Prof ed-assessment of Learn

1.Criterion reference test

-the students mastery of objectives

2.Define the instructional objective

-first step in planning an achievement test

3. Standard deviation

-Validity

4.Central tendency

-mean,median and mode

5.Positively skewed score distribution

-most of the scores are low

6.Normal distribution

- mean,median and mode are equal

7.Negatively skewed

�means that students perform well in the said examination or the scores of the students concentrated
on the right part of the curve.

�good performance of the students

8.Normal distribution curve, a T-score or 70

❤two SDsabove the mean

❤ T score=10z+50

❤z=2

9. Mean is to measure of central tendency as quartile deviation

10. Skewed to the right

-most of the students got scores below the mean,which means that the examinees performed very poor.

11. Median

-equivalent to the 50th percentile

12. Skewed score distribution

-scores are concentrated more at one

end or the other end.

13.Skewed to the lef

-if the class is composed of bright students .High scores concentrated at the right part of the distribution.

14. -2SD and +2SD in the normal curve

- 95.44

From mean to 1SD is 34.13%

From mean to -1SD is also 34.13%

From 1SD to 2SD is 13.59%

From -ISD to -2SD is 13.59%

The are under the normal curve is

34.13%+34.13%+13.59%+ 13.59%=95.44%

15. Generousity error

�if a teacher gives additional grade to the students who performed well in the class or in the
examination,then he commits generousity error.

16. Mode

�defines as the number that occured most in the distribution most.The distribution is also classified as
unimodal.

17. Formative test

�is done afer or during discussion.Feedback from the said exam can be used to determined whether
the students have mastery of the subject matter.

18. Positive discrimination index

�more from the upper group got the item correctly.

19.Norm-referenced statements

�you are comparing the performance of a certain students with the performance of other students.

20.Negatively skewed score distribution

�the student consist of academically good

students

�most of the scores of the students

concentrated at the right part of curve

21.Content validity

�validation that refers to the relationships between a test and the instructional objectives.

�establishes the test measures what it is

supposed to measure.

22. Measures of Variability

�variance

�standard deviation

�range

�interquartile range

�mean deviation

23.Range

�If teacher gets the difference between

the highest score and the lowest score.

�Formula=highest score-Lowest score

24.Positively skewed

�lef side of the curve

25.Normal curve distribution -1SD to +1SD

�68.26%

�because -1SD to mean is 34.13%

and from mean to 1SD is also 34.13%

Thus the sum is 68.26%

26.Median

�The scores of the students is a tutorial

class are as follows 82,82,85,86,87,94,98

�the score 86 is the median

�it is the middle most score in the

distribution.

27. 0-.20

�difficulty index range

28. -0.46 discrimination index

�more students from the lower group

answered item correctly

29. Multimodal

�is a score distribution that consist of

more than modes.

30. Median is the most appropriate measure of central tendency to used when the distribution is skewed

31.Negatively skewed distribution

�most of the scores of the test-takers

above the mean

32.Positively skewed distribution

�the mean is greater than the median

33.TOS

�Table of Specification

34. Range(types of variation)

�is easily affected by the extreme scores,if there is a change in either the highest score or lower score
the value of the range easily change.

35. Mean(types pf central tendency)

�easily affected by the extreme scores.

�if there is a changes in highest score

� the mean vallue pulled up

�while if the lowest score become

smaller,the valueis pulled down.

36. Sentence completion test

❤word association test and thematic

appreciation test are all projective test.

37.Anecdotal report

❤are notes written by the teacher regarding incdents at the classroom that might be needs special
attention in the future.

38.Sinforoso Padilla

❤father of counselling in the Philippines

39.Authentic assessment

❤assessment applying real life situation

40. Standardized test

❤to engage in easy scoring

41.Scoring rubric

❤very important and indespensable

42.Assessment for learning

❤emphasis on grades and honors

43.Difficulty index of 1

❤the test is very easy

44.Split half method and Kuder Richardson

❤measure internal consistency of the

test scores of the students.

45. Test-retest measures method

❤stability of the test scores

46.Parallel method

❤measures equuvalence

47.Grading on the curve/norm referenced

grading

❤the performance of a certain student

compared to the performance of other

students in the group.

48.Constructing matching type of test

☝the option must be greater than the

descriptions

✌the direction must state the basis of

matching.

�the discription must be in Column A

and Options in Column B

PROF ED

PART 1: KOUNIN'S MGT MODEL (1970)

✔stimulus boundedness -- teacher's attention interrupted by extrateneous stimulus

✔Thrust -- teacher interrupts students engaged in activities w/o considering whether the student is
ready or not.

✔Dangels -- teacher interrupts activity of student and return to it again.

✔Truncations -- teacher does not return to current act. afer being interrupted.

✔Overdwelling -- teacher focuses on a certian topic that will lead to too much time consupmtion, the
lesson will slow down.
✔Fragmentation -- chunks of lesson for students to understand his/her lesson effectively or breakibg
down of act. to cause too much time.

✔Flip Flop -- teacher changes its activity from current activity to new one and vice versa

whenever he/she changes his/her mind.

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PART 2 PO.

THEORIES AND THEIR PROPONENTS

✔Wilhelm Woundt = german psycologist "founder of modern psychology.

✔Titchener = structuralism psychology

William james, G. Stanley Hall, James M. Cattell.... these three promote "functionalism psychology

✔Charles darwin = theories to mental characteristics as human think, feel & behave(" evolutionary
psychology")

✔Herman Ebbinghaus = associationism psychology

✔Edwin Guthrie = (stimulus and response ) :; temporal conguity

✔Edward Lee Thorndike = "satisfaction" "the law of effect".

✔Ivan Pavlov = involuntary behavior

✔Max Wertheimer = gestalt psychology

✔Otto Loewi = discovered "acetylchloline" respobsible in stimulation of muscles

✔Ulf von Euler discovered "norepinephrine" bringing our nervous system into "high alert" ✔Arvid
Carlsson discovered "dopamine" the reward mechanisms in the brain

✔Jean Piaget -- cognitive dev't , info processing , dynamic interrelation.

✔Sigmund Freud -- psychosexual , psychoanalytic

✔Erik Erickson -- psychosocial

✔Lawrence Kohlberg -- moral dev't,

✔Burrhus Frederic Skinner -- operant cond.

✔Ivan Pavlov -- classical cond.

✔Edward Lee Thorndike -- connectionism

✔Albert Bandura -- social learning, neo - behaviorism

✔Robert Gagne -- sequence of instruction

✔Abraham Maslow -- hierarchy of needs , motivation theory

✔William Kohler -- insight learning

✔Robert Havighurst -- devt task theory

✔Benjamin Bloom -- bloom's cognitive taxonomy

✔Simpsons / Anita Harrow -- psychomotor domain

✔David Krathwohl -- affective domain

✔Jerome Bruner -- constructivist, spiral curr, instrumental conceptualism

✔Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory, Scaffolding

✔Edgar Dale -- cone of exp. (20% remember)

✔kohler,koffka, weirtheimer -- gestalt psychology

✔John Locke -- tabularasa , empiricism

✔Howard Gardner -- multiple int.

✔Noam Chomsky -- language acquisition theory , fr of linguistic, nativism

✔David Ausubel -- meaningful learning, graphic organizer, assumption

✔Charles Cooley -- looking glass self theory

✔John Flavel -- metacognition

✔Sandra Bem -- gender schema theory

✔Elliot Turriel -- social domain theory

✔Robert Sternberg -- triachic theory of int.

✔Johm Watson -- behaviorial theory

✔Maria Montessory -- transfer of learning, kinder garten preparation of children.

✔Edward Tolman -- purposive behaviorism and goal oriented

✔Edward Torrance -- creative problem solving

✔Bernard Weiner -- attribution theory

✔Daniel Goleman/coleman? -- emotional intelligence

✔Wolfgang Ratke -- used vernacular for approaching the class.

✔mencius -- idealistic wing of confucianism

✔hzun tzu -- realistic wing of confusianism

✔taoism -- lao tzu

✔Herbart spencer -- moral devt

✔Pestallozi -- symmetrical and harmonious devt of child

✔John Jacques Rosseau -- nature of child

✔Arnold Gesell - maturation theory

✔John Dewey - Learning by doing

✔David Froebel - Father of kinder garten

✔John Bowly - Attainment Theory

✔Edward Boro - Six Thinking Hats Theory

✔Auguste Comte - Father of Sociology

✔Carlos Linnaeus - Father of modern taxonomy.

✔John Amos Comencius - Fr. of modern education.

✔Erasmus Desiderius - Fr. of humanism/ social humanism

✔William Kilpatrick - Project method.

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PART 3:

IDEALISM -- plato

REALIAM -- aristotle

EMPIRICISM -- locke

PRAGMATISM -- dewey
EXISTENTIALISM -- hegel

PHILOSOPHICAL ANALYSIS -- moore

ESSENTIALISM -- bagley

PERENNIALISM -- hutchins

PROGRESSIVISM -- dewey

RECONSTRUCTIONALISM -- brameld

BEHAVIORISM -- skinner or watson

STRUCTURALISM -- helmholts or wundt?

FUNCTIONALISM -- james,nugell, or carr?

PURPOSIVISM -- hormic

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PART 4 -ISM

✔NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)

✔IDEALISM -- spiritual, values, moral, socratic method

✔REALISM -- natural world, values arenatural and absolute, reality exist undercieved

✔PRAGMATISM/EXPERIMENTALISM -- practical, problem solving research, knowledge is what works,

values are related, truth is warranted assertion.

✔ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for
rational being.

✔PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest
are relevant to curriculum.

✔EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do,
deciding precedes knowing.

✔PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.

✔SOCIAL RECONSTRUCTIVISM -- for better society, community based learning

✔RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.

✔BEHAVIORISM -- learning is change in behavior, S-R relationship

✔EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)

✔STRUCTURALISM -- complex mental exp. such as image,feeling and sensation

✔FUNCTIONALISM -- focus to motivation, thinking & learning.

✔PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of
his/her objective.

✔PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines
meaning

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PART 5: REPUBLIC ACTS

9155 -- Governance of basic educ. act of 2001

6728 -- GASTPE

7722 -- creating CHED

7784 -- " " of center of excellence

7796 -- creating TESDA

6655 -- Free public secondary act of 1988

4090 -- creating a state scholarship council to intergrate, systematize, administer and implement all
program scholarships and appropriating funds.

5447 -- creation of a special educ. fund act enacted in 1968

-- organization and extension of classes

-- adding classroom to remote areas,barrios and provincial schools

6139 -- regulated the secretarian schools/private school in charging higher tuition fee

7687 -- science and technology scholarship act of 1994

7743 -- establishment of city and municipal libraries.

8292 -- higher educ. modernization act of 1997

6850 -- an act to grant Civil Service eligibility under certain conditions to Gov. employees appointed
under provisionap or temporary status who rendered 7 years of efficient service

8545 -- amending RA 7628 Expanded GASTPE Act

8525 -- Adopt a school program

8491 -- Flag and Heraldic code of the Ph.

7797 -- lengthen the school prog. to 200 days and not more than 220 days

8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and
assignment of school.

6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.

7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and
indigeneous learning system

7743 -- act providing libraries and reading centers throughout the Ph.

7877 -- anti-sexual harassment act of 1995

9163 -- NSTP of 2001

6193 -- regulation of tuition fees of private educ. institution

10627 -- anti-bullyinh act of 2013

10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)

9485 -- anti-red tape act

Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities.

PROF. ED

PART 6

Philosophers Related to Learners Development

✔SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk avove water.

COMPONENTS OF PERSONALITY

ID -- pleasure center

EGO -- reality center

SUPER EGO -- conscience / judgment center.

PSYCHOSEXUAL STAGES OF DEV'T

ORAL -- thumb sucking, biting

ANAL -- toilet training, control of their bowel.

PHALLIC -- sexual interest, genital stimulation.

LATENCY -- sexual urges & interest were temporary

GENITAL -- adult sexual interest and activities come to dominate.

Odipus complex - son vs father towards mother/wife feelings . (excessive attachment)(Phallic stage)

Electra complex - daugther vs mother towards father/husband feelings. (excessive attachment)(Phallic

stage)

Personality Dynamics

LIFE INSTINCT

DEATH INSTINCT

===================================

✔ERIK ERICKSON -- "healthy children will not fear in their elders have integrity enough to fear of death.

PSYCHOSOCIAL STAGES of DEVT

CRISIS -- a person goes through

MALADAPTATION -- result from failure to effectivity resolve the problem

MALIGNACY -- "

VIRTUE -- emerges when balance & resolution of crisis attained.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of
independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this
stage leads to a sense of purpose. Children who try to exert too much power experience disapproval,
resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay
true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to
strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, ofen by having children or
creating a positive change that benefits other people. Success leads to feelings of usefulness and
accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage
leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
===================================

✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on
tomorrow's.

SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire
skills.

MKO(More Knowledge Others) -- higher level of performance.

===================================

✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things
not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVT.

SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.

PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems

FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think
symbolically.

===================================

✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and
standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVT.

PRE-CONVENTIONAL -- obidience & punishment (consequences) , individualism & exchange

CONVENTIONAL --interpersonal relationship, maintain social order.

POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and
beliefs.

===================================

✔URIE BROFENBRENNER --

ECOLOGICAL SYSTEM THEORY

MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood

MESOSYSTEM -- connections between context, school experiences to church experience.

EXOSYSTEM -- includes other people and places that the child herself may not interact with ofen herself
but that still have a large effect on her.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of
independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this
stage leads to a sense of purpose. Children who try to exert too much power experience disapproval,
resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay
true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to
strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, ofen by having children or
creating a positive change that benefits other people. Success leads to feelings of usefulness and
accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage
leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

===================================

✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on
tomorrow's.

SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire
skills.

MKO(More Knowledge Others) -- higher level of performance.

===================================

✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things
not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVT.

SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.

PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems

FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think
symbolically.

===================================
✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and
standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVT.

PRE-CONVENTIONAL -- obidience & punishment (consequences) , individualism & exchange

CONVENTIONAL --interpersonal relationship, maintain social order.

POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and
beliefs.

===================================

✔URIE BROFENBRENNER --

ECOLOGICAL SYSTEM THEORY

MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood

MESOSYSTEM -- connections between context, school experiences to church experience.

EXOSYSTEM -- includes other people and places that the child herself may not interact with ofen herself
but that still have a large effect on her.

MACROSYSTEM -- which is the largest and most remote set of people and places and things to a child but
which still has a great influence over the child.

===================================

✔ALBERT BANDURA -- SOCIAL LEARNING THEORY

: environment affects child's personality : learninh occurs by simply observing people, people learned
from what they see and the consequences of what they did

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PART 7

FOUR PILLARS OF LEARNING

✔LEANING TO KNOW -- focuses on combining broad gen. knowledge and basic educ. with the
opportunity to work on a small number of subjects in the light of rapid changes brought about by
scientific progress ang new forms of economic and social acitivity.

❇Learning how to learn and to discover, as to benefit from ongoing educational opportunities
continuously arising throughout life.

❇Developing the faculties of memory, imagination, reasoning and problem solving.

❇Understanding about one's environment.

❇Communicating with others.

✔LEARNING TO DO -- emphasizes on the learning of skills necessary to practice a profession or trade.

❇applying in practice what has been learned.

❇developing vocational / occupational and technical skills

❇developing social skills in building meaningful interpersonal relationships.

❇developing competence, social behavior, aptitude for teamwork

❇enhancing the ability to communicate and work with others

❇managing and resolving conflicts.

✔LEARNING TO BE -- prioritizes the development of the human potencial to the fullest.

❇tapping the talents hidden with individual.

❇developing personal commitment and responsibilty for the common good.

✔LEARNING TO LIVE TOGETHER -- emphasizes understanding of others, their history, tradition and
cultures, and also living and interacting peacefully together.

❇appreciating diversity of human race

❇being receptive to others and encounter others through dialogue and debate.

❇caring about others

❇working toward common objectives in cooperative undertakings.

❇managing and resolving conflicts.

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PART 8: COGNITIVE PERSPECTVE : GESTALT PRINCIPLE

✅German word means "whole, form, pattern or configuration"

✅the focus of this theory is on Perception and how people assign meaning to visual stimuli "The whole
is more than the sum of all parts"

LAW OF PROXIMITY -- elements that are closer together be percieved as a coherent object.

LAW OF SIMILARITY -- similar will percieved as part of the same form.

LAW OF CLOSURE -- ignoring gaps in the figure.

LAW OF CONTINUATION -- patterns establish an impled direction, people tend a good continous line.

LAW OF PRAGNANZ -- stimulus will be organize into a good figure as possible.

LAW OF FIGURE/GROUND -- we tend to pay attention and percieved things in the foreground first.

INSIGHT LEARNING -- Gestalt adheres to the idea of learning takes place by discovery.

PART 9

✔Ripple Effect -- spreading effect of series of consequences caused by singlr action or event.

✔Hawthorne Effect -- type of reactivity effect in which individuals improve an aspect of their behavior in
response to their awareness of being observed.

✔Halo Effect -- cognitive bias which an observer overall impression of a person, influences the observers
feeling and thoughts about the entity's character or property

✔Pygmalion Effect -- Shows the teacher's expectation (self-fulfillment)

✔Golem Effect -- low expection leads to decrease in performance.

REINFORCEMENTS

Positive -- presence of stimulus

Negative -- absence of stimulus

Escape -- removes stimulus

Avoidance -- prevents stimulus

Reinforcement -- increase of behavior

Punishment -- weakens response.

PNU REVIEWER (SUMMARY) FOUNDATIONS OF EDUCATION

● John Locke � was an English philosopher and physician "Father of Liberalism" ; to form character
(mental, physical, and moral) ; Education as Training of the mind/Formal discipline ; Notable ideas -
"Tabula rasa"

● Francis Bacon � was an English philosopher, statesman, scientist, jurist, orator and author. "Father of
scientific method" "Father of empiricism"
● Jean Jacques Rousseau � was a Francophone Genevan philosopher, writer and composer of the 18th
century."Hollistic education"(physical,moral, intellectual) Notable ideas - moral simplicity of humanity;
child centered learning; Famous novel: "Emile" or On Education; Human Development

● Edgar Dale � was an American educator who developed the "Cone of Experience" aka "Father of
Modern Media in Education"

● Erik Erikson � was a German-born American developmental psychologist and psychoanalyst known
for his theory on "psychosocial development" of human beings.

● Johann Heinrich Pestalozzi � was a swiss pedagogue and educational reformer who exemplified
Romanticism in his approach. "Social regeneration of humanity" Notable ideas: "Four-sphere concept of
life" his motto was " Learning by head, hand and heart"

● Friedrich Frobel � was a German pedagogue a student of Pestalozzi who laid the "foundation of
modern education" based on the recognition that children have unique needs and capabilities. "Father
of kindergarten"

● Johann Herbart � was a German philosopher, psychologist and founder of pedagogy as an academic
discipline. ;

● Edward Lee Thorndike � was an American psychologist ; " Father of Modern educational psychology;
connectionism; law of effect. ; "Realize the fullest satisfaction of human wants"

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

● IDEALISM � Plato (own ideas) nothing exist except in the mind of a man/ what we want the world to
be

● REALISM � Aristotle;Herbart; Comenius; Pestalozzi; Montessori; Hobbes; Bacon; Locke ▶

(experience) fully mastery of knowledge

● BEHAVIORISM � always guided by standards/by procedure; purpose is to modify the behavior

● EXISTENTIALISM � Kierkegaard; Sartre; "Man shapes his being as he lives" ▶Focuses on

self/individual

● PRAGMATISM/EXPERIMENTALISM �William James; John Dewey - learn from experiences through

interaction to the environment ▶Emphasizes the needs and interests of the children

● PERENNIALISM � Robert Hutchins ▶focuses on unchanging/universal truths

● ESSENTIALISM � William Bagley - teaching the basic/essential knowledge ▶ Focuses on basic skills
and knowledge

● PROGRESSIVISM � Dewey/Pestalozzi (process of development) ▶focuses on the whole child and the
cultivation of individuality
● CONSTRUCTIVISM � Jean Piaget ▶Focused on how humans make meaning in relation to the
interaction b/w their experiences and their ideas. Nature of knowledge w/c represents an
epistemological stance.

● SOCIAL RECONSTRUCTIONISM � George Counts - recognized that education was the means of
preparing people for creating his new social order ▶highlights social reform as the aim of education

➡ ACCULTURATION - learning other culture; the passing of customs, beliefs and tradition through
interaction and reading.

➡ ENCULTURATION - the passing of group's custom, beliefs and traditions from one generation to the
next generation

➡ Convergent questions - are those that typically have one correct answer.

➡ Divergent questions - also called open-ended questions are used to encourage many answers and
generate greater participation of students. Higher ord

PRINCIPLES & THEORIES OF LEARNING & MOTIVATION

● Psychosexual Theory/Psychoanalysis - Sigmund Freud ● Psychosocial Theory - Erik Erikson's Theory of

Personality ● Ecological Theory - Eric Brofenbrenner's Theory of Development ● Sociohistoric Cognitive
Linguistic Theory - Lev Semanovich Vygotsky ● Cognitive Development - Jean Piaget; John Dewey;
Jerome Brunner ● Phenomenology - Abraham Maslow; Carl Rogers; Louis Raths ● Behaviorism - Edward
Thorndike; Ivan Pavlov; Burrhus Frederick Skinner ● Moral Development - Lawrence Kohlberg ● Ivan
Pavlov - classical conditioning ● Edward Thorndike - connectionism ● B.F. Skinner - operant conditioning
& reinforcement ● Albert Bandura - "bobo doll" experiment; modelling; self eficacy ● David Ausubel -
Meaningful Reception Theory ● Jerome Bruner - Discovery Learning Theory/Inquiry method ● Wolfgang
Kohler's - Insight Learning Problem ● Richard Atkinson & Richard Shiffrin's - Information Processing
Theory ● Robert Gagne's - Cumulative Learning Theory ● Howard Gardner - Multiple Intelligence ● Kurt
Lewin's - Field Theory/ his concept of life space ● Brofenbrenner's - Ecological System Theory ● Lev
Vygotsky - Social Constructivism;

Repost! �

REPUBLIC ACTS

9155 -- Governance of basic educ. act of 2001

6728 -- GASTPE

7722 -- creating CHED

7784 -- " " of center of excellence

7796 -- creating TESDA

6655 -- Free public secondary act of 1988

4090 -- creating a state scholarship council to intergrate, systematize, administer and implement all
program scholarships and appropriating funds.

5447 -- creation of a special educ. fund act enacted in 1968

-- organization and extension of classes

-- adding classroom to remote areas,barrios and provincial schools

6139 -- regulated the secretarian schools/private school in charging higher tuition fee

7687 -- science and technology scholarship act of 1994

7743 -- establishment of city and municipal libraries.

8292 -- higher educ. modernization act of 1997

6850 -- an act to grant Civil Service eligibility under certain conditions to Gov. employees appointed
under provisionap or temporary status who rendered 7 years of efficient service

8545 -- amending RA 7628 Expanded GASTPE Act

8525 -- Adopt a school program

8491 -- Flag and Heraldic code of the Ph.

7797 -- lengthen the school prog. to 200 days and not more than 220 days

8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and
assignment of school.

6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.

7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and
indigeneous learning system

7743 -- act providing libraries and reading centers throughout the Ph.

7877 -- anti-sexual harassment act of 1995

9163 -- NSTP of 2001

6193 -- regulation of tuition fees of private educ. institution

10627 -- anti-bullyinh act of 2013

10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)

9485 -- anti-red tape act

Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities.

FOUNDATIONS OF EDUCATION

● John Locke � was an English philosopher and physician "Father of Liberalism" ; to form character
(mental, physical, and moral) ; Education as Training of the mind/Formal discipline ; Notable ideas -
"Tabula rasa"

● Francis Bacon �was an English philosopher, statesman, scientist, jurist, orator and author. "Father of
scientific method" "Father of empiricism"

● Jean Jacques Rousseau �was a Francophone Genevan philosopher, writer and composer of the 18th
century."Hollistic education"(physical,moral, intellectual)

Notable ideas - moral simplicity of humanity; child centered learning; Famous novel: "Emile" or On
Education; Human Development

● Edgar Dale �was an American educator who developed the "Cone of Experience"

aka "Father of Modern Media in Education"

● Erik Erikson �was a German-born American developmental psychologist and psychoanalyst known
for his theory on "psychosocial development" of human beings.

● Johann Heinrich Pestalozzi �was a swiss pedagogue and educational reformer who exemplified
Romanticism in his approach. "Social regeneration of humanity" Notable ideas: "Four-sphere concept of
life" his motto was " Learning by head, hand and heart"

● Friedrich Frobel �was a German pedagogue a student of Pestalozzi who laid the "foundation of
modern education" based on the recognition that children have unique needs and capabilities. "Father
of kindergarten"

● Johann Herbart �was a German philosopher, psychologist and founder of pedagogy as an academic
discipline. ;

● Edward Lee Thorndike� was an American psychologist ; " Father of Modern educational psychology;
connectionism; law of effect. ; "Realize the fullest satisfaction of human wants"

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

● IDEALISM � Plato (own ideas) nothing exist except in the mind of a man/ what we want the world to
be
● REALISM � Aristotle;Herbart; Comenius; Pestalozzi; Montessori; Hobbes; Bacon; Locke

(experience) fully mastery of knowledge

● BEHAVIORISM �always guided by standards/by procedure; purpose is to modify the behavior

● EXISTENTIALISM �Kierkegaard; Sartre; "Man shapes his being as he lives"

Focuses on self/individual

● PRAGMATISM/EXPERIMENTALISM �William James; John Dewey - learn from experiences through

interaction to the environment

Emphasizes the needs and interests of the children

● PERENNIALISM �Robert Hutchins

focuses on unchanging/universal truths

● ESSENTIALISM � William Bagley - teaching the basic/essential knowledge

Focuses on basic skills and knowledge

● PROGRESSIVISM �Dewey/Pestalozzi (process of development)

focuses on the whole child and the cultivation of individuality

● CONSTRUCTIVISM�Jean Piaget

Focused on how humans make meaning in relation to the interaction b/w their experiences and their
ideas. Nature of knowledge w/c represents an epistemological stance.

● SOCIAL RECONSTRUCTIONISM �George Counts - recognized that education was the means of
preparing people for creating his new social order

highlights social reform as the aim of education

ACCULTURATION - learning other culture; the passing of customs, beliefs and tradition through
interaction and reading.

ENCULTURATION - the passing of group's custom, beliefs and traditions from one generation to the next
generation

Convergent questions - are those that typically have one correct answer.

Divergent questions - also called open-ended questions are used to encourage many answers and
generate greater participation of students. Higher order thinking skills; to think more creatively.

90 days - enrolled bills becomes a law

30 days - "lapse"

PRINCIPLES & THEORIES OF LEARNING & MOTIVATION

● Psychosexual Theory/Psychoanalysis - Sigmund Freud

● Psychosocial Theory - Erik Erikson's Theory of Personality

● Ecological Theory - Eric Brofenbrenner's Theory of Development

● Sociohistoric Cognitive Linguistic Theory - Lev Semanovich Vygotsky

● Cognitive Development - Jean Piaget; John Dewey; Jerome Brunner

● Phenomenology - Abraham Maslow; Carl Rogers; Louis Raths

● Behaviorism - Edward Thorndike; Ivan Pavlov; Burrhus Frederick Skinner

● Moral Development - Lawrence Kohlberg

● Ivan Pavlov - classical conditioning

● Edward Thorndike - connectionism

● B.F. Skinner - operant conditioning & reinforcement

● Albert Bandura - "bobo doll" experiment; modelling; self eficacy

● David Ausubel - Meaningful Reception Theory

● Jerome Bruner - Discovery Learning Theory/Inquiry method

● Wolfgang Kohler's - Insight Learning Problem

● Richard Atkinson & Richard Shiffrin's - Information Processing Theory

● Robert Gagne's - Cumulative Learning Theory

Howard Gardner - Multiple Intelligence

● Kurt Lewin's - Field Theory/ his concept of life space

● Brofenbrenner's - Ecological System Theory

● Lev Vygotsky - Social Constructivism; Zond of Proximal Development (ZPD) * gap b/w actual and
potential development

● Hilda Taba - Grassroots Approach

● Max Wertheimer - Gestalt Psychology

● Wilhelm Wundt - "Father of Modern Psychology"

● William James - wrote the "Principles of psychology"/ consciousness

● hypothalamus - brain's stress center

● Abraham Maslow - physiological needs; "Maslow's Hierarchy of Needs" ; safety&security; love &
belongingness; self-esteem; self-actualization

● John B. Watson - (behaviorist approach) an American psychologist who established the psychological
school of behaviorism.

FIGURATIVE LANGUAGE

● Metaphor - is a comparison made b/w things w/c are essentially not alike.

Ex: "Nobody invites Edward to parties because He is a wet blanket"

● Simile - is like a metaphor and ofen uses the words "like" or "as"

Ex: "Jamie runs as fast as the wind"

● Personification - when something that is not human is given human-like qualities, this is known as
personification.

Ex: " The leaves danced in the wind on the cold October afernoon"

● Hyperbole - exaggerating, ofen in a humorous way to make a particular point is known as hyperbole.

Ex: "My eyes widened at the sight of the mile-high ice cream cones we we're having for dessert"

● Onomatopoeia - when you name an action by imitating the sound associated with it.

Ex: "The bees buzz angrily when their hive is disturbed"

● Idiom - an idiom is an expression used by a particular group of people with a meaning that is only
known through common use.

Ex: "I'm just waiting for him to kick the bucket."

● Synecdoche - a synecdoche is a figure of speech using a word/words that are a part to represent a
whole.

Ex: referring to credit cards as "plastic" is a synecdoche

● Assonance - when you repeat a vowel sound in a phrase, it is an assonance.

Ex: "It's true, I do like Sue."

● Metonymy - a metonymy is a figure of speech where one thing is replaced w/a word that is closely
associated with it such as using "Washington" to refer to the United States

REPUBLIC ACTS

● RA #7836 - Philippine Teacher Professionalization Act of 1994

● RA #7796 - TESDA Act of 1994

● Article XIV 1987 Philippine Constitution (Educ.Sci & Tech,Arts,Culture& Sports) this is the very
fundamental legal basis of education in thr philippines.

● Education Act of 1982 (Batas Pambansa 232, Sept 11,1982) an Act providing for the Establishment &
Maintenance of an Integrated System of Education

● RA #4670 - Magna Carta for Public School Teachers (June 18,1966)

● RA #6713 - Code of Conduct & Ethical Standards For Public Officials and Employees

● RA #7877 - Anti-sexual Harrassment Act of 1995

● RA ##9155 - Decentralization; Legal basis of Shared Governance in Basic Education

● RA ##7784 - Establishment of Center of Excellence

● K-12 Curriculum - Enhanced Basic Education Curriculum

● RA ##90210 - "An Act to Integrate Information Teachnology into the Public Elementary & Secondary
Curricula & Appropriating funds

● RA ##10121 - DRMM approval headed by OCO office of Civil defense May 2010

LITERATURE

● Folklore - traditionally derived and orally transmitted literature

● Folktales - reflect the people's beliefs handed down from generation to generation by word of mouth

● Epilogue - conclusion or final part of non-dramatic literary work

● Genre - distinctive type of literary composition such as epic, tragedy, comedy & novel

● "Quo Vadis" - means "where are you going"

● hieroglyphics - oldest forn of egyptian writing

● Allegory - narrative whose meaning is beneath the surface

● Elegy - a meditated poem of grief

● Sonnet - verse w/14 iambic pentameter lines

● Epic - long poem w/c depicts the adventure of a great hero who reveals his country's aspirations;
narrates heroic deeds and supernatural happenings w/local actor in w/c people sing/chant

● Soliloquy - speech made by a person who reveals his thoughts

● Manuel Arcilla - "How my brother Leon brought home a wife"

● Washington Irving - "The Legend of a Sleepy Hollow"

● Fall of the house of usher - hypochondriac living in morbid fear

● Cyrano de Bergerac - poet & soldier noted for his Peculiar nose

● "The Illiad of Homer" - great epic poem whose plot centers around the anger & wrath of Achilles
against agamemnon

● "The Bells" - "If eyes are made for seeing, then beauty is its own excuse for being"

● Cacophony - literary term w/c means harsh & discordant sounds introduced for poetic effect

● George Bernard Shaw - know for his excellence of characterization, swifness of narrative & clarity of
style.

● Edgar Allan Poe - greatest American writer of horror and detective stories

● Rabindranath Tagore - best known for his collection of poems called Gitanjali/song offerings

● Robert Frost - ranked as one of the best modern American poets.

● Geoffrey Chaucer - Morning Star of English Literature

● Mark Twain - "Samuel Clemens"

Harriet Stowe - "Uncle Tom's Cabin"

● Charles Darwin - Origin of species

● Lazlo Biro - invented the ball point pen

● Harry Potter - epic kind of story

VOCABULARY

Emulate 〰 imitate

Vouchsafe 〰 grant

Abeyance 〰 suspended
Denigrate 〰 malign

Furtive 〰 sneaky

Remonstrate 〰protest

Corroborate 〰confirm

Gullible〰easily deceived

Germane〰relevant

Plebeian〰common

Vulpine〰cunning

Spendthrif〰spender

Impolitic〰unwise

Terse〰concise

Parsimonious〰stingy

Stupefy〰make numb

Pariah〰outcast

Wizened〰shrivelled

Dubious〰doubtful

Incriminates〰accuse

Frivolous〰worthless

Susceptible〰inclined

Impertinent〰irrelevant

Ostracized 〰excluded

Conglomeration〰diffusion

Cacophonous〰loud and unpleasant

Carnal〰worldly

Aplomb〰composure
Candor 〰honesty

Contemptuous 〰 scornful

Feeble 〰 weak

Inevitable 〰 certain

FILIPINO

● Ang panubong - handog sa dalagang may kaarawan (koronang bulaklak)

● Florante at Laura - (awit) "katiwalian ng mga kastila"

● Jose dela Cruz - tungkod ng tulang tagalog

● Noli Me Tangere - (Rizal) suliraning panlipunan ng bayan

● "Doktrina Kristiyana" - Fr. Domingo de Nieva � unang aklat na nalimbag sa pilipinas

● Severino Reyes - Ama ng dulaang tagalog

● Juan Luna - La Spolarium

● "Alim" - pinakamatandang epiko ng pilipinas

● Jose Palma - naglikha ng "Himno Nacional Filipino"

● Liwayway - nabigyan ng pagpapahalaga ang sariling wika

● Lope K.Santos - "Ama ng balarila ng pilipino"

● Andres Bonifacio - "anak bayan"

● Pupdok/Kinting kulirat - hindi kailanman ginamit ni Marcelo del Pilar

● Teodoro Agoncillo - isang kilalang manunulat ng kasaysayan

● Manuel Quezon - Ama ng Wikang Pambansa

● Constancio de Guzman - lumikha ng awit na "Ang Bayan Ko"

● Pascual Poblete - Ama ng pahayagang tagalog

❣The three largest islands in the Philippines.

Luzon, Mindanao, Samar

CURRICULUM DEVELOPMENT FOR TEACHERS SUMMARY

The Education Levels in the Philippines

Basic Education includes the following:

1. Kindergarten

2. Grade 1 – Grade 6 (elementary)

3. Grade 7 – Grade 10 (Junior High School)

4. Grade 11- 12 (Senior High School)

Technical Vocational Education

1. Taken care by the Technical Education and Skills Development Authority (TESDA)

2. For the TechVoc track in SHS, DepEd and TESDA work in close coordination (Technology and Livelihood
Education (TLE) and Technical-Vocational-Livelihood (TVL) Track specializations may be taken between
Grades 9 to 12. Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8.)

Higher Education

Colleges with some courses. The new basic education levels are provided in the K to 12 Enhanced
Curriculum of 2013

7 types of Curriculum According to Allan Glatthorn

1. Recommended Curriculum - The curriculum that is recommended by scholars and professional

organizations.

Basic Education - Recommended by DepEd

Higher Education - Recommended by CHED

Vocational Education - TESDA

2. Written Curriculum - Documents based on recommended curriculum

Example: syllabi, course of study, module, books or instructional guides, lesson plan.

3. Taught Curriculum - The curriculum which teachers actually deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-textbooks, sofware, and
other media supporting materials that make learning and teaching meaningful print materials like books,
charts, posters, worksheets, or non-print materials like Power Point presentations, movies, slides,
models, mock ups, realias facilities – playground, laboratory, AV rooms, zoo, museum, market or plaza
(places where direct experiences occur)

5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students actually learn.

6. Assessed Curriculum - The curriculum which appears as tests and performance measures: state tests,
standardized tests, district tests, and teacher-made tests.

7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what students learn from
the physical environment, the policies, and the procedures of the school. Not planned but has a great
impact on students

Ways of Presenting the Curriculum

1.Topical Approach – Content is based on knowledge and experiences.

2. Concept Approach – Fewer topics in clusters around major and sub concepts.

3. Thematic – Combination of concepts.

4. Modular – Leads to complete units of instruction.

Criteria in the Selection of the Subject Matter

1. Self-Sufficiency – it is about helping the learners to attain the utmost independence in learning yet in
an inexpensive way. It is the most important guiding principle in selecting the content according to
Scheffler. This means, more of the results and effective learning outcomes though a lesser amount of the
teacher’s effort and so with the learner’s effort.

2. Significance – It is significant if fundamental ideas, concepts, principles and generalization are supplied
in the subject matter to achieve the overall aim of the curriculum.

3. Validity – The genuineness of a content selected is by its legality. The subject matter to be selected has
to be legal to avoid selecting the obsolete ones.; must be verified at regular interval.

4. Interest – The learner’s interest is a major factor in selecting the content; one of the driving forces of
the learner to learn better.

5. Utility - Deciding on subject matter, its usefulness is considered to be essential.

6. Learnability – if there is a quotation to “live within our means” then there is also the consideration of
“teaching within the means of the learners.”

7. Feasibility – content selection takes into thought the possibility, the practicability and the achievability
of the subject matter in terms of the availability of the resources, proficiency of the teachers, and the
personality of learners especially within the framework of the society and the government

Guides in Addressing Content in the Curriculum

1. Balance – Content should be fairly distributed in depth and breadth.

2. Articulation - As the content complexity progresses, vertically or horizontally, smooth connections or

bridging should be provided. This ensures that there is no gaps or overlaps in the content.

3. Sequence – Logical arrangement

- Vertically – For deepening the content

- Horizontally – For broadening the content

4. Integration – Relatedness or connection to other contents. Provides a holistic or unified view of

curriculum instead of segmentation.

5. Continuity – Should be perennial, endures time. Constant repetition, reinforcement and enhancement
are elements of continuity.

Four Phases of Curriculum Development

1. Curriculum Planning – Considers the school vision, mission, and goals; includes the philosophy or
strong education belief of the school.

2. Curriculum Designing – The way curriculum is conceptualized to include the selection and organization
of content, the selection and organization of learning experiences or activities and the selection of the
assessment procedure and tools to measure achieved learning outcomes. Also include the resources to
be utilized and the statement of the intended learning outcomes.

3. Curriculum Implementing – Putting into action the plan; it is where the action takes place; involves the
activities transpire in every teacher’s classroom where learning becomes an active process.

4. Curriculum Evaluating – Determines the extent to which the desired outcomes have been achieved.
This is an ongoing procedure as in finding out the progress of learning (formative) or the mastery of
learning (summative)
Curriculum Development Process Models

Ralph Tyler Model : Four Basic Principles

Purposes of the school

Educational experiences related to the purposes

Organization of the purposes

Evaluation of the experience

Hilda Taba Model : Grassroots Approach

Taba strongly believed teachers should take part in the design of curricula. Taba’s model included seven
steps:

Educators must first identify the students’ needs for the development of the curriculum.

Objectives should by specific.

The content matches the objectives, as well as demonstrates validity.

Curriculum content is designed based on students’ interest, development, and achievement.

Instructional methods are selected by teachers.

The organization of the learning activities is determined by the teacher.

Evaluation