Planets - composed primarily of hydrogen and helium and generally have low densities, rapid rotation,
deep atmospheres, rings and lots of satellites.
e. Jupiter
its characteristic colored cloud patterns are caused by enormous, swirling storms in its atmosphere, which
consists of primarily of hydrogen, helium, methane ammonia and water ice.
The largest and most distinctive of the storms, the Great Red Spot, is larger than Earth.
has 63 moons and a faint ring system.
f. Saturn
the sixth planet from the sun.
most impressive feature as seen from afar is an extensive and complex ring system.
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the rings orbit the planet in a thin band about a mile thick.
f. Uranus
spins on an axis parallel to its orbit.
this cold planet is four times the size of Earth and is made of a large atmosphere of methane with a dense core of
frozen methane.
has a faint ring system and 27 moons in its orbit.
g. Neptune
blue planet.
farthest one from the sun.
very cold place
because of its distance from the sun and its large orbit, one year on Neptune is 165 Earth years.
thirteen moons and a faint ring system orbit the planet.
Layers of Earth's Atmosphere:
Troposphere
Stratosphere
Mesosphere
Thermosphere
Exosphere
SOCIAL SCIENCE
List of Philippine Presidents:
First Republic (Revolutionary government/The Philippines was still under Spanish rule)
1. Emilio Aguinaldo (1899-1901)
The First President of the Philippines under the First Republic of the Philippines.
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The Youngest Phil. President at the age of 28.
The Youngest General of Hukbong Sandatahan in his time.
The Leader of Kataas-taasang Kagalang-galangang Katipunan.
Commonwealth Period (American Period)
2. Manuel Quezon (1935-1944)
The First President under the Commonwealth.
Ang Ama ng Wikang Pambansa.
Initiated Women's Right during Commonwealth Regime.
Made Tagalog/Filipino a national language.
He is in the current twenty-pesobill.
3. Sergio Osemeña Sr. (1944-1946)
The Second President of the Philippines under Commonwealth
He is in the current fifty-peso bill
The Oldest President, 65 years old when he became a Philippine President
The First Phil. President from Visayas.
He joined then US Gen. Douglas McArthur in Leyte on October 20, 1944 starting the freedom of the Philippines
from the Japanese during World War II "Leyte Guld landing"
During his regime, that the Philippine National Bank (PNB) has been rehabilitated and the country joined the
International Monetary Fund (IMF)
During his time, the popular Bell Trade Act was approved by the US Congress
Second Republic (Japanese Period)
4. Jose Laurel (1943-1945)
The 3rd among Philippine presidents to assume office during the era of the Japanese occupation of World War II.
He organized KALIBAPI (Kapisanan sa Paglilingkod sa Bagong Pilipinas)
He declared Martial Law in 1944
Third Republic
5. Manuel L. Roxal (1946-1948)
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He was the fifth Philippine president but was considered as the third and last president under the Commonwealth
era making him the next first leader of the Third Republic of the Philippines (R.P.).
The second Phil. President from Visayas.
Under his term , the Philippine Rehabilitation Act and Philippine Trade Act laws were accepted by the congress.
He is in the current one hundred peso bill.
6. Elpidio Quirino (1948-1953)
Under his term in the Japanese occupation, HUKBALAHAP Movement (Hukbong Bayan Laban sa nga Hapon) was
active.
Hebcrated Social Security Commission now SSS.
He created Integrity Board to monitor graft and corruption.
7. Ramon Magsaysay Jr. (1953-1957)
Know as the "President of the Masses".
First President sworn into office warning Barong Tagalog in his inauguration.
His President was referred as the Philippines' Golden Years for it was cleanest and zero-corruption.
Chairman of the Committee on Guerilla Affairs.
He established National Resettlement and Rehabilitation Administration (NARRA) among his agrarian reforms.
He died on a plane crash.
8. Carlos P. Garcia (1953-1957)
The Third Phil. President from Visayas.
He adopted the "Filipino First Policy".
He established the Austerity Program focusing on Filipino trade and commerce recognized and dubbed as the
"Prince of Visayan Poets" and the "Bard from Bohol" cultural arts was strongly promotes during his term of tenure
which was his nature as a leader.
The First President whose remains were buried in the "Libingan ng nga Bayani".
9. Diosdado Macapagal (1961-1969)
He established the First Land Reform Law.
Declared June 12, 1898 as the Philippines official Independence Day.
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Minimum Wage Law signatory.
Signatory to the creation of the Philippine Veteran's Bank.
Fourth Republic
10. Ferdinand Marcos (1965-1986)
The First President to win a second term.
He declared Martial Law on September 22, 1972.
Longest running dictator Philippine President ever know in Philippine and World History.
Fifth Republic
11. Corazon Aquino (1986-1992)
The First Woman President of the Philippines and Asia.
She was named Time Magazine's " Woman of the Year" in 1986 after EDSA revolution (People Power).
Brought back the song "tie a yellow ribbon" and turned the color yellow as a symbol for freedom and democracy.
12. Fidel V. Ramos (1992-1998)
His "Philippines 2000" vision made the Philippine Stock Exchange on of the best improving and rising economies in
the world during mid-90's.
Death Penalty was reinstated in his time.
He was the chief-of-staff of the Armed Forces of the Philippines during Cory's regime before he became president.
13. Joseph Estrada (1998-2001)
His slogan is "Edap para sa mahirap".
First film actor to become President of the country.
He supported Charter Change.
The First President who was literally impeached and the second to flee the country by virtue of forced leave of
office he was later on replaced by Gloria Macapagal Arroyo in aid of the People Power III in EDSA.
14. Gloria Macapagal (2001-2010)
The Second Female President of the Country.
She is involved in the popular Hello Garci scandal which was one of the biggest obvious unproven disgrace to a
president.
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eVAT Law was implemented during her reign as Philippine President.
First President who had oath taking outside of a President's territory in Luzon.
15. Benigno Aquino (2010-2016)
He is popularly known as PNoy.
Popularized the " No Wang-Wang Policy.
During his term, he initiated the Kto12 Education in the Philippines.
Cyber Crime Law was born during his term.
16. Rodrigo Duterte (2016-2022)
First president from Mindanao.
The oldest person to assume office, beginning his at age 71.
He is the only president in the history of the Philippes not to declare his assets and liabilities.
He institutionalized a national identification system and the Pantawid Pamilyang Pilipino Program, raised the age
of sexual consent to 16 child marriage, simplified the adoption process, launched the Public Utility Vehicle
Modernization Program.
Duterte prioritized infrastructure spending, the Build! Build! Build! infrastructure program..
Constitution maybe classified as:
Democratic autocratic, oligarchic or socialistic, depending on the type of government.
Written or unwritten, written if preferred by a Constitutional convention while unwritten if composed of customs
and political practices.
Six Parts of Written Constitution:
a. A preamble which emobies the ideals of the state.
b. Bill of Rights - a statement of the fundamental civil and political rights of the people which the
government pledges to safeguard.
c. A statement of the organization, form and distribution of the powers of government.
d. Provisions for amendatory process whereby formal changes in the Constitution may be brought about.
e. The date of the effectivity of the Constitution.
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Flexible and Rigid - flexible ifbit is easy to change and rigid ifbabconvention is called to amend it.
Granted by the ruling monarch or the product of a deliberate act of a sovereign people.
Elements of State:
Territory - land belonging to the state, includes physical land, water and aerial domains.
People - mass of population living within a state. Without the people there can be no State.
Sovereignty - power of the state to command and enforce obedience.
Internal Sovereignty - refers to the power of the ruler of the people to govern with in State.
External Sovereignty - right of the State to pursue its aim and purposes without interference from other state.
Government - machinery of the administration enforce on the people.
Right of State:
The right to independence - right to be free from external control.
The right of equality - right to enjoy similar privileges and immunities and to observe same duties under
international law.
The right to jurisdiction - the power to extend its authority.
The right of property - right of the state to own, hold and use property.
The right of intercourse or the right to legation - the right of the state to send diplomatic representatives to other
countries and to receive representatives coming from other countries.
Common form of Government:
Monarchy (Rule of One) - form of government in which the supreme and final authority resides in one person,
whose world is considered law.
Aristocracy (Rule of Few) - form of government in which the political power belongs to the "elite of the society, who
have the high social status, wealth and political power" of hereditary nobility.
Democracy (Rule of Many) - form of government in which supreme political power is exercised by a majority of
people.
Unitary - form of government in which the control of the national government and the local affairs is exercised by
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the central or national government.
Federal - form of government in which the powers of the government are distributed between the central
governments and the local governments.
Parliamentary - type of government characterized by a "fusion of powers" of the legislative and executive branch
meaning, there is non separation of powers between the two branches of government.
Presidential - type of government characterized by weak ties between legislative and executive branches and by
shifting balance of power.
Impeachment - a method provided bybth Constitution through which high officials of the government with long and
definite terms may be removed before their terms expire.
The Officials who can be removed by Impeachment are as follows:
President
Vice President
Justice of the Suprement Court
Members of the Constitutional Commissions
Ombudsman
Grounds for Impeachment:
Bribery - a crime committed by a public official who receives money or gifts from other persons in the performance
of an official function.
Betrayal of Public Trust - involve action which tend to bring the office into dispute.
Cupable Violation of the Constitution - officer knowingly disregards its provisions.
Sandiganbayan and Ombudsman -the present anti-graft court is know as SANDIGANBAYAN, OMBUDSMAN to be
known as TANODBAYAN.
Life and Works of Jose Rizal:
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Rizal full name is Jose Protasio Rizal Mercado y Alonso Realonda born on June 19, 1861 and died on December 30,
1896.
He is considered as National Hero in the Philippines.
He is the seventh of eleven children born to a middle-class family in the town of Calamba.
His siblings namely: Saturnina, Paciano, Narcisa, Olympia, Lucia, Maria, Jose Protasio, Concepción, Josefa,
Trinidad and Soledad.
He studied at the Ateneo Municipal de Manila and received his Bachelor of Arts in 1877. He continued his
education to obtain a land surveyor and assessor's degree and at the same time at the University of Santo Thomas
Faculty of Philosophy and Letters where he studied Philosophy and Letters.
He decided to study medicine specializing in opthalmologist for his mother condition but he did not complete the
program.
He decided to travel alone to Europe, Madrid in May 1882, he studied medicine at the Universidad Central de
Madrid and earned the degree Licentiate in Medicine.
He was an ophthalmologist, sculptor, painter, educator, farmer, historian, playwright and journalist. Besides poetry
and creative writing, he dabbled, varying degrees of expertise, in architecture, cartography, economics, ethnology,
anthropology, sociology, dramatics, martial arts, fencing and pistol shooting.
Rizal women are: Segunda Katigbak, Leonor Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei-San, Gertrude
Beckett, Nellie Boustead, Suzana Jacoby and Josephine Bracken.
Rizal's most famous works were his two novel, Noli Me Tangere and El Filibusterismo.
He's novel Noli Me Tangere was published in Berlin (1887) and El Filibusterismo in Ghent (1891) were the funds
borrowed largely from Rizal's friends.
Karagdagang Impormasyon:
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•
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Padre Bukaneg – Father of Ilocano Literature.
Francisco Baltazar – Father of Tagalog Poetry.
Doctrinal Cristina – first book published in Philippines.
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Juan Crisostomo Sotto – Father of Pampangga literature wrote " There is no God".
Kenkoy (Liwayway Magasin 1929) – first and longest running comics series in the Philippines.
Manila Bulletin – oldest existing newspaper in the Philippines since 1990.
Alejandro Abadilla – Father of Modern Tagalog Poetry.
The Decalogue – Andres Bonifacio Ten Commandments of the Katipunan.
Paciano Rizal – Rizal model for Pilosopong Tasyo.
Talindaw – song of love.
Alibata – First Filipino Alphabet.
Baybayin – The Filipino Alphabet consisted of 15 letters.
Jose Maria Panganiban – Memorial Fotograpica.
Amado Hernandez – known as the Post of the Workers or Laborers.
Bukanegan – Ilocano Balagtasan.
Pascual Poblete – Father of Filipino Newspaper.
Narciso Reyes – author of Lupang Tinubuan.
Pande regla – First Filipino Bread.
Andres Bonifacio – the Great Plebian.
Gregorio Del Pilar – Hero of the Tirad Pass.
Apolinario Mabini – Brain of Revolution.
Emilio Jacinto – Brain of Katipunan.
Melchora Aquino – Mother of Balintawak.
Graciano Lopez Jaena – Greatest Filipino Orator of Propaganda Movement.
Panda Pira · First Filipino Cannon Maker.
Gregorian De Jesus · Lakambini of Katipunan.
Jose Palma – Author of the Spanish Lyrics if the Philippine National Anthem.
Julian Felipe – composer of Philippine National Anthem.
Lakandula – Chief of Tondo.
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Rajah Soliman – The last Rajah of Manila.
Marcela Agoncillo – First Filipino Flag Maker.
Diego Silang – Leader of Ilocano Revolt.
Francisco Dagohoy – Leader of the Longest Revolt Bohol.
Epifanio Delos Santos –The Man of Many Talents.
Trinidad Tecson – Mother of Biak–Na–Bato.
General Francisco Makabulos – Leader of Tarlac Revolt.
Insulares – Spaniards born in the Philippines.
Baldomero Aguinaldo – Leader of Magdalo.
Mariano Alvarez – Leader of Magdiwang.
Dr. Jose Rizal – founder of La Liga Filipina.
Juan Luna – the painter of Spolarium.
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Important notes in
Professional
Education
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TEACHING PROFESSION
Types of Education:
1. Formal Education - refers to the hierarchically structured and chronological graded learning's.
Elementary level (including kindergarten)
Secondary level - junior high includes grade 7to10 and senior high includes grade 11to12.
Tertiary level - colleges or universities
2. Non-formal Education - Alternative Learning System (ALS)
3. Informal Education - Special Education (SPED)
The Legal Basis of the Philippine Educational System:
Republic Act No. 7836 - also known as Philippine Teachers Professionalization Act of 1994, this law is approved on
December 16, 1994.
Republic Act No. 7796 - also known as Technical Education Skills Development Authority (TESDA), this law was
approved on August 25, 1994.
Republic Act No. 7722 - also known as Commission on Higher Education (CHED), this law was approved on May 18,
1994.
Republic Act No. 4670 - known as Magna Carts for public school teachers, this law was approved on June 18, 1966
Republic Act No. 2706 - known as the Private School Law,this was enacted on March 10, 1917 by the Philippine
Legislature.
Republic Act No. 6655 - known as the Free Public secondary Education Act of 1988.
Republic Act No. 8292 - known as the Higher Education ModernazatiinAct of 1997.
Republic Act No. 9155 - known as the Governance of Basic Education Act of 2001 (from DECS to DepEd).
Republic Act No. 9293 - known as the act amending R.A. No. 7836 known as the Philippine Teachers
Professionalization Act No 1994.
Republic Act No. 9442 - known as the act amending R.A.No. 7277 known as Magna Carts for Disabled Persons and
other Purposes.
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Republic Act No. 10533 - known as the Enhanced Basic EducatiomnAct of 2013 (Kto12 Curriculum)
Republic Act No. 1425 - known as the inclusion of the works of Jose Rizal.
Republic Act No. 2706 - known as the Private School Law.
Republic Act No. 6728 - known as the Act Providing Government Assistance to Students and Teachers in Private
Education
Republic Act No. 7880 - known as the Fair and Equitable Access to Education.
Executive Order No. 356, s. 2004 - Renaming the Bureau of Non-Formal Education to Bureau of Alternative Learning
System.
The NCBTS Framework:
Domain 1 - Social Regard for Learning (SRFL) - focuses on the ideal that teachers serve as positive and powerful
role models of the value in the pursuit of different efforts to learn.
Domain 2 - Learning Environment (LE) - focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in learning can engage in the
different learning activities and work toward attaining high standard of learning.
Domain 3 - Diversity of Learners (DOL) - emphasizes the ideal that teachers can facilitate the learning process even
with diverse learners by recognizing of their individual differences and by using knowledge about their differences
to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals.
Domain 4 - Curriculum (CURR.) - it refers to all elements of the teachings learning process that work in
convergence to help students understand the curricular goals and objectives and to attain high standards of
learning defined in the curriculum.
Domain 5 - Planning, Assessing and Reporting (PAR) - focuses on the use of assessment data to plan and revise
teachings learning plans, integration of assessment procedures in the plan and implementation of teavhinglearning activities and reporting of the learners actual achievement and behavior.
Domain 6 - Community Linkages - focuses in teachers efforts directed at strengthening the links between schools
and communities to help in the attainment of the curricular.
Domain 7 - Personal Growth and Personal Development (PGPD) - emphasizes the ideal that teachers value of
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having a high personal regard for the teaching profession, concern for professional development and continuous
improvement as teachers.
Philippine Professional Standards For Teachers (PPST)
PPST started its implementatiin in August of 2017 through DepEd Order No. 42 signed by Secretary Leonor M.
Briones. DO No. 42 emphasized that the PPST shall be used as a basis for all learning and development programs for
teachers to ensure that teachers are properly equipped to effectively implement the Kto12 Programs.
PPST was built on NCBTS. It articulates what constitutes teacher quality in the Kto12 Reform through well-defined
domains, strands and indicators that provide measure of professional learning, competent practice and effective
engagement.
PPST consist of 7 domains collectively comprise 37 strand that refer to more specific dimensions of teacher
practices:
I. Domain 1 - Content Knowledge and Pedagogy (composed of seven strands)
Comtent knowledge and its application within and across curriculum areas
Research-based knowledge and principle of teaching and learning
Positive use of ICT
Strategies for promoting literacy and numeracy
Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Mother Tongue, Filipino and English in teaching and learning
Classroom communication strategies
II. Domain 2 - Learning Environment (composed of six strands)
LearneLearner safety and security
Fair learning environment
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Management of classroom structure and activities
Support for learner participation
Promotion of purposive learning
Management of learner behavior
III. Domain 3 - Diversity of Learners (composed of five strands)
Learner's gender, needs, strength, interests and experiences
Learner's linguistic, cultural, socioeconomic and religious backgrounds
Learner with disabilities, giftedness and talents
Learners in difficult circumstances
Learners from indigenous groups
IV. Domain 4 - Curriculum and Planning (composed of five strands)
Planning and management of teaching and learning process
Learning outcomes aligned with learning competencies
Relevance and responsiveness of kearneing programs
Professional collaboration to enrich teaching practice
Teaching and learning resources including ICT
V. Domain 5 - Assessment and Reporting (composed of five strands)
Design, selection, organization and utilization of assessment strategies
Monitoring and evaluation of learner progress and achievement
Feedback to improve learning
Communication of learner needs, progress and achievement to key stakeholders
Use of assessment data to enhance and learning practice and programs
VI. Domain 6 - Community Linkages and Professional Engagement (composed of four strands)
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Establishment of learning envienvironments that are responsive to community context
Engagement of parents and the wider school community in the educative process
Professional ethics
School policies and procedures
VII. Domain 7 - Personal Growth and Personal Development ( composed of five strands)
Philosophy of teaching
Dignity of teaching as a profession
Professional all links with colleagues
Professional reflection and learning to improve practice
Professional developments goals
PPST Career Stages:
Career Stage 1 - Beginning Teachers - gained the qualifications recognized for entry into teaching profession.
Career Stage 2 - Proficient Teachers - professionally independent in the application of skills vital to the teaching
and learning process.
Career Stage 3 - Highly Proficient Teachers - consistently display a high level performance in their teaching practice.
Career Stage 4 - Distinguished Teachers - embody the highest standard for teaching grounded in global best
practices.
SOCIAL DIMENSION
The social dimension has been defined as all obstacles to access, progress and completion in higher education, and
the argument for the link between the social dimension and quality has been made, essentially showing that ensuring
equal opportunities and the quality of higher education.
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Conflict and Consensus Theories:
Dahrendorf (1959-1968) as cited by Ritzer(200) recognizes that society can not exist without both conflict and
consensus, which are perquisite for each other.
Consensus - general or widespread agreement among all members of the particular society.
Conflict - didisagreement or clash between ideas, principles and people.
Structural Functionalism - states that society is made up of various institution that work together in cooperation.
Interactionist Theory - about the relation of school and society.
Symbolic Interactionism - the symbolic interactionist perspective focuses on social interaction in the classroom, on
school playgrounds and at other school-related Venus. Charles Horton Cooley a symbolic interactionist has a concept
"Looking-glass itself" which can be summed up as "We see our selves as other see us". In other words, we come to
develop a self-imahe on the basis of the messages we get from others, as we understand them.
Non-Symbolic Interactionism
The social interaction contributes to gender-role socialization and teachers expectation may affect their students
performance.
Basic forms of Social Interaction:
Symbolic Interaction - require mental processes.
Non-symbolic - which does not involve thinking.
The Four Pillars of Education:
The International Commissioned on Education for the 21st century advocates four pillars of education.
1. Learning to know
Acquiring the instruments of understanding
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Learning to learn
think critical coherent
2. Learning to do
Act creatively in ones environment
3. Learning to live together articipate and cooperate with other people in all activities.
Discover and understanding of self and others.
4. Learning to be develop one's personality
able to act with greater autonomy
judgement and personal responsibility
complete fulfillment
mastery of skills
holistic
Intercultural Communication:
Intercultural communication is a discipline that studies communication across different cultures and social groups or
how culture affects communication.
Communication and Language:
1. Communication - process of sending and receiving messages through verbal or nonverbal including speech or oral
communication, writing and graphical representations (such as info graphics, maps and charts), signs, signals and
behavior.
Two types of communication:
Verbal - refer to use language.
Non-verbal - refer to use of gestures, facial expressions and other body movements.
2. Language - abstract system of word meaning and symbols for all aspects of culture.
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Study of language is divided into four areas:
Phonology - the systems of sounds that a particular language uses.
Semantics - study of word meanings and word combination.
Grammar - structure of language which consist of two parts; morphology the study of languages smallest units of
meaning (prefixes, suffixesamd root words) and syntax specifies how words are combine into sentences.
Pragmatics - consist of rules for the use of appropriate language in particular contexts.
Six components for effective communication:
Communication
Message
Channel
Receive
Feedback
Environment
Language and Culture:
1. Language
2. Culture - refers to the attitudes, values, customers and behavior patterns that characterize a social group.
Components of culture:
Communication
Language
Symbols - anything that carries a particular meaning recognized by people who share culture.
Cognitive
Culture Transmitted:
Culture is transmitted through;
Enculturation - is the process of learning culture of one's own group.
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Acculturation - is the process of learning some new traits from other culture.
Assimilation - individual entirely losses any awareness of his/her previous group identity and takes on the culture
and attitudes of another group (Hunt et all 1998).
Peace Education :
I. Peace Theme 1 - Upholding Human Dignity
Philippine Government laws that protect women are:
RA 7877 - Anti-Sexual Harassment Act
RA 8353 - Anti-Rape Law
RA 8505 - Rape Victim Assistance and Protection Act
RA 9208 - Anti-Trafficking In Person Act
RA 9262 - Anti-Violence Against Women and Children Act
RA 9710 - Magna Carts of Women 2009
II. Peace Theme 2 - Challenging Prejudice and Building Tolerance
Prejudice - refers to negative feeling or attitude toward a persons or a group even if it lack basis.
Types of Prejudice:
Racism - beliefs that one's own cultural or racial heritage is innately superior to others.
Sexism - a system of attitudes, actions and structures that subordinates to thers on the basis of their sex where
the usual victims are women.
Heterosexism -negative attitude toward lesbian and gay men.
Classism - distancing from and perceiving the poor as the other(Lott 1995).
Linguicism - negative attitudes whichembers of dominant language groups hold against non-dominant language
groups(Chen-Hayes, Chen&Anthar, n.d).
Ageism - negative attitudes held against the young or erderly.
Looksism - prejudice against thoses who do not measure up to set standards of beauty. The usual victims are the
overweight, the undersized and the dark-skinned(Nario-Galace 2003).
Religious intolerance - prejudice against whose who are followers of religions.
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Stereotype - refers to the negative opinion about a person or a group based on incomplete knowledge.
Discrimination - refers to negative actions towardembers of a specific social group that manifested in avoidance
and violence Franzoi 1986).
III. Peace Theme 3 - Promoting Non-Violence
Nonviolence - the refusal to do harm to other humans as life is scared and is an absolute value.
IV. Peace Theme 4 - Challenging the War System
V. Peace Theme 5 - Sharing Earth's Resources
VI. Peace Theme 6 - Resolving and Transforming
Teaching Learning Strategies that are compatible with the appropriate to peace education:
Brainstorming - helps people think creatively by letting many ideas flow from the students without any comment
from the others.
Case studies - gives the students an opportunity to know real-life situations of violence or injustice.
College-making - a collage is a collection of photos from various sources that are put together to make a whole.
Considering positions/issued poll - used to surfaced the differing positions of participants to a controversial
statement (Agree, Neutral and Disagree).
Dialogues - students are given the opportunity to converse rather than debate about problematic issue.
Discussion - used to enable the individual participants voice to be heard.
Encouraging action - the participants are asked to express a resolution or commitment to certain actions as a form
of application of learning's.
Expert resources - learners are exposed to the ideas of advocates for justice and peace.
Exposure trips -students are given the opportunity to be touched victims of injustice.
Go-round - it is a strategy where the opinion of each participant is briefly solicited.
Interview/research - learners get the chance to gather information from third sources.
Journal writing/individual reflection - at the end of the session , you can invite participants to answer one or two
questions that will allow them to think of their response, reflections and reactions to an issue that has just
discussed.
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Pair share - it is discussion technique where partner groups are formed.
Perspective taking - learners are asked to understand and appreciate where the other person is coming from.
Problem-solving - enables the person to use other valuable cognitive skills such as analyzing generating options
and evaluating options.
Reading quotations - let the students ponder on these quotations and speak about the impact of these ideas on
them.
Reciprocal teaching - students take turn in facilitating.
Sentence completion - encouraging learners to complete unfinished sentences will help you know what thoughts
and feeling they may have about a particular topic.
Stimulation games - allows learners to have a better feel of the situation and allows them to be more creative in
suggesting alternatives to the situation
Show and tell - gives the students an opportunity to explain a concept to his/her classmates with matching visual
aids.
Song/poem analysis - help them learn the values you want to impart in more creative manner.
Teachable moments -an opportunity seized by the teacher to discuss the hot issue of the day.
Cultural Changes:
Multiculturalism - emphasizes the unique characteristics of different culture, especially as they relate to one
another in receiving nations.
Multicultural Education - an emerging discipline whose aim is to create equal educational opportunities from
diverse racial, ethnic, social class and cultural groups (Banks and Banks 1995).
Social Institution - group of social positions, connected by social relations and performing a social role.
Major Social Institutions:
1. The Family
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The family is the smallest social institution with the unique function or producing and rearing the young.
Kinds of Family Pattern:
Membership
Nuclear
Extended
Residence
Neolocal
Matrilocal
Patrilocal
Authority
Patriarchal
Matriarchal
Equalitarian
Descent
Bilineal
Patrilineal
Matrilineal
Two types of family according to structure:
a. Conjugal or nuclear family - primary or elementary family consisting of husband, wife and children.
b. Consanguine or extended family - consist of married couple, their parents, siblings, grandparents, uncles, aunts
and cousins.
According to terms of marriage, there is monogamy and polygamy. Polygamy means plural marriage.
There are three types of polygamy:
a. Polyandry - one woman is married to two or more men at the same time.
b. Polygamy - one man is married to two or more women at the same time.
c. Cenogamy - two or more men mate with two or more women in group marriage.
As to line of descent, the family may be patrilineal, matrilineal and bilineal:
a. Patrilineal - when the descent is recognized through the father's line.
b. Matrilineal - when descent is recognized through mother's line.
c. Bilineal - when descent is recognized through both father's and mother's.
According to place of residence, the family may be classified as:
a. Patrilocal - when the newly married couple lives with the parents of the
husband.
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b. Matrilocal - when newly married couple lives with the parents of the wife.
c. Neolocal - when newly married couple pair maintains a separate household
and live by themselves.
According to who is considered head or have authorit, the family classified as:
a. Patriarchal - when the father is considered the head and plays a dominant.
b. Matriarchal - when the mother or female is the head and makes the major
decisions.
c. Equalitarian - when both father and mother share in making decisions and are
equal in authority.
2. Education
3. Religion
4. Economic institution
5. Goverment - institutions which resolves conflicts that is public in nature and evolve more than a few people, it can be
city, provincial, national or even international.
The Three Branches of Government:
Executive Branch - proposes and enforces rules and laws.
Legislative Branch - makes rule and laws.
Judicial Branch - adjucates rules and laws.
Gender and Development:
GAD approach is not concerned specifically with women, but with the way in which a society assign roles,
responsibilites, and expection to bothen and women.
Acronyms with meaning:
•
PPST – Philippine Professional Standard for Teachers.
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
NCBTS – National Competency Based Teacher Standards.
TESDA – Technical Education and Skills Development Authority.
CHED – Commission on Higher Education.
PRC – Philippine Regulation Commission.
LPT – Licensed Professional Teachers.
TOS – Table of Specification.
OBE – Outcome Based Education.
PQF – Philippine Qualifications Framework.
LOTS – Lower Order Thinking Skills.
HOTS – High Order Thinking Skills.
UNESCO – United Nations Educational Scientific Cultural Education.
TEIs – Teacher Education Institutes.
BESRA – Basic Education Sector Reform Program.
IEP – Individualized Education Program.
NAT – National Achievement Test.
Kto12 – Kinder to Grade 12.
FS – Field Study.
PRINCIPLE OF TEACHING
Three Types of Principle of Teaching:
Starting Principles - the nature of the child is involved, his psychological and physiological endowments which
make education possible. The primary concern of the teacher is not the subject but the child, not knowledge of
specially, but knowledge of the laws and principles of child growth and development.
Guiding Principles - it is about the procedures, methods of instructions or agglomerations of techniques by which
the pupil and the teacher may work toward the accomplishment of the goals or objectives of education.
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Ending Principles - it refers to the educational aim, goals, objectives, outcomes or results of the whole educational
scheme.to which teaching and learning are directed.
Operant Conditioning Theory by Burrhns Frederic Skinners:
This theory is based on the belief that behavior is learned through reward and punishments. Rewards used to
increase the probability of the behavior recurring and punishment used to decrease the likehood of a behavior recurring.
Classical Conditioning by Ivan Pavlov:
This theory is based on the belief that behavior is learned, the repetition of that behavior is done through immediate
association.
Social/Behavioral Learning Theory by Albert Bandura:
This theory is based on the idea that individual learned through observation, imitation and modeling.
Four Important Element of Social Learning Theory:
Attention - individual cannot learn if he/she are not focused on the task given.
Retention - individual learned by internalizing information in their memories.
Reproduction - individual reproduce previously learned information such as behavior, skills and knowledge when
required.
Motivation - individual need to be motivated to do anything.
Trial and Error Theory of Learning by Edward Thorndike:
Thorndike an American Psychologist was the pro-pounder of this theory, theory of connectionism. For Thorndike, the
basic unit of behaviour is S.R Connection. Learning is forming of bonds (connections) between S (stimulus) and R
(response). Stimulus is something that causes a reaction and response is just a reaction to stimulus.
This S-R connection depends on recently, frequency, intensity and vividness of the experiences, capacity and
readiness of the learner. These bond connections are formed through Trial and Error. It means one learns by making trials,
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making errors or mistakes during the trials and making further trials, eliminating the wrong responses. So learning takes
place, slowly by the process of trial and error. In order to learning something, a learner makes several trials where some
responses do not give satisfactory results, but he goes on making further trials till he gets satisfactory responses.
Laws of Learning by Edward Lee Thorndike:
1. Law of Readiness - needs adequate and predation.
2. Law of Exercise - practice makes perfect.
3. Law of Effect - response and satisfying.
Other Laws of Learning:
Law of Apperception by Herbart - clear perception.
Law of Association by Kant - through the connection and fictional relationship.
Law of Belongingness by Thorndike - belong or part of stimuli.
Law of Intensity by CARR - strength of any behavior.
Law of Forgetting by Ebbinghaus Condition of Forgetting:
Disuse - not used.
Inference - recal of certain information is inhibited by the presence of other information.
Retroactive inhibition - previously learned material is lost because it is mixed up with new and similar information.
Gestalt Theory:
Fundamental Author of Gestalt Theory:
Wolfgang Kohler - his main contribution was learning by discovery and maintains that this process is active and
dynamic.
Max Wertheimer - the phenomenanphi or apparent movement is its most revolutionary discovery.
Kurt Koffka - he studied memory, learning, perception and also applied Gestalt to fields such as child psychology.
Gestalt Theory Laws:
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Law of Pragnanz - perception tends to organize the elements in the simplest possible way.
Figure-ground law - have all seen Rubin’s glass at one time or another, it is the best-known example of this
phenomenon. We will have realized that it is impossible to perceive the faces and the cup at the same time.
Law of proximity- the elements closest to each other tend to form a group as if they were one set.
Law of similarity - similar figures seem to have the same shape. Their similarity may be due to the fact that they
have a similar color, shape or any other characteristic that allows us to draw a parallel between them.
Common Fate law - elements that seem to move together towards a certain orientation are perceived as a whole.
Law of Closure - individual tend to mentally close the contours to simplify reality.
Law of Good Continuity - individual prefer to ignore the abrupt changes in an image he/she are seeing.
David Ausubels Theories:
Meaningful Verbal Learning - according to Ausubel, meaning is created through some forms of representational
equivalence between language and mental context.
Subsumption Theory - according to Ausubel subsumption theory is based on the idea that an individual's existing
cognitive structure (organization, stability and clarity of knowledge in a particular subject) is the principal and basic
factor influencing the learning and retention of meaningful new mats the importance of relating new ideas to a
student’s existing knowledge base before the new material is presented.
The two types of subsumption are:
a. Correlative subsumption - new material is an extension or elaboration of what is already known.
b. Derivative subsumption - new material or relationships can be derived from the existing structure.
Information can be moved in the hierarchy, or linked to other concepts or information to create new
interpretations or meaning.
Motivation Theory - according to Ausubel's learning theory also attaches great importance to student motivation.
According to his view, by the cognitive drive achievement motivation, self-improving internal driving force, and the
subsidiary internal driving composition.
Information Processing Theory by Richard Atkinson and Richard Shiffrin:
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According to Atkinson and Shiffrin individual learns when the brain takes in information (ENCODING), stores
information (STORAGE) and retrieves it when needed (RETRIEVED).
Stages of Memory :
1. Sensory Memory - receives the big amount of information.
2. Short-term Memory - holds limited amount of information.
3. Long-term Memory - keep information for a long period of time.
Episodic Memory - long-term memory that keeps images relating to personal experiences.
Semantic Memory - long-term memory that store facta and information.
Procedural Memory - how things are process.
Hierarchy of Learning:
Signal learning - the learner is to produce a desired (involuntary) response as a result of a stimulus that would not
normally produce that response i.e a salivation (condition) at the sound of a bell (stimulus) (Maheshwari, 2013).
Stimulus-response learning - this is a voluntary response to learning that may be used in acquiring verbal skills as
well as physical movements(Maheshwari, 2013).
Chain learning - occurs when the learner is able to connect two or more previously learned stimulus-response bond
into a linked order; more complexed psychomotor skills are learned, but they tend to occur naturally(Maheshwari,
2013).
Verbal association - occurs when the learner makes associations using verbal connections (Specht, 2008).
Discrimination learning - is seen when the learner is able to perform different responses to a series of similar
stimuli that may differ in a systematic way (Maheshwari, 2013).
Concept learning - involves the ability to make consistent responses to different stimuli (Maheshwari, 2013).
Rule learning - this involves being able to learn relationships between two or more concepts and apply them in
different situations, new or old(Maheshwari, 2013).
Problem solving - involves developing the ability to invent a complex rule or procedure for the purpose of solving
one particular problem and other problems of a similar nature(Maheshwari, 2013).
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Zone of Proximodistal by Lev Vygotsky:
The Zone Of Proximal Development (ZPD) is a concept developed by Soviet Psychologist and Social Constructivist
Lev Vygotsky, which refers to the difference between what a learner can do without help and what he or she can do with
help.
Experiential Learning Theory by Beinaker and Bell 1979:
The experiential learning taxonomy is a "functional vehicle for providing the complete classification of human activity
from the moment tgeblearners exposed to the possibility of an experience to its highest level of completion."
Exposure - exposed to the topic.
Participation - become physically a part of a school experience.
Identification - connect with the experience and analyze it
Internalization - begin to be affected or influenced by the experience
Dissemination - express and share learnings and insights.
Bio-Ecological Model by Urie Brofenbrenner:
Microsystems - it includes the structure such as one's family, school and neighborhood.
Mesosytem - the connection between the structures in the microsystems.
Exosystem - the bigger social system which includes the city government, the workplace and the mass media.
Macrosystem - it includes cultural values, custom and laws.
Chronosystem - element of time patterns of stability and pacing of the child's everyday life.
Transfer of Learning:
Types of Transfer of Learning:
1. Zero Transfer - it refers to acquiring knowledge, skills and principle that are not transferable from one situation
to another. It occurs when there is no relationship between one subject to another subject.
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2. Negative Transfer - it occurs when contents in a subject or in two different subjects has negative influence to
one on other.
3. Positive Transfer - it occurs when knowledge acquired in one situation helps learned to acquire knowledge, skills
or principles in another situation much faster.
Two Level of Positive Transfer:
Lateral/Horizontal Transfer - it occurs wwhenna learner is exposed to contents that is applicable to another subject
or situation at the same level.
Vertical Transfer - it occurs when knowledge is applied to other learning's at a higher level in the same subject or in
another subject.
Students Learning Styles:
Visual Learners - they tends to remember things are written in the form, uses graphs, charts and pictures.
Auditory Learners - recall information through hearing and speaking.
Kinesthetics Learners - prefers hands-on approach, demonstrates how to do rather than explain.
Techniques, Method, Strategy, Approach and Principle:
Techniques - the personal art and style of the teacher in carrying out the procedures of teaching.
Method - it is synonymous to procedure.
Strategy - a general design on how the lesson will be executed or delivered.
Approach - a set of correlative assumptions or viewpoints dealing with nature of teaching and learning.
Principle - it means a general or fundamental law, doctrine or assumption.
Teacher-Centered Approach vs Learner-Centered Approach:
R.A.10533, the Enhanced Basic Education Act of 2013 states, "The curriculum shallnuse pedagogical approaches that
are constructivist, inquiry-based, reflective, collaborative and integrative" (Sec. 5 e). It shall be "learners centered, inclusive
and developmental appropriate" (Sec. 5 a)
a. Teacher-Centered Approach - teacher is perceived to be the only reliable source of information in contrast to the
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learners centered approach.
Subject matter-centered
Teacher dominated - only teacher's voice is heard.
Banking Approach -the teacher deposits knowledge into the empty minds of students for students to commit to
memory.
Disciplinal - limits the teacher to discussing lessons within the boundary of subject
Individualistic/Competitive - wants the individual students to work by themeselves.
Indirect/Guided - teacher guide the learner to discover things.
b. Learner-Centered Approach - learner is also an important resource because he/she knows something and capable of
sharing something.
Interactive - interactive classroom have more student talk and less teacher talk.
Constructivist - the students are expected to construct knowledge and meaning out for what they are taught by
connecting them to prior experience.
Integrated - makes the teacher connects what he/she teaches to others lessons of the same subject.
Collaborative - group work, teamwork, partnership and group discussion.
Direct - teacher directly tells or shows or demonstrates what is to be taught.
Methods of Teaching:
Deductive Method (Direct) - it begins with the rule generalization, abstraction and ends with concrete, experience,
details and examples.
Inductive Method (Indirect) - it begins with the concrete, experience, details, examples and ends with rule,
generalization and abstraction.
Time-tested Techniques:
Lecture - normally used in formal situations.
Dialogue - a discussion carries on in front of a group by two knowledgeable persons capable of thoughtful
communicative discourse on specific objectives.
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Symposium - group of talks, speeches or lectures presented several individuals on various phase of a single
subject problem.
Debate - a series of lectures for and against on a given topic by knowledgeable persons. The normal patter is to
have two teams on affirmative and negative side of the issue.
Panel Discussion - a group of speaker's usually 2-8 participants as panelist in a supposedly informal conversion on
a topic for the benefit of listeners constituents the panel discussion.
Types of Panel Discussion:
a. Chairman-member Panel - also called Question-AnswerPanel.
b. Set-Speech Panel - pre-arranged panel, after the chairman introduces the topic, each one makes a prepared
speech.
c. Conversational Panel - panel members hold conversation on the topic with the questions and
commencomments going from one member to another.
Roleplay - individual learn more effectively not being though in conventional way but in participating mode.
Brainstorming - refers of the rapid generation of ideas, initially not critical and evaluated about a topic or concern in a
given period.
EDUCATIONAL TECHNOLOGY
Educational Technology a field of study that investigates the process of analyzing, designing, developing,
implementing and evaluating the instructional environment and learning materials in order to improve teaching and
learning.
Five Domains of Educational Technology:
Design - the planning phase.
Development - producing learning materials.
Utilization - actual use of knowledge and skills.
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Evaluation - dynamic process (obtain and judge).
Management - linchpin that bind all the domain.
Instructional Technology
Instructional technology is the branch of education concerned with the scientific study of instructional design and
development. The main purpose of instructional designers is to create engaging, effective learning experiences.
Instruction Model:
1. ADDIE Model
Analysis
Design
Development
Implementation
Evaluation
2. ASSURE Model
Analyze Learners
State Objectives
Select Media and Materials
Utilize Materials
Require Larner Participation
Evaluate and Revise
Educational Media
Educational Media refers to channels of communication that carry messages with an instructional purpose. They are
usually utilised for the sole purpose of learning and
teaching (Webcrawler, 2013).
Audio-visual Forms:
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Audio-visual media - communication.
Audiovisual aid - educational tools.
Audio-visual technology - implementation of instructional materials.
Properties of Audiovisual:
Fixative Property - preservation/reconstruction.
Examples: artifacts, sculpture and paintings
Manipulative Property - editing property/rearrangement of materials.
Example: PowerPoint
Distributive Property - transmission
Example: Video Presentation
Cognitive Representation of the World by Jerome Bruner:
Enactive - learning by doing (action).
Iconic - learning through images.
Symbols - learning by using the senses.
Cone of Experience by Edgar Dale:
I. Direct Purposeful
more senses are used in order to build up th the learner learned by doing things by him/herself
II. Contrived Experiences
representative models and mock-ups of reality are being used in order to provide an experience that as close as
reality.
it makes learning experience more accessible to the learner.
Examples of Contrived Experiences:
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a. Model - a reproduction of a real thing in a small scale, or a large scale or exact size, made of synthetic
materials.
b. Mock up - an arrangement of a real device or associated devices, displayed in such way that representation
of reality is created.
c. Specimen- any individual or item considered typically of a group, class, or whole.
d. Object- include artifacts displayed in a museum or objective displayed in exhibits or preserved insect
specimens in science.
e. Simulation- a representation of a manageable real event in which the learner is an active participant engage in
learning a behavior or in applying previously acquired skills or knowledge -Orlich et. al, 1994
f. Games III. Dramatized experiences
learners can participate in a reconstructed experiences.
Examples of Dramatized Experiences:
a. Play
b. Pantomime
c. Tableau
d. Puppet
e. Roleplaying
IV. Demonstrations
it is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other
types media in order to facilitate clear and effective learning.
V. Field Trips
learning experience through excursions and visits on the different places that are not available inside the
classroom.
VI. Exhibits
ideas are presented to the learners in a more abstract manner.
VII. Educational Television/Motion Pictures/Still Pictures/Radio and Recordings
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it implies values and messages through television and films
visual and auditory devices that can be used by a group of learner that could enhance and extend learning
experience.
VIII. Visual Symbolic
Examples of Visual Symbolic:
a. Drawings - a drawing may not be real thing but better to have a concrete visual aid than nothing.
b. Cartoons - another useful visual symbol that can bring novelty to our teaching is the cartoon.
c. Strip Drawings - a sequence of drawings in a newspaper, magazine, etc., relating a humorous story or an
adventure
d. Diagram - it is any line drawing that shows arrangement and relations as of parts to the whole, relative values,
origins and development, chronological fluctuations, distributions, etc. ( Dale, 1969)
Types of Diagrams:
Affinity Diagram - used to cluster complex apparently unrelated data into natural and meaningful groups.
Tree Diagram - used in increasing details or various tasks that must be accomplished to complete a project.
Fishbone Diagram - cause-and-effect diagram
Charts - is a diagrammatic representation of relationships among individuals within an organizations.
Types of Charts:
Time Chart - tabular time chart that presents data in ordinal sequence
Tree or Stream Chart - depicts development, growth and change by beginning with a simple course
with spread outs into many branches
Flowchart - visual way of showing a process from beginning to end
Organizational Chart - shows how one part of the organization relates to other parts of the
organization
Comparison and Contrast Chart – shows similarities and differences.
Pareto chart - type of bar chart, prioritized in descending order of magnitude or importance from left
to right.
Gannt chart – is an activity time chart.
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Graphs - pictures that help us understand data
Types of Graphs:
Circle Graph –recommended for showing parts of whole.
Bar Graph – use in comparing the magnitude of similar items at different ties or seeing relative
sizes of the parts of a whole.
Pictorial Graph – make use of picture symbols.
Graphic organizers – you met several graphic organizers in your subject, principles of teaching.
Physical Map – altitude, temperature, rainfall, precipitation, vegetation and soil.
Relief Map – three dimensional represents and show contours of the physical data of the earth
or part of the earth.
Political Map – gives detailed information about country, provinces, lakes, rivers etc.
Poster - a large printed picture, photograph, or notice that you stick or pin to a wall or board,
usually for decoration or to advertise something
IX. Verbal Symbolic
mostly, the things involved in this level are words, ideas, principles, formula, and the likes.
Technology Integration Matrix:
The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to
enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active,
collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of
technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of
meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below.
Developed by the Florida Center for Instructional Technology (FCIT) in 2005.
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Active Learning
Students are actively engaged
using technology use a tool
rather
than
possively
receiving information from
technology
Entry Level
The teacher begins to
use technology tools to
deliver
curriculum
content to students.
Adoptive Level
The teacher directs
students
in
the
conventional
and
procedural use of
technology tools
Adaptation Level
The teacher facilitates
the students exploration
and independent use of
technology tools.
Infusion Level
The teacher provides the
learning context and the
students
choose
the
technology tools.
Transformation Level
The
teacher
encourage
the
innovative use of technology tools
to facilitate higher-order learning
activities that may not be possible
without the use of technology.
Active Entry
Informative passively
Active Adoption
Conventional
procedural use
tools
Active Adaptation
Conventional
independent use of
tools, some student
choice and exploration.
Active Infusion
Choice of tools and
regular, self directed use.
Active Transformation
Extensive and unconventional use
of tools
of
Collaboration Learning
Students uses technology
tools to collaborate with
others rather than working
individually at all times.
Collaborative Entry
Individual student use
of tools
Collaborative
Adoption
Collaborative use of
tools in conventiinal
ways
Collaborative Adaptation
Collaborative use of
tools, some student
choice and exploration.
Collaborative Infusion
Choice of tools and
regular
use
for
collaboration
Collaborative Transformation
Collaboration with peers, outside
experts and others in ways that
may not be possible without
technology.
Constructive Learning
Students use technology
tools
connect
new
information to their prior
received information
Constructive Entry
Information delivered
to students.
Constructive
Adoption
Guided conventional
use
for
building
knowledge.
Constructive Adaptation
Independent use for
building
knowledge
some student choice
and exploration.
Constructive Infusion
Choice and regular use for
building knowledge.
Constructive Transformation
Extensive and unconventional use
of technology tools to build
knowledge
Authentic Learning
Students use technology
tools to link learning activities
to the world beyond the
instructional setting rather
Authentic Entry
Authentic Adoption
Guided
use
in
activities with some
meaningful context.
Authentic Adaptation
Independent use tools in
activities connected to
students lives, some
student choice and
Technology
use
correlated to the world
outside
the
Authentic Infusion
Choice of tools and
regular use in meaningful
activities.
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Authentic Transformation
Innovative use for higher-order
learning activities connected to the
world beyond the instructional
setting.
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than working on second
textual used.
instructional setting.
Goal Directed Learning
Students use technology
tools to set goals, plan,
activities, monitor progress
and evaluate result rather
than
simply
completing
assignment
without
reflection.
Goal Directed Entry
Direct given: step-bystep task, monitoring
exploration.
Goal
Directed
Adoption
Conventional
and
procedural use of
tools to plan or
monitor.
Goal
Directed
Adaptation
Purposeful use of tools
to plan and monitor
some student choice
and exploration.
Goal Directed Infusion
Flexible and seamless use
of tolls to plan and
monitor.
Goal Directed Transformation
Extensively higher-order use of
tools to plan and monitor.
Computer is an electronic device that design to work with information. The term computer is derived from Latin term
"computare', this means to calculate or programmable machine.
First Generation (1940-1956) - Vacuum Tubes
Second Generation (1956-1963) - Transistor
Third Generation (1964-1971) - Integrated Circuit
Fourth Generation (1971-present) - Microprocessor
Fifth Generation (present beyond or future) - Artificial Intelligence.
Elements of Computer Systems:
a. Hardware - the physical component of computer.
Input Device - sends data to computer .
Examples:
Keyboard
Mouse
Scanner
Webcam
Outcome Device - sends data from computer.
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Examples:
Headphone
Monitor
Printer
Speaker
b. Software - the collection of instructions, programming and coding includes the operating systems and the
application software.
System Software - manages other software and devices inside the computer. The foremost example of system
software is the operating system (Windows, Mac OS and Linux).
Application Software - performs different functions, it depends on the type of information that is accessed or
generated (VLC, Media Player and Microsoft Office.
c. Humanware/Peopleware - the most important element refers to the person uses the computer that makes
hardware and software.components productive, also known as user or end-user.
Network is a group of two or more computer systems that linked together. Computer Networking is the subject which
explains how computers connect with each other for sharing resource and information and what technologies and
devices they use for connectivity.
Types of Network:
Personal Area Network (PAN) - personal device like Bluetooth.
Local Area Network (LAN) - in particular place like office.
Wide Area Network (WAN) - like Wi-Fi.
Virtual Area Network (VAN) like oracle.
Metropolitan Area Network (MAN) - like .gov, .ph and etc.
List of Basic Computer Shortcut Keys:
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Alt + F - File menu options in the current program.
Alt + E - Edits options in the current program.
F1- Universal help (for any sort of program).
Ctrl + A - Selects all text.
Ctrl + X - Cuts the selected item.
Ctrl + Del - Cut selected item.
Ctrl + C - Copy the selected item.
Ctrl + Ins - Copy the selected item.
Ctrl + V - Paste the selected item.
Shift + Ins - Paste the selected item.
Home - Takes the user to the beginning of the current line.
Ctrl + Home - Go to the beginning of the document.
End - Go to the end of the current line.
Ctrl + End - Go to the end of a document.
Shift + Home - Highlight from current position to beginning of the line.
Shift + End - Highlight from current position to end of the line.
Ctrl + (Left arrow) - Move one word to the left at a time.
Ctrl + (Right arrow) - Move one word to the right at a time.
Microsoft Windows Shortcut Keys List:
Alt + Tab - Switch between open applications.
Alt + Shift + Tab - Switch backward between open applications.
Alt + Print Screen - Create screenshot for the current program.
Ctrl + Alt + Del - Reboot/Windows task manager.
Ctrl + Esc - Bring up the start menu.
Alt + Esc - Switch between applications on the taskbar.
F2 - Rename selected icon.
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F3 - Start find from the desktop.
F4 - Open the drive selection when browsing.
F5 - Refresh contents.
Alt + F4 - Close current open program.
Ctrl + F4 - Close window in program.
Ctrl + Plus Key - Automatically adjust widths of all columns in Windows Explorer.
Alt + Enter - Open properties window of selected icon or program.
Shift + F10 - Simulate right-click on selected item.
Shift + Del - Delete programs/files permanently.
Holding Shift During Boot up - Boot safe mode or bypass system files.
Holding Shift During Boot up - When putting in an audio CD, will prevent CD Player from playing.
Word Shortcut Keys:
Ctrl + A - Select all contents of the page.
Ctrl + B - Bold highlighted selection.
Ctrl + C - Copy selected text.
Ctrl + X - Cut selected text.
Ctrl + N - Open new/blank document.
Ctrl + O - Open options.
Ctrl + P - Open the print window.
Ctrl + F - Open find box.
Ctrl + I - Italicise highlighted selection.
Ctrl + K - Insert link.
Ctrl + U - Underline highlighted selection.
Ctrl + V - Paste.
Ctrl + Y - Redo the last action performed.
Ctrl + Z - Undo last action.
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Ctrl + G - Find and replace options.
Ctrl + H - Find and replace options.
Ctrl + J - Justify paragraph alignment.
Ctrl + L - Align selected text or line to the left.
Ctrl + Q - Align selected paragraph to the left.
Ctrl + E - Align selected text or line to the center.
Ctrl + R - Align selected text or line to the right.
Ctrl + M - Indent the paragraph.
Ctrl + T - Hanging indent.
Ctrl + D - Font options.
Ctrl + Shift + F - Change the font.
Ctrl + Shift + > - Increase selected font +1.
Ctrl + ] - Increase selected font +1.
Ctrl + [ - Decrease selected font -1.
Shift + F7 - Activate the thesaurus.
F12 - Save as.
Ctrl + S - Save.
Ctrl + W -- Close document.
Abbreviations:
GOOGLE - Global Organization of Oriented Group Language of Earth.
YAHOO - Yet Another Hierarchical Officious Oracle.
WINDOWS - Wide Interactive Network Dveloent for office Work Solution.
COMPUTER - Common Oriented Machine Particularly United and used under Technical and Educational Research.
VIRUS - Vital Information Resources Under Siege.
IMEI - International Mobile Equipment Identity.
UPS - Uninterruptible Power Supply.
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VPN - Virtual Private Network.
SIM - Subscribe Identity Module.
AON - Access Point Name.
RAM - Random Access Memory.
ROM - Read-Only Memory.
VGA - Virtual Graphic Array
USB - Universal Serial Bus.
WLAN - Wireless Local Area Network.
LCD - Liquid Crystal Display.
OS - Operating System.
HS - Hotspot.
GPS - Global Positioning System.
APK - Authenticated Public Key.
MPEG - Moving Picture Experts Group.
JPEG - Joint Photographic Expert Group.
GIF - Graphic Interchangeable Format.
HTML - Hypertext Markup Language.
GUI - Graphic User Interface.
IP - Internet Protocol.
WAP - Wireless Application Protocol.
AM/PM - Amplitude/Frequency Modulation.
CURRICULUM DEVELOPMENT
Curriculum is the combination of instructional practices, learning experiences and studens' performance assessment
that are designed to bring out and evaluate the target learning outcomes of a particular course.
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Foundations of Curriculum:
Philosophical Foundation
a. Perennialism
perennialists aim of education is to ensure students acquire understanding about the great ideas of Western
civilization.
their focus is to teach ideas that are everlasting
to seek enduring truths which are constant, not changing as the natural and human worlds at their most essential
level do not change.
The demenading curriculum focuses on attaining cultural literacy, stressing students growth in enduring disciplines.
b. Essentialism
essentialists believe that there is a common core of knowledge that needs to be transmitted students in
asystematic discipline way.
schooling should be practical, preparing students to become valuable members of society.
Should focus on fact, the objective reality out there and the basics, training students to read, speak and compute
clearly and logicaly.
students should be taught hard work, respect for authority and discipline.
c. Progressivism
progressivist believe that education should focus on the whole child rather than on the content or the teacher.
the learner is a problem solver and thinker who makes meaning through his or her individual experience in the
physical and cultural context.
curriculum content is derived from students interest and questions.
books are tools rather than authority.
d. Reconstructionism
emphasizes the addressing of social questions to create a better society and worldwide democracy.
Recontructurist educators focus on a curriculum that highlights social reform as the aim of education
social reconstructionist and critical theorists, curriculum focuses on student experience and taking social action on
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real problems, such as violence, hunger, international terrorism, inflation and inequality.
Types of Curriculum:
Recommended Curriculum - curriculum is recommended by scholars and professional organizations like Basic
Education which is recommended by DepEd and Higher Education recommended by CHED.
Written Curriculum - document based on recommended curriculum like for examples the syllabi, course of study,
module, books, lesson plan or instruction guides.
Taught Curriculum - teachers actually deliver the curriculum day by day.
Supported Curriculum - includes all the resources supporting the curriculum like textbooks, softwares and other
media materials where you can print pictures, posters, worksheets and make a PowerPoint presentation for the
class.
Learned Curriculum - the bottom-line curriculum, it is the curriculum that students actually learn.
Assessed Curriculum - The curriculum which appears as test that measures performances.
Hidden/Implicit Curriculum - unintended curriculum, it defines what students learned from the physical
environment, the policies and the procedures of the school.
Curriculum Design Models
1. Subject-Centered Design model - focuses on the content of the curriculum.
Subject Design - it stresses the content so much that it forgets about student’s natural tendencies, interests and
experiences.
Discipline Design - related to the subject design, but focuses on academic discipline. It is often used in college.
Correlation Design - this comes from a core, correlated curriculum designs that links separate subjects designs in
order to reduce fragmentation. Subjects related to one another, but each subject maintains identity.
Broad Field design/interdisciplinary - it is variation of the subject-centered design. This design was made to prevent
the compartmentalization of subjects and integrate the contents that are related to each other. It sometimes called
a holistic curriculum because it draws around themes and integration.
2. Learner-Centered Design- Among the progressive educational psychologists, the learner is the center of the educative
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process.
Child-centered Design - attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel. The curriculum
is anchored on the needs and interest of the child.. One learns by doing. Learners actively create and construct
meaning and understanding as viewed by the constructivists. Learners interact with the teachers and environmen
Experienced-Centered Design - experience-centered design believes that the interests and needs of the learners
cannot be pre-planned. Instead, experiences of the learners become the starting point of the curriculum.
Humanistic Design- The key personalities in this curriculum design were Abraham Maslow and Carl Rogers.
Maslow’s theory of self-actualization explains that a person who achieves this level is accepting of self, others and
nature; is simple , spontaneous and natural; is open to different experiences; possesses empathy and sympathy to
wards the less fortunate, among many others, Carl Rogers, on the other hand, believed that a person can enhance
self-directed learning by improving self-understanding and basic attitudes to guide behavior. In the humanistic
curriculum design, the development of self is the ultimate objective of learning. It stresses the development of
positive self-concept and interpersonal skills.
Problem-Centered Design - this design draws on social problems, needs, interests, and abilities of the learners.
Life-Situation Design - it uses the past and the present experiences of learners as a means to analyze the basic
areas of living.
Core Design - It centers on general education, and the problems are based on common human activities.
Phases of Curriculum Development:
Planning - the specific development steps are laid out and the idea or issue that is being addressed is determined
and curriculum development team is formed.
Content - their focus turns to the intended outcomes of the curriculum, the program's unifying framework and the
content they are focusing in. After that new methods of teaching said content are created.
Implementation - new designs and methods are put into play.
Evaluation - as the curriculum continues ,it may require updates as the world progresses.
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Ways of Presenting the Curriculum:
Topical Approach - the context is based on knowledge and experiences.
Concept Approach - the fewer topics in clusters around and sub concepts.
Thematic Approach - a combination of concepts.
Modular Approach - leads the complete units of instruction.
Categories of Curriculum Change:
Substitution - current curriculum will be replaced or substituted by a new one.
Alteration - a minor change for example graphing paper to graphing calculator.
Restructuring - major change or modification in the school system, degree program or educational system.
Perturbations - changes that are disruptive but teachers have to adjust to them within a fairly short time.
Value Orientation -
Guides in Addressing Content in the Curriculum:
Balance - the content should be fairly distributed in depth and breadth.
Articulation - the content complexity progresses, vertically or horizontally, smooth connections or bridging should
provide. This ensures that there is no gaps or overlaps in the content.
Sequence - logical arrangement of the content.
Integration -relatedness or connection to other content and provides a holistic or unified view of curriculum instead
of segmentation
Continuity - should be perennial, endure time and constant repetition, reinforcement and enhancement are
elements of continuity
Stakeholders in Curriculum Implementation:
Stakeholders (sponsors) are individual or institutions that are involved and interested in the curriculum development.
They involved in so manydifferent ways.
Curriculum Stakeholders:
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Learners - the core of the curriculum
Teachers - the curricularist, who plan, design, teach, implement and evaluate the curriculum.
School Leaders - the curriculum and instructional managers
Parents (PTA's) - parents may not be directly involved in the curriculum implementation but they are formidable
partners for the success of any curriculum endeavor.
Community as the Curriculum Resources - learning environment, community is the reflection of the school's
influence and the school is a reflection of the community support.
Other Stakeholders - Government Agencies - DepEd, TESDA, CHED, PRC, CSC, LGU, PNP, DOH, DPWH, DSWD and
etc. Non-Government Agencies - Gawad Kalinga, Metrobank Foundations, SYNERGIA (educational foundation),
SUCTEA (State Universities and Colleges Teachers Educators Association), NOSTEA (National Organization of
Science Teachers and Educators) and MTAP (Mathematics Teachers Association of the Philippines.
Curriculum Development Process Models
Ralph Tyler Model:
Purpose of the school
Educational experience related to the purposes
Organization of the purpose
Evaluation of the experience
Grassroots Approach by Hilda Taba:
Educators must first identify the students needs for the development of the curriculum.
Objectives should be specific.
The content matches the objectives as well as demonstrates validity.
Instructional methods are selected by teachers.
The organization of the learning activities is determined by the teacher.
Evaluation procedures are determined by students and teachers.
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Implementing a Curriculum Daily in the Classroom:
In DepEd Order no. 70 s. 2012, the teacher of all public elementary band secondary schools will NOT be REQUIRED to
prepare Detailed Lesson Plans. They may adopt the Daily Lesson Logs which contain the needed information and guide
from the Teacher Guide and Teacher Manual reference material with page number, interventions given to the students
and remarks to indicate how many students have mastered the lesson or are needing remediation.
However, teachers with LESS THAN 2years of teaching experiences shall be required to prepare DAILY LESSON PLANS
which shall include the following:
Objectives (Intended Learning Outcome)
Subject Matter (Content)
Procedure (Strategies of Teaching)
Assessment of Learning Outcome (ALO)
Assignment (Agreement)
Taxonomy of Objectives:
Three Domains of Learning:
Cognitive
Affective
Psychomotor
Bloom's Cognitive Taxonomy:
BLOOMS TAXONOMY 1956
Evaluation
Synthesis
Analysis
Application
Comprehension
REVISED BLOOM'S TAXONOMY 2001
Creating
Evaluation
Analyzing
Applying
Understanding
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Knowledge
Notes:HOTS(HigherOrderThinkingSkils)are:ASE(Analysis,SynthesisandEvaluation|
Skils)are:KAC(Knowledge,ApplicationandComprehension)
Remembering
LOTS(LowerOrderThinking
Krathwohl's Affective Domain:
Receiving - students willingness to pay attention to particular event, stimuli or classroom activities.
Responding -active participation on the part of students.
Valuing - concerned with worth or value.a student attached to a particular phenomenon, object or behavior.
Organization -concerned with bring together different values system.
Characterization - value complex developing a lifestyle based on a value system..
Simpson's Psychomotor Domain:
Perception - use sense organ to guide motor activities.
Set - refer to the readiness to take a particular type of action.
Guided Response - concerned with early stages in learning complex skill imitation and trial and error.
Mechanism - response become habitual
Performance Skills - executed with ease and confident
Complex over responses - skillful performance and with complex movements pattern.
Adaptation - well developed.
Origination - creating new movements and pattern to fit in situation.
Marzano and Kendall Domain of Knowledge:
Information (Declarative Knowledge)
Mental Procedures (Procedural Knowledge)
Psychomotor Procedures (Motor Skills)
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Level of Knowledge:
Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognitive Knowledge
Ways of Teaching Different Kinds of Learners:
a. Direct Demonstration Method
Guided Exploratory/Discovery Approach
Inquiry Method
Problem-based Learning
b. Cooperative Learning Approaches
Peer Tutoring
Learning Action Cells (LAC Session)
Think-pair-Share
d. Deductive or Inductive Approaches
Project Method
Inquiry-based Learning
e. Other Approachers
Blended Learning
Reflective Teaching
Integrated Learning
Outcome-based Approaches
Types of Lesson Plan:
Brief - an outline of teacher's activities and is usually done by master teachers.
Semi-Detailed - all activities and teacher's questions are listed and usually done by neophyte teachers.
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Detailed - all activities, teacher's questions and students expected answers are reflected and usually donenby preservice teachers.
Types of Lesson Plan:
a. Five-step Lesson Plan - daily lesson planning that include components: anticipatory set, instruction, guided practice,
closure or assessment and independent practices.
Anticipatory set - where teacher should note the objective of the lesson.
Instruction - section a teacher must list how he/she will use direct teaching through modes such as leclecturing,
providing notes or showing a video and modeling by demonstrating how to complete activity.
Guided practice - student activity in the classroom with teacher or peer assistance.
Closure or Assessment - requires an activity to help the teacher get snapshot of what students learned the day
he/she teaching.
Independent practices - refers to the homework assignments of studens.
b. Five-E Lesson Plan - engaging, explaining, exploring, elaborating and evaluating.
Engaging - begin with a question or brief activity to engage students at the beginning of the lesson.
Explaining - teacher lectures or provide IM's to explain the material and its key terms.
Exploring - after explaining the teacher must show what activity students will complete to help them explore the
material.
Elaborating - students apply the concept to a variety of situations.
Evaluating - evaluating the students learned during the discussion or lectures.
c. Weekly Lesson Plan
Criteria in the Selection of the Subject Matter:
Self-sufficiency - it is about helping the learners to attain the utmost independence in learning yet in an inexpensive
way.
Significance - it is significant if fundamental ideas, concepts, principles and generalization are supplied in the
subject matter to achieve the overall aim of the curriculum.
Interest - learner's interest is a major factor in selecting the content, one of the driving forces of the learner is to
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learn better.
Utility - its usefulness is considered to be essential.
Learnability - if there is a quotation to "live within our means" then there is also the considered action of "teaching
within the means of the learners.
Feasibility - content selection takes into thought the possibility, the practical I vilify and the achievability of the
subject matter in terms of the availability of the resources, proficiency of the teachers and the personally of
learners especially within the framework of the society and the government.
FACILITATING LEARNING
Learning Diversity:
Race and Ethnicity
Culture
Religion
Socioeconomic status
Gender
Sexual Orientation
Language
Abilities and xceptionalities
Types of Intelligence:
Intelligence Quotient (IQ) - this is the measure of your comprehension, about to solve problems, retain infromation
and recall subject matters.
Emotional Quotient (EQ) - this is the measure of your ability to maintain or be at peace with others, be responsible,
be honest, respect boundaries, be humble, genuine and considerate.
Social Quotient (SQ) - this is the measure of your ability to build a network of friends and maintain it over a long
period of time.
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Multiple Intelligence by Howard Gardner:
VISUAL/SPATIAL - children who learn best visually and organizing things spatially. VERBAL/LINGUISTIC - children
who demonstrate strength in the language arts: speaking, writing, reading, listening.
MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving.
BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks,
building.
MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical
expression.
INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas.
INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in
groups or with a partner. NATURALIST - children who love the outdoors, animals, field trips.
EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence.
Triarchic Theory of Intelligence by Robert Sternberg:
Componential Theory (Analytical Thinking) - it demonstarted by an ability to analyze, evaluate, judge, compare and
contrast.
Experiential Theory (Creative Thinking) - imagining or inventing a solution to a problem or situation.
Contextual Theory (Practical Thinking) - applying knowledge based on individual experiences.
Emotional Intelligence by Daniel Coleman:
Self-awareness
Self-regulation
Motivation
Empathy
Social skills
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Traditional Teaching:
Lecturing
Discussion
Questioning
Using Audio-visual
Types of Learners:
Traditional Oral Essay - the teacher is the orator and only speaker.
Participatory Lecture - brainstorming form of what students read.
Lecture with Uncompleted Handouts - resembles traditional oral essay by with handouts.
Feedback Lecture - mini lectures with 10 minutes small group discussion.
Mediated Lecture - uses media susuch as films, slides of web.
Level of Questions:
1. According to WINK Classification
Convergent Questions - specific, usually short and unexpected answers.
Divergent Questions - generate new ideas, draws implication a new perspective.
2. According to Barden
Low-order Questions - recall, read and memorize.
High-order Questions - requires comprehension.
Types of Questions:
Factual Questions - simple recall questions.
Probing Questions - seek further explanations.
MC Questions - test recall or used to begin a discussion.
Open-ended Questions - questions request learners to construct an answer.
Discussions stimulating Questions - uses various questions to promote the topic.
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Rhetorical Questios - stimulates thinking, guide learners into asking some of their own questions.
Motivation - A mood that animates, guides, and sustains behavior.
Types of Motivation:
Intrinsic Motivation - it means that the individual's motivational stimuli are coming from within. The individual has
the desire to perform a specific task because its results are accordance with his/her belief.
Examples:Acceptance,Curiosity,Honor,Independence,Power,SocialStatusandOrder.
Extrinsic Motivation - it means that the individual's motivational stimuli are coming from outside. The individual
desires to perform a task will be controlled by an outside source.
Example:Bonuses,Employeeofthemonthaward,Giftandetc.
CHILD AND ADOLESCENTS DEVELOPMENT
Development - lifespan experience and behavior.
Growth - measurable, physical changes and influence by genetics.
Maturation - aging, emergence/changes of skills and biological changes.
Periods of Prenatal Development:
1. Germinal Period (zygote) - 0 to 2 weeks of conception.
2. Embryonic Period (embryo) - 2 weeks to 2 month.
Cephalocaudal Development - head to tail.
Proximodistal Development - midline outward.
3. Embryonic Period (fetus) - 2 months to birth.
Major Organ of the Body:
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Brain
Heart
Spinal cord
Psychosocial Theory by Erik Erikson:
Erik Erikson (1920-1994) - developed his eight stages of psychosocial development based on Freud's psychosexual
theory.
Trust vs Mistrust (HOPE) - from birth to 12 months of age, infants must learn that adults can be trusted.
Autonomy vs Shame/Doubt (WILL) - from the age of 1 to 3 years, children begin to explore their world, they learn
that they can control their actions and act on their environment to get results.
Initiative vs Guilt (PURPOSE) - from the age of 3 to 6 years, children are capable of initiating activities and asserting
control.over their world through social interactions and play.
Industry vs Inferiority (COMPETENCE) - from the age of 6 to 12 years, children begin to compare themselves with
their peers to see how they measure up.
Identity vs Role Confusion (FIDELITY) - from the age of 12 to 18 years, adolescent's main task is developing a
sense of self.
Intimacy vs Isolation (LOVE) - from the age of 20 to 40, after developed a sense of self in adolescence, they are
ready to share their life to others.
Generativity vs Stagnation (CARE) - 40 to mids 60, middle aged adults begin contributing to the next generation,
often through childbirth and caring for others, they also engage in meaningful and productive work which
contributes positively to society.
Integrity vs Despair (WISDOM) - mid 60 to death, people in late adulthood reflect on their lives and feel either a
sense of satisfaction or a sense of failure.
Stages of Play by Mildren Patten:
Unoccupied Play - birth to 3 months, defined as sensory activities that lack focus or narrative.
Solitary Play - 3 moths to 2 ½ years, play that involves a child playing alone and with little interest in toys outside of
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their immediate vicinity.
Onlooker Play - 2 ½ to 3½ years, children showing interest in the play behaviors of other children
Parallel Play - 3½ to 4 years, children playing in proximity to one another but not together. They will tend to share
resources and observe one another from distance.
Associative Play - 4 to ⁴½ years, children begin acknowledging one another and working sie-by-side, but not
necessarily together.
Cooperative Play - 4½ years and up, children playing together and sharing the same game.
Types of Learning Disabilities:
Dyscalculia - learning disability that affects a person's ability to understand numbers and learn math facts.
Dsygraphia - learning disability that affects a person's handwriting ability and fine motor skills.
Dyslexia - learning disability that affects reading and related language-based processing skills.
Related Disorders:
ADHD (Attention Deficit Hyperactivity Disorder) - a disorder that includes difficulty staying focused and paying
attention, difficulty controlling behavior and hyperactivity.
Dyspraxia - a disorder that is characterized by difficulty in muscle control, which cause problems with movement
and coordination, language and speech.
Stage of Moral Development by Lawrence Kohlberg:
1. Level I : Pre-conventional - a child's sense of morality is externally controlled. Children accept and believe the rules of
authority figures, such as parents and teachers (You do things because you are told to do it and you are afraid of
punishment).
a. Stage 1: Obedience and Punishment Orientation - obey rules and avoid being punished.
b. Stage 2: Instrumental Orientation - obey rules and get an incentive/reward after the task.
2. Level 2: Conventional - a child's sense of morality is tied to personal and societal relationship. Children continue to
accept the rules of authority figure (Youdothingsbecauseotherexpectyoutodoit,eventhoughyoudon'twantodoit).
c. Stage 3: Good Boy, Nice Girl Orientation - ochildren want the approval of others and act in ways to avoid
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disapproval.
d. Stage 4: Law and Order Orientation - respect order.
3. Level 3: Post- Conventional - a person's live by their own ethical principles that typically include such basic human rights
as life, liberty and justice (Youdothingsaccordingtoyourbeliefandbecauseitstherighthingtodo).
e. Stage 5: Social Contract Orientation - respect other perspectives.
f. Stage 6: Universal Ethical Principal Orientation - people violates the principle and feel guilty (conscience).
Theory of Cognitive Development by Jean Piaget:
1. Sensorimotor Stage
birth to 2 years old
Infants learn that things continue to exist even though they cannot be seen (object permanence).
Children learn about the world through basic actions such as sucking, grasping, looking and listening.
2. Pre-operational Stage
2 years old to 7 years old
Children on this stage tend to be egocentric.
Children begin to thin symbolically and learn to use words or pictures to represent objects.
3. Concrete-Operational Stage
7 years old to 11 years old
Children being using inductive reasoning.
- They begin to understand the concept conservation.
- They begin to think logically about concrete events.
4. Formal Operational Stage 12 years old and above
Begin to use dedicative reasoning or general to specific.
- They begins to think abstractly and reason about hypothetical problems.
Parenting Styles by Baumrind:
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Authoritarian - parents are very firm with their children.
Permissive -parents are not firm or controlling.
Rejecting-Neglecting - parents are disengaged from children.
Authoritative - parents are firm yet loving
Bio-Ecological by Urie Bronfenbrenners:
Microsystem - includes the structure such as one's family, school and neighborhood.
Mesosystem - the connection between the structure in the Microsystems.
Exosystem - the bigger social system which includes the city government, the workplace and the mass media.
Macrosystem - the outmost layer which include cultural values, customs and laws.
Chronosystem - the element of time patterns of stability and pacing of the child's everyday life.
ASSESSMENT OF LEARNING
Assessment - refers to the gathering or collecting information or data.
Measurement - quantifying.
Evaluation - judgement.
Type of Assessment:
Summative Assessment - it is concerned with what students have learned.
Diagnostic Assessment - it is concerned to the students learning difficulties.
Formative Assessment Placement Assessment - it determine the knowledge and skills posessess by the students at the beginning of the
instructions.
Assessment FOR learning - teacher use assessment results to inform or adjust their teaching (pretest,diagnostic
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and placement).
Assessment OF learning - usually given at the end of a unit, grading period or a term like semester (learning gain,
summative test, unit test, midterm and quarterly test).
Assessment AS learning - associated with self-assessment.
Assessment Methods:
1. Traditional Assessment - refers to the paper-and-pencil test.
Basic Examples of Paper-and-Pencil Test:
• Selective-response
alternating response
matching type
multiple choice
• Constructed-response
completion
essay
problem solving
short answer
2. Authentic or Alternative Assessment - refers to the non paper-and-pencil test(can be portfolio or performance).
Properties of Assesment Methods:
Validity - refers to the correctness, appropriateness and usefulness of the content.
Reliability - refers to the consistency of the content of the test.
Fairness - no biases.
Efficiency
GRASPS by G. Wiggins and Jaymctighe:
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Goal - provide the statement of the task.
Role - define the role to the students in the task.
Audience - identify the target audience within the context of the scenarios.
Situation - set the context of scenarios.
Performance and Product - clarify what the students will create and why they will create.
Standards - provide a students with clear picture of success.
Grading System:
Norm- Referenced Grading - student grade is placed in relation to the performance of the group.
Criterion-Reference Grading - students performance doesn't compare to other student performance.
Contextualized and Decontextualized Assessment:
Contextualized Assessment - focus on students performance in application of knowledge in the real work ( hands
on).
Decontextualized Assessment - student do written exam and term papers.
Two types of Rubrics:
Analytic Rubrics -assess the student work with specific criteria.
Holistic Rubric - assess the student work as a whole.
Three Types of Portfolio:
Growth/Development Portfolio - show growth or change overtime and identify the strength and weaknesses.
Showcase/Best Work Portfolio - showcase end of the term or year accomplishments and showcase student's
perceptions of favorite best work or most important.
Evaluation/Assessment Portfolio - document achievement for grading and progress toward standards.
Two Characteristics of Item:
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1. Index of Difficulty - defined as the number of the students who are able to answer the item correctly divided by the total
number of students.
Range of Difficulty Index
0.00-0.20
0.21-0.40
0.41-0.60
0.61-0.80
0.81-above
Interpretation
Very difficult
Difficult
Moderate difficult
Easy
Very Easy
Action
Reject
Revised
Retain
Revised
Reject
2. Index of Discrimination - tells whether it can discriminate between those who know and those who do not know the
answer.
Measures of Central Tendency:
1. Mean - the most widely used and most reliable.
Example:
What is the mean of this score distribution : 79, 80, 81, 82, 83 and 84.
79 + 80 + 81 + 82 + 83 + 84 (Add all the value to find the total)
489 ÷ 6 (Divide the total by the number of value that added together)
81.5 is the mean
2. Median - is the middle value.
Examples:
What is the median of this score : 15, 13, 32, 18, 23, 17 and 35
13, 15, 17, 18, 23, 32, 35 (Arrange the given score from lowest to
greatest value)
18 is the median (18 is in the middle of the seven given score)
What is the median of this score : 32, 16, 18, 43, 27 and13
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13, 16, 18, 27, 32, 43 (Arrange the given score from lowest to greatest
value)
18 + 27 (There are two value in the middle/ Add the two value in the
middle)
45 ÷ 2 (The sum of the two value in the middle divided by two)
22.5 is the median
3. Mode - most frequently occurring score.
Example:
What is the mode of this this score : 88, 79, 82, 83, 79, 88 and 88
88 is the mode
Notes:Youcanhavemorethanonemode.
Measure of Variability:
Range - the difference between the lowest value and highest value.
Quartile Deviation - QD=½(Q3-Q1)
Standard Deviation Z-Score or Standardize Score - tells the number of standard deviations equivalent to a given raw score.
K to 12 Grading System:
In the school year 2012-2013 the enhances curriculum for K to 12 (RA 10533) was implemented. In the K to 12
curriculum, student's grade is based on his/her written work, performance task and quarterly assessment.
Under D.O. No. 8, s. 2015 effective school year 2015-2016, the Department of Education or DepEd will follow a new
competency based Grading system for Kto12 Basic Education Program compare to former Knowledge, Process,
Understanding and Performance or (KPUP) grading system. The latest will use fewer grading system components and a
new transmutation table.
Written Work (WW) - makes sure students can express.skill and contents in written form.
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Performance Tasks (PT) - let's learner show what they know and can do in diverse ways.
Quarterly Assessment (QA) - measures students learning at the end of the quarter.
Table of Specifications:
Table of Specification (TOS) - table that specifies the learning outcomes/lesson objectives, the amount of time spent
for each outcome/objective which will serve as basis in determining the corresponding number of test items.
Weights of the components for Grade 1-10:
Components
AP/ESP/Language
Mathematics/Science
EPP/MAPEH/TLE
Written Work
Performance
Tasks
Quarterly
Assessment
30%
40%
20%
50%
40%
60%
20%
20%
20%
Weights of the components for Grade 11-12:
Weight
components for
Grade Level
Written Work
Performance
Core Subjects
25%
50%
All other
subjects
25%
45%
Work
Immersion/Research/Busi
ness
Enterprise/Stimulation/Ex
hibit/Performance
35%
40%
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Immersion/Research/Exhibit/Per
formance (All other subjects)
20%
60%
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Tasks
Quarterly
Assessment
25%
30%
25%
20%
Grading Scale:
DESCRIPTOR
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did not meet the expectation
GRADING SCALE
90-100
85-89
80-84
75-79
Below 75
REMARK
Passed
Passed
Passed
Passed
Passed
DEVELOPMENTAL READING
Developmental Reading is a branch of reading instruction that is designed to support literacy in a variety of contexts
to improve comprehension and decoding skills.
Reading Levels:
Independent - level where the child answers 86-100% of questions asked or five to six questions out of the six
questions based on the passage or selection.
Instructional - level where the child answer 50-85% of questions asked or three to four questions out of the six
questions based on the passage or selection.
Frustration - level where the child answers 0-49% of questions asked or zero to two questions out of the questions
based on the passage or selection.
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Miscue in Reading:
Insertion - student inserts a word that does not appear in the text or in the passage.
Mispronunciation - students pronounce the word incorrect.
Omission - students omit a word or a continuous sequence of words in the text but continues to read.
Refusal to pronounce - student neither pronounces the word nor attempts to do so.
Repetition - student repeats one or more words that he/she have been read.
Reversal - student reverse the order of the words.
Substitution - student substitutes a new word to the real one on the text or passage.
Five Stages of Reading Development by Maryanne Wolf:
I. Stage 1: The Emergent Pre-reader (typically between 6 months to 6 years old
By the end of this stage, the child “pretends” to read, can - over time - retell a story when looking at pages of book
previously read to him/her, can names letters of alphabet; can recognises some signs; can prints own name; and
plays with books, pencils and paper.
The child acquires skills by being dialogically read to by an adult (or older child) who responds to the child’s
questions and who warmly appreciates the child’s interest in books and reading.
The child understand thousands of words they hear by age 6 but can read few if any of them.
II. Stage 2: The Novice Reader (typically between 6 to 7 years old)
The child is learning the relationships between letters and sounds and between printed and spoken words.
The child starts to read simple text containing high frequency words and phonically regular words, and uses
emerging skills and insights to “sound out” new one-syllable words.
There is direct instruction in letter-sound relations (phonics).
The child is being read to on a level above what a child can read independently to develop more advanced language
patterns, vocabulary and concept.
III. Stage 3: The Decoding Reader (typically between 7 - 9 years old)
The child is reading simple, familiar stories and selections with increasing fluency.
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The child is still being read to at levels above their own independent reading level to develop language, vocabulary
and concepts.
IV. Stage 4: The Fluent, Comprehending Reader (typically between 9 - 15 years old)
By this stage, reading is used to learn new ideas in order to gain new knowledge, to experience new feelings, to
learn new attitudes, and to explore issues from one or more perspectives.
Listening comprehension of the same material is still more effective than reading comprehension.
Reading and listening are about equal for those who read very well, reading may be more efficient.
V. Stage 5: The Expert Reader (typically from 16 years and older)
The learner is reading widely from a broad range of complex materials, both expository and narrative, with a variety
of viewpoints.
Learners are reading widely across the disciplines, include the physical, biological and social sciences as well as
the humanities, politics and current affairs.
Reading comprehension is better than listening comprehension of materials of difficult content and readability.
Learners are regularly asked to plan writing and synthesise information into cohesive, coherent texts.
Stages of Reading Development by Jeanne Chall:
I. Stage 0: Prereading (Birth to Age 6)
From birth until the beginning of formal education, children living in a literate culture with an alphabetic writing
system accumulate a fund of knowledge about letters, words, and books.
The children grow in their control over various aspects of language—syntax and words.
II. Stage 1: Initial Reading or Decoding (Ages 6-7)
Children and adults interiorize cognitive knowledge about reading, such as what the letters are for, how to know
that bun is not bug, and how to know when a mistake is made.
This stage has been referred to pejoratively as a “guessing and memory game,” or as “grunting and groaning,”
“mumbling and bumbling,” or “barking at print,” depending on whether the prevailing methodology for beginning
reading instruction is a sight or a phonic approach.
III. Stage 2: Confirmation, Fluency and Ungluing from Print (Ages 7-8)
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Reading is not for gaining new information, but for confirming what is already known to the reader.
They gain courage and skill in using context and thus gain fluency and speed.
IV. Stage 3: Reading for Learning the New (Ages 8-14)
Start on the long course of reading to “learn the new”—new knowledge, information, thoughts and experiences.
V. Stage 4: Multiple Viewpoints (Ages 14-18)
Reading may essentially involve an ability to deal with layers of facts and concepts added on to those acquired
earlier.
VI. Stage 5: Construction and Reconstruction—A World View (Age 18 and Above)
Learned to read certain books and articles in the degree of detail and completeness that one needs for one’s
purpose, starting at the end, the middle, or the beginning.
A reader on this stage, knows what not to read, as well as what to read.
Level of Questioning:
Literal - refers to who, what, when, where or even why, the answers of which are explicitly stated in the story.
Inferential/Interpretative - students requires to read between the lines to find the answer.
Critical - questions which elicit analyze, synthesis, judgement in the context of the authors POV as well as the
readers POV.
Creative - questions that draw from the students on his own way of visualizing things.
Visual/Integration/Application - refers to the readers opinion
FIELD STUDY
Field Study 1-6:
Field Study 1 - The Learner's Development and Environment
Field Study 2 - Experiencing the Teaching-Learning
Field Study 3 - Technology in the Learning Environment
Field Study 4 - Exploring the Curriculum
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Field Study 5 - Learning Assessment Strategies
Field Study 6 - On Becoming the 21st Century Teacher
Philippine Qualifications Framework:
PQF is a national policy issued by the Office of the President of the Philippines in 2012 through Executive Order No. 82.
It describes the levels of educational qualifications and sets the standards for qualification outcome per level in the
country. The qualifications per level are based on the standards of knowledge, skills and values acquired by learners, the
application of these knowledge, skills and values and the degree of independence in which these knowledge, skill and
values are applied.
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