PRINCIPLES AND STRATEGIES IN TEACHING
CONTENT KNOWLEDGE – pag-unawa sa nilalaman at may kakayahang ipaliwanag ito sa makabuluhang anyo para sa mga estudyante.
PEDAGOGICAL KNOWLEDGE – mga koneksyon batay sa pananaliksik sa pagitan ng pagtuturo at pag-aaral.
STRATEGIES – mga plano batay sa pananaliksik kung paano ilalahad ng mabuti at maayos ang isang aralin.
EFFECTIVE TEACHING BEHAVIORS
LESSON CLARITY – ginagawa ng guro ang kanilang mga punto na maliwanag at i-explain ang concepts nang malinaw. At kinakailangan rin na ang boses ni teacher ay malakas nang sa ganun ay maririnig ang kanyang mga sinasabi sa bawat sulok ng classroom.
INSTRUCTIONAL VARIETY – ay tumutukoy sa paggamit ng mga iba’t ibang uri ng instructional aids para sa mga diverse learners.
TEACHER TASK ORIENTATION – tumutukoy sa matalinong paggamit ng oras para sa pagtuturo ng aralin. Kinakailangan seguradohin ng guro na ang mga objectives o competencies ng isang aralin ay dapat na ma-atain ng mga estudyante sa itinakdang panahon.
ENGAGEMENT IN THE LEARNING PROCESS – tumutukoy ito sa dami ng oras ng pag-aaral ng mga estudyante sa isang aralin. Kinakailangan ay makompromiso (engage) ng guro ang interes at atensyon ng mga estudyante sa kanyang aralin.
STUDENT SUCCESS RATE – tumutukoy ito sa achievement ng isang bata sa isang pagsasanay at gawain. Nagrereflect ang performance ni teacher sa pagtuturo sa success ni student.
TYPES OF TEACHING APPROACHES/METHODS/STRATEGIES
DIRECT/TEACHER-CENTERED APPROACH – ang guro ay direktang nag-tratransmit ng impormasyon sa mag-aaral.
Deductive method – nagsisimula sa isang panuntunan o kalahatan na inilalapat sa mga particular na kaso o mga halimbawa. Naglalayon nito na subukan ang panuntunan o lutasin ang ibinigay na problema.
Demonstration or Showing method – (learning by observation and imitation) ang guro o isang piling grupo ng mga mag-aaral ay gumaganap ng aktibidad. Ang demonstrasyon ay maaaring live, filmed, o electrically presented. Natututo ang mga estudyante sa pamamagitan ng pag-obserba o pagsasanay na may mga tunay na simulation ng kagamitan.
Lecture method – ay isang pamamaraan ng pagtuturo para sa pagpapaliwanag ng isang pangunahing ideya sa anyo ng tanong o problema. Itinuturing ito bilang isang pinaka-awtoribong paraan ng pagtuturo (Authorative method of teaching).
INDIRECT METHOD/LEARNER-CENTERED APPROACH- mga estudyante ang naghahanap ng impormasyon.
Concept Development Method – itunututro ang subject matter sa mga estudyante upang makagawa o makapaggenerate sila ng concepts.
Discovery Method – Ang pamamaraang ito ay tumutukoy sa isang Inductive method sa paggabay ng mga learners upang talakayin at ayusin ang mga ideya at proseso sa pamamagitan ng kanilang sariling paraan.
Inductive Method – ito ay nakakatulong sa mga estudyante sa paghahanap ng mga panuntunan at katotohanan sa kanilang sariling paraan.
Laboratory Method – ginagamit upang matuklasan o i-verify ang mga katotohanan at mag-aral ng mga bagay-bagay na may kaugnayan sa agham/science.
Problem-Solving Method – ginagamit nito ang isang problema bilang isang pinakgitnang bahagi sa paghahanap ng solusyon.
Project Method – ang mga pamamaraang ito ay nailalarawan sa pamamagitan ng learner’s planning, directing at pagsasagawa ng mga activities na may layunin, natural, may buhay at makabuluhan.
OTHER MODELS/TEACHING STRATEGIES
Brainstorming – ay isang proseso para sa pagbuo ng mga malikhaing ideya at solusyon sa pamamagitan ng intensive at freewheeling discussion group.
Constructivist Teaching – naniniwala na ang learning ay nangyayari habang ang mga estudyante ay aktibong kasangkot sa isang proseso ng kahulugan at konstruksiyon ng kaalaman.
Coopperative Learning – gumagamit ng iba’t-ibang mga aktibidad sa pag-aaral upang mapabuti ang kanilang pag-unawa sa isang paksa.
Distance Learning – o distance education kung tawagin, ay isang paraan ng paghahatid ng edukasyon at pagtuturo, madals sa isang indibidwal na batayan, sa mga estudyante na hindi pisikal na naroroon sa isang tradisyonal na setting tulad ng silid aralan.
Field Trip – ito ay nangyayari sa labas ng classroom at nag-aalok ng pagkakataon para sa mga mag-aaral na makuha ng pagkakalantad sa “tunay”na mga tao at mga kaganapan at pagkakataon na gumawa ng mga koneksyon sa iba.
Metacognitive Teaching – (Thinking beyond Thinking) paggabay ng mga guro sa mga estudyante na maging mas madiskarte sap ag-iisip sa pamamagitan ng pagtulong sa kanila na maunawaan ang paraan ng pagpoproseso ng impormasyon.
Panel Discussion – binubuo ito ng isang grupo ng 3 hanggang 6 na tao na may isang mapakay nap ag-uusap sa isang nakatalagang paksa na may o walang aktibong pakikilahok ng madla.
Peer Tutoring – ang pagtatalaga ng mga estudyante upang tulungan ang isa’t-isa sa isang one-on-one basis o sa isang maliit na grupo sa iba’t-ibang sitwasyon.
Problem-based Learning – Hinahamon ang mga estudyante na matuto sa pamamagitan ng pakikipag-ugnayan sa isang real world problem.
Reflective Teaching – ay isang tugon sa nakaraang karanasan at nagsasangkot sa conscious recall at pagsusuri ng karanasan bilang batayan para sa pagsusuri at paggawa ng desisyon at bilang isang mapagkukunan para sa pagplaplano at pagkilos.
Role Playing – pagpoportray o pagsasaganap sa isang sitwasyon, kondisyon, o mga pangyayari hingil sa tunay na buhay.
Simulation – kumakatawan o mag-modelo ng isang tunay na sistema, sitwasyon o pangyayari.
Socratic Method – Ang guro ay hindi nagbibigay ng impormasyon nang direkta ngunit sa halip ay nagbibigay ito ng mga serye ng mga katanungan. Ang layunnin nito ay upang tulongan ang mga estudyante sap ag-proseso ng mga impormasyon at makisali sa mas malalim nap ag-unawa sa mga paksa.
Symposium – ay isang pormal na aktibidad kung saan 2 hanggang 5 na tao ang nagsasalita o nagtatalakay sa isang paksa.
JACOB KOUNIN’S MGT MODEL (1970)
1,) WITH-IT-NESS – more aware kung ano mga nangyayari sa klase.
2.) OVERLAPPING – ang guro ay maaaring makitungo sa isang off-target na gawain nang hindi nakakaabala kung ano ang ginagawa niya.
3.) SMOOTHNESS AND MOTIVATION – Maraming iba’t-ibang pagbabago ng aktibidad sa isang araw ng paaralan; paglipat mula sa isang aktibidad sa isa pang pangangailangan upang maging maayos. Ngunit may kaugalian na dapat iwasan ito ay:
Stimulus-boundedness – ang nagambalang atensyon ni teacher dahil sa isang extraneous stimulus. Halimbawa: Ang mga estudyante ay nagsusulat ng notes – pagkatapos ay nagsabi ang guro sa klase tungkol paggawa ng notes para sa kanilang magulang pagkatapos ng kasalukuyang gawain.
Thrusts – ang guro ay nakakagambala sa mga estudyant na nakikibahagi sa mga aktibidad na walang babala o isinasaalang-alang kung ang mga estudyante ba ay handa o hindi.
Dangles – ang guro na pumupunta sa isang aralin at sa isa pang aralin na nawawala sa direksyon o wastong pagkakasunod-sunod ng aralin.
Flip-flops – ang guro na pabago-bago ng isip.
Overdwelling – ang guro ay gumagamit ng masyadong maraming oras sa isang aspeto ng aralin o ilang aspeto ng pag-uugali ng mag-aaral, kung kayat nangyayari hindi matapos-tapos at mabagal na usad ng aralin.
Fragmentation – pagbibigay ng guro ng isang aktibidad sa isang mag-aaral na tatagal ng ilang oras bago tumawag ng iba. Kung kaya’t nagiging mabagal minsan ang usad ng aralin.
4.) GROUP ALERTING SKILL – kinakailangan ng guro na makuha ang atensyon ng mga estudyante at panatilihin ito mula sa simula habang nagbabago ang mga aktibidad sa loob ng isang aralin.
FINAL COACHING BULLETS
Stimulus bounded- distracted by outside stimuli easily.
Horizontal mobility- a teacher in brgy. School transferred in town.
Vertical mobility- teacher being promoted as supervisor
Nuclear family- father, mother and their children
Extended family- parents and other relatives
Solitary play- children play toys by themselves
Onlooker play- children watch others play but not involved
Parallel play- children watch alongside not with each other.
Associative play- parehas ang kanilang nilalaro
Baduy- awkward looking
Transmuted- changed
Carnal- bold
Aplomb- composure
Loquacious- verbose
Profanity- obscenities
Rizal was born- calamba, laguna
Penchant- fondness
Eureka- discovery
Metaphor- "the lord is my sheperd"
Hyperbole- " he is the blacksheep in the family"
Geoffrey Chaucer- morning star of English lit.
Shakespear- "Bard of avon"
Nature- heredity, IQ, character traits
Nurture- environment
Phelogenetic- development follows orderly sequence
Ontogenetic- rate of dev. Is unique
Cepalocaudal- dev. From head to foot
Proximodistal- central access
Iconic- by seeing ex. Pictures
Symbolic- by symbols ex. Words and numbers
Inactive- learning by doing physical action
Socrates- " know thyself"
Plato- " wrote the republic"
Aristotle- "father of modern sciences"
Albert bandura- social learning theory/ modelling
Kohlberg- moral dev. Theory
Pavlov- classical conditioning
Skinner- operant conditioning
John amos comenius- " orbis pictus"
NCBTS -national Competency-based teacher standards
tanaga 7777
tanka 57577
Tree releases carbon dioxide during? ~ evening
tatlong tuldok na sunod-sunod = elipsis
town criers~~~umalohokan
Meaning of TOS ~~~table of Specifications
Sage on stage ~~dispenser of knowledge
Negative effect of extended family~ FAVORITISM.
Bicameralism~~ Jones Law
Ang _____ay ang bantas na ginagamit sa pagitan ng panlaping IKA at Tambilang~~~GITLING
She is a lovely rose" is an example of~~metaphor
Had I studied very well, I ___________ rewarded with vacation in the US~~would have been
She is a lovely rose" is an example of~~metaphor
Had I studied very well, I ___________ rewarded with vacation in the US~~would have been
___________ is an example of a non pathogenic microorganism~~ Probiotics as bifidobacterium
First labor union in the Philippines~~~Union Obrera Demokratika
The only remnant after world war II~~Philippine Independent Church
Sa mga Soc Sci major mag focus po kayo sa Economics
Horizontal mobility- a teacher in brgy. School transferred in town.
Vertical mobility- teacher being promoted as supervisor
Nuclear family- father, mother and their children
Extended family- parents and other relatives
Solitary play- children play toys by themselves
Onlooker play- children watch others play but not involved
Parallel play- children watch alongside not with each other.
Associative play- parehas ang kanilang nilalaro
Baduy- awkward looking
Transmuted- changed
Carnal- bold
Aplomb- composure
Loquacious- verbose
Profanity- obscenities
Rizal was born- calamba, laguna
Penchant- fondness
Eureka- discovery
Metaphor- "the lord is my sheperd"
Hyperbole- " he is the blacksheep in the family"
Geoffrey Chaucer- morning star of English lit.
Shakespear- "Bard of avon"
Nature- heredity, IQ, character traits
Nurture- environment
Phelogenetic- development follows orderly sequence
Ontogenetic- rate of dev. Is unique
Cepalocaudal- dev. From head to foot
Proximodistal- central access
Iconic- by seeing ex. Pictures
Symbolic- by symbols ex. Words and numbers
Inactive- learning by doing physical action
Socrates- " know thyself"
Plato- " wrote the republic"
Aristotle- "father of modern sciences"
Albert bandura- social learning theory/ modelling
Kohlberg- moral dev. Theory
Pavlov- classical conditioning
Skinner- operant conditioning
John amos comenius- " orbis pictus"
NCBTS -national Competency-based teacher standards
tanaga 7777
tanka 57577
Tree releases carbon dioxide during? ~ evening
tatlong tuldok na sunod-sunod = elipsis
town criers~~~umalohokan
Meaning of TOS ~~~table of Specifications
Sage on stage ~~dispenser of knowledge
Negative effect of extended family~ FAVORITISM.
Bicameralism~~ Jones Law
Ang _____ay ang bantas na ginagamit sa pagitan ng panlaping IKA at Tambilang~~~GITLING
She is a lovely rose" is an example of~~metaphor
Had I studied very well, I ___________ rewarded with vacation in the US~~would have been
She is a lovely rose" is an example of~~metaphor
Had I studied very well, I ___________ rewarded with vacation in the US~~would have been
___________ is an example of a non pathogenic microorganism~~ Probiotics as bifidobacterium
First labor union in the Philippines~~~Union Obrera Demokratika
The only remnant after world war II~~Philippine Independent Church
Sa mga Soc Sci major mag focus po kayo sa Economics
PROFESSIONAL EDUCATION
SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT
1. THRUST – proceeding without assessing
2. DANGLING – hanging activity by giving another
3. TRUNCATION – leaves activity
4. FLIP-FLOP – returns to a left activity while currently
doing an activity
5. STIMULUS-BOUND – distracted
6. OVERDWELLING – overtime in one topic
7. OVERLAPPING – multitasking results negatively
ISM’s IN EDUCATION
BEHAVIORISM – change ESSENTIALISM – basic
EXISTENTIALISM – choice HUMANISM – build
IDEALISM – enough in mind PERRENIALISM – constant
PRAGMATISM - practice (T&E) PROGRESSIVISM – improve
REALISM – enough to see UTILITARIANISM - best
SOCIAL RECONSTRUCTIVISM – benefit of all
AIMS OF ERAS
PRE-SPANISH – survival and conformity
SPANISH – Christianity
AMERICAN – democratic ideals and way of life
COMMONWEALTH – moral character, efficiency
JAPANESE – progress
PROF. ED PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescense
OEDIPUS – son to mom ELECTRA – daughter to dad
LAWS IN EDUCATION
PRC BR 435 – Code of Ethics for Professional Teachers
PD 1006 – Decree Professionalizing Teachers
RA NO. 1425 – inclusion of the works of Jose Rizal
RA NO. 4670 – “Magna Carta for Public School Teacher”
RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”
RA 7836 – Phil. Teachers Professionalization Act of 1994
RA 9155 – BEGA (Basic Educ.) or DepEd Law
RA 9293 – Teachers Professionalization Act
RA 10533 – K-12 Law
ACT NO. 2706 – “Private School Law”
COMMONWEALTH ACT NO. 578 – “persons in authority”
KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng
PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)
PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)
PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
PHIL. CONSTITUTION ACT 14 – ESTACS
RA 1079 – no limit of Civil Service eligibility
RA 6655 – “Free Public Secondary Educ. Act of 1988”
RA 6728 – “Act Providing Government Assistance to
Students and Teachers in Private Education
RA 7277 – Magna Carta for PWD
RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
RA 7743 – establishment of public libraries
RA 7877 – “Anti Sexual Harassment Act of 1995”
RA 7880 – “Fair and Equitable Access to Education Act”
RA 8049 – Anti-Hazing Law
RA 8187 – Paternity Act
RA 10627 – Anti-Bullying
SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)
BRUNER’S THREE MODES OF REPRESENTATION
1. ENACTIVE (0-1 yrs. old) – action-based information
2. ICONIC (1-6 yrs. old) – image-based information
3. SYMBOLIC (7+) – code/symbols such as language
TAXONOMY OF OBJECTIVES
COGNITIVE:
BLOOM (LOTS) ANDERSON (HOTS)
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation o Remembering
o Understanding
o Applying
o Analyzing
o Evaluating
o Creating
AFFECTIVE:
o Receiving
o Responding
o Valuing
o Organizing
o Characterization
PSYCHOMOTOR:
SIMPSON HARROW
o Perception
o Set
o Guided Response
o Mechanism
o Complex Overt Response
o Adaptation
o Origination o Reflex movement
o Fundamental Movement
o Physical Movement
o Perceptual Abilities
o Skilled Movements
o Non-discursive communication
DALES CONE OF EXPERIENCE
Read
Hear
Picture
Video
Exhibit
Demonstration
Collaborative Work
Simulation
Real thing
ERIKSON’S PSYCHOSOCIAL TASKS
1. TRUST VS. MISTRUST (0-12 months)
2. AUTONOMY VS. SHAME/DOUBT (1-3 years old)
3. INITIATIVE VS. GUILT (3-6 years old)
4. INDUSTRY VS. INFERIORITY (6-12 years old)
5. INDENTITY VS. ROLE CONFUSION (12-18 years old)
6. INTIMACY VS. ISOLATION (early 20s-early 40s
7. GENERATIVITY VS. STAGNATION (40s-mid 60s)
8. INTEGRITY VS. DESPAIR (mid 60s-death)
PIAGET’S COGNITIVE DEVELOPMENT THEORY
1. SENSORY – senses
2. PRE-OPERATIONAL - imagination
3. CONCRETE 4. FORMAL
GENERATIONS OF COMPUTER
1. VACUUM TUBES (1940-1956)
2. TRANSISTORS (1956-1963)
3. INTEGRATED CIRCUITS (1964-1971)
4. MICROPROCESSORS (1971-present)
5. ARTIFICIAL INTELLIGENCE (present-future)
MISTAKEN GOALS
1. ATTENTION SEEKER – “teacher, notice me”
2. REVENGE – “teacher, I am hurt”
3. POWER-SEEKING – “teacher, may I help?”
4. INAD.
✔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
PROFESSIONAL EDUCATION
SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT
1. THRUST – proceeding without assessing
2. DANGLING – hanging activity by giving another
3. TRUNCATION – leaves activity
4. FLIP-FLOP – returns to a left activity while currently
doing an activity
5. STIMULUS-BOUND – distracted
6. OVERDWELLING – overtime in one topic
7. OVERLAPPING – multitasking results negatively
ISM’s IN EDUCATION
BEHAVIORISM – change ESSENTIALISM – basic
EXISTENTIALISM – choice HUMANISM – build
IDEALISM – enough in mind PERRENIALISM – constant
PRAGMATISM – practice (T&E) PROGRESSIVISM – improve
REALISM – enough to see UTILITARIANISM – best
SOCIAL RECONSTRUCTIVISM – benefit of all
AIMS OF ERAS
PRE-SPANISH – survival and conformity
SPANISH – Christianity
AMERICAN – democratic ideals and way of life
COMMONWEALTH – moral character, efficiency
JAPANESE – progress
PROFESSIONAL EDUCATION PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL – Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescence
@adminReygo
PILLARS OF LEARNING
Learning to know" HEAD" ---- Knowledge
Learning to Be "HEART" Awareness and understanding
Learning to Do "HAND"-- Skill and actions
Learning to Live "VALUES" Attitudes
Learning to To Transform is which involves all Pillars,
Learning to know - To recognize the evolving nature of the concept of sustainability - To reflect the ever-growing needs of societies - To acknowledge that fulfilling local needs often has international effects and consequences - To address content, context, global issues and local priorities Learning to be - To build on the principles and values that underline sustainable development -To deal with the well-being of all three realms of sustainability environment, society, and economy - To contribute to a person complete development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality Learning to live together - To build capacity for community -based decision making, social tolerance, environmental stewardship, adaptable workforce and quality of life Learning to do - To contribute to a concrete reality for all our daily decisions and actions - To build a sustainable and safe world for everyone
1. THRUST – proceeding without assessing
2. DANGLING – hanging activity by giving another
3. TRUNCATION – leaves activity
4. FLIP-FLOP – returns to a left activity while currently
doing an activity
5. STIMULUS-BOUND – distracted
6. OVERDWELLING – overtime in one topic
7. OVERLAPPING – multitasking results negatively
ISM’s IN EDUCATION
BEHAVIORISM – change ESSENTIALISM – basic
EXISTENTIALISM – choice HUMANISM – build
IDEALISM – enough in mind PERRENIALISM – constant
PRAGMATISM - practice (T&E) PROGRESSIVISM – improve
REALISM – enough to see UTILITARIANISM - best
SOCIAL RECONSTRUCTIVISM – benefit of all
AIMS OF ERAS
PRE-SPANISH – survival and conformity
SPANISH – Christianity
AMERICAN – democratic ideals and way of life
COMMONWEALTH – moral character, efficiency
JAPANESE – progress
PROF. ED PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescense
OEDIPUS – son to mom ELECTRA – daughter to dad
LAWS IN EDUCATION
PRC BR 435 – Code of Ethics for Professional Teachers
PD 1006 – Decree Professionalizing Teachers
RA NO. 1425 – inclusion of the works of Jose Rizal
RA NO. 4670 – “Magna Carta for Public School Teacher”
RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”
RA 7836 – Phil. Teachers Professionalization Act of 1994
RA 9155 – BEGA (Basic Educ.) or DepEd Law
RA 9293 – Teachers Professionalization Act
RA 10533 – K-12 Law
ACT NO. 2706 – “Private School Law”
COMMONWEALTH ACT NO. 578 – “persons in authority”
KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng
PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)
PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)
PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
PHIL. CONSTITUTION ACT 14 – ESTACS
RA 1079 – no limit of Civil Service eligibility
RA 6655 – “Free Public Secondary Educ. Act of 1988”
RA 6728 – “Act Providing Government Assistance to
Students and Teachers in Private Education
RA 7277 – Magna Carta for PWD
RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
RA 7743 – establishment of public libraries
RA 7877 – “Anti Sexual Harassment Act of 1995”
RA 7880 – “Fair and Equitable Access to Education Act”
RA 8049 – Anti-Hazing Law
RA 8187 – Paternity Act
RA 10627 – Anti-Bullying
SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)
BRUNER’S THREE MODES OF REPRESENTATION
1. ENACTIVE (0-1 yrs. old) – action-based information
2. ICONIC (1-6 yrs. old) – image-based information
3. SYMBOLIC (7+) – code/symbols such as language
TAXONOMY OF OBJECTIVES
COGNITIVE:
BLOOM (LOTS) ANDERSON (HOTS)
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation o Remembering
o Understanding
o Applying
o Analyzing
o Evaluating
o Creating
AFFECTIVE:
o Receiving
o Responding
o Valuing
o Organizing
o Characterization
PSYCHOMOTOR:
SIMPSON HARROW
o Perception
o Set
o Guided Response
o Mechanism
o Complex Overt Response
o Adaptation
o Origination o Reflex movement
o Fundamental Movement
o Physical Movement
o Perceptual Abilities
o Skilled Movements
o Non-discursive communication
DALES CONE OF EXPERIENCE
Read
Hear
Picture
Video
Exhibit
Demonstration
Collaborative Work
Simulation
Real thing
ERIKSON’S PSYCHOSOCIAL TASKS
1. TRUST VS. MISTRUST (0-12 months)
2. AUTONOMY VS. SHAME/DOUBT (1-3 years old)
3. INITIATIVE VS. GUILT (3-6 years old)
4. INDUSTRY VS. INFERIORITY (6-12 years old)
5. INDENTITY VS. ROLE CONFUSION (12-18 years old)
6. INTIMACY VS. ISOLATION (early 20s-early 40s
7. GENERATIVITY VS. STAGNATION (40s-mid 60s)
8. INTEGRITY VS. DESPAIR (mid 60s-death)
PIAGET’S COGNITIVE DEVELOPMENT THEORY
1. SENSORY – senses
2. PRE-OPERATIONAL - imagination
3. CONCRETE 4. FORMAL
GENERATIONS OF COMPUTER
1. VACUUM TUBES (1940-1956)
2. TRANSISTORS (1956-1963)
3. INTEGRATED CIRCUITS (1964-1971)
4. MICROPROCESSORS (1971-present)
5. ARTIFICIAL INTELLIGENCE (present-future)
MISTAKEN GOALS
1. ATTENTION SEEKER – “teacher, notice me”
2. REVENGE – “teacher, I am hurt”
3. POWER-SEEKING – “teacher, may I help?”
4. INAD.
✔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
PROFESSIONAL EDUCATION
SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT MANAGEMENT
1. THRUST – proceeding without assessing
2. DANGLING – hanging activity by giving another
3. TRUNCATION – leaves activity
4. FLIP-FLOP – returns to a left activity while currently
doing an activity
5. STIMULUS-BOUND – distracted
6. OVERDWELLING – overtime in one topic
7. OVERLAPPING – multitasking results negatively
ISM’s IN EDUCATION
BEHAVIORISM – change ESSENTIALISM – basic
EXISTENTIALISM – choice HUMANISM – build
IDEALISM – enough in mind PERRENIALISM – constant
PRAGMATISM – practice (T&E) PROGRESSIVISM – improve
REALISM – enough to see UTILITARIANISM – best
SOCIAL RECONSTRUCTIVISM – benefit of all
AIMS OF ERAS
PRE-SPANISH – survival and conformity
SPANISH – Christianity
AMERICAN – democratic ideals and way of life
COMMONWEALTH – moral character, efficiency
JAPANESE – progress
PROFESSIONAL EDUCATION PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL – Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescence
@adminReygo
PILLARS OF LEARNING
Learning to know" HEAD" ---- Knowledge
Learning to Be "HEART" Awareness and understanding
Learning to Do "HAND"-- Skill and actions
Learning to Live "VALUES" Attitudes
Learning to To Transform is which involves all Pillars,
Learning to know - To recognize the evolving nature of the concept of sustainability - To reflect the ever-growing needs of societies - To acknowledge that fulfilling local needs often has international effects and consequences - To address content, context, global issues and local priorities Learning to be - To build on the principles and values that underline sustainable development -To deal with the well-being of all three realms of sustainability environment, society, and economy - To contribute to a person complete development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality Learning to live together - To build capacity for community -based decision making, social tolerance, environmental stewardship, adaptable workforce and quality of life Learning to do - To contribute to a concrete reality for all our daily decisions and actions - To build a sustainable and safe world for everyone
Fathers of different Fields
★Father of Biology: Aristotle
★Father of Physics: Albert Einstein
★Father of Chemistry: Jabir Bin Hayan
★Father of Statistics: Ronald Fisher
★Father of Zoology: Aristotle
★Father of History: Herodotus
★Father of Microbiology: Louis Pasteur
★Father of Botany: Theophrastus
★Father of Algebra: Diophantus
★Father of Blood groups: Landsteiner
★Father of Electricity: Benjamin Franklin
★Father of Trigonometry: Hipparchus
★Father of Geometry: Euclid
★Father of Modern Chemistry: Antoine Lavoisier
★Father of Robotics: Nikola Tesla
★Father of Electronics: Ray Tomlinson
★Father of Internet: Vinton Cerf
★Father of Economics: Adam Smith
★Father of Video game: Thomas T. Goldsmith, Jr.
★Father of Architecture: Imhotep
★Father of Genetics: Gregor Johann Mendel
★Father of Nanotechnology: Richard Smalley
★Father of Robotics:;Al-Jazari
★Father of C language: Dennis Ritchie
★Father of World Wide Web: Tim Berners-Lee
★Father of Search engine: Alan Emtage
★Father of Periodic table: Dmitri Mendeleev
★Father of Taxonomy: Carolus Linnaeus
★Father of Surgery (early): Sushruta
★Father of Mathematics: Archimedes
★Father of Medicine: Hippocrates
★Father of Homeopathy: Samuel Hahnemann
★Father of Law: Cicero
★Father of Biology: Aristotle
★Father of Physics: Albert Einstein
★Father of Chemistry: Jabir Bin Hayan
★Father of Statistics: Ronald Fisher
★Father of Zoology: Aristotle
★Father of History: Herodotus
★Father of Microbiology: Louis Pasteur
★Father of Botany: Theophrastus
★Father of Algebra: Diophantus
★Father of Blood groups: Landsteiner
★Father of Electricity: Benjamin Franklin
★Father of Trigonometry: Hipparchus
★Father of Geometry: Euclid
★Father of Modern Chemistry: Antoine Lavoisier
★Father of Robotics: Nikola Tesla
★Father of Electronics: Ray Tomlinson
★Father of Internet: Vinton Cerf
★Father of Economics: Adam Smith
★Father of Video game: Thomas T. Goldsmith, Jr.
★Father of Architecture: Imhotep
★Father of Genetics: Gregor Johann Mendel
★Father of Nanotechnology: Richard Smalley
★Father of Robotics:;Al-Jazari
★Father of C language: Dennis Ritchie
★Father of World Wide Web: Tim Berners-Lee
★Father of Search engine: Alan Emtage
★Father of Periodic table: Dmitri Mendeleev
★Father of Taxonomy: Carolus Linnaeus
★Father of Surgery (early): Sushruta
★Father of Mathematics: Archimedes
★Father of Medicine: Hippocrates
★Father of Homeopathy: Samuel Hahnemann
★Father of Law: Cicero
PROFESSIONAL EDUCATION CHILD AND ADOLESCENT
Psychosexual Development
Oral Stage (0-1 yrs. old) – Infant
Anal Stage (1-3 yrs. old) – Toddler
Phallic Stage (3-6 yrs. old) preschoolers
Latency Stage (age 6 - puberty) school age
Genital Stage (adolescence /puberty onwards)
Personality Component
ID (pleasure principles) infancy
EGO (reality principles) preschooler
SUPEREGO (morality principles) near end of preschool
3 Levels of Mind
CONCIOUS - all that we are aware of that are stored in our conscious mind.
UNCONCIOUS - all that we go through (feelings, beliefs, impulses deep within)
SUBCONCIOUS (a.k.a. Pre-Conscious) – the part of us that’s hidden unless we search for it
Piaget’s Cognitive Development Theory
3 Basic Cognitive Concept
1. Schema – Building blocks of knowledge
2. Adaptation Processes (3)
Assimilation – using an existing schema to deal with a new object or situation.
Accommodation – happens when an existing schema does not work and needs to be changed to deal with a new object or situation
Equilibration – occurs when a child’s schemas can deal with most new information through assimilation. But when our experiences do not match our schemata, we experience cognitive disequilibrium
3. Stages of Cognitive Development
Stage 1. Sensori-motor stage (birth - infancy)
Highlight:
Object Permanence - ability to know that an object still exists even when out of sight
Stage 2. Pre-operational stage (2-7yrs) preschool years
Intelligence at this stage is intuitive in nature
Child can now make mental representations and is able to pretend
Highlights on this stage:
Symbolic Function – ability to represent objects and events
Egocentrism – the tendency of the child to only see his point of view and to assume that everyone also has his same point of view
Centration – the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
Irreversibility – inability to reverse their thinking Can understand 2+3=5 but cannot understand that 5-3=2
Animism – attribute human like traits or characteristics to inanimate objects (e.g. Mr. Sun is asleep)
Transductive Reasoning – reasoning appears to be from particular to particular (i.e. If A causes B, then B causes A)
Stage 3. Concrete-operational stage (8-11 yrs.) elementary school years
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
Decentering – no longer focused or limited to one aspect or dimension which makes the child to be more logical when dealing with concrete objects and situations
Reversibility – can now follow that certain operations can be done in reverse
Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance.
Seriation – ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal-operational stage (12-15 yrs.)
Thinking becomes logical
Can solve problems and hypothesize
This stage is characterized by the following:
Hypothetical Reasoning – the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final decision. Can answer what if questions.
Analogical Reasoning – the ability to perceive the relationship in one instance and use it to narrow down possible answers. Can make an analogy.
Deductive Reasoning – the ability to think logically by applying the general rule to a particular situation.
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