FOUNDATIONS OF EDUCATION satisfaction of human wants"

● John Locke was an English philosopher ● Socrates- within the consciousness of

and physician the individual, moral nature of man is to
-- "Father of Liberalism" ; to form be found the determination of the aim of
character (mental, physical, and moral) ; life and purpose of education.
Education as Training of the mind/Formal ● Plato- is one of the world's best known
discipline ; Notable ideas - "Tabula rasa" and most widely read and studied
● Francis Bacon was an English philosophers. He was the student of
philosopher, Socrates and the teacher of Aristotle, and
statesman, scientist, jurist, orator and he wrote in the middle of the fourth
author. "Father of scientific method" century B.C.E. in ancient Greece.
"Father of empiricism" ● Aristotle- is a towering figure in ancient
● Jean Jacques Rousseau was a Greek philosophy, making contributions
Francophone to logic, metaphysics, mathematics,
Genevan philosopher, writer and physics, biology, botany, ethics, politics,
composer of the 18th century. "Hollistic agriculture, medicine, dance and theatre.
education" (physical, moral, intellectual) He was a student of Plato who in turn
Notable ideas - moral simplicity of studied under Socrates.
humanity; child centered learning;
Famous novel: "Emile" or On Education; PHILOSOPHICAL FOUNDATIONS OF
Human Development EDUCATION
● Edgar Dale was an American educator ● IDEALISM Plato (own ideas) nothing
who developed the "Cone of Experience" exist except in (Implementation of GMRC)
aka "Father of Modern Media in -- Man was born with knowledge
Education" -- the mind of a man/ what we want the
● Erik Erikson was a German-born world to be
American -spiritual, mental, values, moral, socratic
developmental psychologist and method
psychoanalyst known for his theory on --all things that we see is not real
"psychosocial development" of human --unified the reality with God as the
beings. perfect
● Johann Heinrich Pestalozzi was a swiss Immanuel Kant- only man needs
pedagogue and educational reformer who education
exemplified Romanticism in his approach. - the school is a value and spiritual ins.
"Social regeneration of humanity" Notable - socratic and self-activity, passive,
ideas: "Four-sphere concept of life" his imitate
motto was " Learning by head, hand and
heart" ● REALISM Aristotle;Herbart; Comenius;
● Friedrich Frobel was a German Pestalozzi;
pedagogue a student of Pestalozzi who Montessori; Hobbes; Bacon; Locke
laid the "foundation of modern education" (experience) fully mastery of knowledge
based on the recognition that children -- natural world, values are natural and
have unique needs and capabilities. absolute, reality exist undercieved
"Father of kindergarten" -- education should be concerned with
● Johann Herbart was a German actualities of life
philosopher, -- objects exist independent to mind
psychologist and founder of pedagogy as -- teacher has full mastery of the
an academic discipline. knowledge or realities
● Edward Lee Thorndike was an American -- rewards the success of each leaner and
psychologist; " Father of Modern reinforces what has been learned
educational psychology; connectionism; -- the students can perceive the natural
law of effect. ; "Realize the fullest order of the world
-- SCIENCE and MATHEMATICS skills are essential for rational being.
-- basic skills
● BEHAVIORISM always guided by -- teaching the basic essential 3r’s (4r’s na
standards/by procedure; purpose is to today)
modify the behavior -- subject areas are the main focus
-- the heart of the educational process is
● EXISTENTIALISM Kierkegaard; Sartre; the absorption prescribed by the BOOKS
-- "Man shapes his being as he lives" -- memorization
-- Focuses on self/individual
-- free choice ● PROGRESSIVISM Dewey/Pestalozzi
-- unique whole being (process of development)
-- man shapes his being as he lives -- focuses on the whole child and the
-- knowledge is subjective to the person’s cultivation of individuality
decision, and varies from one person to -- process of development, higher level of
another. knowledge, the child's need and interest
are relevant to curriculum.
● PRAGMATISM/EXPERIMENTALISM -- democratic education
William James; -- modern PRAGMATISM
-- John Dewey - learn from experiences -- provides the students all the necessary
through interaction to the environment skills
-- Emphasizes the needs and interests of -- education is life itself rather than
the children preparation to be able to interact with his
-- practical, problem solving research, ever-changing environment
knowledge is what works, values are -- the teacher plans activity that arouses
related, truth is warranted assertion. students interests and motivation.
-- education should be life
-- UN Education ● CONSTRUCTIVISM Jean Piaget
-- to teach students how to think so that Focused on how humans make meaning in
he can adjust to the demands of an ever- relation to
changing world. the interaction b/w their experiences and
-- emphasizes the needs and interests of their ideas. Nature
the children of knowledge w/c represents an
1. Experimentalism- Charles Pierce epistemological stance.
2. Practicalism- William James
3. Experimentalism- John Dewey ● SOCIAL RECONSTRUCTIONISM George
(Education is continuous process) Counts - recognized that education was
the means of preparing people for creating
● PERENNIALISM Robert Hutchins his new social order highlights social
focuses on unchanging/universal truths reform as the aim of education.
-- aims to develop the power of thought -- for better society, community based
-- nature and education are constant learning
-- education is preparation of life -- claims to be the true success or
-- teachers explain and interpret the progression and declares that the chief
truths purpose of education is to “reconstruct”
-- students are passive society in order to meet the cultural crisis
-- education that last for century, brought by social, political and economic
universalist, knowledge is eternally valid. problems.
-- the use of NSTP, ROTC, FIELD TRIP
● ESSENTIALISM William Bagley - -- education for change and social reform
teaching the basic/ essential knowledge -- focuses on students experiences
-- Focuses on basic skills and knowledge -- George Counts
-- achievement test, certain knowledge &
 NATURALISM -- only nature exist, Theory – Lev Semanovich Vygotsky
nature is better than civilization ● Cognitive Development - Jean Piaget;
(NATURAL SA ng isang BAGAY) John Dewey; Jerome Brunner
● Phenomenology - Abraham Maslow; Carl
 RECONSTRUCTUONALISM -- the Rogers; Louis Raths
school should help rebuild the social order ● Behaviorism - Edward Thorndike; Ivan
thus social change. Pavlov; Burrhus Frederick Skinner
● Moral Development - Lawrence Kohlberg
 BEHAVIORISM -- learning is change in ● Ivan Pavlov - classical conditioning
behavior, S-R relationship ● Edward Thorndike - connectionism
● B.F. Skinner - operant conditioning &
 EMPIRICISM -- knowledge comes thru reinforcement
senses, 5 senses (observatory learning) ● Albert Bandura - "bobo doll" experiment;
modelling; self-efficacy
 STRUCTURALISM -- complex mental ● David Ausubel - Meaningful Reception
exp. such as image, feeling and sensation Theory
● Jerome Bruner - Discovery Learning
 FUNCTIONALISM -- focus to Theory/Inquiry method
motivation, thinking & learning. ● Wolfgang Kohler's - Insight Learning
Problem
 PURPOSIVISM -- individual hormones ● Richard Atkinson & Richard Shiffrin's –
are responsible for the motive to strive Information Processing Theory
towards fulfillment of his/her objective. ● Robert Gagne - Cumulative Learning
Theory
 PHILOSOPHICAL ANALYSIS -- reality -- nine levels of learning
is what verifiable, truth corresponds to ● Howard Gardner - Multiple Intelligence
reality, usage determines meaning. ● Kurt Lewin's - Field Theory/ his concept
ACCULTURATION - learning other culture; of life space
the passing of customs, beliefs and ● Brofenbrenner's - Ecological System
tradition through interaction and reading. Theory
ENCULTURATION - the passing of group's ● Lev Vygotsky - Social Constructivism;
custom, beliefs and traditions from one Zond of Proximal Development (ZPD) * gap
generation to the next generation b/w actual and potential development
Convergent questions - are those that ● Hilda Taba - Grassroots Approach
typically have one correct answer. ● Max Wertheimer - Gestalt Psychology
Divergent questions - also called open- ● Wilhelm Wundt - "Father of Modern
ended questions are used to encourage Psychology"
many answers and generate greater ● William James - wrote the "Principles of
participation of students. Higher order psychology"/ consciousness
thinking skills; to think more creatively. ● hypothalamus - brain's stress center
90 days - enrolled bills becomes a law ● Abraham Maslow - physiological needs;
30 days - "lapse" "Maslow's
Hierarchy of Needs" ; safety&security;
PRINCIPLES & THEORIES OF LEARNING love & belongingness; self-esteem; self-
& MOTIVATION actualization
● Psychosexual Theory/Psychoanalysis - ● John B. Watson - (behaviorist approach)
Sigmund Freud an American psychologist who established
● Psychosocial Theory - Erik Erikson's the psychological school of behaviorism.
Theory of Personality
● Ecological Theory - Eric Brofenbrenner's FIGURATIVE LANGUAGE
Theory of Development ● Metaphor - is a comparison made b/w
● Sociohistoric Cognitive Linguistic things w/c are essentially not alike.
Ex: "Nobody invites Edward to parties ● Saligang Batas 1987- Ang Pambansang
because He is a wet blanket" Wika ng Pilipinas ay FILIPINO
● Simile - is like a metaphor and often ● Education Act of 1982 (Batas Pambansa
uses the words "like" or "as" 232, Sept. 11,1982) an Act providing for
Ex: "Jamie runs as fast as the wind" the Establishment & Maintenance of an
● Personification - when something that is Integrated System of Education
not human is given human-like qualities, ● RA 4670 - Magna Carta for Public School
this is known as personification. Teachers (June 18,1966)
Ex: " The leaves danced in the wind on the ● RA 6713 - Code of Conduct & Ethical
cold October afternoon" Standards For Public Officials and
● Hyperbole - exaggerating, often in a Employees
humorous way to make a particular point ● RA 7877 - Anti-sexual Harassment Act
is known as hyperbole. of 1995
Ex: "My eyes widened at the sight of the ● RA 9155 - Decentralization; Legal basis
mile-high ice cream cones we we're having of Shared Governance in Basic Education
for dessert" ● RA 7784 - Establishment of Center of
● Onomatopoeia - when you name an Excellence
action by imitating the sound associated ● K-12 Curriculum - Enhanced Basic
with it. Education Curriculum
Ex: "The bees buzz angrily when their hive ● RA 90210 - "An Act to Integrate
is disturbed" Information
● Idiom - an idiom is an expression used Teachnology into the Public Elementary &
by a particular group of people with a Secondary Curricula & Appropriating
meaning that is only known through funds
common use. ● RA 10121 - DRMM approval headed by
Ex: "I'm just waiting for him to kick the OCO office of Civil defense May 2010
bucket."
● Synecdoche - a synecdoche is a figure of LITERATURE
speech using a word/words that are a part ● Folklore - traditionally derived and
to represent a whole. orally transmitted literature
Ex: referring to credit cards as "plastic" is ● Folktales - reflect the people's beliefs
a synecdoche handed down from generation to
● Assonance - when you repeat a vowel generation by word of mouth
sound in a phrase, it is an assonance. ● Epilogue - conclusion or final part of
Ex: "It's true, I do like Sue." non-dramatic literary work
● Metonymy - a metonymy is a figure of ● Genre - distinctive type of literary
speech where one thing is replaced w/a composition such as epic, tragedy,
word that is closely associated with it comedy & novel
such as using "Washington" to refer to the ● "Quo Vadis" - means "where are you
United States going"
● hieroglyphics - oldest forn of egyptian
REPUBLIC ACTS writing
● RA 7836 - Philippine Teacher ● Allegory - narrative whose meaning is
Professionalization Act of 1994 beneath the surface
● RA 7722 – Creation of CHED ● Elegy - a meditated poem of grief
● RA 7796 – TESDA ● Sonnet - verse w/14 iambic pentameter
● RA 7784- COIC lines
● RA 7796 - TESDA Act of 1994 ● Epic - long poem w/c depicts the
● Article XIV 1987 Philippine Constitution adventure of a great hero who reveals his
(Educ. Sci & Tech, Arts, Culture & Sports) country's aspirations; narrates heroic
this is the very fundamental legal basis of deeds and supernatural happenings
education in the Philippines. w/local actor in w/c people sing/chant
● Soliloquy - speech made by a person Parsimonious stingy
who reveals his thoughts Stupefy make numb
● Manuel Arcilla - "How my brother Leon Pariah outcast
brought home a wife" Wizened shrivelled
● Washington Irving - "The Legend of a Dubious doubtful
Sleepy Hollow" Incriminates accuse
● Fall of the house of usher - Frivolous worthless
hypochondriac living in morbid fear Susceptible inclined
● Cyrano de Bergerac - poet & soldier Impertinent irrelevant
noted for his Peculiar nose Ostracized excluded
● "The Illiad of Homer" - great epic poem Conglomeration diffusion
whose plot centers around the anger & Cacophonous loud and unpleasant
wrath of Achilles against agamemnon Carnal worldly
● "The Bells" - "If eyes are made for Aplomb composure
seeing, then beauty is its own excuse for Candor honesty
being" Contemptuous scornful
● Cacophony - literary term w/c means Feeble weak
harsh & discordant sounds introduced for Inevitable certain
poetic effect
● George Bernard Shaw - know for his FILIPINO
excellence of characterization, swiftness ● Ang panubong - handog sa dalagang may
of narrative & clarity of style. kaarawan (koronang bulaklak)
● Edgar Allan Poe - greatest American ● Florante at Laura - (awit) "katiwalian ng
writer of horror and detective stories mga kastila"
● Rabindranath Tagore - best known for ● Jose dela Cruz - tungkod ng tulang
his collection of poems called tagalog
Gitanjali/song offerings -- Jose Sisiw
● Robert Frost - ranked as one of the best ● Jose De Jesus- Jose Batute
modern American poets. ● Noli Me Tangere - (Rizal) suliraning
● Geoffrey Chaucer - Morning Star of panlipunan ng bayan
English Literature ● "Doktrina Kristiyana" - Fr. Domingo de
● Mark Twain - "Samuel Clemens" Nieva unang aklat na nalimbag sa pilipinas
● Harriet Stowe - "Uncle Tom's Cabin" ● Severino Reyes - Ama ng dulaang
● Charles Darwin - Origin of species tagalog
● Lazlo Biro - invented the ball point pen ● Juan Luna - La Spolarium
● Harry Potter - epic kind of story ● "Alim" - pinakamatandang epiko ng
pilipinas
VOCABULARY ● Jose Palma - naglikha ng "Himno
Emulate imitate Nacional Filipino"
Vouchsafe grant ● Liwayway - nabigyan ng pagpapahalaga
Abeyance suspended ang sariling wika
Denigrate malign ● Lope K.Santos - "Ama ng balarila ng
Furtive sneaky pilipino"
Remonstrate protest ● Andres Bonifacio - "anak bayan"
Corroborate confirm ● Pupdok/Kinting kulirat - hindi
Gullible easily deceived kailanman ginamit ni Marcelo del Pilar
Germane relevant ● Teodoro Agoncillo - isang kilalang
Plebeian common manunulat ng kasaysayan
Vulpine cunning ● Manuel Quezon - Ama ng Wikang
Spendthrift spender Pambansa
Impolitic unwise ● Constancio de Guzman - lumikha ng
Terse concise awit na "Ang Bayan Ko"
● Pascual Poblete - Ama ng pahayagang "norepinephrine" bringing our nervous
tagalog system into "high alert" ✔ Arvid Carlsson
discovered "dopamine" the reward

PROF EDUCATION mechanisms in the brain

✔ Jean Piaget -- cognitive dev't , info
PART 1: KOUNIN'S MGT MODEL (1970)
processing , dynamic interrelation.
✔ stimulus boundedness -- teacher's
✔ Sigmund Freud -- psychosexual ,
attention interrupted by extrateneous
psychoanalytic
stimulus
✔ Erik Erickson -- psychosocial
✔ Thrust -- teacher interrupts students
✔ Lawrence Kohlberg -- moral dev't,
engaged in activities w/o considering
✔ Burrhus Frederic Skinner -- operant
whether the student is ready or not.
cond.
✔ Dangels -- teacher interrupts activity of
✔ Ivan Pavlov -- classical cond.
student and return to it again.
✔ Edward Lee Thorndike -- connectionism
✔ Truncations -- teacher does not return
✔ Albert Bandura -- social learning, neo -
to current act. after being interrupted.
behaviorism
✔ Overdwelling -- teacher focuses on a
✔ Robert Gagne -- sequence of instruction
certian topic that will lead to too much
✔ Abraham Maslow -- hierarchy of needs ,
time consupmtion, the lesson will slow
motivation theory
down.
✔ William Kohler -- insight learning
✔ Fragmentation -- chunks of lesson for
✔ Robert Havighurst -- devt task theory
students to understand his/her lesson
✔ Benjamin Bloom -- bloom's cognitive
effectively or breakibg down of act. to
taxonomy
cause too much time.
✔ Simpsons / Anita Harrow -- psychomotor
✔ Flip Flop -- teacher changes its activity
domain
from current activity to new one and vice
✔ David Krathwohl -- affective domain
versa
✔ Jerome Bruner -- constructivist, spiral
whenever he/she changes his/her mind.
curr, instrumental conceptualism
©©©©©®®®®®®®©©©©©©© ✔ Lev Vygotsky -- socio-cultural theory of
PART 2 cognitive devt , linguistic theory,
THEORIES AND THEIR PROPONENTS Scaffolding
✔ Wilhelm Wundt = german psychologist ✔ Edgar Dale -- cone of exp. (20%
"founder of modern psychology. remember)
✔ Titchener = structuralism psychology ✔ kohler,koffka, weirtheimer -- gestalt
William james, G. Stanley Hall, James M. psychology
Cattell.... these three promote ✔ John Locke -- tabularasa , empiricism
"functionalism psychology ✔ Howard Gardner -- multiple int.
✔ Charles darwin = theories to mental ✔ Noam Chomsky -- language acquisition
characteristics as human think, feel & theory , fr of linguistic, nativism
behave(" evolutionary psychology") ✔ David Ausubel -- meaningful learning,
✔ Herman Ebbinghaus = associationism graphic organizer, assumption
psychology ✔ Charles Cooley -- looking glass self
✔ Edwin Guthrie = (stimulus and theory
response ) :; temporal conguity ✔ John Flavel -- metacognition
✔ Edward Lee Thorndike = "satisfaction" ✔ Sandra Bem -- gender schema theory
"the law of effect". ✔ Elliot Turriel -- social domain theory
✔ Ivan Pavlov = involuntary behavior ✔ Robert Sternberg -- triachic theory of
✔ Max Wertheimer = gestalt psychology int.
✔ Otto Loewi = discovered "acetylchloline" ✔ Johm Watson -- behaviorial theory
respobsible in stimulation of muscles ✔ Maria Montessory -- transfer of learning,
✔ Ulf von Euler discovered kinder garten preparation of children.
✔ Edward Tolman -- purposive behaviorism
and goal oriented 6728 -- GASTPE
✔ Edward Torrance -- creative problem 7722 -- creating CHED
solving 7784 -- " " of center of excellence
✔ Bernard Weiner -- attribution theory 7796 -- creating TESDA
✔ Daniel Goleman/coleman? -- emotional 6655 -- Free public secondary act of 1988
intelligence 4090 -- creating a state scholarship
✔ Wolfgang Ratke -- used vernacular for council to intergrate, systematize,
approaching the class. administer and implement all program
✔ mencius -- idealistic wing of scholarships and appropriating funds.
confucianism 5447 -- creation of a special educ. fund
✔ hzun tzu -- realistic wing of act enacted in 1968
confusianism -- organization and extension of classes
✔ taoism -- lao tzu -- adding classroom to remote
✔ Herbart spencer -- moral devt areas,barrios and provincial schools
✔ Pestallozi -- symmetrical and 6139 -- regulated the secretarian schools/
harmonious devt of child private school in charging higher tuition
✔ John Jacques Rosseau -- nature of child fee
✔ Arnold Gesell - maturation theory 7687 -- science and technology
✔ John Dewey - Learning by doing scholarship act of 1994
✔ David Froebel - Father of kinder garten 7743 -- establishment of city and
✔ John Bowly - Attainment Theory municipal libraries.
✔ Edward Boro - Six Thinking Hats Theory 8292 -- higher educ. modernization act of
✔ Auguste Comte - Father of Sociology 1997
✔ Carlos Linnaeus - Father of modern 6850 -- an act to grant Civil Service
taxonomy. eligibility under certain conditions to
✔ John Amos Comencius - Fr. of modern Gov. employees appointed under
education. provisionap or temporary status who
✔ Erasmus Desiderius - Fr. of humanism/ rendered 7 years of efficient service
social humanism 8545 -- amending RA 7628 Expanded
✔ William Kilpatrick - Project method. GASTPE Act

®®®®®®®®®®®®®®®® 8525 -- Adopt a school program

8491 -- Flag and Heraldic code of the Ph.
PART 3:
7797 -- lengthen the school prog. to 200
IDEALISM -- plato days and not more than 220 days
REALIASM -- aristotle 8190 -- act of granting priority to
EMPIRICISM -- locke residents of the brgy. where school is
PRAGMATISM -- dewey located in the appointment and
EXISTENTIALISM -- hegel assignment of school.
PHILOSOPHICAL ANALYSIS -- moore 6972 -- act of stablishing DAY CARE
ESSENTIALISM -- bagley CENTER FOR EVERY BRGY.
PERENNIALISM -- hutchins 7624 -- integrating of drug prevention and
PROGRESSIVISM -- dewey control in the intermediate & secondary
RECONSTRUCTIONALISM -- brameld curricula and indigeneous learning system
BEHAVIORISM -- skinner or watson 7743 -- act providing libraries and reading
STRUCTURALISM -- helmholts or wundt? centers throughout the Ph.
FUNCTIONALISM -- james,nugell, or carr? 7877 -- anti-sexual harassment act of
PURPOSIVISM -- hormic 1995
®®®®®®®®®®®®®®®®®® 9163 -- NSTP of 2001
6193 -- regulation of tuition fees of
PART 5: REPUBLIC ACTS
private educ. institution
9155 -- Governance of basic educ. act of
10627 -- anti-bullyinh act of 2013
2001
10533 -- enhance basic educ. act of 2013
(K-12 PROGRAM) Important Events: Toilet Training
9485 -- anti-red tape act Outcome: Children need to develop a
Executive Order (E.O.) 66 -- rule of sense of personal control over physical
cancellation of classes due to typhoon, skills and a sense of independence.
flooding and other calamities. Success leads to feelings of autonomy,

®®®®®®®®®®®®®®®®® failure results in feelings of shame and

doubt.
PART 6
Stage: Preschool (3 to 5 years)
Philosophers Related to Learners
Basic Conflict: Initiative vs. Guilt
Development
Important Events: Exploration
✔ SIGMUND FREUD -- "the mind is like an Outcome: Children need to begin
iceberg, it floats with one-seventh of its asserting control and power over the
bulk above water. environment. Success in this stage leads
COMPONENTS OF PERSONALITY to a sense of purpose. Children who try to
ID -- pleasure center exert too much power experience
EGO -- reality center disapproval, resulting in a sense of guilt.
SUPER EGO -- conscience / judgment Stage: School Age (6 to 11 years)
center. Basic Conflict: Industry vs. Inferiority
PSYCHOSEXUAL STAGES OF DEV'T Important Events: School
ORAL -- thumb sucking, biting Outcome: Children need to cope with new
ANAL -- toilet training, control of their social and academic demands. Success
bowel. leads to a sense of competence, while
PHALLIC -- sexual interest, genital failure results in feelings of inferiority.
stimulation. Stage: Adolescence (12 to 18 years)
LATENCY -- sexual urges & interest were Basic Conflict: Identity vs. Role Confusion
temporary Important Events: Social Relationships
GENITAL -- adult sexual interest and Outcome: Teens need to develop a sense
activities come to dominate. of self and personal identity. Success
Odipus complex - son vs father towards leads to an ability to stay true to yourself,
mother/wife feelings . (excessive while failure leads to role confusion and a
attachment)(Phallic stage) weak sense of self.
Electra complex - daugther vs mother Stage: Young Adulthood (19 to 40 years)
towards father/husband feelings. Basic Conflict: Intimacy vs. Isolation
(excessive attachment)(Phallic stage) Important Events: Relationships
Personality Dynamics Outcome: Young adults need to form
LIFE INSTINCT intimate, loving relationships with other
DEATH INSTINCT people. Success leads to strong
=================================== relationships, while failure results in
✔ ERIK ERICKSON -- "healthy children will loneliness and isolation.
not fear in their elders have integrity Stage: Middle Adulthood (40 to 65 years)
enough to fear of death. Basic Conflict: Generativity vs. Stagnation
PSYCHOSOCIAL STAGES of DEVT Important Events: Work and Parenthood
CRISIS -- a person goes through Outcome: Adults need to create or nurture
MALADAPTATION -- result from failure to things that will outlast them, often by
effectivity resolve the problem having children or creating a positive
MALIGNACY -- " change that benefits other people.
VIRTUE -- emerges when balance & Success leads to feelings of usefulness and
resolution of crisis attained. accomplishment, while failure results in
PSYCHOSOCIAL THEORY STAGES shallow involvement in the world.
Stage: Early Childhood (2 to 3 years) Stage: Maturity(65 to death)
Basic Conflict: Autonomy vs. Shame and Basic Conflict: Ego Integrity vs. Despair
Doubt Important Events: Reflection on life
Outcome: Older adults need to look back context, school experiences to church
on life and feel a sense of fulfillment. experience.
Success at this stage leads to feelings of EXOSYSTEM -- includes other people and
wisdom, while failure results in regret, places that the child herself may not
bitterness, and despair. interact with often herself but that still
=================================== have a large effect on her.
✔ LEV VYGOTSKY -- "the teacher must PSYCHOSOCIAL THEORY STAGES
orient his work not on yesterday's devt in Stage: Early Childhood (2 to 3 years)
the childs but on tomorrow's. Basic Conflict: Autonomy vs. Shame and
SCAFFOLDING -- is the systematic Doubt
manner of providing assistance of the Important Events: Toilet Training
learners to effectively acquire skills. Outcome: Children need to develop a
MKO(More Knowledge Others) -- higher sense of personal control over physical
level of performance. skills and a sense of independence.
=================================== Success leads to feelings of autonomy,
✔ JEAN PIAGET -- " the school should be failure results in feelings of shame and
creating men & women who are capable of doubt.
doing new things not simply repeating Stage: Preschool (3 to 5 years)
what other generation have done. Basic Conflict: Initiative vs. Guilt
STAGES OF COGNITIVE DEVT. Important Events: Exploration
SENSORY MOTOR (BIRTH - 2y/o) -- Outcome: Children need to begin
infants knowledge. asserting control and power over the
PRE-OPERATIONAL ( 2-7y/o) -- pretent to environment. Success in this stage leads
play but still struggle with logic,mental to a sense of purpose. Children who try to
symbols interest. exert too much power experience
CONCRETE OPERATIONAL (7-11) -- think disapproval, resulting in a sense of guilt.
logically, hypothetically and concepts, Stage: School Age (6 to 11 years)
solve problems Basic Conflict: Industry vs. Inferiority
FORMAL OPERATIONAL (11-UP) -- Important Events: School
deductive reasoning and understanding of Outcome: Children need to cope with new
abstract ideas, think symbolically. social and academic demands. Success
=================================== leads to a sense of competence, while
✔ LAWRENCE KOHLBERG -- "right action failure results in feelings of inferiority.
tends to be defined in terms of general Stage: Adolescence (12 to 18 years)
individual rights and standards that have Basic Conflict: Identity vs. Role Confusion
been critically examined & agreed upon by Important Events: Social Relationships
the whole society. Outcome: Teens need to develop a sense
LEVELS OF MORAL DEVT. of self and personal identity. Success
PRE-CONVENTIONAL -- obidience & leads to an ability to stay true to yourself,
punishment (consequences) , while failure leads to role confusion and a
individualism & exchange weak sense of self.
CONVENTIONAL --interpersonal Stage: Young Adulthood (19 to 40 years)
relationship, maintain social order. Basic Conflict: Intimacy vs. Isolation
POST-CONVENTIONAL -- social contract Important Events: Relationships
and individual rights , universal Outcome: Young adults need to form
principles, set of values and beliefs. intimate, loving relationships with other
=================================== people. Success leads to strong
✔ URIE BROFENBRENNER -- relationships, while failure results in
ECOLOGICAL SYSTEM THEORY loneliness and isolation.
MICROSYSTEM -- sorroundings of Stage: Middle Adulthood (40 to 65 years)
individual: family, friends, neighborhood Basic Conflict: Generativity vs. Stagnation
MESOSYSTEM -- connections between Important Events: Work and Parenthood
Outcome: Adults need to create or nurture relationship, maintain social order.
things that will outlast them, often by POST-CONVENTIONAL -- social contract
having children or creating a positive and individual rights , universal
change that benefits other people. principles, set of values and beliefs.
Success leads to feelings of usefulness and ===================================
accomplishment, while failure results in ✔ URIE BROFENBRENNER --
shallow involvement in the world. ECOLOGICAL SYSTEM THEORY
Stage: Maturity(65 to death) MICROSYSTEM -- sorroundings of
Basic Conflict: Ego Integrity vs. Despair individual: family, friends, neighborhood
Important Events: Reflection on life MESOSYSTEM -- connections between
Outcome: Older adults need to look back context, school experiences to church
on life and feel a sense of fulfillment. experience.
Success at this stage leads to feelings of EXOSYSTEM -- includes other people and
wisdom, while failure results in regret, places that the child herself may not
bitterness, and despair. interact with often herself but that still
=================================== have a large effect on her.
✔ LEV VYGOTSKY -- "the teacher must MACROSYSTEM -- which is the largest and
orient his work not on yesterday's devt in most remote set of people and places and
the childs but on tomorrow's. things to a child but which still has a
SCAFFOLDING -- is the systematic great influence over the child.
manner of providing assistance of the ===================================
learners to effectively acquire skills. ✔ ALBERT BANDURA -- SOCIAL LEARNING
MKO(More Knowledge Others) -- higher THEORY
level of performance. : environment affects child's personality :
=================================== learning occurs by simply observing
✔ JEAN PIAGET -- " the school should be people, people learned from what they see
creating men & women who are capable of and the consequences of what they did
doing new things not simply repeating ®®®®®®®®®®®®®®®®
what other generation have done. PART 7
STAGES OF COGNITIVE DEVT. FOUR PILLARS OF LEARNING
SENSORY MOTOR (BIRTH - 2y/o) -- ✔ LEANING TO KNOW -- focuses on
infants knowledge. combining broad gen. knowledge and basic
PRE-OPERATIONAL ( 2-7y/o) -- pretent to educ. with the opportunity to work on a
play but still struggle with logic,mental small number of subjects in the light of
symbols interest. rapid changes brought about by scientific
CONCRETE OPERATIONAL (7-11) -- think progress ang new forms of economic and
logically, hypothetically and concepts, social activity.
solve problems ❇ Learning how to learn and to discover,
FORMAL OPERATIONAL (11-UP) -- as to benefit from ongoing educational
deductive reasoning and understanding of opportunities continuously arising
abstract ideas, think symbolically. throughout life.
=================================== ❇ Developing the faculties of memory,
✔ LAWRENCE KOHLBERG -- "right action imagination, reasoning and problem
tends to be defined in terms of general solving.
individual rights and standards that have ❇ Understanding about one's environment.
been critically examined & agreed upon by ❇ Communicating with others.
the whole society. ✔ LEARNING TO DO -- emphasizes on the
LEVELS OF MORAL DEVT. learning of skills necessary to practice a
PRE-CONVENTIONAL -- obidience & profession or trade.
punishment (consequences) , ❇ applying in practice what has been
individualism & exchange learned.
CONVENTIONAL --interpersonal ❇ developing vocational / occupational
and technical skills discovery.
❇ developing social skills in building PART 9
meaningful interpersonal relationships. ✔ Ripple Effect -- spreading effect of series
❇ developing competence, social behavior, of consequences caused by singlr action
aptitude for teamwork or event.
❇ enhancing the ability to communicate ✔ Hawthorne Effect -- type of reactivity
and work with others effect in which individuals improve an
❇ managing and resolving conflicts. aspect of their behavior in response to
✔ LEARNING TO BE -- prioritizes the their awareness of being observed.
development of the human potencial to ✔ Halo Effect -- cognitive bias which an
the fullest. observer overall impression of a person,
❇ tapping the talents hidden with influences the observers feeling and
individual. thoughts about the entity's character or
❇ developing personal commitment and property
responsibilty for the common good. ✔ Pygmalion Effect -- Shows the teacher's
✔ LEARNING TO LIVE TOGETHER -- expectation (self-fulfillment)
emphasizes understanding of others, their ✔ Golem Effect -- low expection leads to
history, tradition and cultures, and also decrease in performance.
living and interacting peacefully together. REINFORCEMENTS
❇ appreciating diversity of human race Positive -- presence of stimulus
❇ being receptive to others and encounter Negative -- absence of stimulus
others through dialogue and debate. Escape -- removes stimulus
❇ caring about others Avoidance -- prevents stimulus
❇ working toward common objectives in Reinforcement -- increase of behavior
cooperative undertakings. Punishment -- weakens response.
❇ managing and resolving conflicts.
®®®®®®®®®®® 10-POINT SOCIOECONOMIC AGENDA OF
PART 8: COGNITIVE PERSPECTVE : THE DUTERTE ADMINISTRATION
GESTALT PRINCIPLE 1. Continue and maintain current
✅German word means "whole, form, macroeconomic policies, including fiscal,
pattern or configuration" monetary, and trade policies.
✅the focus of this theory is on 2. Institute progressive tax reform and
Perception and how people assign more effective tax collection, indexing
meaning to visual stimuli "The whole is taxes to inflation.
more than the sum of all parts" A tax reform package will be
LAW OF PROXIMITY -- elements that are submitted to Congress by September
closer together be percieved as a coherent 2016.
object. 3. Increase competitiveness and the
LAW OF SIMILARITY -- similar will ease of doing business. This effort will
percieved as part of the same form. draw upon successful models used to
LAW OF CLOSURE -- ignoring gaps in the attract business to local cities (e.g.,
figure. Davao) and pursue the relaxation of the
LAW OF CONTINUATION -- patterns Constitutional restrictions on foreign
establish an impled direction, people tend ownership, except as regards land
a good continous line. ownership, in order to attract foreign
LAW OF PRAGNANZ -- stimulus will be direct investment.
organize into a good figure as possible. 4. Accelerate annual infrastructure
LAW OF FIGURE/GROUND -- we tend to spending to account for 5% of GDP, with
pay attention and percieved things in the Public-Private Partnerships playing a key
foreground first. role.
INSIGHT LEARNING -- Gestalt adheres to 5. Promote rural and value chain
the idea of learning takes place by development toward increasing
agricultural and rural enterprise 3. Ensure healthy lives and promote
productivity and rural tourism. well-being for all at all ages
6. Ensure security of land tenure to
encourage investments, and address 4. Ensure inclusive and equitable
bottlenecks in land management and quality education and promote
titling agencies. lifelong learning opportunities for
7. Invest in human capital development, all
including health and education systems,
and match skills and training to meet the 5. Achieve gender equality and
demand of businesses and the private empower all women and girls
sector.
6. Ensure availability and sustainable
8. Promote science, technology, and the
management of water and
creative arts to enhance innovation and
sanitation for all
creative capacity towards self-sustaining,
inclusive development.
7. Ensure access to affordable,
9. Improve social protection programs,
reliable, sustainable and modern
including the government’ s Conditional
energy for all
Cash Transfer program, to protect the
poor against instability and economic
8. Promote sustained, inclusive and
shocks.
sustainable economic growth, full
10. Strengthen implementation of the
and productive employment, and
Responsible Parenthood and Reproductive
decent work for all
Health Law to enable especially poor
couples to make informed choices on 9. Build resilient infrastructure,
financial and family planning. promote inclusive and sustainable
industrialization, and foster
Here are the 17 new UN development innovation
goals for 2030
10. Reduce inequality within and
among countries

The 193 member states of the United 11. Make cities and human settlements
Nations on Friday will adopt 17 new inclusive, safe, resilient and
development goals to be achieved by 2030. sustainable
The goals will be added to the world
agenda at a global summit just before the 12. Ensure sustainable consumption
annual gathering of world leaders at the UN and production patterns
General Assembly.
13. Take urgent action to combat
The new goals replace the eight climate change and its impacts
Millennium Development Goals adopted at
a summit in 2000. Those expire at the end 14. Conserve and sustainably use the
of 2015. oceans, seas and marine resources
for sustainable development
Here are the 17 goals:
15. Protect, restore and promote
1. End poverty in all its forms sustainable use of terrestrial
everywhere ecosystems, sustainably manage
forests, combat desertification and
2. End hunger, achieve food security halt and reverse land degradation,
and improved nutrition, and and halt biodiversity loss
promote sustainable agriculture
 16. Promote peaceful and inclusive from understanding, compromise and
societies for sustainable tolerance. It is pragmatic this is why it is
development, provide access to referred to as “ standing in love” rather
justice for all and build effective, than “ falling in love” because it
accountable and inclusive grows over time and requires profound
institutions at all levels understanding between lovers who have
been together for many years.
17. Strengthen the means of
implementation and revitalize the 5. Agape: Love of the soul
global partnership for sustainable
It is the selfless kind of love, the love for
development
humanity. It is the closest to
unconditional love. The love you give
without expecting anything in return
Kinds of Love
reflected in all charitable acts. It is the
compassionate love that makes us
1. Eros: Love of the body sympathize with, help and connect to
people we don’ t know. The world needs
Eros was the Greek God of love and sexual
more Agape.
desire. He was shooting golden arrows
into the hearts of both mortals and 6. Philautia: Love of the self
immortals without warning. The Greeks
feared that kind of love the most because The ancient Greeks divided Philautia into
it was dangerous and could get them into two kinds: There is one that is pure
the most trouble. Eros is defined as divine selfish and seeks pleasure, fame, and
beauty or lust. Eros is mainly based on wealth often leading to narcissism and
sexual attraction and it is where the term there is another healthy kind of love we
“ erotica” came from. give ourselves. Philautia is essential for
any relationship, we can only love others
2. Philia: Love of the mind if we truly love ourselves and we can only
care for others if we truly care for
Also know as brotherly love, Philia
ourselves.
represents the sincere and platonic love.
The kind of love you have for your brother 7. Storge: Love of the child
or a really good friend. It was more
valuable and more cherished than Eros. This is the love parents naturally feel for
Philia exists when people share the same their children. It’s based on natural
values and dispositions with someone and feelings and effortless love. Storge is the
the feelings are reciprocated. love that knows forgiveness, acceptance
and sacrifice. It is the one that makes you
3. Ludus: Playful love feel secure, comfortable and safe.

Ludus is the flirtatious and teasing kind How many letters are there in Filipino
of love, the love mostly accompanied by alphabet?
dancing or laughter. It’s the child-like and The Modern Filipino alphabet is made up
fun kind of love. If you think about it; this of 28 letters, which includes the entire
generation loves Ludus more than 26-letter set of the ISO basic Latin
anything else. alphabet, the Spanish Ñ and the Ng
digraph of Tagalog. It replaced the
4. Pragma: Longstanding love
Pilipino alphabet of the Fourth Republic.
The everlasting love between a married
couple which develops over a long period Ang Filipino ay pwedeng sukatin bilang
of time. Pragma was the highest form of isang:
love; the true commitment that comes --WIKA
--MIDYUM called a "homogenous mixture." A mixture
--DISIPILINA o ARALIN that is not a solution is not uniform
throughout. Think of the example of sand
REVIEWER IN SCIENCE in water. This is also called a
"heterogeneous mixture."
Mixture- is made when two or more
substances are combined, but they are not Alloys (homogeneous) An alloy is a
combined chemically. mixture of elements that has the
characteristic of a metal. At least one of
General properties of a mixture: the elements mixed is a metal. One
example of an alloy is steel which is made
 The components of a mixture can from a mixture of iron and carbon.
be easily separated
 The components each keep their Suspensions (heterogeneous) A suspension
original properties is a mixture between a liquid and particles
 The proportion of the components of a solid. In this case the particles do not
is variable dissolve. The particles and the liquid are
mixed up so that the particles are
Types of Mixtures dispersed throughout the liquid. They are
There are two main categories of "suspended" in the liquid. A key
mixtures: homogeneous mixtures and characteristic of a suspension is that the
heterogeneous mixtures. In a homogenous solid particles will settle and separate
mixture all the substances are evenly over time if left alone. An example of a
distributed throughout the mixture (salt suspension is a mixture of water and sand.
water, air, blood). In a heterogeneous When mixed up, the sand will disperse
mixture the substances are not evenly throughout the water. If left alone, the
distributed (chocolate chip cookies, pizza, sand will settle to the bottom.
rocks) Within the categories of
homogeneous and heterogeneous Colloids (heterogeneous) A colloid is a
mixtures there are more specific types of mixture where very small particle of one
mixtures including solutions, alloys, substance are evenly distributed
suspensions, and colloids. throughout another substance. They
appear very similar to solutions, but the
Solutions (homogeneous) A solution is a particles are suspended in the solution
mixture where one of the substances rather than fully dissolved. The difference
dissolves in the other. The substance that between a colloid and a suspension is that
dissolves is called the solute. The the particles will not settle to the bottom
substance that does not dissolve is called over a period of time, they will stay
the solvent. An example of a solution is suspended or float. An example of a
salt water. These components can be colloid is milk. Milk is a mixture of liquid
easily separated through evaporation and butterfat globules dispersed and
they each retain their original properties. suspended in water. Colloids are generally
However, the salt is dissolved into the considered heterogeneous mixtures, but
water to where you can't see it and it is have some qualities of homogeneous
evenly distributed in the water. In this mixtures as well.
example the water is the solvent and the
salt is the solute. What is the difference Interesting Facts about Mixtures
between a solution and a mixture? In
Smoke is a mixture of particles that are
chemistry a solution is actually a type of
suspended in the air. Tap water is a
mixture. A solution is a mixture that is
mixture of water and other particles. Pure
the same or uniform throughout. Think of
water or H2O is generally referred to as
the example of salt water. This is also
distilled water. Many of the substances we
come into contact with every day are the assessment criteria used to gauge the
mixtures including the air we breathe intended learning outcomes of a module
which is a mixture of gases like oxygen or programme, and which contributes to
and nitrogen. Blood is a mixture that can the final mark given for the module. It is
be separated by a machine called a normally, though not always, used at the
centrifuge into its two main parts: plasma end of a unit of teaching. Summative
and red blood cells. Mixtures can be assessment is used to quantify
liquids, gases, and solids. achievement, to reward achievement, to
provide data for selection (to the next
stage in education or to employment). For
all these reasons the validity and
ASSESSMENT AND EVALUATION
reliability of summative assessment are of
REVIEWER
the greatest importance. Summative

Assessment is the process of objectively assessment can provide information that

understanding the state or condition of a has formative/diagnostic value.

thing, by observation and measurement.

Assessment of teaching means taking a 'Authentic' or work-integrated assessment

measure of its effectiveness. “Formative” 'Authentic' or work-integrated assessment

assessment is measurement for the is an assessment where the tasks and

purpose of improving it. “ Summative” conditions are more closely aligned to

assessment is what we normally call what you would experience within

“ evaluation.” (Giving Exam) employment. This form of assessment is

designed to develop students skills and
Evaluation is the process of observing and competencies alongside academic
measuring a thing for the purpose of development. The Collaborate project at
judging it and of determining its “value,” Exeter developed a set of tools to support
either by comparison to similar things, or academic staff in the design of authentic
to a standard. Evaluation of teaching assessments, including a dimensions
means passing judgment on it as part of model, iTest and associated Tech Trumps.
an administrative process. (Exam There is also an online Assessment
Evaluation) Designer available which will allow you to
design an assessment using a PC or tablet
device.

TYPES OF ASSESSMENT
Diagnostic assessment
Like formative assessment, diagnostic
Formative assessment
assessment is intended to improve the
Formative assessment is an integral part
learner’ s experience and their level of
of teaching and learning. It does not
achievement. However, diagnostic
contribute to the final mark given for the
assessment looks backwards rather than
module; instead it contributes to learning
forwards. It assesses what the learner
through providing feedback. It should
already knows and/or the nature of
indicate what is good about a piece of
difficulties that the learner might have,
work and why this is good; it should also
which, if undiagnosed, might limit their
indicate what is not so good and how the
engagement in new learning. It is often
work could be improved. Effective
used before teaching or when a problem
formative feedback will affect what the
arises.
student and the teacher does next.

Dynamic assessment
Summative assessment
Dynamic assessment measures what the
Summative assessment demonstrates the
student achieves when given some
extent of a learner's success in meeting
teaching in an unfamiliar topic or field.
An example might be assessment of how
much Swedish is learnt in a short block of Criterion referenced assessment - each
teaching to students who have no prior student’ s achievement is judged
knowledge of the language. It can be against specific criteria. In
useful to assess potential for specific principle no account is taken of
learning in the absence of relevant prior how other students have
attainment, or to assess general learning performed. In practice, normative
potential for students who have a thinking can affect judgements of
particularly disadvantaged background. It whether or not a specific criterion
is often used in advance of the main body has been met. Reliability and
of teaching. validity should be assured through
processes such as moderation, trial
Synoptic assessment marking, and the collation of
Synoptic assessment encourages students exemplars.
to combine elements of their learning
from different parts of a programme and Ipsative assessment
to show their accumulated knowledge and This is assessment against the student’s
understanding of a topic or subject area. A own previous standards. It can measure
synoptic assessment normally enables how well a particular task has been
students to show their ability to integrate undertaken against the student’s average
and apply their skills, knowledge and attainment, against their best work, or
understanding with breadth and depth in against their most recent piece of work.
the subject. It can help to test a student's Ipsative assessment tends to correlate
capability of applying the knowledge and with effort, to promote effort-based
understanding gained in one part of a attributions of success, and to enhance
programme to increase their motivation to learn.
understanding in other parts of the
programme, or across the programme as a
whole [1]. Synoptic assessment can be VALIDITY
part of other forms of assessment.
Validity – is the most important
Norm-referenced tests report whether test characteristics of a good test. Validity –
takers performed better or worse than a refers to the extent to which the test
hypothetical average student, which is serves its purpose or the efficiency with
determined by comparing scores against which it measures what it intends to
the performance results of a statistically measure.
selected group of test takers, typically of
the same age or grade level, who have The validity of test concerns what the test

already taken the exam. measures and how well it does for. For
example, in order to judge the validity of
a test, it is necessary to consider what
behavior the test is supposed to measure.

A test may reveal consistent scores but if

it is not useful for the purpose, then it is
not valid. For example, a test for grade V
students given to grade IV is not valid.

Validity is classified into four types:

content validity, concurrent validity,
predictive validity, and construct validity.
Content validity – means that extent to 1. Inappropriateness of test items – items
which the content of the test is truly a that measure knowledge can not measure
representative of the content of the skill.
course. A well-constructed achievement 2. Direction – unclear direction reduce
test should cover the objectives of validity. Direction that do not clearly
instruction, not just its subject matter. indicate how the pupils should answer and
Three domains of behavior are included: record their answers affect validity of test
cognitive, affective and psychomotor. items.
3. Reading vocabulary and sentence
Concurrent validity – is the degree to structures – too difficult and complicated
which the test agrees with or correlates vocabulary and sentence structure will
with a criterion which is set up an not measure what it intend to measure.
acceptable measure. The criterion is 4. Level of difficulty of Items – too
always available at the time of testing. difficult or too easy test items can not
discriminate between bright and slow
Concurrent validity or criterion-related pupils will lower its validity.
validity- establishes statistical tool to
interpret and correlate test results. 5. Poorly constructed test item – test
items that provide clues and items that
For example, a teacher wants to validate are ambiguous confuse the students and
an achievement test in Science (X) he will not reveal a true measure.
constructed. He administers this test to
his students. The result of this test can be 6. Length of the test- a test should of
compared to another Science students (Y), sufficient length to measure what it is
which has been proven valid. If the supposed to measure. A test that is too
relationship between X and Y is high, this short can not adequately sample the
means that the achievement test is performance we want to measure.
Science is valid. According to Garrett, a
highly reliable test is always valid 7. Arrangement of items – test item
measure of some functions. should be arrange according to difficulty,
with the easiest items to the difficult
Predictive validity – is evaluated by ones. Difficult items when encountered
relating the test to some actual ahead may cause mental block and may
achievement of the students of which the also cause student to take much time in
test is supposed to predict his success. that number.
The criterion measure against this type is
important because the future outcome of 8. Patterns of answers – when students
the testee is predicted. The criterion can detect the pattern of correct answer,
measure against which the test scores are they are liable to guess and this lowers
validated and obtained are available after validity.
a long period.
RELIABILITY
Construct validity – is the extent to which
the test measures a theoretical trait. Test Reliability means consistency and
item must include factors that make up accuracy. It refers then to the extent to
psychological construct like intelligence, which a test is dependable, self consistent
critical thinking, reading comprehension and stable. In other words, the test agrees
or mathematical aptitude. with itself. It is concerned with the
consistency of responses from moment to
Factors that influence validity are: moments even if the person takes the
same test twice, the test yields the same
result.
For example, if a student got a score of 90 2. Index of Discrimination- positive if
in an English achievement test this more students in high group got the
Monday and gets 30 on the same test correct answer and negative if more
given on Friday, then both score can not students in low group got the correct
be relied upon. answer.
3. Index of Difficulty- refers to the getting
Inconsistency of individual scores the right answer of each item. The smaller
however may be affected by person’s the percentage, the more difficult the
scoring the test, by limited samples on item is. (pagmaraming nagkamali
certain areas of the subject matter and EFFECTIVE)
particularly the examinees himself. If the
examinees mood is unstable this may 4. Skewed Distribution-
affect his score.  Negative (the left tail is longer, the
mass of the distribution is concentrated
Factors that affect reliability are: on the right figure)
 Positive (the right tail is longer, the
1. Length of the test. As a general rule, mass of the distribution is concentrated
the longer the test, the higher the on the left figure)
reliability. A longer test provides a more
adequate sample of the behavior being A left-skewed distribution has a long left
measured and is less distorted by chance tail. Left-skewed distributions are also
factors like guessing. called negatively-skewed distributions.
That’ s because there is a long tail in the
2. Difficulty of the test. When a test is too
negative direction on the number line.
easy or too difficult, it cannot show the
The mean is also to the left of the peak.
differences among individuals; thus it is
unreliable. Ideally, achievement tests
A right-skewed distribution has a long
should be constructed such that the
right tail. Right-skewed distributions are
average score is 50 percent correct and
also called positive-skew distributions.
the scores range from near zero to near
That’ s because there is a long tail in the
perfect.
positive direction on the number line.
The mean is also to the right of the peak.
3. Objectivity. Objectivity eliminates the
bias, opinions or judgments of the person
who checks the test. Reliability is greater
when test can be scored objectively.

4. Heterogeneity of the student group.

Reliability is higher when test scores are
spread over a range of abilities.
 Mean- is the "average" you're used to,
Measurement errors are smaller than that
where you add up all the numbers and
of a group that is more heterogeneous.
then divide by the number of numbers.

5. Limited time. a test in which speed is a  Median- is the "middle" value in the

factor is more reliable than a test that is list of numbers. To find the median, your

conducted at a longer time. numbers have to be listed in numerical

order from smallest to largest, so you may
EVALUATING WITH THE USE OF ITEM have to rewrite your list before you can
ANALYSIS find the median.
1. Effectiveness of Distractor- a good  Mode- is the value that occurs most
distractor attracts the students in the often. If no number in the list is repeated,
lower group than in upper group. then there is no mode for the list.
 Range- is the difference between the Educational Goals: to teach survival
lowest and highest values. Example: In {4, skills; to conform to the tribes where they
6, 9, 3, 7} the lowest value is 3, and the belong
highest is 9. So the range is 9 − 3 = 6. Students: their children
Instructional Methods: Tell me and
Inductive reasoning starts with a show me, trial and error, enculturation,
conclusion and deductive reasoning starts indoctrination
with a premise. Therefore, inductive Curriculum: practice hunting, fishing,
reasoning moves from specific instances songs, poems and dances
into a generalized conclusion, Agents: parents, tribal elders,
while deductive reasoning moves from religious leaders
generalized principles that are known to Influence in Education: transmission
be true to a true and specific conclusion. of tribal culture and practices

2. ORIENTAL EDUCATION/EDUCATION
FOR THE PRESERVATION OF SOCIAL
STABILITY
Educational Goals: To impress
traditional ideas and customs in order to
maintain and
perpetuate the long established social
order
Contents: Moral and theoretical
training
Methods: Imitation, memorization
Proponents: Orientals (Chinese,
Indians, Egyptians)

A. CHINESE EDUCATION
Educational goals: Prepare the elites
to govern the empire according to
Confucian principles
Students: males of upper class
Instructional methods: memorization
and recitation
Curriculum: Confucian Classics
Agents: Government officials
Influence on education: written
examination for Civil Service

B. INDIAN EDUCATION
Educational goals: To learn behavior
and rituals based on “ Vedas”
Students: Males of upper class
HISTORICAL FOUNDATIONS OF Instructional methods: Memorizing
EDUCATION (LET Reviewer 2017) and interpreting sacred texts
Curriculum: Vedas and religious
EARLY CONCEPTIONS OF EDUCATION texts
Agents: Brahmin Priests Scholars
1. PRIMITIVE EDUCATION/EDUCATIONAL Influence on education: Cultural
FOR CONFORMITY transmission and assimilation as well as
spiritual detachment
 Curriculum: reading, writing,
C. EGYPTIAN EDUCATION arithmetic. Laws of 12 tables, law,
Educational goals: To prepare priests philosophy
according to scribe for the empire Agents: private schools and teachers;
Students: Males of upper class school of rhetoric
Instructional methods: Memorizing Influence on education: for practical
and copying texts and administrative skills; relating
Curriculum: Religious or technical education to civic
texts responsibility
Agents: Priests and Scribes
Influence on education: Restriction 5. ARABIC EDUCATION:
on educational controls to priest elites Educational goals: Cultivate religious
commitment to Islamic beliefs; expertise
3. GREEK EDUCATION/ EDUCTATION in Mathematics,
FOR THE DEVELOPMENET OF Medicine and Science.
INDIVIDUALITY Students: Male children of upper class
Educational goals: To cultivate civic ages 7-20
responsibility Instructional methods: Memorizing
Students: Male children ages 7 - 20 and recitation in primary schools,
Instructional methods: Memorization imitation and discussion in
and recitation in primary schools, higher schools
lecture, discussions, Curriculum: Reading, Writing,
Dialogue in higher Arithmetic, Literature, Scientific Studies
schools. Agents: Mosques, Court schools
Curriculum: ATHENS: Reading Influence on education: Arabic
writing arithmetic, drama, poetry, music numerals and computation, Medicine and
SPARTA: Drill, Military Science materials
Songs and Tactics

Agents: ATHENS: Private 6. MEDIEVAL PERIOD

Teachers and Philosophers Educational goals: develop religious
SPARTA: Military commitment, knowledge and ritual,
Teachers establish social order,
prepare for appropriate roles
Influence on education: ATHENS: Students: Male children of upper
Well rounded, liberally educated class, girls and women entering religious
SPARTA: Concept of community ages 7-20
Military State Instructional methods: Memorizing
and Recitation in lower schools, text
4. ROMAN EDUCATION/EDUCATION FOR analysis and discussion in
UTILITARIANISM higher schools and universities.
Educational goals: To develop civic Curriculum: Reading, Writing,
responsibility for the republic and then Arithmetic, philosophy, theology, military
the empire; to develop and chivalry.
administrative and military skills Agents: Parish, cathedral schools,
Students: Males children of citizens; universities, knighthood.
Ages 7-20 Influence on education: Structure
Instructional methods: drill, and organization of the university,
memorization, recitation, lecture, institutionalization of
discussion, declamation in knowledge
rhetorical school 7. RENAISSANCE PERIOD
 Educational goals: to cultivate a analysis and discussion
humanist experts in the classics (Greek in higher schools and universities.
and Latin); to prepare Curriculum: Reading, Writing,
courtiers for service to dynastic Arithmetic, catechism philosophy,
leaders theology,
Students: Male children of Agents: Vernacular elementary
aristocracy and upper class ages 7-20 schools for the masses; classical schools
Instructional methods: for the upper class
memorization, translation and analysis of Influence on education: Commitment
Greek and Roman classics to universal education to provide literacy
Curriculum: Latin, Greek, Classical to the masses
literature, poetry, art
Agents: Classical humanist educators,
Latin schools 4. COUNTER – REFORMATION
Influence on education: An emphasis AIM: to develop an unquestioning
on literary knowledge, excellence and obedience to the authority of the church
style as expressed in classical literature CONTENT: 4R’ s (religion included)
METHODS: adapting the lesson to the
abilities, needs, and interest of the
MODERN CONCEPTIONS OF EDUCATION children
- Reviewing the previous lessons
1. EDUCATION FOR RICH, FULL LIFE/ - Repetition for mastery
Italian or Individualistic Humanism - Memorization with understanding
AIM: To secure rich and full life for - Use of textbooks
each individual through contacts with the PROPONENTS: Christian brothers,
ancient Jansenist, Jesuits
Contents: Grammar, Literature and
Mathematics 5. EDUCATION AS TRAINING OF THE
Methods: text study, written themes, MIND/ FORMAL DISCPILINE
self-activity and self-expression AIM: to train the mind through
Proponent: Vittorino de Feltre rigorous exercises in order to develop
intellectual capacities
2. NORTHERN OR SOCIAL HUMANISM - To form character (mental, physical
AIM: For social reform and moral)
Content: Classical and biblical CONTENTS: Classical languages and
literature ( religious) Math: Physical (vigor of body) mental
METHOD: Individualized instruction, (mental power) and moral
repetition and mastery, motivation, use of (good conduct)
praise and rewards METHODS: Formal – sensation,
PROPONENTS: Desiderius Erasmus memory and reasoning, Drill Method
PROPONENT: John Locke
3. REFORMATION
Educational goals: Develop religious 6. RATIONALISM
commitment, knowledge and ritual, AIM: to enable man to think for
establish social themselves
order, prepare for appropriate roles CONTENTS: philosophical/ scientific
Students: Male children of upper knowledge, ethics, morality
class, girls and women entering religious METHODS: critical analysis,
community ages 7-20 application of reason
Instructional methods: Memorizing,
drill, indoctrination in lower schools, text 7. EDUCATION IN HARMONY WITH
NATURE/ NATURALISTIC CONCEPTION
 AIM: to develop the individual in PHILIPPINE EDUCATIONAL SYSTEM
accordance with the laws of human
development and to preserve the 1. EDUCATION DURING THE PRE-
natural goodness of man SPANISH PERIOD
CONTENT: Holistic education AIMS: for survival, conformity and
(physical, moral, intellectual) enculturation
PROPONNT: jean Jacques Rousseau CONTENTS: Informal education,
religion oriented
8. EDUCATION FOR PATRIOTIC METHODS: Tell me and show me,
CITIZENSHIP/ NATIONALISTIC observation , trial and error
CONCEPTION
AIM: to develop military preparedness 2. EDUCATION DURING THE SPANISH
and aggressiveness for the preservation PERIOD
and glorification of the State AIM: to propagate Christianity
CONTENT: Social Studies CONTENTS: Religious education,
METHODS: Practical vocational courses
METHODS: Dictation and
9. EDUCATION AS PSYCHOLOGICAL memorization
DEVELOPMENT:
AIM: to direct and control growth and 3. EDUCATION DURING THE
development through appropriate REVOLUTIONARY PERIOD
educational procedure Aim: Curricular reforms
PESTALOZZI – social regeneration of
humanity 4. EDUCATION DURING THE AMERICAN
FROEBEL – development of a child PERIOD
HERBART – Moral development AIM: To teach democracy as a way of
THORNDIKE – realize the fullest life
satisfaction of human wants METHODS: Socialized recitation,
students participation
10. EDUCATION AS SCIENTIFICALLY CONTENTS: Reading, Writing,
DETERMINED PROCESS Arithmetic, Language, GMRC, civics,
AIM: to make education a science hygiene and sanitation, gardening,
CONTENT: Science domestic Science, American History and
METHODS: Experimental problem- Philippine History
solving method and research - Formal education was established

11. EDUCATION AS SOCIAL 5. EDUCATION DURING THE

RECONSTRUCTION/ SOCIAL COMMONWEALTH PERIOD
EXPERIMENTALISM AIM: to develop moral character,
AIM: Prepare for a progressive personal discipline, civic conscience, and
rebuilding of the social order vocational efficiency
CONTENT: Social Studies - to teach the duties of citizenship
INTELLECTUAL – critical - to continue the promotion of
examination of the social conditions and democratic ideals and way of life.
social problems CONTENT: Character education and
CIVIC – intelligent participation citizenship training
and cooperation in civic affairs - Education under commonwealth
VOCATIONAL – social relationship helps prepare for the coming
of one’ s job independence of a new Filipino nation.
METHODS: Guidance , fieldtrip,
directed classroom study, community life 6. EDUACTION DURING THE JAPANESE
ERA
 AIM: to strive for the diffusion of the And develop moral character, self-
Japanese language in the Philippines and discipline and scientific technological and
to terminate the use of the English vocational efficiency
language in schools
- to stress the dignity of manual labor 9. EDUCATION DURING THE 1986 - 2000
CONTENT: Vocational, Technical, AIM: to promote national
Agriculture, values rooted on love for development and values education
labor, physical education and singing -the national government appropriates
Japanese songs, health/ vocational the highest budgetary allocation to
education education
- Promotion and improvement of the
7. EDUCATION DURING THE REPUBLIC public school teachers
AIMS: full realization of the - The Congressional Commission on
democratic ideals and way of life Education (EDCOM) in its report in 1991
-promotion of equal educational recommended the following:
opportunities for all
CONTENT: Social orientation as 10. EDUCATION DURING THE 21ST
manifested by the conservation of the CENTURY
Filipino heritage Aim: to provide the school age
-training for occupation population and young adults with skills,
- promotion of democratic, nation knowledge and values to
building become caring, self- reliant,
- a new thrust on community productive and patriotic citizens
development - Republic Act 9155 (Governance of
Basic Education Act), was passed
8. EDUCATION DURING THE NEW transforming the name of the
SOCIETY Department of Education, Culture and
AIM: For national development Sports (DECS) to the Department of
Curricular changes in Elementary Education (DepEd) and redefining the
Education role of field offices (regional, division,
a. Focused on the 3Rs district and schools).
b. Integration of values in all learning The Act provides overall framework
areas for:
c. Emphasis on mastery learning - School head empowerment by
Curricular changes in Secondary strengthening their leadership
Education roles
a. Increased in time allotment - School-based management within
b. CAT introduced as new courses the context of transparency and
c. Elective offerings as part of the local accountability
curriculum - Kindergarten is now part of the
compulsory education system
- Made education relevant to the - a new curriculum for Grade 1 and
needs of the changing world Grade 7 pupils and students,
- Bilingual Education Policy – use of respectively was introduced
English and Filipino as media of - Grade 11 will introduced by SY
instruction in specific learning 2016-2017 and Grade 12 by SY
areas 2017-2018
AIM of education in the Philippines based - The phased implementation of the
on the 1973 Constitution: new curriculum will be finished by
Foster love of country; SY 2018-2019
Teach the duties of citizenship;
 DIFFERENCES BETWEEN TEACHING activities we use in order to teach.
APPROACH, TEACHING METHOD, Tell me, I forget, Show me, I remember,
TEACHING TECHNIQUE, AND Involve me, I understand.
TEACHING STRATEGIES
 Teaching techniques are such steps we
Teaching Approach is like a description of follow when we teach. For example, when
how we go about teaching our students. we want to help students learn the
This description explains what we do meaning of new vocabulary words we can
when we teach. use a teaching technique known as
Definition Clues. The process works as
 The sorts of teaching and learning follows.
activities that we have planned (lecture, The teacher chooses a word and work in
tutorial, self-directed learning, case study, different steps.
workshop, workplace learning); STEP 1Give Definition Clue (an example of
 Ways in which we try to engage the word in a real situation)
students with the subject matter (provide STEP 3 - Give the actual definition of the
students with basic facts, relate new word
knowledge to what students already know, STEP 4 - Ask students for the correct
build in interaction, be passionate, be answer after each word.
enthusiastic); We can easier teach any topic following
 The ways in which we support our steps, and it will help us to be more
students (encourage questions, set organized and to facilitate and make
formative assessments, provide funny our students’ learning process.
constructive feedback).
 The mode or manner we are teaching  Finally, Teaching strategies are the
is very important as well because in that methods we use to allow learners to
way we notice and measure our students’ access the information we are teaching.
improvement. Also we can know how to For example, we could read the
facilitate learning (qualities of the teacher information to them; we could display it
such as passion, principles for good pictorially; we could allow them to
teaching practice such as providing timely research the information themselves; we
and constructive feedback, putting could present it as a PowerPoint
educational theory into practice. presentation. We can use our creativity so
as to make every class interesting by
using good strategies for teaching.
 Then, we have the Teaching method which People learn in 3 main ways - visually,
comprises the principles and methods auditory and kinesthetically.
used for instruction. Commonly used Visual learners learn by looking at/seeing
teaching methods may include class something.
participation, demonstration, recitation, Auditory learners learn by hearing
memorization, or combinations of these. it/being told it.
The choice of teaching method or Kinesthetic learners learn by actually
methods to be used depends largely on doing/experiencing it.
the information or skill that is being Your teaching strategies should aim to
taught, and it may also be influenced by include all types of learner.
the aptitude and enthusiasm of the
students.
If we compare the teaching approach and
the teaching method, the difference is
that the teaching approach is like the
form or way we teach, how we do it while
the teaching method is what kind of