___________________________________________________________
Professional Education:
FOUNDATIONS OF THE TEACHING
LEARNING PROCESS
Philosophies of Education
1. Realism – touch and see; tangible things; can be sensed
2. Idealism – mind and spirit; theoretical
3. Pragmatism – practical use; learning by doing
4. Essentialism – basics (3Rs); body of knowledge; content focus
5. Perennialism – forever; unchanging; ex. Greek books
6. Existentialism – freedom and choice
7. Social Reconstructionism – changing the society; reform
8. Progressivism – child-centered; child is taught in holistic manner
9. Hedonism – pleasure; enjoys doing
10. Utilitarianism – betterment of others; common good
11. Rationalism – Logical and critical thinking; how you should think
12. Behaviorism – behaviour learned from environment
Key Periods in the History of Education
1. Primitive Societies – ancient peoples; survival skills, group
cohesiveness
2. Greeks – two major city states:
___________________________________________________________
a) Athens: well-rounded persons, professionals, military arts.
philosophies
b) Sparta – soldiers; military aspect; conscription
3. Romans – huge city; civic responsibility, administrative, military
skills
4. Oriental Civilizations – Chinese people; civil service exam;
meritocracy
5. Arabic – commitment to Islam; math, medicine, science
6. Medieval – religious commitment; social order
7. Renaissance – rebirth; humanists as experts in the classics;
reborn of knowledge
8. Reformation – commitment to a religious denomination; general
literacy
SUMMARY: Development in Philippine Education
1. Pre-Spanish – survival, practical skills
2. Spanish – formal instruction; Christianity; 3G’s (God, Gold, Glory)
– elementary schools in every town (Educational Decree of
1863)
3. American – democracy; free public education system
– soldiers are first teachers
- Thomasites are teachers with actual teaching training; replaced
the soldiers
___________________________________________________________
4. Philippine Commonwealth – nationalism; moral character
efficiency
5. Japanese – love for labor; vocational education; health
education
6. Third Republic – full realization of democracy
7. New Society – Fourth republic
– national development
- PD 1006 – professionalization of teachers
8. Fifth Republic
a) Corazon Aquino – Values Ed was taught as separate
subject
b) Fidel Ramos – Trifocalization (Basic Ed (DECS), Higher Ed
(CHED), Technical Education (TESDA)
c. Gloria Arroyo – DepEd
d. Benigno Aquino III – K-12; 1 year of Kinder, 12 years of
basic education
e. Rodrigo Duterte – Free tertiary/college education
Historical Foundations of Education
I. Ancient
A. Primitive Era
1. Goal: survival and conformity
2. Types of Education:
___________________________________________________________
a. religious
b. formal
c. vocational
3. Teacher: parents or elders
4. Methods of Teaching:
a. Show me and tell me method
b. Trial and error
c. Enculturation – exposed to a culture they belong
5. Agencies of education
a. Home and Environment
6. Features
a. No grading system
b. Ritualistic
B. Oriental Education (Eastern) |Education for Social Stability
– CHINA –
1. Goal: preserve and perpetuate ancestral traditions
2. Content: Confucian principles
Confucious – 1st teacher of Ancient China
Meritocracy – elected based on talent/skills that the
government needs
The Analects – compilation of Confucian principles
The Golden Rule – negative statements compared to
Bible
___________________________________________________________
3. Geography: Yellow River
Yellow River – 4th longest river in the world; Huang Ho /
Huang He River; The Mother River; cradle of Chinese
civilization
4. Contribution: Civil service exam
– INDIA –
1. Goal: Preserve the tradition of the Hindu Caste System
Caste System – class separation
K.R Narayanan – 1st Dalit president; ban the
discrimination for Dalits in 1950
​Law of Dharma and Karma
Dharma – have to do; Karma – consequences
Reincarnation – soul/spirit begins a new life in other form
Samsara – continuous cycle of life, death, reincarnation
___________________________________________________________
Nirvana – ultimate happiness (final goal)
– EGYPT –
1. Goal: preserve religious traditions
“The gift of the Nile” – Herodotus (Egypt was able to
thrive)
Theocracy – ruled by religious people
Polytheistic – many Gods
2. Contributions:
a. Papyrus – ancient paper made from reeds
b. Mathematics – pi=3.14
c. Cubit – body (elbow to the tip of middle finger) was
the reference for measuring
d. Medicine – mummification (preservation of body for
afterlife)
e. Engineering – pyramids for the pharaoh; palaces;
dykes and dams (to control the flow of Nile River)
Sarcophagus – coffin of the pharaoh
f.
Astronomy – calendar composed of 24/730/365
– GREEK –
Goal: Development of the individual
a. Spartan Education
1. Goal: develop the best citizen that is a soldier
2. Content: military training; art of warfare
3. Distribution: military training; patriotism and discipline
___________________________________________________________
b. Athenian Education
1. Goal: perfection of the mind and body
2. Content: Liberal education (music, arts, literature)
3. Contribution: Olympic games; development of all human
capabilities
The Sophist – philosophers/thinkers
The Sophist: T So P A A
Thales of Miletus
a. Father of Western Philosophy
b. 1st person to replace myths with
natural laws
Socrates
a. Gnothi seauton – know thyself
b. Elenchus/Socratic Method
Plato
a. Introspection
b. Father of Idealism
c. The Academy
d. The Republic (justice) – ideal
government
Aristotle
a. “Man is a social animal”
b. Father of Realism
c. The Lyceum
Alexander the Great
a. University if Alexandria – biggest library
in the Ancient world
b. ROMAN: Education for Utilitarianism
1. Goals:
___________________________________________________________
a. develop an ideal citizen soldier
b. civic responsibility
c. taught practical lessons for everyday living
School System
Ludi Magister
Literature
7-12 years old
12-16 years old
3Rs
grammar, history,
mythology
2. Contributions:
a. Quintillan – no to corporal punishment; mastery of
learning; school holidays
b. Classes of Society:
Patricians – elites and rules
Plebeians – ordinary people
c. Laws of the twelve tables
d. Latin languages
Carpe diem – seize the day
Mea Culpa – It's my fault”
circa – around
e. Introduction of the Education ladder
___________________________________________________________
– EARLY CHRISTIAN EDUCATION –
1. Goal: develop individual who possessed all the virtue of
brotherly love
Jesus – teacher of all the teachers
2. Methods:
a. Conversational method
b. Parable method
c. Proverbial or Gnomic method
3. Contributions:
a. monotheism
b. 10 commandments of the Bible
c. conversion of more than ½ of the world into
Christianity
________________________________________________________________
II. Medieval Period
A. Monasticism – spiritual discipline
1. Based on Jesus passage “Be perfect, therefore, as
your heavenly father is perfect” (State of perfection)
2. monasteries – emulate life
3. Monks and nuns
B. Scholasticism – intellectual discipline
1. Faith by reason
2. Parish schools and universities
3. The birth of university
a. Universitas Magistrorum et scholarium
___________________________________________________________
b. stadium generale
c. facilities
d. dean
e. Rector – the university lay people, priests
C. Feudalism and Chivalry – political discipline
1. No central government
2. Little security
3. Has a system of land tenure on allegiance and
service to the nobleman or lord
4. Chivalry – code/behavior and ethics that knights are
expected to follow
Steps in Chivalry:
●
The Page – study under a knight in a certain
age
●
The Squire – teenager/adolescent period;
train military aspect; study equipment art of
war
___________________________________________________________
●
The Knight – knighted with a person above
him
D. Guild System – economic discipline
1. Nobles, Bourgeoisie, Peasants
2. Guilds – association of people who had common
interests or who engaged in the same work
Types of Guilds:
a. Craftsman – produces somethings
Stages:
●
Apprenticeship – serve master
craftsman
●
Journeyman – go place to place for
improvement
●
Master craftsman
b. Merchant – provides service/sell
________________________________________________________________
III. Modern Period
A. Renaissance Period
1. Rebirth
2. Revival of ancient classics (greeks and romans)
3. Age of exploration
4. Age of discovery – European explore outside the
continent
5. Ancient – modern times
___________________________________________________________
Philosophical Foundations of Education
Philosophy is a critical examination of reality characterized by
rational inquiry that aims at the Truth for the sake of attaining
wisdom.
1. Metaphysics: Study about Reality.
2. Epistemology: Study about Knowledge.
3. Axiology: Study about Value.
4. Cosmology: Study about origin, nature & development of
Universe.
5. Theology: Deals with religion or God.
6. Anthropology: Study about human being.
7. Ontology: study of the nature of existence.
8. Empiricism: A theory which states that knowledge comes
only or primarily from sensory experience
9. Intuition: Ability to understand something instinctively,
without the need for conscious reasoning.
10. Ethics: Moral principles that govern a person’s behavior or
the conduct of an activity.
11. Aesthetics: Set of principles concerned with the nature and
appreciation of beauty.
I. Traditional: R I P
Realism
➔ actual, factual, substantial, tangible,
materials
➔ “to see is to believe”
➔ Aristotle
➔ Harry S. Broudy
Idealism
➔ mind, soul, spirit
➔ inculcation of highest values, namely: truth,
beauty, goodness
___________________________________________________________
➔ ideas, philosophy, religion, values, virtue,
heroism
➔ Plato
Pragmatism
➔ world is an ever-changing entity
➔ teaching practical; apply to real world
➔ John Dewey
II. Modern: P E P E S
Perennialism
➔ never-changing, everlasting, lifted from
classic and great books
➔ Timeliness, ageless, eternal, constant,
humanities, Bible
➔ Robert Hutchins
Essentialism
➔ basic ideas that all men ought to know
➔ essentials of academic knowledge,
enacting a back-to-basic
➔ William Bagley
Progressivism
➔
➔
➔
➔
➔
Existentialism
➔ existence precedes essence
➔ men should know themselves and other
place in society
➔ enable man to make his own choices
➔ choices, freedom, meaning of life, self
development
individuality of the child
education is flexible
employ experiential learning
child-centered
John Dewey
___________________________________________________________
➔ Jean Paul Sastre
Social
Reconstructionism
➔ aims to transform the society
➔ focuses on social problems to attain
reform
➔ addressing social questions and a quest
to create a better society
➔ social problem, society, social order
➔ George Counts
III. Others
Behaviorism
➔ acquisition of new behavior based on
environment conditions
➔ modify and shape students behaviors
➔ teach students to respond favorable to
various stimuli
Constructionism
➔ construct their own knowledge and
understanding of the real world
➔ the teacher provides experiences that
allow them to hypothesize, predict, etc.
➔ prior knowledge, schema
Naturalism
➔ man comes from nature
➔ children as a gift of nature and
potentialities
➔ child is active individual of self
development
➔ nothing exists beyond the natural world
➔ nature, natural than supranational
Empiricism
➔ experience is the best teacher comes
___________________________________________________________
predominantly with experience
gathered through the observers.
Utilitarianism
➔ common good
IV. Eastern Philosophy: B I T C H
Buddhism
4 sightings, normal and
inevitable; ascetic; 4 noble
truth, eightfold path
Pali canon-authentic
teachings of Buddha
Islam
submission (to the will of God)
monotheistic; Mohammad;
Mecca, Arabia; Orphaned,
Khadija, Revelations by Allah
Taoism
Lao Tzu/Lao Zi; Tao te Ching;
Wu wei; the watercourse may
occur with the flow
Confucianism
Confucius; Kung Fu Tsu
The Analects; the golden rule,
meritocracy
5 basic relationship
Hinduism
third large region (from India)
1. John Locke (1632-1704) The Empiricist Educator
➔ Proponent of tabula rasa
___________________________________________________________
➔ Acquire knowledge about the world through senses –
learning by doing and interacting with the environment
➔ 2. Herbert Spencer – Utilitarian Educator “Survival of the
fittest” Social development is through an evolutionary
process.
➔ 3. John Dewey(1859-1952)
➔ Learning through experiences (learning by doing)
➔ Education is a social process and so school is intimately
related to the society it serves
4. George Counts (1889-1974)
➔ Building new social order
➔ Schools and teachers should be agents of changed
5. Theodore Brameld (1904-1987)- “Social Reconstructionism”
➔ Social reconstructionism is a philosophy that emphasizes the
reformation of society.
6. F. Paulo Freire (1921-1997)
➔ Critical Pedagogy and Dialogue
➔ Believed that systems must be changed to overcome
oppression and improve human situations
Anthropological Foundation
Anthropology is the study of humanity in the past and present,
including culture, human biology and linguistics.
___________________________________________________________
1. Biological anthropology - the biology of humans, primatology
and paleoanthropology.
Human biologists and primatologists study the biological
characteristics of humans and other closely related species,
including living primates, such as monkeys and apes.
Paleoanthropologists study fossilized remains of human ancestors
and collaborate with other anthropologists and social scientists,
including geologists and paleozoologists.
2. Cultural anthropology - studies human culture by researching
behaviors, beliefs and traditions of societies around the world,
including:
a. Social groups
b. Political organizations
c. Concepts of marriage and relationships
d. Religious beliefs
e. Economic and living patterns
3. Linguistic anthropology - studies human communication
1. Change in languages
2. Socio-cultural influences on verbal and written language
3. Nonverbal communication
4. Speech physiology/phonetics
5. Language differences across cultures
4. Archaeology - the study of human cultures of the past.
Classical: Focuses on the Middle East and the Mediterranean
Historical: Recovers the past of more modern societies
___________________________________________________________
Prehistoric: Focuses on pre-literature societies
Underwater: Excavates shipwrecks and ancient cities engulfed
by water
Zoo-archaeologists: Studies animal remains found during
archaeological digs
Sociological Foundation
A. Theories in Sociology
1. Structural Functionalism – Systems of interconnected parts
Purpose of school:
a) Intellectual purpose – cognitive and inquiry skills
b) Political purpose – functions and operations of the
government; implementation of social order; obedience
to laws
c) Economic purpose – provide value in the future; preparing
for labor and employment in the future
d) Social purpose – supplement other purposes, support other
institutions
2. Conflict Theory – competition for limited resources
– Education as a means of maintaining power
3. Symbolic Interactionist – Society as product of shared symbols;
meanings individuals attach to events
B. Strengths and Weaknesses of Filipino People
Strengths
Weaknesses
___________________________________________________________
1. Pakikipagkapwa-tao
1. Extreme personalism
2. Family orientation
2. Extreme family orientation
3. Joy and humor
3. Lack of discipline
4. Flexibility, Adaptability, and
Creativity
4. Passivity and lack of initiative
5. Hard work and industry
5. Colonial mentality
6. Faith and religiosity
6. Kanya-kanya syndrome
7. Ability to survive
7. Lack of self-analysis and
self-reflection
Current Global Issues
1. Climate change
2. Pollution
3. Violence
Forms:
a) Physical – using a part of their body or an object to control
a person’s action
b) Sexual – one is forces to participate in sexual activity
c) Emotional – someone says or does something to make
another feel worthless
d) Psychological – someone uses threats, causing fear;
manipulation of one’s mind
___________________________________________________________
e) Spiritual – uses an individual’s spiritual beliefs to control
him/her
f) Cultural – individual is harmed as a result of his/her culture,
religion, or tradition
g) Verbal – use of language to harm an individual
h) Financial – someone controls/misuses another’s financial
resources
i) Neglect – someone is responsible for taking care of
someone but does not
4. Security and well-being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment and hunger
9. Substance abuse
10. Terrorism
UN Sustainable Development Goals ’15-30
●
Based on the principle of “leaving no one behind”
●
Emphasis on the holistic approach to achieving sustainable
development
UN Sustainable Development Goals ’15-‘30
Partnership – two parties helping for mutual benefit
___________________________________________________________
– School and community
– It is a two-way stream; reciprocation
a) Community to school partnership – brigada eskwela;
curriculum development; work experience; enrichment
and remediation; community service
b)
School
to
community
partnership
–
organizational
meetings; polling places and medical missions; evacuation
centers; celebrations, leagues; skills training seminars
Legal Bases of Community Involvement
1. RA 9155 – Governance of Basic Education Act of 2001
– Encouragement of local initiatives
– School heads to establish networks
2. BP 232 – Education Act of 1982
– Schools establishing appropriate bodies for assistance and
support of the school
3. RA 8525 – Adopt-a-School Program Act
– Allows private entities to assist public schools in certain areas
(teacher training, facility development)
4. EA 1982 – Schools establishing appropriate bodies for assistance
and support by the school
5. Education for All 2015
– Schools to continue harnessing local resources, facilitate
involvement of every sector.
___________________________________________________________
“The functionalist theory states that institutions must perform their
respective functions for the stability of society. Other institutions
must come in if one institution fails to do its parts for the sake of the
society.
School-Based Management (SMB)
Article III, Code of Ethics
The Teacher and The Community
Section 1 – Facilitator of learning
Section 2 – Provide leadership and initiative
Section 3 – Behave with honor and dignity
___________________________________________________________
Section 4 – Study and understand local customs
Section 5 – Inform school’s work, accomplishments, and needs
Section 6 – Intellectual leader
Section 7 – Harmonious relationships
Section 8 – Against proselytization (do not use the influence to
induce students toward your religion)
Roles of a School Head
1. Visionary principal, motivator, advocate, and planner
2. Builder of networks and support systems
3. Curriculum developer
4. Fiscal resource manager
National Competency-Based Standards for School Heads
Domains:
1. School leadership – communicate mission, vision, goals;
strategic planning; coordination
2. Instructional Leadership – actual lessons to be taught
3. Creating a Student-centered Learning Climate
– environment that allows students to develop himself; set clear
academic expectations
4. HR Management and Professional Development
– hiring teaching and nonteaching staff; teacher evaluation
___________________________________________________________
5. Parent Involvement and Community Partnership
6. School Management and Operations
– how the school is being run holistically
7. Personal and Professional Attributes
– assessing the school head himself
Philippine Professional Standards for School Heads
Domain 1 – Leading Strategically
Domain 2 – Managing School Operations and Resources
Domain 3 – Focusing on Teaching and Learning
Domain 4 – Developing Self and Others
Domain 5 – Building Connections
___________________________________________________________
Competency Framework for Southeast Asian Heads
Domains:
1. Personal Excellence – effective school head; leading by
example
– Continuous Professional Development
– taking responsibility for lifelong learning; improve
professionally
2. Instructional Leadership – leading curriculum implementation
and development
3. Managerial Leadership – allocate resources present in school
4. Strategic Thinking and Innovation – charting strategic direction;
making informed decision
___________________________________________________________
5. Stakeholder Engagement – creating and maintaining
connections within the community
Organizational Leadership
A. Organizational Leadership
– directing and coordinating individuals to achieve a goal or a
mission
– Setting strategic goals while managing individuals within the
organization
B. Leadership and Management
Leadership
Management
Innovation
Communication
People-focused
Work-focused
Lead by inspiration
Lead by authority
Do the right things
Do things right
Teachers have to be a leader and a manager at the same time.
(“perfectly balanced as it should be”)
C. Leadership Styles
1. Autocratic – decision-making solely life with one person
2. Consultative – decision-making lies with a person upon
consultation from members
3. Democratic – members directly participate in decision-making
4. Leissez-faire – members left alone to establish one work
___________________________________________________________
D. Behavioral Style
Participating/Supporting
___________________________________________________________
Professional Education:
THE TEACHING PROFESSION
Elements of a Profession
1. Initial Professional Education
2. Accreditation
3. Regulation
4. Continuing Professional Development
5. Professional Societies
6. Professional Code of Ethics
History of the Philippine Educational System
A. Pre-Spanish Period (Before 1521)
1. Survival and conformity
2. Informal, Practical training
3. Writing: Baybayin
4. Enculturation
5. Tell me and show me, observation, trial and error
6. Ceramic industry
7. Arts of Angono
8. Tribes of Tagbanwa and Mangyans
9. Tang Dynasty
10. Rice terraces
11. Barangay
___________________________________________________________
12. Code of Kalantiaw
B. Spanish Period (1521-1898)
1. To propagate Christianity
2. Formal education, religious education, vocational courses
3. Dictation and memorization
4. Spanish missionaries replaced tribal groups (A F J D R - B)
5. Vernacular as the medium of instruction in the parochial schools
6. Parochial schools in Cebu, 1565; “cologios” for boys, “beatrios”
for girls
7. Royal Decree of 1863 was the first attempt of the Spaniards to
establish an overall public school system and to provide for the
training of teachers through a normal school
C. American Period (1898 - 1946)
1. Teach democracy as a way of life
2. Formal education was established; Free public education
3. Socialized recitation, students’ participation, and disputation
4. Reading, writing, arithmetic, language, GMRC, civics, hygiene
and sanitation, gardening, domestic science, American history.
And Philippine history.
5. Act No. 47 – Educational act of 1901
a) established a department of Public Instruction
b) established a highly centralized system
c) provide for the importation of teachers
___________________________________________________________
d) create the Philippine Normal School (1901)
6. The Department of Public Instruction set up a three-level
Instruction of schools: (4 3 4 2 4)
a) 1st level – four-year primary and three-year intermediate
b) 2nd level – four-year high school
c) 3rd level – two-year junior college, and later a four-year
program.
7. University of the Philippines – founded in 1908; first school of
University status: Act No. 1820
Act No. 372 – provincial High School
Act No. 1381 – Gabalan Law (fund for school facilities)
8. Aims:
a) Training of Filipinos for self-government
b) Provision of English as common language
9. Importation of Thomasites
Edwin Copeland – 1st dean of the UP college of Agriculture
D. Commonwealth Period (1935-1942)
1. Aims provided by the 1935 Constitutions:
a) develop moral character
b) personal discipline
c) civic conscience and vocational efficiency
d) teach the duties of citizenship
___________________________________________________________
2. To help prepare for the coming independence of a new Filipino
nation
3. Training through the public schools
4. RA 2706 – Private School Law
– March 10, 1917
– The Secretary of the Department of Public Instruction was
vested to supervise, inspect and regulate the private schools
– Owned by private institutions, religious people
5. RA 586 – Education Act of 1940
– August 7, 1940
– 6 years elementary
– Fixing the school entrance age to 7 years old
– Compulsory attendance in primary
– double session
6. CA 4007 – Completely abolished matriculation fee in public
schools
7. EO 134 – Designated Tagalog as basis of the national language
(1936)
8. CA 263 – Required the teaching of Tagalog in schools as
medium of instruction (1940)
9. CA 117 – Placed all public school teachers under Civil Service
Rules and Regulations
10. CA 578 – Persons in Authority
___________________________________________________________
– June 8, 1940
–
Supervision in public and duly recognized private schools,
colleges, and universities
11. CA 80 – Adult Education Law
– October 26, 1936
– To eliminate illiteracy
– Give vocational and citizenship training to adult
– ALS, OHSP
12. CA 589 – Established School Ritual
– Singing of The National Anthem to be followed by the
Patriotic Pledge
– August 19, 1940
13. CA 596 – abolished grade 7; adaptation of double-single
session
14. CA 1 (RA 9163) – National Defence Act
– Preparatory military training to youth
– Required all citizens to render civic welfare service, law
enforcement, and military service
– December 21, 1935
E. Japanese Era (1943-45)
1. Greater East Asia Co-Prosperity Sphere (Asia for Asian)
___________________________________________________________
2. Love for labor (and dignity)
3. Teaching Health and Physical Education
4. Termination of English
5.
Diffusion
of the Japanese language in the Philippines
(NIPPONGO)
6. Emphasized health/vocational education
7. Rote learning and corporal punishment
F. Republic Era
1. Aimed at the full realization of the democratic ideals and way
of life:
a) Democracy is predicated upon the intrinsic worth of the
individual
b) Individuals realize their capacities best in social context
c) Society is not separated from the individual
d) Democracy thrives on change, it is dynamic and flexible
e) Fosters persuasion and consensus and rejects coercion
and indoctrination
2. RA 139 – Board of Textbooks/Textbook Law
– All public schools must only use books that are approved by
the Board for a period of 6 years from the date of their adoption
– Amount of book will be devalued every year
– June 14, 1947
___________________________________________________________
3. RA 896 – Elementary Education Act of 1953
– Restoration of grade 7
– Single session
– Compulsory completion of elementary grades
– Compulsory enrolment upon attaining 7 years of age
– June 20, 1953
4. RA 1079 – Civil Service Eligibility of Teachers
– June 15, 1954
5. RA 1124 – June 16, 1954
– Created the Board of National Education (BNE) tasked with
formulating educational policies and directing Philippine
education. BNE as a later renamed Board of Higher Education
(NBE) by P.D No. 1, was abolished with the creation of the Board
of Higher Education by Batas Pambansa Blg. 232. The board’s
function now assumed by CHED under RA 7722
6. RA 1265 – Daily Flag Ceremony
– Compulsory in all educational institutions
– June 11, 1955
7. RA 425 – Inclusion of Rizal’s life, works in the curriculum (Noli, El
Fili)
– June 12, 1955
8. RA 4670 – Magna Carta for Public School Teachers
– June 18, 1966
___________________________________________________________
– Aims to promote and improve the socio-economic status of
public school teachers, their living and working conditions and
their employment and career prospects
9. RA 5447 – Special Education Fund
– Fund primarily to finance local school boards and support
provincial schools (1968)
– LSB – Local School Board
10. RA 6054 – Barrio High School Law
– Created high schools throughout the country through the
initiative of Dr. Pedro T. Orata
G. New Society (1972-1986)
1. Aim of education is for national development
2. Made education relevant to the needs of the changing world
3. Proclamation 1081 on September 21, 1972 started educational
revolution
4. Adoption of the acronym PLEDGES – Peace and order; Land
reform Economic development; Development of moral values;
Government
reorganization;
Employment
and
manpower
development; Social services
5. Bilingual Education Policy – use of English and Filipino as media
of instruction in specific learning areas
6. Curricular changes in Elementary Education
a) Focused on the 3rs
___________________________________________________________
b) Integration of values in all learning areas
c) Emphasis on mastery learning
7. Department of Education and Culture (1972)
8. Ministry of Education and Culture (1978)
H. Present Period
1. DECS Order No. 6, s. 1998, issued by Education Secretary
Lourdes R. Quisumbing, strengthens the teaching of values in
the New Elementary School Curriculum (NESC) launched in SY
1989-90 under the Program for Decentralized Educational
Development (PRODED) and Secondary Development Program
(SEDP) respectively.
a. The national budget appropriates the highest allocation
for education
b. Promotion and improvement of the public school
teachers
c. Education aimed to promote national development and
values education
d. Focused on the development on humanism and Filipinism in all
learning areas
2. The Congressional Commission on Education (EDCOM), with its
report in 1991, recommended the following:
a) Division of DECS into the Department of Basic Education
(DBE), TESDA, and CHED
b) Establishment of teacher Education Center of Excellence
___________________________________________________________
c) Professionalization of Teachers
d) Technical-Vocational Education Reform
3. RA 7722 – The High Education Act of 1994
– Created the CHED to be headed by a chairman under the
Office of the President
4. RA 7796 – TESDA Law
– Created the TESDA headed by a Director General under DOLE
– The Bureau of TVE of DECS has been absorbed by this agency
5. RA 7784 – CENTREXES in August 4, 1994
– “An act streghthens teacher education in the Philippines by
establishing Centers of Excellence, provides for the
establishment of CENTREXES in each of the regions in the
country which shall be maintained for a period of five years”
6. RA 7687 – created the Science and Technology scholarship
program for indigent but deserving youth in the country under
the DOST
7. RA 7168 – converted Philippine Normal College to PNU
– December 26, 1991
8. RA 416 – Philippine Normal School to Philippine Normal College
– June 18, 1949
9. RA 7731 – (1994) abolishment of NCEE mandated by PD 146
10. RA 7836 – (1994) revised PD 1006 and created Professional
Board for Teachers (PBET) and provided for LET to be
administered by the PRC.
___________________________________________________________
– Provided for the formulation and adoption of Code of Ethics
for Professional Teachers (from Magna Carta)
Future Direction for the Philippines “Education for All”
1. EFA – Mandated by PD 480
– Vision is anchored on humanitarianism and equalitarianism.
It’s components are:
a.
ECCD - Early Childhood Care and Development
b.
UQPE - universal Quality of Primary Education
c.
EOI - Eradication of Illiteracy
d.
CE - Continuing of Education
2. DECS Own Master Plan for Basic Education
– Looking beyond the realism of the education system
–Strengthening its bonds with its present and potential partners
– Employing more non-traditional means of ensuring that
children stay school
3. Third Elementary Education Project (TEEP)
– DepEd’s response to the Social Reform
– Agenda of the government which aims to raise the
participation of school-aged children in elementary education
– Improve the six-year completion in the elementary schools
4. NEAP – National Educators Academy of the Philippines
– Established while better in service and preservice training
were included in TEEP and the AusAid (Austrian Aid)-assisted
___________________________________________________________
Laws of the Professionalization of Teachers
1. PD 1006 – Decree Professionalizing Teachers
– PBET Passing score = 70, no rating below 50 in any subject
– National Board for Teachers (NBT)
– Results within 150 days
– Professional Teaching Certificates = Evidences
– Registration reciprocity
– No certificate – No practice
2. RA 7836 – Philippine Teacher Professionalization Act of 1994
– Creation of the Board for Professional Teachers consists of a
Chairman, Vice Chairman and three members
– Sec. 16. Report of the Results of the Examination: within 120
days after the exam
– Sec 23. Revocation of the Certificate of Registration:
conviction by a court, immoral/unprofessional, mentally
unsound, malpractice; perpetration of any fraud or deceit;
habitual use of drugs; violation of the code of ethical; failure to
attend seminars
3. RA 9293 – Amendment to RA 7836
– Special permits: para-teachers; international recognition; 5
years inactive teachers take refresher course; 18 units of Prof.
Ed
___________________________________________________________
Teaching as a Vocation and Mission
Vocation – “Vocare” – to call, a calling
Mission – “Misio” – to send, we are sent into the world to
accomplish a mission
Code of Ethics for Professional Teachers
Pursuant to the provisions of paragraph (2). Article 11, or RA 7836,
otherwise known as the Philippines Professionalization Act of 1994
and Paragraph (a), Section 6, P.D. 223 as amended, the Board for
Professional Teachers hereby adopt the Code of Ethics for
Professional Teachers.
Preamble.
Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and
professional competency in the practice of their noble profession,
they strictly adhere to observe, and practice this set of ethical and
moral principles, standards, and values.
Article I – scope and Limitations
Sec 1. The Philippine Constitution provides that all
educational institution shall offer quality education for all
competent teachers committed of its full realization. The provision
of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Sec 2. This Code covers all public and private school
teachers in all educational institutions.
Article II – The Teacher and the State
___________________________________________________________
Sec 1. Schools are nurseries of the future citizens of the
state; each teacher is a trustee of the cultural and educational
heritage.
Sec 2. Shall actively help carryout declared policies of the
state.
Sec 3. Every teacher shall be physically, mentally, and
morally fit.
Sec 4. Possess and actualize a full commitment and
devotion to duty.
Sec 5. Shall not engage in the promotion of any political,
religious, or other partisan interest.
Sec 6. Shall vote and exercise all other constitutional rights
and responsibility.
Sec 7. Shall not use his position or facial authority or
influence to coerce any other person to follow any political course
of action.
Sec 8. Shall enjoy academic freedom and shall have
privilege of expounding the product of his researches and
investigation.
Article III – The Teacher and the Community
Sec 1. As a facilitator, render best service.
Sec 2. Shall provide leadership and initiative to actively
participate in community movements.
Sec 3. Refrain from activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
___________________________________________________________
Sec 4. Study and understand local customs and traditions in
order to have sympathetic attitude, therefore, refrain from
disparaging the community.
Sec 5. Shall help the school keep the people in the
community
informed
about
the
school’s
work
and
accomplishments as well as its needs and problems.
Sec 6. Every teacher is intellectual leader in the leader in
the community, especially in the barangay, and shall welcome
the opportunity to provide such leadership when needed, …
Sec 7. Shall maintain harmonious and pleasant personal
and official relations with other professionals, with government
officials, and with the people, individually or collectively.
Sec 8. A teacher possess freedom to attend church and
worships as appropriate, but shall not use his positions and
influence to proselyte others.
Article IV – A Teacher and The Profession
Sec 1. Shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling.
Sec 2. Shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of
teaching, and shall be at his best all times and in the practice of
his profession.
Sec 3. Shall participate in the Continuing Professional
Education
(CPE)
program
of
the
Professional
Regulation
Commission, and shall pursue such other studies as will improve his
efficiency, …
___________________________________________________________
Sec 4. Shall help, if duly authorized, to seek support from the
school, but shall not make improper misinterpretations through
personal advertisements and other questionable means.
Sec 5. Shall use the teacher profession in a manner that
makes it dignifies means for earning a decent living.
Article V – The Teachers and The Profession
Article VI – The Teacher and Higher Authorities in the Professions
Article VII – School Officials Teachers and Other Personnel
Article VIII – The Teachers and Learners
Article IX – The Teachers and Parents
Article X – The Teacher and Business
Article XI – The Teacher as a Person
Article XII – Disciplinary Actions
Article XIII – Effectivity
BP Blg. 232 – The Education Act of 1982
–
Act providing the establishment and maintenance of an
integrated system of education.
–
Sec 2. This act shall apply to and govern both formal and
non-formal system in public and private schools in all levels
of the entire educational system.
–
State shall promote the right of every individual to relevant
quality education.
___________________________________________________________
–
State shall therefore promote and maintain equality of
access to education as well as the benefits of education by
all its citizens.
–
Sec 9. Rights of the students in school
–
Sec 10. Rights of all school personnel
–
Sec 11. Special rights and/or privileges of teaching or
academic staff
–
Sec 12. Rights of administrators
–
Sec 13. Rights of schools
–
Sec 29. Voluntary accreditation
–
Sec 16 and 17. Teachers and Administrators obligations and
qualifications
–
Sec 41. Government financial assistance to private schools
RA 4670 – Magna Carta for Public School Teachers
–
June 18, 1966
–
Aims to promote and improve the socio-economic status of
public school teachers, their living and working conditions
and their employment and career prospects.
1. Recruitment qualifications for teachers
2. Code of Professional Conduct for Teachers
3. Teaching hours – 6 hours of classroom teaching
4. Additional compensation – 25% of regular remuneration
5. Health and injury benefits – through GSIS
___________________________________________________________
6. 1-year study leave or Sabbatical Leave after 7 years of
continuous teaching, teachers should receive 60% of the 1-month
salary.
7. 1 range salary increase upon retirement (basis computing the
retirement fee)
8. Freedom to form organization
National Budget Circular 514, s. 2007
The DepEd and Department of Budget and Management have
issued the Joint Circular No. 1 s, 2021, amending the National
Budget Circular 514, s. 2007, which grants highest Special HArdship
Allowance to eligible teachers and school heads.
The issuance increased the amount of SHA, from 15-25% of the
monthly basic salary previously, to 25% of the monthly basic salary
of the personnel assigned in hardship posts.
The grant of Special Hardship Allowance is given monthly to
classroom teachers in elementary and secondary schools and
school heads or administrators exposed to extreme difficulties and
hazards, such as difficulty in commuting to the place of work.
Other Laws in Education
RA 10157 – Kindergarten Education Act
RA 9155 – Governance of Basic Education Act of 2001
RA 10533 – Enhanced Basic Education Act
RA 11713 – Excellence in Teacher Education Act
RA 8980 – Early Childhood Care Development Act
RA 7722 – Commission on Higher Education
___________________________________________________________
RA 7796 – Technical Education Skills Development Authority
RA 8190 – Localization Law
5 Pillars of Education
UNESCO’s Education for Sustainable Development Initiative (2012)
presented a conceptual framework for ongoing, lifelong learning.
This model organizes learning into the following five pillars
1. Learning to KNOW – the development of skills and knowledge
needed to function in this world e.g. formal acquisition of
literacy, numeracy, critical acquisition of literacy, numeracy,
critical thinking, and general knowledge.
2. Learning to DO – the acquisition of applied skills linked to
professional success.
3. Learning to Live Together – the development of social skills and
values such as respect and concern for others, and the
appreciation of cultural diversity.
4. Learning to BE – the learning that contributes to a person’s mind,
body, and spirit. Skills include creativity and personal discovery,
acquired through reading, the internet, and activities such as
sports and arts.
5. Learning to Transform Oneself and Society – when individuals
and groups gain knowledge, develop skills, and acquire new
values as a result of learning, they are equipped with tools and
___________________________________________________________
mindsets
for
creating
lasting
change
in
organizations,
communities, and societies.
Philippine Professional Standards for Teachers
7 Domains:
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development
Career Stages:
a) Beginning Teachers 0-1
b) Proficient Teachers 1-2
c) Highly Proficient Teachers 3-5
d) Distinguished Teachers - more than 5 years
Philippine Qualifications Framework
Level 1 – NC I
Level 2 – NC II
Level 3 – NC III
___________________________________________________________
Level 4 – NC IV
Level 5 – DIPLOMA (2-year course)
Level 6 – BACHELOR’S
Level 7 – MASTER’S
Level 8 – DOCTORAL
21st Century Skills (4C’s)
1. Critical Thinking
2. Collaboration
3. Communication
4. Creativity
Continuing Professional Development
RA 10912 – Continuing Professional Act of 2016
–
CPD Programs consist of activities that range from structured
to nonstructured activities, which have learning processes
and outcomes.
a) Formal learning
b) Nonformal learning
c) Informal learning
d) Self-directed learning
e) Online learning activities
___________________________________________________________
f) Professional work experience
Changing Global Landscape for 21st Century Learners
“If we are to select and prepare the new generation of teachers
equipped with the knowledge, skills and values to help their
culturally different and socially advantages students to learn, and
to become socially responsible citizens, significant changes are
needed.” – Delor’s Report
New Learning Environment
-
Learner-centered
-
New spaced and borderless
-
Enhanced opportunity for creativity and innovations
-
Use of ICT
New Learning Contents
With the new learning environment and the explosion of
knowledge, content or subject matter of learning has been
modified
-
Integrates/interdisciplinary
-
Demand-driven
-
Emphasis on learning tools on how to retrieve knowledge
-
Balance of scientific, technological, cultural, global, local
concepts
New Processes of learning
With the advancement in the study of the mind and
cognition, various processes of learning evolved with human
intervention of teachers and peers as well as non-human
intervention of artificial intelligence (AI) of robots. With these
___________________________________________________________
advancements, different processes of learning and the methods
to facilitate these have evolved. Multiple ways are:
1. Face to face when learners and teachers are confined in the
same learning space at the same time with the teacher
facilitating learning.
2. Distance learning when teaching learning is mediated by
traditional (modules in print) or modern technology (online or
offline) without the physical presence of the teacher in a virtual
class. It can be synchronous or asynchronous.
3. Blended modalities when teaching and learning is facilitated
through face to face or distance learning which enable to the
teachers and learners to have both physical presence and
physical absence in the teaching-learning process.
4. Experiential and lifelong when learners are immersed into the
real-life situation, such that learning becomes more authentic and
meaningful.
New Types of Learners
-
Does now have age boundaries. Learners maybe are in an
informal, formal or informal setting.
-
A confident person who thinks independently and critically
and who communicates effectively
-
Self-directed
and
who
questions, reflects and takes
responsibility for his/her own learning
___________________________________________________________
-
A concerned citizen, informed about the world and local
affairs, has a strong sense of civic responsibilities and
participates actively in improving the lives of others
-
A member of the new generation: pop-culture, different
ways of thinking, responding.
Personal Qualities of a Good Teacher
1. Intelligence
2. Compassion
3. Emotional Stability
4. Innovativeness
5. Fairness
6. Professionalism
7. Drive
8. Self-confidence
9. Cooperativeness
10. Buoyancy – soft/flexible but firm
11. Reliability
Global Education and Global Teacher
Global Education
___________________________________________________________
-
UNESCO defines global education as a goal to develop
countries worldwide and is aimed at educating all people
in accordance with world standards.
-
A curriculum that is international in scope which prepares
today’s youth around the world to function in one world
environment
under
teachers
who
are
intellectually,
professionally, and humanistically prepared.
-
About the diversity understanding the difference and
teaching the different cultural groups in their own context
to achieve the goals of global education as presented by
the United Nations.
Global Teachers
-
Who
is
competent
and
armed
with
enough
skills,
appropriate attitude and universal values to teacher
learners at home or abroad but is equipped with both time
tested as well as modern technologies in education in any
time and any place in the world.
-
Who thinks and acts both locally and globally with
worldwide perspectives, but is teaching in the communities,
localities, towns, provinces, and regions where he or she is
situated.
___________________________________________________________
Professional Education:
THE TEACHER AND THE SCHOOL
CURRICULUM
The Nature of Curriculum
The Curriculum
-
A complex and broad term to be defined
-
The cumulative tradition or organized knowledge
-
The sum total of all learning content, experiences and
resources
-
Everything that which goes on with in the school
“The Sabre-Tooth Curriculum by Harold Benjamin (1939) The story
was written in 1939. Curriculum then, was seen as a tradition of
organized knowledge taught in schools of the 19th century. Two
centuries later, the concept of a curriculum has broadened to
include several modes of thoughts or experiences.
Perspectives:
Traditional
Progressive
– A product (what?); can be
seen or present or present
inside the schools; e.g.
materials and equipment
– Both a process (how?) and
a product; a material or an
experience
– Never changing;
permanent
– Ever changing; dynamic
– Just planned; intentional
___________________________________________________________
– Can be planned;
unintentional
– Obvious
– Includes those that are
hidden
Theorist – Hold individual notion about curriculum
A. Traditional Point of View
1. Franklin Babbit – Father of curriculum
–
Coined the term curriculum
–
Published the first book of curriculum development “The
Curriculum”
–
A preparation for adult life
–
“For the future”
2. Werret Charters – Curriculum is just a subject or content
3. William Kilpatrick – Proponent of project method
– An activity or purposive activity
4. Harold Rugg – Curriculum is a planned activity
–
Should
give
emphasis
on
the
teaching
of
social
science/studies
5. Hollis Caswell – A set of experience
– Should revolve around things about social functions
6. Ralph Tyler – It’s just an extension of the philosophy of the school
and the teacher (set of beliefs)
___________________________________________________________
7. Robert Hutchins – Curriculum is a permanent study
8. Arthur Bestor – A course of study (list of subject, syllabus); mission
of the school should be intellectual training,
9. Joseph Shwab – A field of study or discipline
– Compose of multiple subjects revolve around one
academic study
10. Phillip Phenix – curriculum should consist entirely of knowledge
which comes from various disciplines.
B. Progressive Point of View
1. John Dewey – education is experiencing; reflective thinking
2. Holin Caswell and Kenn Campbell – all experiences children
have under the guidance of teachers.
3. Othaniel Smith, William Stanley and Harlan Shore – sequence of
potential experiences
4. Colin Marsh and George Willis – all experiences in the classroom
which are planned and enacted by the teacher and also learned
by the students.
These theorists all agree that curriculum is a SCIENCE, a
systematic/logical/purposive/well-arranged
Three Ways of Approaching a Curriculum
1. Curriculum as a Content or body of Knowledge
– curriculum as a topic outline, subject matter, or concepts to be
included in the syllabus or books.
2. Curriculum as a Process
___________________________________________________________
– curriculum links to the content; how to teach the content; the
process will result in various curriculum experiences for the learners.
3. Curriculum as a Product
– a student equipped with the knowledge, skills and values to
function effectively and efficiently.
The Lesson Plan
Lesson Plan – A form of curriculum
–
With purpose, systematic and logical
–
Also
called
“minisculel
curriculum”
because
curriculum share similar components:
Lesson Plan
1. Objectives
Curriculum
1. Goals
- most important
- why are we teaching?
2. Subject matter
2. Content
- what are you teaching?
3. Learning activities
3. Instruction
- how are you teaching?
4. Evaluation
-
how much? To what
extent?
4. Assessment
LP
and
___________________________________________________________
5. Assignment
●
Alignment – quality is determined if objectives are aligned
-
Other components are match with the most important
components
Outcomes-based Education – All are guided by your goals
–
If the most important component is the objective
–
You make it clear what your students need to accomplish
1. Objectives
a) Three target areas: Cognitive
Affective
Psychomotor
b) Formulation:
A – audience is the recipient of the process
B – behavior consists the action words
C – condition are materials or time needed
D – degree is the level of the action
c) Cognitive Domain
1. Knowledge – plain and ordinary remembering of
facts
2. Comprehension – attach meaning to the fact
3. Application – use of the facts
___________________________________________________________
4. Analyzing – breaking down the facts
5. Synthesis – putting the facts together; create is to
formulate
6. Evaluation – judging the worth or quality of the
fact
2. Subject Matter
3.
Learning
Activities
–
principles,
approaches,
methods,
strategies, and techniques
a. Principles – general rules or doctrines in teaching
– all teachers should follow the doctrines
b. Approaches – perspective or point of view towards
teaching
– not agreed upon by all
c. Methods – procedure (inductive, deductive)
– steps teachers follow when teaching
– arrange in order
d. Strategies – specific learning activities inside the
classroom
e. Techniques – personal way of teaching; art of teaching;
unique to every teacher
4. Evaluation – interpretation of data for decision making
a. Reteaching – fail entirely; not successful
b. Remedial – partially successful; reteach weak points
___________________________________________________________
c.
Enhancement
–
exceeded
the
objectives;
add
supplementary activities (more difficult)
5. Assignment – optional; a) reinforce the present lesson, b) set the
materials for the next lesson
Levels of Curriculum
The aim is to bring the curriculum to the recipient.
1. Societal Level – started and happens in the society
– public stakeholders develop the curriculum
2. Institutional Level – school/university/colleges
– agencies of learning (DepEd, TESDA, CHED)
– curriculum modification
– local educators or lay people are teachers not involve in
the actual teaching
– transfer curriculum into teachable area
3. Instructional Level – happens inside the classroom
– curriculum execution
– classroom teachers
4. Experiential Level – learners are present
– learners receive the curriculum
– learning means change in behaviour
Curricularist
___________________________________________________________
These are specialists or professionals in the field of curriculum.
Teachers can also be called as a curricularist if he is one of the
following:
1. Knower – understands the curriculum; gives attention to the
“what of the curriculum”
2. Planner – preparing the curriculum; lesson plan
3. Writer – able to write or preserve the curriculum; for publication
4. Initiator – open minded to change in curriculum
5. Implementer – executes the curriculum; best in the “how?”
6. Innovator – think in a creative way; resourceful
7. Evaluator – check the attainment of the goals
Types of Curriculum Operating in School
1. Recommended Curriculum – proposed curriculum by experts,
professionals, or agencies of learning
– reforms in school e.g. K12 Curriculum
– not necessarily written
2. Written Curriculum – converted into written form or document;
They come in the form of course of study, syllabi, modules, books
or instructional guides among others. A packet of this written
curriculum is the teacher’s lesson plan.
examples of CHED Memorandum Order, s. 2017:
CMO 74 – BEEd
___________________________________________________________
CMO 75 – BSEd
CMO 76 – BECEd
CMO 77 – SPED
CMO 78 – TLE
CMO 79 – TVE
CMO 80 – PE
CMO 81 – Sports Science Education
CMO 82 – Culture & Sports Education
3. Taught Curriculum – action implementation; the teacher and
the learners will put life to the written curriculum.
– The taught curriculum will depend largely on the teaching
style of the teacher and the learning style of the learners.
4. Supported Curriculum – materials or facilities that supports the
teaching and learning process
5. Assessed Curriculum – anything that we do to check or know if
the goal if attained
6. Learned Curriculum – changes in behaviour; the positive
outcome of teaching is an indicator of learning.
7. Hidden Curriculum – unintentionally; not deliberately planned,
but has a great impact on the behaviour of the learner.
Major Types of Curriculum
1. Subject-Centered
2. Learner-Centered
___________________________________________________________
a. focus on the content
a. interests and abilities of
the students
b. reference is textbook
b. primary reference is the
experience of students
c.
purpose
is
for
the c.
mastery
purpose
is
for
the
experience
d.
indirect
teaching;
d. direct teaching or direct discovery learning
transmission
e. learner dominated
e. teacher dominated
f. teacher is facilitator of
f. teacher is dispenser of
learning
knowledge
g. active students
g. students are passive
h. information is utilized
h. information is stored
i. teacher for the present
i. teaching for the future
j. exploratory strategy
j. expository strategy
3. Problem-Based – highly dependent on the society
– change/restore social order
___________________________________________________________
Foundations of Curriculum
A. Sociological Foundations – answers the question “why?”
– mutual relationships of society and curriculum; society can
change the curriculum and vice versa
B. Philosophical Foundations – answers the question “why?”;
starting point of curriculum decision
– traditional and progressive
branches:
a. Metaphysics – deals with the origins of beings
– physical and beyond
b. Epistemology – knowledge
c. Logic – reason
d. Axiology – values
Philosophy
Descriptions
1. Perennialism
Aim: To educate the rational
person; cultivate intellect
Role: Teachers assist students to
think with reasons (critical thinking
HOTS)
Focus: Classical subjects, literary
analysis. Curriculum is enduring
Trends: Use of great books (Bible,
Koran, Classics) and Liberal Arts
2. Essentialism
Aim: To promote intellectual growth
___________________________________________________________
of learners to become competent
Role: Teachers are sole authorities in
the subject area
Focus: Essential skills of the 3Rs;
essential subjects
Trends: Back to basic, excellence in
education, cultural literacy
3. Progressivism
Aim: Promote democratic social
living
Role: Teacher leads growth and
development of lifelong learners
Focus: Interdisciplinary subjects.
Learner-centered, Outcomesbased
Trends: Equal opportunities for all,
Contextualized curriculum,
Humanistic education
4. Reconstructionism
Aim: To improve and reconstruct
society. Education for change
Role: Teacher acts as agent of
change and reforms
Focus: Present and future
educational landscape
Trends: School and curricular reform,
Global education, Collaboration
and Convergence, Standards and
Competences
C. Psychological Foundations – answers the question “how?”
a. Behavioral – observable behavior
___________________________________________________________
b. Cognitive – mental processes
c. Humanistic – child’s growth and development
Theorist
Theory
Ivan Pavlov
(1849-1936)
Father of the Classical Conditioning
Theory, the S-R Theory
Edward Thorndike
(1874-1949)
Connectionism Theory
Robert Gagne
(1916-2002)
Hierarchical Learning Theory.
Jean Piaget
(1996-1980)
Cognitive development
Lev Vygotsky
(1896-1934)
Socio-cultural development theory
Howard Gardner
Gardner’s Multiple Intelligences
Daniel Goleman
Emotion contains the power to affect
action.
Gestalt
Gestalt Theory: Learning is explained in
terms of “wholeness” of the problem
Abraham Maslow
(1902-1970)
Self-Actualization Theory and classic
theory of human needs
Carl Rogers
(1902-1987)
Non-directive and Therapeutic Learning
John Dewey
Considered two fundamental elements
___________________________________________________________
(1859-1952)
- schools and civil society - to be major
topics needing attention and
reconstruction to encourage
experimental intelligence and plurality.
Alvin Toffler
Wrote the book Future Shock:
knowledge should prepare students for
the future
D. Historical Foundations – answers the question “when?”
Theorist
Contribution
Franklin Bobbit
(1876-1956)
He started the curriculum movement;
Curriculum is a science that emphasizes
students’ needs
Werret Charters
(1875-1952)
Objectives and activities should match.
William Killpatrick
(1875-1952)
Curricula are purposeful activities which
are child- centered
Harold Rugg
(1886-1960)
Curriculum should develop the whole
child. IT IS CHILD-CENTERED.
Hollis Caswell
(1901-1989)
Curriculum is organized around social
functions of themes, organized
knowledge and learner’s interest.
Ralph Tyler
Curriculum is a science and an
___________________________________________________________
(1902-1994)
extension of school’s philosophy. It is
based on students’ needs and interests.
Hilda Taba
(1902-1967)
She contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in
social studies curriculum.
Peter Oliva
(1992-2012)
He described how curriculum change is
a cooperative endeavor.
Curriculum Approaches
1. Behavioral – give attention to the plan or blueprint
2. Management – school management and supervision
3. Systems – relations of stakeholders
4. Academic – contents, subjects, or lessons are centered
5. Humanistic – focus on the experiences of students
Curriculum Development Phases
1. Planning – specify goals
2. Design and Organization – selection and organization of
content
3. Implementation – execution
4. Evaluation – CIPP model (context, input, process, product) for
assessment
___________________________________________________________
5. Improvement or Change
Selection of Content
1. Validity – match to the goals
2. Feasibility – content is practical in terms of time and resources
3. Usefulness/Utility – helpful/valuable to the teacher and learner
4. Integration – interconnectedness of subjects
5. Scope – coverage of the content
6. Interest – learnability; attractiveness
7. Continuity – More difficult; repetition with depth
8. Appropriateness – suited to the level of the child
Elements of Curriculum Content (B A S I C S)
1. Balance – content is fairly distributed across domains
2. Articulation – vertical connection (level to level)
3. Scope – wide area of study
4. Integration – horizontal connection (subject within levels)
5. Continuity – spiral; repetition with depth
6. Sequence – order of content
___________________________________________________________
Categories of Curriculum Change
1. Substitution. The current curriculum will be replaced or
substituted by a new one.
2. Alteration. There is a minor change to the current or existing
curriculum.
3. Restructuring. Major change or modification in the school
system. Example is the K to 12 curriculum.
4. Perturbations. These are changes that are disruptive, but
teachers have to adjust to them within a fairly short time.
5. Value orientation. This is a type of curriculum change through
which is given to the teachers in response to shifts in emphasis.
___________________________________________________________
Professional Education:
THE CHILD AND ADOLESCENT
DEVELOPMENT
I. Basic Concepts of Human Development
A. Human Development
1. Development – growth, progress, advancement, improvement
– can be positive or negative
– increase in complexity of function and skill progression
2. Growth – quantifiable amount of change in body dimensions
3. Maturation – change that comes with age; internal ripening
4. Learning – change comes from experience
B. Approaches in Human Development
1. Traditional Approach – declining adulthood
2. Life-span Approach – increasing continuously
characteristics:
a) lifelong
b) multidimensional: cognitive, affective, psychomotor
c) plastic, adaptable to change
d) contextual, situational
e) involves growth, maintenance and regulation
___________________________________________________________
processes:
a) cognitive
b) socioemotional
c) biological
C. Principles of Human Development
1. continuous or lifelong
2. gradual
3. sequential
a) Cephalocaudal – vertical/downward; head to toe
development
b) Proximodistal – horizontal; inner body going out
4. general to specific; simple to complex
5. predictable – patterns or stages
7. product of both heredity and environment; nature and nurture
8. multidimensional – physical, social, emotional, cognitive
D. Factors Affecting Development
1. teratogens – causes abnormalities (teratology)
2. child nutrition
___________________________________________________________
3. exceptional development
E. Issues on Human Development
1. nature vs. nurture
2. continuity vs. discontinuity – gradual or stages
3. stability vs. change – stability: personality traits present during
infancy endure throughout the lifespan; change: personalities are
modified by learning and interaction
II. Stages and Tasks of Human Development
A. Stages & Characteristics of Human Development
P I E M A E M L by John Santrock
1. Pre-natal – conception to birth
phases:
Germinal/zygote
0-2 weeks
Fertilization
Zygote
divides
(blastocysts)
Zygote
implants
into the uterus (10
days)
Embryonic
2-8 weeks
Organogenesis
Cell differentiation
intensifies
Life
supporting
systems develop
___________________________________________________________
Organs appear
Endoderm - inner
layer
of
cell;
develop
into
digestive
and
respiratory system
Ectoderm - middle
layer; turns into
other
body
systems
Ectoderm
outermost
layer;
nervous
system,
sensory receptors,
skin
part
(integumentary)
Fetus
8 weeks – birth
Other
organs
appear
Genitals appear
Prenatal reflexes
Fingernails/toenail
s, skin
Eyes,
grasping
reflex,
irregular
movements,
16
inches, 3 pounds,
organ complete
___________________________________________________________
2. Infancy – birth to 10-24 months
a. Formative years of development
b. Extreme dependence on adults
c. Language Development (cry – newborn)
d. Usually eats every 2 to 3 hours
e. Uncoordinated movements
f.
Toothless
g. Poor vision
h. Responds to human voice and touch
3. Early Childhood – end of infancy to 5-6 years
a. Preschool stage
b. Language and transductive reasoning
c. Initial socialization experience
d. Wants to be just like parents
e. Vivid imagination; indistinct
4. Middle and Late Childhood – 6 to 11 years
a. School age or elementary years
b. Age of conformity
c. Habit formation stage
d. Large and small muscles well-developed
e. Acceptance by peers very important
f.
Parental approval still important
5. Adolescence – 10 to 12 years
a. rapid physical changes
b. development of sexual characteristics
c. pursuit of independence and identity
d. thought is more logical, abstract, and idealistic
e. more time spent outside the family
___________________________________________________________
f.
search for identity
g. extremely concerned with appearance
6. Early Adulthood – 20-40 years
–
time
of
establishing
personal
and
economic
independence
– career development
– need for love and intimacy (family)
a. Physical development complete
b. Emotional maturation continues to develop
c. Usually learned to accept responsibility for actions and
accept criticism
d. Usually knows how to profit from errors
e. Socially progress from age-related peer groups to people
with similar interests
7. Middle Adulthood – 40-60 years
– time of expanding personal and social involvement and
responsibility
– reaching maintaining satisfaction in a career
– concern for the welfare of the future generations
a. Physical changes begin to occur
▪ Hair begins to thin and gray
▪ Wrinkles appear
▪ Hearing and vision decrease
___________________________________________________________
▪ Muscle lose tone
b. Main concerns: children, health, job security, aging
8. Late Adulthood – 61 years to death
– time for adjustment to decreasing strength and health
– adjustment to new social roles
– life review; retirement
a. Physical deterioration (brittle bones, poor coordination)
b. Some memory problems
c. Coping with retirement and forms of entertainment
d. Very concerned with health and finances
e. Significant number become depressed; suicide rate is high
B. Developmental Tasks
By Robert Havighurst
–
Foundation; prerequisite
–
Learned at a specific age, makes achievement of tasks at a
later age possible
–
When the timing is right, the ability to learn a task will be
possible (teachable moment)
Influences:
a) social influence – pressures of society; cultural standards
of a given society (unique)
b) psychological influence – personal values; individual’s
personality and interest
c) biological influence – physical maturation; body can or
cannot take on those tasks
___________________________________________________________
Stages:
Infancy and Early
Childhood
0 to 5 years
▪ Learning to walk
▪ Learning to take solid
food
▪ Learning to talk
▪ Learning to control
the elimination of
body wastes
▪ Getting ready to
read
Middle Childhood
6 to 12 years
▪ Learning to get along
w/ age mates
▪ Learning appropriate
masculine or feminine
social role
▪ Developing
fundamental skills in
learning
▪ Developing
conscience, morality,
and a scale of values
▪ Achieving personal
independence
▪ Developing
acceptable attitudes
Adolescence
13 to 17 years
▪ Establish emotional
independence
▪ Learn skills needed
for productive
occupation
___________________________________________________________
▪ Achieve
gender-based social
role
▪ Establish mature
relationships with peers
▪ Desiring and
achieving socially
responsible behavior
Early Adulthood
18 to 35 years
▪ Selecting a mate
▪ Learning to live with a
marriage partner
▪ Starting a family;
rearing children;
managing a home
▪ Getting started in an
occupation
Middle Age
36 to 60 years
▪ Maintain a standard
of living
▪ Perform civic and
social responsibilities
▪ Maintain a
relationship with
spouse
▪ Adjust to
physiological changes
Later Maturity
61 and above
▪ Adjust to
deteriorating health
▪ Adjust to retirement
▪ Meet social and civil
obligations
___________________________________________________________
▪ Adjust to loss of
spouse
III. Motor Development
A. Human Primitive Reflexes
– survival
– identify normal brain and nerve activity
– aid the development of the gross and fine motor skills
a. sucking reflex
b. rooting reflex
c. grasping reflex
d. curling reflex
e. startle/moro reflex
f.
tonic neck reflex - fencing position
g. galant relex
B. Gross and Fine Motor Skills
1. Gross Motor Skills – big muscles; standing, walking, running,
sitting
2. Fine Motor Skills – small muscles; holding a pen, writing, cutting,
stacking blocks
C. Elements of Motor Skills
1. Agility – capacity to change course
– controlling the direction and position of your body while
maintaining momentum
___________________________________________________________
2. Balance – ability to stabilize your body
– static: standing or upright
– dynamic: stability in motion
3. Coordination – synchronization of your senses and your body
parts
4. Speed – ability to move your body swiftly
– perform a movement within a short period of time
5. Power – combination of speed and muscular force
– ability to transfer energy into a force at a rapid pace
6. Reaction Time – relates the time between one of your sense
recognizing a stimulus and your body reacting in response
IV. Other Concepts of Development
A. Brain Development
1. Brain – one of the largest and most complex organ in the body
50 billions neuron at birth
At 10, half the brain cells connections
Myelination - foundation for brain activity
Brain weight - 1200-1400 kg; newborn has 25% kg
2. Plasticity – ability to adapt to change in response to learning or
injury
3. Pruning – degradation of neurons because of aging
___________________________________________________________
4. Myelination – enables nerve cells to transmit information faster
and allows for more complex brain processes
5. Learning Plateau – performance over time; a flat place in a
learning curve, indicating a period of little or no progress
Major parts: a) cerebrum – intelligence
b) cerebellum – fine motor
c) brainstem – involuntary functions
Lobes:
a) frontal – judgment, decision-making, planning,
intelligence
b) temporal – memory, hearing
c) parietal – senses, body position, penmanship
d) occipital – visual processing
Hemisphere:
___________________________________________________________
B. Temperament Categories
Temperament – a child’s emotional and behavioural style
of responding to the world
Trait
Description
1. Activity
Energy level and amount of
movement
High - on the go
Low - slow engage
2. Mood
Typical emotional outlook
Negative; happier
3. Threshold for distress
Reaction to sensory stimuli
High Low - reactive/sensitive
4. Rhythmicity
Regularity of activitiesEating,
sleeping, toiletry
5. Intensity of response
Amount of energy spends on
a positive or negative
reaction
High - powerful reactions
Low - react very mild
6. Approach-withdrawal
technique
Response to a new situations
Approaching - excited
Withdrawing - slow to warm
up
7. Distractibility
Distracted
environment
by
their
___________________________________________________________
Low - focused
High - shift attention
8. Adaptability
Transition of activities
Hugh - without much trouble
Slow - hard time transitioning
9. Persistence
How long to stick to a task
High - work hard to figure out
Low persistence - move to
other tasks if one is difficult
Separation anxiety in children is a developmental stage in which
the child is anxious when separated from the primary caregiver
(usually the mother)
V. Theories on Human Development
A. Stages of Language Acquisition
– Sternberg
1. crying – first acquisition
2. cooing – vowel sounds
3. babbling – consonance
4. holophrastic – one utterances
5. two-word utterances
6. basic adult sentence
telegraphic speech – incomplete
B. Language Acquisition Device (LAD)
___________________________________________________________
– Noam Chomsky, the Father of Modern Linguistics
– Humans are biologically preconfigured to learn language
– LAD is a metaphorical organ to language learning
– Universal Grammar Theory believed that the ability to
learn grammar is built into the human brain from birth regardless
of language; mental grammar
– children do learn from interaction; they hear, associate,
then experiment
– acquire and produce language
Nativist Theory of Language – instinct or innate facility
C. Stages of Play
– Mildred Parten
– Play is a self-regulation, promoting language, cognition,
and social competence
– preschool years
Stage
Characteristics
1. Unoccupied play
Directs attention to anything
that is interesting
2. Onlooker play
Watching others play, but
does not play with them
3. Solitary play
Playing alone
___________________________________________________________
4. Parallel play
Plays beside someone and
not with them
5. Associative play
Plays with others but with no
task assignment
6. Cooperative play
Plays with others bound by
agreed rules and roles
D. Stages of Drawing
– Viktor Lowenfeld
Stage
1. Scribbling
Description
Transitional
Benchmark
- 2 to 4 years’ old
- movement
- not choosy with
colors
creation
of
closed
shapes
and naming of
scribbles
- tell stories
___________________________________________________________
- longitudinal
-
disordered
(circular)
2. Pre-schematic
- 4 to 7 years’ old
- vidual idea
- favorite color
creation
of
tadpole people
(no neck)
little
understanding of
space
schema
is
developed
- human/animal
figure
- circular images
with lines
3. Schematic
- 7 to 9 years’ old
choosing
of
colors
for
representation
- tool for visual
communication
- use of baseline
- space
exaggeration
between figures
- express strong
feelings
4. Dawning realism
- 9 to 11 years’ old - self-awareness /
- child becomes self-critical
aware of a lack of
ability
to
show
objects the way
they appear in the
surrounding
environment
___________________________________________________________
5. Pseudo realistic
- 11 to 13 year’s product
old
becomes
- making the visual important
art was of great
importance
most
E. Psychoanalytic Theory
– Sigmund Freud, the Father Modern Psychology
– personality is a pattern of thoughts, feelings, and
behaviors that make a person unique
1. Tripartite Personality
a) Id – first to emerge; pleasure principle; immediate
gratification
b) Ego – preschool; practical principle; reality principle;
balancing and deciding agent
c) Super Ego – moral; conscience principle; right and wrong
F. Psychosexual Theory
– O A PHA LA GE by Sigmund Freud
– Libido, instinctual or sexual drive
– Erogenous zone, sensitive to stimulation, focus of pleasure
– Fixation, result of failure to satisfy needs of a particular
stage
___________________________________________________________
Stage
1. Oral
0 to 2
years
Center of
Pleasure
Mouth
Infancy
2. Anal
2 to 3
years
Life Event
Fixation
Breastfeed;
eating
or
thumb-sucki
ng
Oral
receptive –
over-eating,
smoking, alcoholism,
drug addiction
Oral aggressive –
thumb sucking, nail
biting,
finger
chewing,
curses,
gossips
Anus and Toilet
bladder
training
Toddlerho
od
3. Phallic
- 3 to 6
years
Early
childhood
Anal expulsive – type
B
personality;
disorganize,
late,
rebellious, oversharer
Anal retentive – type
A
personality;
perfectionist, OCD,
punctual, selfish
Genital
Exploration
stage
Sexual deviance
Confused or weak
Oedipal
sexual
identity
complex – (asexual)
son
to
mother
___________________________________________________________
Electra
complex –
daughter to
father
4. Latency
- 6 to 12
years
Hidden
Dormant
stage; sleep
Genital
Reactivation Development
of
of
sexual primary
and
impulse
secondary
sex
characteristics;
attraction to the
opposite sex
Middle
and late
childhood
5. Genital
- 12 and
above
Adolesce
nce and
up
Focus on physical
and
intellectual
activities; attraction
to
same
sex;
elementary
G. Psychosexual Theory
- T A I I I I G E by Erik Erikson
– Psychosocial crisis – how a person’s individual needs
(psychology) mesh with the needs and demands of society
(society)
– maladaptation – too much positive
– malignancy – too much negative
– virtue – balance
___________________________________________________________
Stage
Period
Goal
Question
1.
Trust vs.
Mistrust
0 to 18
mos
(infancy)
Hope
Can I trust
people?
2.
Autonomy
vs. Shame
and Doubt
18 mos to
3 yrs
Will
Can I do
things on
my own or
rely on
others?
3.
Initiative vs.
Guilt
3 to 6 yrs
(early
childhoo
d)
Purpose (plan)
Am I good
or bad?
4.
Industry vs.
Inferiority
6 to 12 yrs
Competence
(actions)
Am I
successful
or
worthless?
5.
Identity vs.
Role
Confusion
12 to 18
yrs
(adolesc
ence)
Fidelity
Who am I
and where
am I
going?
6.
Intimacy
vs. Isolation
18 to 40
yrs
(early
adulthoo
d)
Love
Am I loved
and
wanted?
(toddlerh
ood)
___________________________________________________________
7.
Generativity 40 to 65
vs.
years
Stagnation
(middle
adulthoo
d)
Selflessness
Will I
produce
something
of real
value?
8.
Ego
Integrity vs.
Despair
Wisdom
Did I live a
meaningfu
l life?
65 to
death
(late
adulthoo
d)
H. Schema Theory
– Jean Piaget
1. Schema – cognitive structure’ mental framework; concept
2. Assimilation – same schema; fitting new information
3. Accommodation – arrange and create
4. equilibration: disequilibrium
5. balance: confusion
___________________________________________________________
I. Cognitive Development Theory
– S P C Fo by Jean Piaget
– intelligence is developed
1. Sensorimotor
– birth to 2 years
– explore the world through senses and actions
– differentiate self from objects
– separation anxiety or stranger anxiety
– object permanence, something exists
– mental representation, may not see it
2. Pre-operational
– 2 to 7 years
– emergence of language skills
– words become symbols for objects
– incapable of logical thinking
–
transductive
reasoning,
connects
two
events
in
coincidence, no relation at all
a) symbolic functioning
b) centration – focus on one aspect
c) lack of conservation – see the amount differently when
the appearance changes
d) animism – give life-like characteristics to objects
___________________________________________________________
e) irreversible thinking – cannot bring back to original form;
cannot be undone
f) egocentrism – inability to see other’s point of view
g) intuitive thoughts – lots of questions
3. Concrete Operational Stage
– 7 to 11 years
– learn symbols and concepts, time, space, shape, size
– thinking becomes more logical and systematic
a) think logically
b) conservation – 20-peso coins are same with 20-peso bill
d) reversibility
e) seriation – ability to arrange things in specific order
f) decentering – seeing other aspects
g) elimination of egocentrism
4. Formal Operational Stage
– 11 to 18 years
– develop logical reasoning
– decreased egocentricity
___________________________________________________________
– deductive and analytical reasoning
–
can
understand
abstract
concepts
(hypothesis
formulation)
J. Sociocultural Development Theory
– Lev Vygotsky
– children learn through social interaction
– people in mentor-like positions play a crucial role (MKO)
– Important Factors: 1) socialization – interaction, 2) culture
– language.
– more on cognitive development (cognitivist) to develop
reasoning thinking
1. Zone of Proximal Development (ZPD)
– the gap between the actual and potential development
2. Actual development – can do on their own
3. Potential development – can do with help of others
4. More Knowledgeable Other – a person who has better
understanding or a higher ability level than the learner; the one
who provides scaffolding.
5. Scaffolding – a competent assistance or support; aids the
learning process
K. Theory of Moral Development
___________________________________________________________
– PM GoodLuck SaU by Lawrence Kohlberg
– the focus is the intentions of an individual
– 3 levels with 6 stages
Level
1. Pre-conventional
- consequences of
actions
Stage
Characteristics
1.
Punishment-Avoidan
ce and Obedient
2 to 4 years
Fear of
punishment
2. Mutual Benefit
5 to 9 years
Exchange of
favors
2. Conventional
- based on social
norms
3. Good boy, Good
girl
7 to 12 years
Social approval
4. Law and Order
12 to 15 years
Following
established rules
3. Post-conventional
- based on
principles
5. Social Contract
15 to 20 years
Common goof
6. Universal-Ethical
Principle
20 and above
Conscience
L. Ecological System Theory
– Mi M E Ma C by Urie Bronfenbrenner
– Learning is affected by the kind of environment we are in
or within the context of child’s environment
___________________________________________________________
– Influence of social environments in human development
1. Microsystem – the innermost level that contains the structure
that has direct contact with the child
–
activities,
social
roles,
and
interpersonal
relations
experienced by the person face to face
– immediate environment
2. Mesosystem – connections between the structure of the child’s
microsystem (ex. parent-teacher)
– comprise linkages and taking place between two or more
settings containing the developing person
3. Exosystem – indirectly affects the child
– ex. Parent’s workplace
4. Macrosystem – outermost level that includes the values,
customs, laws, beliefs, and culture.
5. Chronosystem – changes or consistencies on a person’s lifespan
– ex. migration, disaster, terrorism
Learners with special education needs
●
Geographically isolated
●
Chronic illness
●
Displaced due to armed objects
●
Urban resettlement
●
Disasters
●
Child abuse and child labor practices
___________________________________________________________
M. Parenting Styles
– Diana Baumrind
– emotional climate refers to the behaviour of parent’s style
Style
Demand
Responsiveness
Characteristics
of a Child
1. Authoritative
Independent;
good
self-esteem;
happy
and
content
2. Authoritarian
Less
independent;
low
self-esteem
3. Permissive
Poor
self-control;
egocentric
4. Negligent/
Uninvolved
Impulsive;
cannot
self-regulate
a. Supportive – child-centered
1. authoritative – active child; reciprocated
2. permissive – low control; indulgent relationship
b. Unsupported – parent-centered
1. authoritarian – passive child; controlling
2. negligent – uninvolved; rejecting
___________________________________________________________
N. Emotional Quotient
– Daniel Goleman
– emotional intelligence refers to the ability to identify his
own and other’s emotions
1. Self-awareness – recognize own emotions and how they affect
your thoughts and behvior
2. Self-management – control and impulsive feelings and
behaviors, manage your emotions in healthy ways
3. Motivation – drive; goal setting; optimism and resilience;
consistency, high standards, quality
4. Empathy – put yourself in someone else’s shoes; see a situation
in other’s perspective; social awareness; respect
5.
Social
Skills
teamwork/collaboration;
–
relationship
leadership;
management;
conflict
resolution;
communication skills
O. Attachment Theory
– John Bowlby
– emotional bond with another person
I. Patterns of Attachment
1. Secure Attachment – caregivers were responsive to the needs
– when the caregiver leaves, the child becomes upset and
gets happy when the caregiver come back
___________________________________________________________
– seeks comfort; prefer parents
2. Anxious Ambivalent – caregivers were inconsistent, sometimes
overly involved, other times withdrawn
– child becomes distressed when parents leave
– does not seem reassured or comforted when the parent
come back
– child is suspicious of strangers
3. Avoidant Attachment – caregivers were not responsive, often
dismissive
– child may avoid parents
– child might not reject attention from parents, but they do
not seek comfort either
– shows no preference for parents over strangers
4. Disorganized Attachment – caregiver was frightening, may be
neglectful or abusive
– child displays inconsistent behaviors; a mixture of
avoidant and resistant
– child may seem confused or apprehensive of the
presence of a caregiver
___________________________________________________________
II. Stages of Attachment
1. Pre-attachment
birth - 6 weeks
no particular attachments
2. Indiscriminate
6 weeks - 7 months
preference for primary and
secondary caregivers
3. Discriminate
3+ months
strong attachment to one
specific caregiver
4. Multiple
10+ months
growing bonds with other
caregivers
O. Information Processing Theory
➔ Robert Sieger
___________________________________________________________
I. Main Characteristics of IP Approach:
1. Thinking – information processing
2. Change mechanism – focus should be on the role of
mechanisms of change in development
a. Encoding
b. Automatization
c. Strategy Construction
d. Generalization
3. Self-modification - self-awareness can enable them to
adapt and manage their strategies during problem solving
and thinking
II. Stages
1. Infant
moderately complex stimuli,
ability to classify objects
2. Early childhood
short attention span, easily
distracted, limited knowledge
due to lack of experience
3. Middle childhood
more capable of focusing on
important information,
increasingly symbolic
4. Early adolescence
ability to focus on a task for an
hour, basic skills, expanded
knowledge (subjects and
interest)
5. Late adolescence
ability to focus on extended
period of tasks on extended
___________________________________________________________
period of time, increased
knowledge, extensive and
integrated
VI. Learner-Centered Psychological Principles
A. Cognitive and Metacognitive Factors
1. nature of the learning process
2. goals of the learning process
3. construction of knowledge
4. strategic thinking
5. thinking about thinking
6. context of learning
B. Motivational and Affective Factors
7. motivational and emotional influences on learning
8. intrinsic motivation to learn
9. effects of motivation in effort
C. Development and Social Factors
10. development influence on learning
11. social influence on learning
D. Individual Difference Factors
12. individual difference in learning
13. learning and diversity
___________________________________________________________
14. standards and assessment
Student Diversity
A. Intelligence Quotient
140-above
Genius
130-139
Very superior
120-129
Superior
110-119
Above average
90-99
Average
80-89
Below average
70-79
Borderline Mental Retardation
70 below
Mental Retardation
William Stern – introduced the first IQ
Alfred Binet – developed the modern IQ
Lewis Terman - father of modern IQ
Peter Salavoy and John Mayer – created the term EQ
Schutte – developed the EQ test
B. Student Diversity Factors
1. Socioeconomic status
___________________________________________________________
2. Thinking or learning styles
3. Exceptionalist
C. Multiple Intelligence
– Howard Garner
Visual-spatial
Picture smart
Verbal-linguistic
Word smart
Logico-mathematical
Number smart
Bodily kinaesthetic
Body smart
Music
Music smart
Intrapersonal
Self-smart
Interpersonal
People smart
Naturalist
Nature smart
Existential
Spirit smart
Special Education
A. Placement
1. Mainstreaming
– pupils are integrated to the regular class
– little to no assistance from the teacher
– modified materials
___________________________________________________________
2. Inclusion
– included to be with others
– assistance from teacher and specialists
– individualized materials
B. Disability vs Handicap
a) disability – impairment or limitation
b) handicap – degree of disadvantage
C. Categories of Exceptionalities
1. Learning Disabilities – difficulty in specific cognitive processes
a) dyslexia – reading
b) dyscalculia – numbers
c) dysgraphia – writing
2. Attention Deficit Hyperactivity Disorder (ADHD)
– difficulty in focusing, maintaining attention, recurrent
hyperactive and impulsive behaviour
3. Down Syndrome (Trisomy 21)
– extra copy of the 21st chromosome
4. Autism Spectrum Disorder
–
impaired
repetitive behaviour
5. Mental Retardation
social
interaction
and
communication,
___________________________________________________________
–
sub-average
intelligence
and
deficit
in
adaptive
behaviors
6. Gifted and Talented
– above average natural abilities
7. Intellectual Disabilities
Fragile X syndrome is a genetic condition that causes a range of
developmental
problems
including
learning
disabilities
and
cognitive impairment.
Down Syndrome – Also known as Trisomy 21; Genetic disorder
caused by the presence of all or part of a third copy of
chromosome 21.
A Developmental Delay refers to a child who has not gained the
developmental skills expected of him or her, compared to others
of the same age.
Delays may occur in the areas of :
●
motor function
●
speech and language,
●
cognitive, play, and
●
social skills
Prader-Willi syndrome is caused by some missing genetic material
in a group of genes on chromosome number 15.
Fetal alcohol syndrome is a condition in a child that results from
alcohol exposure during the mother's pregnancy.
D. Laws For People with Disabilities
___________________________________________________________
RA 5250 – An Act Establishing A Ten-Year Training Program For
Teachers Of Special And Exceptional Children In The Philippines
And Authorizing The Appropriation Of Funds Thereof.
RA. 7277 The Magna Carta for Disabled Persons was enacted for
the primary reason that persons with disabilities have the same
rights as other people.
The seven types of disabilities mentioned in RA No. 7277
1. psychosocial disability
2. disability due to chronic illness
3. learning disability
4. mental disability,
5. visual disability,
6. orthopedic disability
7. communication disability.
RA 9442 – An Act Amending Republic Act No. 7277, Otherwise
Known As The “Magna Carta For Disabled Persons, And For Other
Purposes”.
-to
provide
persons
with
disability,
the
opportunity
to
participate fully into the mainstream of society by granting
them at least twenty percent (20%) discount in all basic
services.
RA 10754 IRR OF RA 10754 -AN ACT EXPANDING THE BENEFITS AND
PRIVILEGES OF PERSONS WITH DISABILITY (PWD)
PRESIDENTIAL DECREE 603 - “THE CHILD AND YOUTH WELFARE CODE
___________________________________________________________
BATAS PAMBANSA 232 “EDUCATION ACT OF 1982”
SENATE BILL NO. 1414 "INCLUSIVE EDUCATION FOR CHILDREN AND
YOUTH WITH SPECIAL NEEDS ACT"
A PWD ID is a valid identification card issued to persons with
disabilities. This card serves as a proof for availing of the benefits
and privileges for PWDs.
E. SPED Interventions
Shadow Teaching – is when an educational paraprofessional, like
a teaching aide or assistant, works directly with young students
who have learning differences to improve their classroom
experience.
Behavior Modification
●
Praise
●
Rewards
●
Behavior Chart
●
Redirection
●
Engage
●
Visuals
●
Extinction
●
Direct Instruction
What are the four steps of direct instruction?
Direct Instruction guides us through intermediary stages to gently
transition from teacher to student.
1. Modeling – The teacher does it all.
___________________________________________________________
2. Structured Practice – The teacher does it, but with input from
students.
3. Guided Practice – Students do it, with input from the
teacher.
4. Independent Practice – Students do it.
Learner-Centered Psychological Principles (LCP)
➔ Focus on psychological factors internal to the learner;
acknowledge external
➔ environment that interacts with internal factors
➔ Deal holistically with learners in the context of real-world
learning situations
➔ Intended to apply to all learners
A. Cognitive and Metacognitive Factors
1. Nature of the learning process
– The learning of complex subject matter is most effective when it
is an intentional process of constructing meaning from information
and experience.
2. Goals of the learning process
– The successful learner, over time and with support and
instructional
guidance,
can
create
meaningful,
coherent
representations of knowledge.
3. Construction of knowledge
– The successful learner can link new information with existing
knowledge in meaningful ways.
___________________________________________________________
4. Strategic thinking
– The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning
goals.
5. Thinking about thinking
– Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.
6. Context of learning
– Learning is influenced by environmental factors, including
culture, technology, and instructional practices.
B. Motivational and Affective Factors
7. Motivational and emotional influences on learning
– What and how much is learned is influenced by the learner’s
motivation. Motivation to learn is influenced by the individual's
emotional states, beliefs, interests and goals, and habits of
thinking.
8. Intrinsic motivation to learn
– The learner's creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn. Intrinsic motivation is
stimulated by tasks of optimal novelty and difficulty, relevant to
personal interests, and providing for personal choice and control.
9. Effects of motivation on effort
___________________________________________________________
– Acquisition of complex knowledge and skills requires extended
learner effort and guided practice. Without learners' motivation to
learn, the willingness to exert this effort is unlikely without coercion
C. Developmental and Social Factors
10. Developmental influences on learning
– As individuals develop, there are different opportunities and
constraints for learning. Learning is most effective when differential
development within and across physical, intellectual, emotional,
and social domains is taken into account
11. Social influences on learning.
– Learning is influenced by social interactions, interpersonal
relations, and communication with others.
D. Individual Differences Factors
12. Individual differences in learning
– Learners have different strategies, approaches, and capabilities
for learning that are a function of prior experience and heredity
13. Learning and diversity
– Learning is most effective when differences in learners' linguistic,
cultural, and social backgrounds are taken into account
14. Standards and assessment
– Setting appropriately high and challenging standards and
assessing the learner as well as learning progress - including
___________________________________________________________
diagnostic, process, and outcome assessment - are integral parts
of the learning process.
Summary of 14 LCP (Murphy and Alexander)
1. The knowledge base
– One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
– Learners can develop skills to reflect and regulate their thoughts
and behaviors in order to learn more effectively.
3. Motivation and effect
– Factors such as intrinsic motivation, reasons for wanting to learn,
personal goals and enjoyment of learning tasks all have a crucial
role in the learning process.
4. Development and Individual Differences
– Learning is a unique journey for each person because each
learner has his own unique combination of genetic and
environmental factors that influence him.
Three Parts of Self Concept
Self-concept – how we see ourself; how we perceive our
behaviors, abilities, and unique characteristics
1. Self-image – how you see yourself at this moment
●
physical characteristics
●
personality traits
●
social roles
___________________________________________________________
2. Ideal self – how you want to be; who you envision yourself to be
3. Self-esteem – how much you like, accept, and value yourself
●
others see you
●
compare to others
●
role in society
Gender Identity vs. Stereotyping
Gender Identity – individual personal sense of having a particular
gender; a preference
ex. choice of dress, action, demeanor
Stereotyping – an expectation set by society
ex. wearing blue/pink
RESEARCH in CHILD and ADOLESCENT DEVELOPMENT
A. Data Privacy Act of 2012 (RA 10173)
➔ To protect the fundamental human right of privacy of
communication while ensuring free flow of information to
promote innovation and growth
➔ The collection of personal data “must be a declared,
specified, and legitimate purpose and that...consent is
required prior to the collection of all personal data.”
B. Teachers as Consumer/End Users of Research
➔ Research gives teachers and policy-makers important
knowledge to use in decision-making for the benefit of the
learners and their families
➔ Use and integrate the most authoritative research findings
___________________________________________________________
➔ Enables teachers to come up with informed decision on
what to teach and how to teach
➔ Helps us to be more knowledgeable about how to fit our
teaching with the developmental levels of learners
C. Teachers as Researchers
➔ The conduct of research does not only belong to thesis and
dissertation writers
➔ Research is for students and teachers
D. The Scientific Method
1. Research is a systematic and logical process
2. Identify and define the problem
3. Determine the hypothesis
4. Collect and analyze data
5. Formulate Conclusions
6. Apply conclusions to the original hypothesis
E. Research Designs:
1. Case Study – an in-depth look at an individual
2. Correlational Study – determines association
3. Experimental – determines cause-and-effect relationships
4. Naturalistic observation – focuses on children’s experiences
in natural settings
5. Longitudinal – studies and follows through a single group
over a period of time, usually several years or more
6. Cross-sectional
–
individuals
of
different
ages
are
compared at one time
7. Sequential – combined cross-sectional and longitudinal
approaches to learn about lifespan development
___________________________________________________________
8. Action
Research
–
reflective
process
of
progressive
problem-solving led by individuals working with others in
teams or as part of a community of practice to improve the
way they address issues and solve problems; stems from
their own questions about and reflections on their everyday
classroom practice
F. Data-gathering Techniques:
1. Observation – can be made in laboratories or natural
settings
2. Physiological Measures – certain indicators of children’s
development are measured
3. Standardized – prepared tests that assess individuals’
performance in different domains
4. Interviews and Questionnaires – asking participants to
provide information about themselves based on the
interview or questionnaires given
5. Life-History Records – records of information about a
lifetime chronology of events and activities
G. Ethical Principles
1. Research procedures must never harm children, physically or
psychologically
2. Children and their families have the right to full information
about the research, including possible risks and benefits; Decision
must be based on informed consent
3. Children’s questions about the research should be answered in
a truthful manner and in ways that children can understand;
Researchers must be honest and clear in their communication
___________________________________________________________
4. There should be respect for privacy. Information obtained
through research with children should remain confidential.
Researchers should not disclose personal information or identity of
participants
H. Impact of Teachers’ Research Involvement on Teachers
1. Teachers who have been involved in research may become
more reflective, more critical, and analytical in their teaching, and
more open and committed to professional development.
2. participating in teacher research also helps teachers become
more deliberate in their decision-making and actions in the
classroom
3. Teacher research develops professional dispositions of lifelong
learning, reflective and mindful teaching, and self-transformation
4. Engaging in teacher research may lead to rethinking and
reconstructing what it means to be a teacher or teacher
educator and the way teachers relate to children and students
5. Teacher research has potential to demonstrate to teachers and
prospective
teachers
that
learning
connected to learning to inquire
to
teach
is inherently
___________________________________________________________
Professional Education:
FACILITATING LEARNER-CENTERED
TEACHING
From “sage on the stage” to “guide on the side”
Metacognition
A. Definition
➔ self-awareness
➔ coined by John Flavell (1970)
➔ thinking about thinking; learning how to learn
➔ higher order thinking which involves active awareness and
control over the cognitive processes engaged in learning
B. Strategies to Develop Metacognition
1. Knowledge of Task
2. Knowledge of Strategies
3. Knowledge of Self
4. Planning
5. Monitoring
6. Evaluation
___________________________________________________________
Expert vs. Novice
Area
Expert
Novice
1. Knowledge in
different subject
areas
Breadth and
depth
Limited
2. Problem solving
Analysing before
generating
solution
Impulsive solution
3. Learning/
Thinking Strategies
Use variety of
methods
Limited; sticking to
one method
4. Selectivity in
Processing
Only choosing the
gist or most
important details
Grasp all the
information;
cannot hold on
specific ones
5. Production of
Output
High quality
No substance; low
quality
Individual Differences
➔ recognize that “no-one-size-fits-all”
Diversity – is everything that makes people different from each
other. Factors:
RARE
GAPSS
Race
Gender
Age
Ability
___________________________________________________________
Religious belief
Political conviction
Ethnicity
Sexual orientation
Socio-economic status
Thinking/Learning Style
➔ refers to the preferred way an individual processes
information
Perspectives:
1. Sensory Preferences – uses senses
Visual learners
Auditory
Tactile/
Kinesthetic
see, observation;
graphic,
advance
organize; quiet
time
hearing;
verbal/oral
instruction;
self-talk, music
studying
hands on;
movement/
learning by
doing
2. Global-Analytic Continuum – brain hemisphere
Analytic Thinker
Global Thinker
step by step process of
learning; inductive
specific detail
whole/general; random;
deductive overall
structure
tree seekers
forest seekers
___________________________________________________________
left hemisphere
right hemisphere
Exceptionalities
1. Impairment is the disorder or organ damage causing
dysfunction; medical conditions
2. Disorder is the limitations due to impairment
3. Handicappedness is the degree of disadvantage because of
limitations
Categories of Exceptional Students
A. Cognitive / Academic Faculties
1. Learning Disability – cognitive, fundamental skills process
academic were hindered
a) dyslexia – reading
b) dyscalculia – arithmetic
c) dysgraphia – writing
2. Attention Deficit Hyperactivity Disorder (ADHD) – short attention
span; frontal lobe is damaged; Ritalin medicine
occipital : visuals
temporal : auditory
parietal : overall
frontal : intelligence/thinking/attention
3. Speech and Communication Disorder – limitation with
communicating to others; difficulty to send/receive message
___________________________________________________________
B. Socio-emotional and Behavioral Difficulties
1. Autism – fail in social interaction; no eye contact; ignored when
called; routine activities
2. Mental Retardation – limitations/low cognitive skills
3. Emotional or Conduct Disorder – cannot process feelings;
anxiety, depress, anger issues; cannot think rationally
C. Physical Disabilities and Health Impairment
1. Physical Disabilities – those that impair normal physical
functioning.
a. Cerebral Palsy
b. Spina Bifida
c. Neuromotor Issues
d. Orthopedic Impairments
e. Neuromotor Issues
f.
Orthopedic Impairments
g. Musculoskeletal disorder
2. Severe and Multiple Disabilities – have more than one disability
in cognitive, physical and/or functional abilities.
9. Sensory Impairments – Visual Impairment and Hearing
Impairment
___________________________________________________________
10. Aphasia – cannot talk or understand language
D. Giftedness – innate excellence
Talent – needs training
People First Language
–
an objective way of acknowledging, communicating and
reporting on disabilities
–
people first, not disability
Disable person
Person with disability
Mentally restarted
Person
with
disability
Dyslexic child
Child with dyslexia
Polio victim
Person who had polio
Confined to a wheelchair
Person who uses wheelchair
intellectual
Learning Theories
I. Behaviorism – a theory of learning based on the idea that all
behaviors are acquired through conditioning, and conditioning
occurs through interaction with the environment
PCSO: Pavlov-Classical Skinner-Operant
A. Classical Conditioning
➔ Ivan Pavlov
➔ stimulus
response
___________________________________________________________
➔ stimulus is a condition that initiates a response
➔ response is the reaction to a specific stimulus
➔ based on ADHESIVE principle, or S-R, a response is attached
to a stimulus through the stimulus occurring just prior to the
response so that the recurrence of the stimulus will evoke or
cause the response.
➔ Habituation - Decrease tendency to respond to stimuli that
become more familiar
1. Neutral Stimulus – no response; ignored stimulus
2. Unconditional Stimulus – automatic response; no training
3. Conditioned Stimulus – learned response; with training
___________________________________________________________
John Watson’s Little Albert Experiment: Understanding fears, love,
phobias and prejudice
John B. Watson – Father of Behaviorism
Principles of Classical Conditioning:
a. Stimulus Generalization – CR occurs to stimuli that are similar
to CS; the ability to behave in a new situation in a way that has
been learned in other similar situations.
b. Extinction – when the CS appear without the USC; the CR
disappear
c. Spontaneous Recovery – after extinction, the CS reappears
and elicits CR
d. Discrimination – CR only occurs to CS and not unreinforced
stimuli
___________________________________________________________
e. High Order Conditioning – first-order and second-order
conditioning;
associating
another
condition
to
different
situation
B. Connectionism
➔ Edward Thorndike
➔ consists of associations (or connections) between stimuli
and responses (associative learning theory)
Laws of Learning
1. Law of Readiness – motivational aspect to achieve some goal
2. Law of Effect – behaviour base on consequence; good reward
means repeated behaviour
3. Law of Exercise – “practice makes perfect;” repetition is basic to
the development of adequate responses
4. Law of Recency – things most recently learned are best
remembered
5. Law of Primacy – the state of being first, often creates a strong
impression; old information is more remembered
6. Law of Intensity – the more intense the material taught, the
more likely it will be retained
7. Law of Requirement – you have to have something before you
do something; prerequisite
Stages of Learning
●
Acquisition
●
Fluency
___________________________________________________________
●
Generalization
●
Adaptation
C. Operant Conditioning
➔ B.F Skinner
➔ learn to behave in such a way as to obtain rewards and
avoid punishments; learning is based on the association of
consequences to one’s behaviour
➔ punishment: to weakens behaviour, reinforcement: to
strengthen behaviour
➔ using pleasant and unpleasant consequences to control
the occurrence of behavior
Kinds of Reinforcement:
a. Verbal – praise, encouragement
___________________________________________________________
b. Physical – touch, pats, hugs
c. Non-vebal – smiles, winks, warm looks
d. Activity – being allowed to play games/to listen music
e. Token – points, chips, stars
Principles of Reinforcement:
1. Shaping – reinforcing successive steps to reach a desired
behavior
2. Chaining – reinforcing a series of behaviors to get a reward
3. Extinction – occur if behavioral response is no longer
reinforced
Schedule of Reinforcement:
1. Continuous Reinforcement –
reinforcement after every
correct response
2. Partial Reinforcement – reinforcement after some correct
response
Interval Schedules
Fixed-Interval
Schedule
reinforcement is
given in a fixed
amount of time
after a correct
response
ex: studying for a
weekly quiz
Variable-Interval
Schedule
given an average ex: winning a
amount of time
video game
after a correct
response
___________________________________________________________
Ratio Schedules
Fixed-Ratio
Schedule
number of
actions or efforts;
fixed number of
correct response
ex: getting one
free meal after
the purchase of
ten
Variable-Ratio
Schedule
average number
of correct
response
ex: the number of
shots to score a
goal
D. Purposive Behaviorism
➔ Edward Tolman
➔ reinforcement is not essential
➔ learning is purposive and goal-oriented
➔ often referred to as Sign Learning Theory
➔ organisms learns by pursuing signs to a goal
➔ stressed the relationship between stimuli rather than stimulus
– response.
1. Cognitive mapping – concept map
2. Latent learning – use the learning in the right time
E. Social Learning Theory
➔ Albert Bandura
➔ Vicarious
Learning
–
the
ability
experiencing it; observational learning
➔ Bobo Doll experiment
to
learn
without
___________________________________________________________
➔ People learn through observation, stimulation, modelin
(observing)
Models:
1. Live model – face to face
2. Virtual model – screen
3. Symbolic model – written
II. Cognitivism – Acquiring and storing information; reflection of
what’s in people’s minds
A. Gestalt Principle
➔ Wolfgang Köhler, Kurt Koffka , and Max Wertheimer
➔ rules that describe how the human eye perceives visual
elements
➔ perception; innate tendency to organize, recognize, and
simplify
➔ The whole is greater than the sum of its parts
➔ Gestalt means form, figures, configuration (a complete
shape)
➔ Gestalt Psychology – shape of thoughts that looks at the
human mind and behavior
1. Law of Similarity – states that when things appear to be similar to
each other, we group them together (e.g. compile same areas
into one unit)
2. Law of Proximity – things closer to each other appear more
related than things farther apart; distance; closer = unity
___________________________________________________________
3. Law of Closure – fill in the missing parts of a design to create a
whole; tendency to complete an incomplete shape in order to
rationalize the whole
4. Law of Pragnanz – when you're presented with a set of
ambiguous or complex objects, your brain will make them appear
as simple as possible
5. Law of Figure-Ground – the tendency of the visual system to
simplify a scene into the main object that we are looking at and
everything else that forms the background; emphasized
6. Law of Continuity – states that we are more likely to see
continuous and smooth flowing lines (e.g. review)
B. Types of Stimuli Process
1. Bottom-up – inductive; smaller to larger unit
2. Top-down – deductive; larger to specific context; uses
schema
C. Insight Learning and Problem-Solving Theory
➔ Wolfgang Kohler
➔ refers to the sudden realization of a solution to a problem.
➔ the capacity to discern the true nature of situation
➔ the imaginative power to see into and understand
immediately
➔ gaining insight is a gradual process of exploring, analyzing,
and structuring perception until a solution is arrived at.
D. Information Processing Theory
➔ Richard Shiffrin and Richard Atkinson
___________________________________________________________
➔ the human mind takes in information (encoding),
➔ performs operation in it, stores the information (storage)
➔ and retrieves it when needed (retrieval).
Attention – process of perceiving some information and not other
information
Memory – the ability to store information so that it can be used at
a later time.
1. Cocktail Party Effect – selective attention in the brain
2. Stroop Effect – delay in the reaction time of a task occurs due to
mismatched stimuli (ex. read the colors, not the word)
1. Sensory Register – most limited
2. Short-Term Memory – small/limited capacity
a. chunking – grouping
b. short duration; rehearsal/practice
3. Long Term Memory – unlimited; permanent storage
___________________________________________________________
E. Cumulative Learning
➔ Robert Gagne
➔ any task or skill can be broken down to simpler skills which
can still be further broken down to more simple tasks or skills.
➔ start from basic/foundation knowledge
Nine Events of Instruction:
1. Gaining Attention
2. Informing Learner of Objective/s
3. Recalling Prior Knowledge
4. Presenting Material
___________________________________________________________
5. Providing Guided Learning
6. Eliciting Performance
7. Providing Feedback
8. Assessing Performance
9. Enhancing Retention and Transfer
Transfer of Learning:
1. Positive Transfer – prior knowledge used to learn or
enhance new knowledge or skills
2. Negative Transfer – prior knowledge caused confusion
when introduced to new information
3. General Transfer – apply information to very different area
(music : math)
4. Specific – apply information to same area (math : math)
5. Zero – no application of prior knowledge
F. Meaningful Reception Theory
➔ David Ausbel
➔ Meaningful learning occurs when new experiences are
related to what a learner already knows.
1. Reception – the learner actively associates the substances of
new chains concepts and so forth with relevant components of
previous learning
2. Rote learning – a memorization technique based on repetition.
The idea is that one will be able to quickly
recall the meaning of the material the more one repeats it.
___________________________________________________________
3. Discovery learning – refers to various instructional design models
that engages students in learning through discovery
4 Processes of Meaningful Learning
1. Derivative Subsumption
2. Correlative Subsumption
3. Superordinate Learning
4. Combinatorial Learning
III. Constructivism – constructing a subjective reality based on
previous knowledge and objective reality; behavior is the result of
testing personal hypothesis; knowledge base/foundation; link past
and present
Jean Piaget is known as one of the first theorists in constructivism
A. Bruner’s Constructivist Theory
➔ Jerome Bruner
➔ proposes that learners construct their own knowledge and
do this by organizing and categorizing information using a
coding system.
Instrumental Conceptualism – Implies the idea is that students are
more likely to remember concepts they discover on their own
Spiral Curriculum – learning is spread out over time rather than
being concentrated in shorter periods.
3-Tiered Model of Learning
___________________________________________________________
1. Enactive
senses are involved; more senses means
higher retention
2. Iconic
picture; audio
3. Symbolic
letters and numbers
B. Social Constructivism
➔ Lev Vygotsky
➔ Scaffolding - competent assistance or support
➔ ZPD child acquires new skills and information the level at
which a child finds a task too difficult to complete alone,
but which he can accomplish with the assistance or
support of an adult or older peer
Zone of Proximal Development (ZPD) – gap between actual and
potential encounters.
Actual Development – what children can do on their own
Potential Development – what children can do with help
C. Theory of Successful Intelligence
➔ Robert J. Sternberg
➔ to be a successful intelligent person, one must combine
and balance the three abilities:
1. Analytical -Analytical intelligence involves analyzation
(from the word itself), evaluation, judgmentor comparison
and contrast.
2.
Creativity - It is ability to pursue endless possibilities of
thinking and imagination
___________________________________________________________
3. Practicality -practical intelligence refers to the ability to
relate the learning or knowledge to the real world.
The WICS model is a possible common basis for identifying gifted
individuals (Sternberg, 2003).
a. Wisdom
b. Intelligence
c. Creativity
d. Synthesized.
According to this model, wisdom, intelligence, and creativity are
essential for the gifted leaders of the future
Creative Thinking
Dr. E. Paul Torrance (1915 – 2003) is called The Father of Creativity;
invented the “Torrance Tests for Creative Thinking”
Components Of Creativity
1. Fluency – the ability to generate quantities of ideas
2. Flexibility – the ability to create different categories of ideas,
and to perceive an idea from different points of view
3. Originality – the ability to generate new, different, and unique
ideas that others are not likely to generate.
4. Elaboration – the ability to expand on an idea by embellishing it
with details or the ability to create an intricate plan
Motivation
___________________________________________________________
Motivation – ability refers to what an individual can do or is able
to do and motivation (or lack of it) refers to what a person wants
to do.
The Five Primary Factors of Motivation:
a. Fear
b. Peer Pressure
c. Pride
d. Recognition
e. Money
Types of Motivation
1. Extrinsic Motivation – learners reason to work or study lies
primarily outside themselves.
2. Intrinsic Motivation – learners reason for learning resides primarily
inside or upon them.
Need is a physiological deficiency that creates a condition of
disequilibrium in the body.
A. Need Theory or Human Motivation Theory
➔ David McClelland
➔ allows you to identify people's motivating drivers.
➔ He identified three motivators that he believed we all have:
●
a need for achievement
●
a need for affiliation,
●
a need for power.
B. Drive Theory
___________________________________________________________
➔ Clark Hull
➔ Drive is a condition of arousal or tension that motivates
behavior.
➔ Drives most typically have been considered to involve
physiological survival needs: hunger, thirst, sleep, pain, sex.
➔ A drive results from the activation of a need.
C. Self Determination And Motivation Theory
➔ Edward Deci
➔ We have the capacity to take risks or challenges that can
enrich our lives and develop ourselves more.
Sense of Self-Determination Variables
1. Choices
2. Threats and deadlines
3. Controlling statements
4. Extrinsic rewards
5. Surveillance and evaluation
D. Expectancies And Values Theory
➔ John W. Atkinson
1. Expectancy – People must believe that they can accomplish a
task; that is, they should have an expectation about what they
want to achieve.
___________________________________________________________
2.Value – People should likewise place an importance or value in
what they are doing.
E. Hierarchy of Needs
➔ Abraham Maslow
➔ Contentment
F. Attribution Theory
➔ Bernard Weiner
➔ Attributions pertain to people’s various explanations for
success and failure – their beliefs about what causes
attributions.
Factors:
1. External Factors – uncontrollable; environment
2. Internal Factors – controllable; self
Areas:
a. consensus – sameness; self (fault)
b. consistency – pattern/consistent
G. Self-Efficacy Theory
➔ Albert Bandura
➔ Confidence to do tasks successfully/succeed in tasks
___________________________________________________________
PED 4 – METHODS AND STRATEGIES OF TEACHING | BUILDING AND
ENHANCING NEW LITERATURE ACROSS THE CURRICULUM
Faculty: Albert Lutong Puylong
Date: September 24, 2022
The Learner
An embodied spirit. The union of sentient body and a rational soul.
His body experiences sensations and feels pleasure and pain. His
soul is the principle of spiritual acts, the source of intellectual
abstraction, self-reflection, and free rational volition. Body and soul
exist in mutual dependence. (Kelly, 1965)
A. Fundamental Equipment of the Learner
– The learner has the power to see, hear, touch, smell, taste,
perceive, imagine, retain, recall, recognize past mental acts,
conceive ideas, make judgment, reason out, feel and choose.
1. Ability – students’ native ability dictates the prospects of
success in purposeful activity.
– determine their capacity to understand and assimilate
information for their own use and application. (schema)
2. Aptitude – students’ innate talent or gift. It dictates a
natural capacity to learn certain skills.
3. Interest – learners vary in activities that are undertaken
due to a strong appeal of attraction.
___________________________________________________________
– get the attention of the learners.
4. Family and Cultural Background – students who come
from different socioeconomic background manifest a wide range
behavior
10 ASEAN Countries – LIPS – TMV – BMC
LIPS: Laos, Indonesia, Philippines, Singapore
TMV: Thailand, Malaysia, Viatnam
BMC: Brunei, Myanmar, Cambodia
Sea Games: 10 + Timor Leste
5. Attitudes – unique way of thinking and reacting.
Confronted with the same situation in the learning environment
each one would react differently depending on their personal
characteristics.
B. Multiple Intelligence theory
– learners are diversified, with individual differences
– Howard Gardner
C. Learning Styles
–TVAK
1. Tactile
2. Visual
3. Auditorial
4. Kinethetic
The Teacher
___________________________________________________________
A licensed professional who possess dignity and reputation with
high moral values as well as technical and professional
competence. He/she adheres to observes, and practices a set of
ethical and moral principles, standards and values.
A. Important Laws
PD 1006 – Decree Professionalizing Teaching
– PBET 70%
RA 7836 – LET 75%
RA 9293 – Amendment of 7836 (para teachers, refresher
course, 18 units of pedagogy subjects)
RA 4670 – magna carta for public school teachers
RA 7722 – CHED
RA 7784 – COE (Center of Excellence)
RA 7796 – TESDA
RA 7277 – Magna Carta for Disabled Person
Trifocalization:
DEPED – Basic Education
a. Kindergarten
b. Elementary
c. Secondary
d. ALS
e. SPED
CHED - tertiary
TESDA – vocational/short courses
___________________________________________________________
B. Unethical actions
1. gambling
2. smoking
3. drunkenness
4. illicit relations
C. Personal Attributes
1. Passion
2. Humor – energy and enthusiasm
3. Compassionate – emphatize
4. Patience – attitude while waiting
5. Knowledgeable – mastery of subject matter
6. Positive – optimism; look at the bright side of the situation
7. Communicative – give pieces of advice
8. Motivational
9. Creative – imaginative ability
10. Flexible
The Learning Environment
–
Consists
of
physical
environment
and
psychological
atmosphere or the socio-emotional climate
–
A product of interaction and relationship between teacher
and students.
___________________________________________________________
A. Components of Learning Environment
1. Physical Environment – physical condition of the
classroom, the arrangement of furniture, seating environment, the
classroom temperature and lightning.
a. Seating arrangements or environments
a.1 Traditional – big crowd of learners
b.2 Circular
a.3 Rectangular
a.4 Horse shoe pattern – small number of learners
2. Psychological Climate – atmosphere or climate that
reigns in the classroom. It includes safety, relationships, and
teaching and learning.
___________________________________________________________
B. Facilitative Learning Environment
- paradigm shift role of teacher: before, teacher is dispenser
of knowledge, a sage on the stage: now, facilitator of learning, a
guide on the side.
1. Which encourage people to be active
Edgar Dale’s Cone of Learning
2. Which promotes and facilitates the individual’s discovery of the
personal meaning of idea.
3. Which emphasized the uniquely personal and subjective nature
of learning.
4. In which differences are good and desirable.
5. Which consistently recognizes people’s right to make mistakes.
___________________________________________________________
6. Which tolerates ambiguity.
7. In which evaluation is a cooperative process with emphasis on
self-evaluation.
8. Which encourages openness to self rather than concealment of
self
9. In which people are encouraged to trust in themselves as well
as in external sources
10. In which people feel they are respected
C. Guiding Principles in Formulating Objectives
1. Begin with the end in mind
2. Share lesson objectives with the learners (before the instruction)
3. Lesson objectives must be in two or three domains (CAP)
4. Work on significant and relevant objectives
___________________________________________________________
Professional Education:
THE TEACHER AND THE SCHOOL
CURRICULUM
Definition and Concept of Curriculum
WHATSILE
What of teaching – content, discipline, subject matter
Heart of teaching – guide, instruction, directions (classroom)
Articulated – must be connected to the next level
Transmission – distributing, imparting, organized knowledge
Sum total of experience – lifelong experiences both teacher and
students
Intended goals – learning competencies
List of subjects – to be taught inside the school
Evolving – dynamic (changes)
Traditional
●
Progressive
Cognitive knowing and
●
Learner-centered
perceiving
●
Teacher are only
facilitator
●
Pen and paper test,
enumeration,
demonstration
●
Groupings, activities
___________________________________________________________
Levels of Curriculum
Societal
●
Stakeholders, Directors, Experts
TITI
Topics
Intended Goals
Time Allotment
Instructional Materials
Institutional
●
Schools, Deans, Supervisors, Local
Educators
Instructional
Experiential
●
Modification
●
Teachers
●
Deliver
●
Learners
●
Experience
Major Types and Pattern of Curriculum
1. Learner-Centered (students)
–ACEPH
●
Activity – variety
●
Child-centered
– Multiple Intelligences
___________________________________________________________
M INVISBLE
Musical
Intrapersonal
Naturalistic
Visual
Interpersonal
Spatial-Visual
Bodily-Kinesthetic
Logical
Existential
●
Experience-based
●
Process-oriented
●
Humanistic
2. Subject-Centered (consider as easy to delivered)
FocuS Sa Curriculum Dika BabagSak
●
Fused – lost identity
●
Subject – compartmentalized (elementary)
●
Spiral – simple to complex
●
Correlated – integrated
●
Discipline – specific (college)
●
Broadfield – relationship
●
Separate – dividing school day
3. Problem – Based
●
Life-Situation – background
___________________________________________________________
●
Core/career-centered – social function
Other Kinds of Curriculum
1. Written Curriculum – set of paper works done by teachers
2. Assessed Curriculum – evaluation (series of evaluation)
3. Supported Curriculum – facilities, reference, materials
4. Hidden Curriculum – includes behavior and attitude (unplanned
activities & behavior)
5. Learned Curriculum – acquired skills into the classroom (output)
6. Taught Curriculum – put into action
7. Recommended Curriculum – national agencies and
organization
Teacher as Curricularist
1. Knower – knows about the curriculum
2. Initiator – obliged to teach
3. Writer – create lesson plan
4. Innovator – thinking outside the box
5. Planner – plans the curriculum
6. Implementer – actual usage (utilization of the curriculum)
___________________________________________________________
Historical Foundations of Curriculum
Pre-Spanish
Spanish
●
Informal
●
For survival
●
Informal
●
Discrimination for boys
and girls
Americans
●
Christianity & religious
●
Vernacular
●
EFA (Education For All)
●
Soldiers – first informal
teachers
●
Thomasites – first formal
teachers
Commonwealth
●
GMRC; Hygiene
●
English as medium
●
Purely nationalistic and
democratic
●
Industrial and agricultural
courses
Japanese
●
English as medium
●
Love for the labor and
dignity
●
Skills based
●
Vocational courses
___________________________________________________________
3rd Republic
●
Tagalog as medium
●
Patriotism
●
OPOP- One Province
One Product
New Society
●
Ferdinand Marcos
●
GMRC
●
Promote quality
education
4th Generation
●
Advanced skills k12
●
Promote quality and
advanced education
●
Human Rights
___________________________________________________________
Sociological Foundations of Curriculum
The child connects what they learned in the school to
(technology, home, economics, culture, church, and politics) to
achieve a better society.
Educational/Philosophical Foundations of Curriculum
(NBCP) (PEARL MEI) (PREP)
NBCP
1. Naturalism- The nature of the student is inside the classroom
2. Behaviorism – Shaped by the environment
3. Cognitivism – mental process
4. Phenomenological – self-development
PEARL MEI
1. Pragmatism – practices
2. Existentialism – freedom to choose
3. Axiology – ethics (good and bad)
___________________________________________________________
4. Realism – truth/facts
5. Logical – reasoning (HOTS)
6. Metaphysics – go beyond the content
7. Epistemology – theory of knowledge
8. Idealism – values, mind, and spirit
PREP
1. Progressivism – active, growth and development
2. Reconstructionism – rebuilding culture
3. Essentialism – common body of knowledge (basic needs)
4. Perennialism – Perpetual (timeless, boundless, forever)
Curriculum Theorists
1. Ralph Tyler – School and Curriculum
4 basic principles
●
Purpose of the school – mission, vision, and philosophy
●
Extension of School Philosophies
●
Organization of Content
●
Evaluation of Experiences
2. Hilda Taba – Teacher and Curriculum; She believed that
teachers should participate in developing a curriculum.
– Grassroots Approach; As grassroots approach Taba
begins from the bottom, rather than from top as what Tyler
proposed.
●
Content – mastery in subject matter
●
Environment – classroom management
___________________________________________________________
●
Experiences – learner-centered
3. Franklin Bobbit – preparation in adult life
4. Went Charters – Subject Matter
5. William Kilpatrick – learner-centered approach; (project
method); Skills
6. Harold Rugg – Whole child approach; holistic
7. Hollis Caswell – organizes; set of experiences
Curriculum Process
●
Development – major changes
●
Assessment – before, during after
●
Modification
●
Improvement
Criteria in Selecting Content
AVIC & SUSI
Alignment
Significance
Validity & reliability
Usefulness
Integration
Scope
Continuity
Interest
Elements of Curriculum
BASICS
●
Balance
●
Allocation
___________________________________________________________
●
Scope
●
Integration
●
Continuity
●
Sequence
Changes in Curriculum
A. NESC – National Elementary School Curriculum
Goal: BHIM
●
Basic (3Rs)
●
Health & Social Living Development
●
Intellectual
●
Mastery
B. NSEC – New Secondary Education Curriculum
UNICS:
●
Unidisciplinary content
●
National
●
Integration
●
Continuity
●
Scope
C. 2002 BEC – Basic Education Curriculum
Core Values: M4
●
Maka Diyos
●
Maka Tao
●
Maka Kalikasan
●
Maka Bansa
D. UBO – Understanding By Design
___________________________________________________________
– Backward Design
Major Curriculum Reports
A. RA 10533: Enhanced Basic Education Act of 2013
●
K12 Curriculum
●
Administration: Benigno Aquino III
Characteristics of K-12 Curriculum
1. Strongly Early Childhood Education
2. Building skills through the use of second language and mother
tongue (k-G3)
3. Child and community centered
4. Learning in SPIRAL progression (developmentally appropriate)
5. Globalization, Indigenization, Localization
6. Inclusion of 21st Century Skills
___________________________________________________________
Track
Strand
Academic
GASH
●
GAS
●
ABM
●
STEMS
●
HUMSS (HESS –
Humanities
Education Social
Sciences)
Technical Vocational
Livelihood
IHAIn
●
Industrial
●
Home Economics
●
Agricultural-Fishery
●
Information
Communication
Technology (ICT)
Sports, Arts and Deigns
Basic Education
●
ALS
●
SPED
●
ECE – Early Childhood Education
●
Elementary Education
●
Secondary Education
Grading System
___________________________________________________________
DepEd Order No. 8 S. of 2015: Policy Guidelines On Classroom
Assessment for The K to 12 Basic Education Program
Assessment tools
●
Written Works
●
Performance Tasks
●
Quarterly Assessment
DepEd Order no. 30 S. 2021, removed the quarterly assessment in
grading system and the 20% was divided in two and add it to the
percentage on written works and performance tasks.
___________________________________________________________
Professional Education:
TECHNOLOGY FOR TEACHING AND
LEARNING
Definition and Concepts
1. Technology Tools – planned and systematic method to be used
inside the classroom.
– concrete objects, sets of equipment used to impart
knowledge of skills to students; ready to use
- process: progress, product: concrete output
2. Instructional Technology – concerned in the instruction
3. Technology in Education – application of technology; actual
utilization
4. Educational Technology – broadest concept; sum total of the
aspects (holistic)
– discoveries and inventions by the expert
5. Educational Media – instruments; channels and avenues
– guiding path of education
6. Audio visual – audio visual media; audio visual aids; audio visual
technology
Properties:
a) fixative – preservation, continuous utility
b) manipulative – equipped or skilled
___________________________________________________________
c) distributive – transmission of knowledge or skills in holistic
manner
Five Dimensions of Technology in Teaching and Learning
1. Design – first stage; planning phase
2. Development – finalization phase; enhancing output
– production stage; technology is already feasible
3. Utilization – action phase; application, implementation, delivery
4. Evaluation – assessment, judgment, feedback of its
effectiveness
5. Management – “linchpin” or key player
– responsible to monitor and bind the first four stages
TPCK Model
“Use the knowledge to utilize or choose the right strategies to
deliver content with technology integration”
1. Technology – tools or equiments e.g model, mock-up
2. Pedagogy – teaching strategies
– Methods, Approaches, Techniques, Strategies
3. Content – subject matter
Levels of Technology Integration (TIM Model)
Technology Integration Matrix
1. Entry – begins presenting, displays, showcases;
teacher-centered
___________________________________________________________
2. Adoption – students use technology tools but with teacher’s
presence
– partly teacher-centered, partly student-centered
– scaffolding and/or guidance
– instruction from the teacher
3. Adaptation – students use the technology tools independently
– without the presence of the teacher
– explore and modify by the students
4. Infusion – merge student and teacher’s technology tools
– students have freedom of choice to pick a technology tool
applicable to their learning
5. Transformation – thinking outside the box; innovation; student’s
creation of technology tools
Meaningful Learning Environment
1. Active – engagement in using technology tools
– learner-centered; actively engaged
– active entry: limited feedback
2. Collaborative – teacher let students be engaged in groups
– more collaboration, more learning
– sharing more feedback
3. Constructive – students will use/apply/create knowledge
___________________________________________________________
4. Authentic – output submitted is created by student
– skills and outputs are congruent and parallel
5. Goal-directed – aligned in the objectives of the lesson
SAMR Model
1. Substitution – using different tool but with the same content
– example: manila paper to PPT; test paper to google form
2. Augmentation – higher, enhanced, developed
– add content and inserting integration (interdisciplinary_
– relate to application in real life to be meaningful
– add engagement for critical thinking
3. Modification – improvement or simplification the basic outline or
structure to easily remember e.g. abbreviation, acronyms, etc.
4. Redefinition – reteach content in a simplest way, generalization
but more concise, rationalization, and repeating for mastery.
Factors Affecting the Selection of Educational Technology Tools
A. Learner Factors
B. Teacher Factors
I – individual differences
A – attention span
N – numbers of learners
Physical Disability
1. Strategies/methods
2. Practice constraints –
limitations
___________________________________________________________
Multiple Intelligence by Mr.
Howard Gardner
I – intrapersonal
N – naturalist
V – verbal/linguistic
I – interpersonal
S – spatial/visual
B – bodily kinesthetic
L – logical
E – existential
Edgar Dale’s Cone of Experience
Includes 2M’s: media and materials
To better engage, start from concrete to abstract experience
Bottom: concrete, upper: abstract
Jerome Bruner’s 3 Stages of Cognitive Representation
___________________________________________________________
Same with Edgar Dale’s Cone of experience, but is compressed into
three stages
1. enactive – direct, purposive; reactivate the past, present, future
2. iconic – image, photos
3. symbolic – symbols, imagination, higher thinking skills
Criteria for Selection of Technology Tools
1. Relevance – carrying out the objectives
2. Objectivity – free from bias
3. Quality – durable
4. Appropriateness – fitted/suited to the interest
5. Organize – set/sequence; well-organized
6. Availability – checking in advance
___________________________________________________________
Principles in the Selection and Utilization of Educational
Technology Tools
1. Responsiveness – attention, motivation, interest
2. Usefulness
3. Meaningfulness – inject meaningful experience
●
enjoyment
●
entertainment
●
educational purpose
4. Breadth – depth of the content
5. Accuracy
6. Simplicity – congruent to the topic
7. Authenticity – original
8. Purpose
9. Interest
10. Correctness
11. Communication effectiveness
12. Availability – checking in advance
13. Presentation
14. Portability – easy to carry
PPPF (Nagel and Smith)
1. Prepare yourself
2. Prepare your students
___________________________________________________________
3. Present the materials
4. Follow up – assessment/evaluation
ADDIE and ASSURE of ICT
ADDIE
Analyze learners
Design
Development
Implementation
Evaluation
ASSURE
Analyze learners
State objectives
Select materials
Utilization
Require participation
Evaluation
Digital Literacy Skills in 21st Century (Paul Gilster)
1. Medial Literacy
Sense of information gained
by the students in social
media
Filtering information coming
from the internet
2. Information Literacy
Knows where/how to look or
find reliable references
3. ICT Literacy
Ability to choose the type of
ICT to use
4. Communication and
Collaboration
Interaction between the
teacher, the technology
tools, and the students
___________________________________________________________
5. Identity Management
Always promote security of
learners
6. Learning Skills
Application of skills you
learned from the internet
7. Digital Scholarship
Linking to other organization
or institution the information
you gathered
6C’s of Education
1. Critical thinking
2. Collaboration
3. Communication
4. Creativity
5. Citizenship/Culture
6. Character
Technology Tools in 21st Century Classroom
a. Overhead projector – projected in white screen
b. Cloth board – not applicable for primary grade levels
c. Bulletin board – values board
d. Peg board – holes
e. Zigzag board – exhibits
f.
Hoop and loop board – gallery exhibit
g. Chalk board
h. Magnetic board – uses magnets
i.
Model – display only
___________________________________________________________
j.
Mock up – detachable parts
k. 3D – globe
l.
2D – map
m. Diorama – both 2D and 3D
n. Fishbone – cause and effect
o. Venn diagram – compare and contrast
p. Histogram – no spaces
q. Bar graph – with gap
r.
Pie graph – circular
s. Time graph –
t.
Tableau – freeze
u. Pantomime – moving from one place to another
Technology Integration
A. Whole Range
Computer – electronic device/machine used to process data
– programmed instructions
– high-speed mathematical
classifications:
1. supercomputer – biggest/fastest; trillions of instructions
within a second; hybrid computer
2. mainframe – lower than supercomputer; millions of
instructions in a second
3. minicomputer – lower storage; lower performance; not
very sensitive
___________________________________________________________
4. microcomputer – also caller personal computer “PC”;
small in size
a. desktop – intended for regular use of a single
location
b. laptop – integrated screen and keyboard
c. notebook – smaller; version of laptop to easy to
carry (netbook)
d. palmtop – smallest laptop (like tablets)
B. According to Type of Data Handled
HAD
1. Hybrid – combination of analog and digital
2. Analog – most traditional; perform more on engineering
3. Digital – mathematical/arithmetic
C. Wares of Technology
1. Peopleware – teacher as a user; process between the teacher
and the computer; action, process
2. Hardware – mechanical devices; tangible, parts that can touch
Input Devices
Output Devices
Input-Output
Devices
sends
information to a
computer
system for
processing
receive the output
of data from
another device
a piece of
hardware that is
used for both
providing
information to the
___________________________________________________________
accept data
from the user or
from another
computer
system
displays information
on a screen,
created printed
copied or generate
sound
computer and
receiving
information
return processed
data back to the
user or to another
computer system
K M J S3
Keyboard
Mouse
Joystick
Stylus
Scanner
Sensor
P L D T4
Pointing device
Light pen
Digitizing table
Trackball,
touchball,
trackpad, touch
screen
Sa Mga PaPasa
DHOM
Speakers
Monitor/displays
Printer
Plotter
Disk drive
Hard disk drive
Optical disk
Modem
___________________________________________________________
A-Z of Microsoft Word (ctrl+)
A – select all
N – new document
B – bold
O – open file
C – copy
P – print
D – fonts
Q – remove text format
E – center
R – right-aligned
F – find
S – save
G – go to
T – hanging indent
H – replace
U – underlined
I – italizes
V – paste
J – justify
W – close file
K – hyperlink
X – cut
L – left-aligned
Y – redo
M – indent
Z – undo
add: ctrl + alt + delete for hanging computer
3. Software – also known as programs; set of electronic instructions
of complex codes that make the computer perform tasks
a. System software – facilitates the use of computer by the
user
___________________________________________________________
● operating system – manage the resources of the
computer system
● language translator – converts the English-like
instruction
● utility program – organizing and maintaining data
b. Word processing – accepts word typed into a computer
and processes them to produce edited text
c. spreadsheet – arranged in rows and columns
D. Inside the Machine
1. Motherboard
2. Processor (Central Processing Unit of CPU)
3. Memory
a. Random Access Memory (RAM) – speed
b. Read-Only Memory (ROM) – storage
c. Universal Serial Bus (USB) – hole
E. Terminologies
1. Internet – simply called “the net”, “information superhighways”
or “cyberspace”
2. Word Wide Web (WWW) – simply called the Web or W3, is a
system or interlinked hypertext documents accessed via the
internet; publicly accessible
___________________________________________________________
3. Uniform Resource Locator (URL) – the unique address for a file
that is accessible on the internet; a global address of documents
and other resources on the web
4. E-mail – an electronic mail, the transmission of messages over
communication networks or a system of exchanging written
messaged through a network
F. Role of Computers
1. Informative tools – provide vast amount of information
2. Communicative tools – synchronous and asynchronous
3. Productivity/Constructive tools – presentation, word processing,
electronic spreadsheets
Database – organized collection of data, generally stored and
accessed electronically from a computer system
G. New Normal: DepEd’s Learning Delivery Modalities
LCP – Learning Continuity Plan
1. Face to Face (F2F)
2. Distance Learning
a. Online distance learning
b. Modular distance learning
c. TV/Radio-Based Instruction
3. Blended Learning
4. Home Schooling
___________________________________________________________
H. Online Learning terminologies
1. Online – connected to the internet/activities on the internet
2. Offline – disconnected from the internet
3. Synchronous – at the same time
4. Asynchronous – at different times
5. Webinars – seminars conducted in the internet
6. G-suites – google workspace
___________________________________________________________
Professional Education:
ASSESSMENT OF LEARNING
Classroom Assessment
➔ Identifying, gathering, organizing, and interpreting data.
➔ This assists the students, the teachers, the school and the
parents.
Types of Data
1. Qualitative Data – letters
2. Quantitative data – numbers
Basic Concepts of Assessment
1. Test – tool/instrument to gather data
2. Measurement – quantify data; describing the attributes
3. Assessment – systematic process of gathering and
interpreting data
4. Evaluation – judge data
Shift of Educational Focus
➔ From content to learning outcomes.
➔ CMO 46, s. 2021: Policy Standard to Enhance Quality
Assurance ( QA ) in Philippine Higher Education Through an
Outcomes-Based and Typology-Based QA
Outcomes-Based Education (OBE)
➔ A call for quality and accountability in education.
➔ How to measure the outcomes?
➔ A method of a curriculum design that focuses on what
students can actually do after they are taught.
➔ Learner-centered approach in education.
___________________________________________________________
◆ Immediate outcome – obtained after the discussion
◆ Deferred outcome – application to real life
➔ Transformational: aim to produce productive workers or
responsible citizens.
Principles of OBE
Spady, 1996
1. Clarity of Focus – putting an end in mind
2. Designing down – planning activities aligned to the
expected outcomes
3. High expectations – all learners can learn out of
differentiation
4. Expanded opportunities – perfect opportunities to foster
learning.
Steps in OBE
1. Think of expected outcomes
2. Design curriculum
3. Teach well
4. Assess
Program Outcomes for Teachers
1. Articulate education (theories, philosophies)
2. Demonstrate mastery
3. Develop curricula
4. Facilitate learning
Student Learning Outcomes
➔ Outcomes – clear learning results that learners have to
demonstrate
➔ Content standards; performance standards; learning
competencies.
➔ Characteristics:
___________________________________________________________
1. Learner-centered
2. Aligned with the institutional outcomes
3. Based on local, national, and international trends.
Cognitive: Bloom’s Taxonomy of Educational Objectives
Bloom vs. Anderson & David
KCApAnSE vs. RUApAnEC
___________________________________________________________
Affective: David Krathwohl
RecResVOC
1. Internalizing/
Characterizing
become part of your personality, adapt
belief system
2. Organizing
arrange/prioritize things accordingly;
develop value system
3. Valuing
giving importance/attach value; express
personal opinions
4. Responding
perform the value; get
involved/participate actively
5. Receiving
aware about the value.
___________________________________________________________
Psychomotor Model 1: Elizabeth Simpson
PSGMeCAO
1. Originalization
developing original physical activity
2. Adaptation
modifying physical activity to suit
preference
3. Complex overt
response
performing complete physical
activity expertly
4. Mechanism
habitual response
5. Guided response
initiating physical activity
6. Set
readiness to execute physical
activities
___________________________________________________________
7. Perception
using sense
Psychomotor Model 2: R.H Dave
IMPAN
1. Naturalization
automated, unconscious,
mastered activity; competency
2. Articulation
integrate and adapt expertise
3. Precision
demonstrate activity
independently
4. Manipulation
reproduce activity from memory;
with instructions and guidance
5. Imitation
to observe and replicate
___________________________________________________________
Psychomotor Model 3: Anita Harrow
The New Taxonomy: Marzano
RC/AnKuMST
___________________________________________________________
Knowledge Domain
Information
Mental Procedure
Physical Procedure
1. Cognitive – explain the content
2. Procedural knowledge – step by step
3. Psychomotor knowledge – perform
A. Cognitive System:
1. Knowledge retrieval – recall
2. Comprehension – synthesis
3. Analysis – matching, classifying, error analysis
4. Knowledge utilization – decision-making, problem-solving,
experimental inquiry, investigation
B. Metacognition System – sets goals and keeps track of how well
they are being achieved
1. specifying learning goals
2. monitoring the execution of knowledge
3. monitoring clarity
4. monitoring accuracy
C. Self-system Thinking
➔ effects/advantages/benefits of knowledge in you
➔ decides whether to continue the current behavior or
engage in the new activity.
➔ beliefs about the importance of knowledge
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Purposes of Assessment
A. Assessment FOR Learning (Pagtataya PARA sa pagkatuto)
➔ done before, during, and after instruction (PDF)
1. Aptitude Assessment – entry level skills; success; entrance
exam
2. Placement Assessment – place students in specific learning
groups; place to fitted/appropriate level; ex. sectioning
3. Diagnostic Assessment – strengths and weaknesses;
difficulties and problems encountered; pre-test; done
before and during
4. Formative Assessment – monitors progress; es. quiz
(recorded but not graded); identify the gaps in learning;
monitors deficiency of the teachers; improve
teacher-learning process
5. Post-test – after the school year; retention; improvement of
learning; not graded
B. Assessment OF Learning (Pagtataya NG Pagkatuto)
➔ done after instruction
➔ ex. quarter test, unit test, chapter test, prelims
➔ integral part of the teaching-learning process
➔ finds out if learning objectives were achieved
➔ summative assessment – assigns grades
C. Assessment AS Learning (Pagtataya BILANG Pagkatuto)
➔ while assessing, you are learning
➔ self-assessment of both students and teachers
1. Teacher – to understand and perform well their role of
assessing FOR/OF learning.
2. Student – to be self-directed on their own learning
___________________________________________________________
a. Metacognition
b. Reflection
c. Introspection
Modes of Assessment
TAAPP
1. Traditional – pen and paper
2. Authentic – original, real-life
3. Alternative – methods other than traditional
4. Performance – demonstration of products
5. Portfolio – multiple indicators of student progress
1. Traditional Mode
a. Selected Response Type – with options; multiple choice,
alternate-response (Dichotomous Test/Binary Choice Test);
matching type
b. Constructed Response Type – supply; without options; short
answer, identification, problem solving (math)
2. Authentic Assessment
➔ outside the classroom; real-world tasks
➔ Features:
a. meaningful
b. clear standard
c. quality products
d. emphasis on metacognition
e. learning that transfers
➔ GRASPS Model: Helps define the scope and content of
learning experience
a. Goal
b. Role
___________________________________________________________
c. Audience
d. Situation
e. Product
f.
Standards
3. Alternative Assessment
➔ inside the classroom.
4. Performance Assessment
a. Process-oriented – steps, procedures; ex. cleaning
tools, cooking a pasta
b. Product-oriented – output; project, PPT, dance
➔ Methods:
a. Written open-ended
b. Behavior-based
c. Interview-based
d. Product-based
e. Portfolio-based
➔ Assessing performance:
a. Competency
b. Select a task
c. Develop scoring rubrics (criterion) – 7 criteria:
1. Generalizability
2. Authenticity
3. Multiple-foci
4. Teachability
5. Feasibility
6. Scorability
7. Fairness
___________________________________________________________
Criterion and Norm-referenced Assessment
a. Criterion-referenced Assessment – each student is
compared directly to the standard; mastery; objective;
specific skill
b. Norm-referenced Assessment – compared to the
performance of other students
c. Decontextualized Assessment – traditional, written exams,
declarative and procedural knowledge
d. Contextualized Assessment – application of the skills;
students construct knowledge; learner-centered
5. Portfolio Assessment
➔ multiple indicators of student’s progress
➔ compilations of students learning
➔ systematic and organize
➔ Types:
a. Showcase – best outputs; best work portfolio; display
portfolio; use for applying
b. Process – cognitive and psychomotor progress;
metacognitive process
c. Evaluation/Assessment – diagnose student’s learning;
standard/criteria met; use for promotion
d. Documentation – working, development, day-to-day
learning progress
➔ Includes: ARAP
a. Artifacts – academic outputs
b. Reproductions – work outside class
c. Atterations – notes of the teachers
d. Productions – goals, reflections
➔ Principles:
___________________________________________________________
a. content – subject matter
b. learning – becomes active learners
c. equity – demonstrate learning style
➔ Types of E-portfolio or online/digital portfolio:
a. School-centered – assessment of learning-based
b. Student-centered – assessment for learning driven
c. Assessment – institutional outcomes (internal)
d. Learning – metacognitive, self-assessment
e. Career/Transfer – applying for work; showcase
Rubrics
A. Parts:
1. Criteria
2. Descriptions of levels of performance
B. Types:
1. Holistic Rubric – general/overall impressions
2. Analytic Rubric – specific and described levels of
performance of each criteria
3. General Rubric – assesses general tasks or skills
4. Task-specific Rubric – assesses skills specific to a given
problem
C. Scoring Instruments:
1. Likert-scale – how much they agree or disagree
2. Checklist – predetermined behavior
3. Rating scale – rates from 1-10
4. Ranking scale – arrange from most to least important
Rubrics
___________________________________________________________
I. Selected-Response Test
A. Binary-Choice Items – gives students only 2 options to reflect
(ex. True or False)
pointers:
1. no cue, no pattern
2. no tricky question
3. avoid using specific determiners
4. keep the item length similar
5. avoid negative or double negative statements
6. include one content only
B. Multiple choice – choose a best/correct answer out of the
choices from the list
parts: a) stem, or the questions; b) distractors or alternatives,
are the options.
best alternative – correct answer
inferior or distractor – wrong answer
characteristics:
1. good distractors – answered mostly by lower group
2. poor distractors – answered mostly by higher group
3. ineffective or implausible – wrong answers chosen by few
4. effective or plausible – wrong answers chosen by many
types:
1. Stem-option or direct-question form
2. Incomplete statements – blank
3. Negative stem – using NOT
4. Best answer – best among the rest
___________________________________________________________
5. Group options
6. contained options
7. Stimulus material
pointers:
1. self-contained or answer, self-sufficient, relevant, objective
2. logical, consistent, equal in length (increasing)
3. equally plausible
4. avoid synonyms
5. avoid negatives (it may overlooked)
6. avoid double negatives
7. avoid special negatives; use it sparingly
8. avoid stems that reveals answers
9. options must be in capital letters
10. avoid complex words; must be appropriate to level
11. stems and options must be in the same page
12. avoid patterns
C. Matching Type / Association Test – column A and column B
parts: a) column A includes the premises; b) column B
includes responses
types:
1. Perfect Matching – obe response is the only answer to a
premise
2. Imperfect Matching – response can be an answer to more
than one premise
points to a perfect matching type:
1. homogenous items – one theme
2. more responses than premises – 20% more
___________________________________________________________
3. column A (descriptors); column B (options)
4. arrange logically and increasingly
5. 10-15 items per set
6. provide complete responses
7. one page
II. Constructive-response Test
A. Short-Answer Items or Completion Test
types:
1. Identification
2. Fill in the blank
3. Enumeration
4. Cloze test
5. Labeling
pointers:
1. avoid open-ended items
2. brief and specific
3. should not verbatim
4. blank should be at the end
5. limit with one blank only ( avoid over mutilated)
6. blanks should be equal in length
7. sufficient answer space
8. specify numerical units
B. Essay Test – allow greater freedom of response; wide sampling
of idea
types:
1. Restricted – limited responses; limited topic; time limit
2. Extended – free but with time limit too
___________________________________________________________
pointers:
1. not measured objectively
2. well-stated
3. avoid optional questions
4. indicate time limits
5. indicate points for each item
6. prepare outline or rubrics
Five General Item-Writing Commandments
Popham, 2011
1. Thou shall not provide opaque directions to students
regarding how to respond to your assessment instruments.
(unclear instructions = confused learners)
2. Thou shall not employ ambiguous statements in your
assessment items.
3. Thou shall not provide students with unintentional clues
regarding appropriate responses.
4. Thou shall not employ complex syntax in your assessment
items.
5. Thou shall not use vocabulary that is more advanced than
required.
Scoring Errors and Biases
1. Leniency Error or Generosity Error – add
2. Severity Error or Strictness Error – subtract
3. Central Tendency Error – all became average scores
Process of Making a Test
A. Planning
1. Objectives
___________________________________________________________
2. Table of Specifications/Competency – blueprint or map
guides in making a test to balance the difficulty of test
items
3. Decide on format
B. Test Construction
1. Item writing stage based on TOS
2. Consult experts for validation of test
C. Test Administration – try out phase
1. Trial 1 – 50-100 other students; first item analysis; first options
analysis; rewrite or revise items
2. Trial 2 – 50-100 other students; first item analysis; first options
analysis; finalize test items
D. Evaluation Stage
1. Administer the exam
2. Test validity and reliability
Item Analysis: Discrimination and Difficulty Index
A. Discrimination Index – discriminates higher group from lower
group; 27% upper and 27% lower
formula:
Upper Group - Lower Group
Total of both group
1. Positive Discrimination Index – more from the higher group
got the items correctly; retain
2. Negative Discrimination Index – more from the lower group
got the items correctly; reject
a. why? there is a confusion; low reliability of item
___________________________________________________________
3. Zero Discrimination Index – cannot discriminate; either all
are correct or wrong; equal number of students in upper
and lower groups got correct answers; reject
Index
Interpretation
Decision
0.2 and below
poor
reject
0.21 to 1
Moderate to high
Retain
B. Difficulty Index – easiness of the items; 27% upper and 27% lower
Index
Interpretation
Decision
0.81 - 1
Very Easy
Reject
0.61 - 0.80
Easy
Revise
0.41 - 0.60
Moderate
Retain
0.21 - 0.40
Difficult
Revise
0 - 0.20
Very difficult
Reject
Note: If discrimination index is moderate to high, proceed to the
difficulty index. Don’t decide yet if you reject/retain, refer to the
difficulty index.
If discrimination index is poor, refer to the changed difficulty
index below:
Index
Interpretation
Decision
___________________________________________________________
0.81 - 1
Very Easy
Reject
0.61 - 0.80
Easy
Reject
0.41 - 0.60
Moderate
Revise
0.21 - 0.40
Difficult
Reject
0 - 0.20
Very difficult
Reject
Characteristics of Good Test
I. Major Characteristics:
A. Validity – measures what it intends to measure
1. Face Validity – physical appearance
2. Content Validity – align content to objectives, lesson plan,
TOS, and syllabus
3. Criterion-related Validity – correlation of two test
a. Predictive validity – compare into future test
b. Concurrent validity – at a close time interval;
simultaneous
4. Construct Validity – measures of an unobservable trait,
characteristics or attributes
a. Convergent validity – defines another similar trait
b. Divergent validity – describes only the intended trait;
no other traits involve
Enhancers:
a. TOS
b. Appropriateness of test items
c. Directions
d. Reading vocabulary
___________________________________________________________
e. Sentence structure
f.
Identifiable pattern or answers
g. Improper arrangement of test items
h. Inadequate time limits
B. Reliability – consistency of scores
Methods:
1. Test-Retest – repetition of same test
2. Parallel or Equivalent Form – two parallel from of test to
same group of students; same competencies, different
questions and answers
3. Split-half – one test is guided into two equivalent halves;
measures internal consistency
4. Kuder-Richardson – dichotomous questions or binary
options
Reliability Coefficient Value
Remarks
0.9 and above
excellent
0.80 - 0.89
good
0.70 - 0.79
accepted
0.60 - 0.69
may have limited applicability
accepted reliability: 0.70 and above
Enhancers:
a. Use a sufficient number of test items (increase the no. of
items)
b. Objective as possible
c. Continue assessment – consistency
___________________________________________________________
d. Use shorter assessment more frequently than fewer long
assessments
Notes: A valid test is ALWAYS a reliable test; but NOT all reliable
tests are valid.
II. Minor Characteristics
1. Fairness – eliminate biases
2. Practicality
3. Objectivity – one correct answer
4. Scorability
5. Administrability – clear directions
6. Difficulty
7. Discrimination
Types of Test
A. Administration
1. Individual test – one at a time; usually requires oral response
2. Group test – group of students
B. Mode of Response
1. Performance test – demonstration of knowledge or skills
2. Oral test – answers orally
3. Written test – written answers
C. Scoring
1. Objective test – one answer only; close-ended or
convergent; unbiased; prone to guessing
___________________________________________________________
2. Subjective test – divergent; open-ended response; biased
(teacher’s perception); wide sampling of ideas and
content; prone to bluffing (essay)
D. Sort of Response Being Emphasized
1. Power – more time; difficult question (measures depth)
2. Speed – limited time; easy question (measures accuracy)
E. Test Construction
1. Standardized – made by experts (ex. NCAE, NAT)
2. Teacher-made – made by teachers
F. Mode of Interpreting the Results
1. Criterion-referenced – mastery of specific set; based on
standards
2. Norm-referenced – compared to other student’s
performance
G. Other Types
1. Personality Test – emotional/social adjustment
2. Intelligence Test – mental ability
a. Lewis Terman – Father of IQ Test
3. Aptitude Test – potential success; entry level skills
4. Achievement Test – mastery of skills; measures the quality or
quantity of previous learning
5. Sociometric Test – likes and dislikes
6. Career test – occupational
Affective Assessment
A. Soft Skills in Affective Assessment
1. social skills
___________________________________________________________
2. self-management skills
3. academic soft skills
4. approach skills
B. Two Overriding Categories
1. Records – quantitative measures; attitude scales
a. Semantic differential – bipolar scale
b. Likert scale
c. Checklist
2. Teacher Observation – qualitative measures
a. Anecdotal Record – observation of behavior in the
natural setting
STATISTICS A: Measures of Central Tendency
1. Mean – most reliable and stable measure of central
tendency; average; most affected by extremities/outliers
2. Median – middle most or central most; most stable or
reliable if there are extremities/outliers; less affected by
outliers
3. Mode – most frequent data; not affected by outliers
a. Unimodal – one mode / one most frequent number
b. Bimodal – two modes / two most frequent numbers
c. Multimodal – three or more (can be trimodal)
d. No mode – zero mode
STATISTICS B: Measures of Variability
1. Range – R = Highest value – Lowest value
2. Variance – (206/260 in LET)
3. Standard Deviation – most stable measure of variability
___________________________________________________________
Examples:
Mean = 50; SD = 10
Mean = 45; SD = 3
SD + 1: 50 + 10 = 60
SD +3: 45 + 9 = 54
SD - 2: 50 - 20 = 30
SD - 4: 45 - 12 = 33
Note; Higher mean, Ler SD (Ideal)
Higher SD
scores are scattered; spread out;
heterogeneous
Lower SD
Scores are clustered; bunched together;
homogenous
STATISTICS C: Measures of Relative Position
1. Percentile – divided into 100 equal parts
a. P80 – 80% are lower than you; you belong to 20%
higher
2. Quartile – divided into 4 equal parts
a. Q1 – P25%
b. Q2 – P50%
c. Q3 – P75%
d. Q4 – P100%
3. Decile – divided into 10 equal parts
___________________________________________________________
a. D1 – P10
b. D2 – P20
c. D3 – P30 …
4. Stanine – divided into 9 equal parts
a. S1 - S3 – below average
b. S4 - S6 – average
c. S7 - S9 – above average
STATISTICS D: Measure of Shapes
1. Kurtosis – measure of central tendency that have same or
equal value; symmetrical distribution; shape of the peaks in
a distribution of data
a. Mesokurtic – bell-shaped distribution; normal curve;
most got average scores and few got high/low
scores
b. Leptokurtic – all/almost got the average score;
narrow distribution
c. Platykurtic – scattered scores; high SD
2. Skewness – measure of symmetry
___________________________________________________________
a. Positively skewed distribution – skewed to the right; most of
them got LOW scores; mode is lower than the mean
b. Negatively skewed distribution – skewed to the left; most
got high scores; mode is greater than the mean
STATISTICS E: Correlation
1. Positive Correlation – directly proportional; same direction
2. Negative Correlation – inversely proportional; opposite
direction
3. No Correlation – no relationship between variables that are
being compared
K-12 Grading System
DepEd Order No. 8, s. 2015
___________________________________________________________
A. Kindergarten – checklist/anecdotal records/portfolio; no
numerical grades
B. Grades 1-10 – focus on performance tasks
C. Grades 11-12
Notes:
1. In MAPEH, the Quarter grade is the average of each
individual grade for the four areas.
2. Initial grade – raw computer grade
3. Quarterly grade – transmuted initial grade
4. Final grade – average of the four quarter
5. General average – average of all the subject’s final grades
___________________________________________________________
6. For grades 11-12, final grades are computed by getting the
average of the two quarters.
Grade Descriptors
Note: If the student commit more than 20% absences (truancy) of
the school year/days, school head can give consideration
Promotion and Retention
Grades 1-10:
a. passed all subject – promoted
b. failed 1 or 2 subjects – remedial
c. passed the remedial – either promoted/retained; get the
recomputed final grade
d. failed the remedial again – retained
e. failed 3 or more subjects – retained
Grades 11-12:
a. as long as there is one subject passed; remedial the failed
subjects
b. if failed 2 remedial subjects and passed 2 other remedial
subjects, the 2 failed subjects will be the back subjects
___________________________________________________________
Reflective Practice of Assessment Data
Learner’s Attainment Data (LAD)
1. DLL – index of mastery
___________________________________________________________
2. Electronic class record – grading sheet
3. Progress chart – based on performance