PROFESSIONAL EDUCATION

PART 1: KOUNIN'S MGT MODEL (1970)

1. stimulus boundedness -- teacher's attention interrupted by

extrateneous stimulus
2. Thrust -- teacher interrupts students engaged in activities w/o
considering whether the student is ready or not.
3. Dangels -- teacher interrupts activity of student and return to it again.
Truncations -- teacher does not return to current act. after being
interrupted.
4. Overdwelling -- teacher focuses on a certian topic that will lead to too
much time consupmtion, the lesson will slow down.
5. Fragmentation -- chunks of lesson for students to understand his/her
lesson effectively or breakibg down of act. to cause too much time.
6. Flip Flop -- teacher changes its activity from current activity to new
one and vice versa
whenever he/she changes his/her mind.

PART 2: THEORIES AND THEIR PROPONENTS

1. Wilhelm Wundt = german psycologist "founder of modern psychology.
2. Titchener = structuralism psychology
3. William james, G. Stanley Hall, James M. Cattell.... these three
promote "functionalism psychology
4. Charles darwin = theories to mental characteristics as human think,
feel & behave(" evolutionary psychology")
5. Herman Ebbinghaus = associationism psychology
6. Edwin Guthrie = (stimulus and response ) :; temporal congruity
7. Edward Lee Thorndike = "satisfaction" "the law of effect".
8. Ivan Pavlov = involuntary behavior
9. Max Wertheimer = gestalt psychology
10. Otto Loewi = discovered "acetylchloline" respobsible in stimulation
of muscles
11. Ulf von Euler discovered "norepinephrine" bringing our nervous
system into "high alert"
12. Arvid Carlsson discovered "dopamine" the reward mechanisms in
the brain
13. Jean Piaget -- cognitive dev't , info processing , dynamic
interrelation.
14. Sigmund Freud -- psychosexual , psychoanalytic
15. Erik Erickson psychosocial
16. Lawrence Kohlberg -- moral dev't,
17. Burrhus Frederic Skinner -- operant cond.
18. Ivan Pavlov -- classical cond.
19. Edward Lee Thorndike connectionism
20. Albert Bandura -- social learning, neo behaviorism
21. Robert Gagne -- sequence of instruction
22. Abraham Maslow -- hierarchy of needs , motivation theory
23. William Kohler -- insight learning
24. Robert Havighurst -- devt task theory
25. Benjamin Bloom -- bloom's cognitive taxonomy
26. Simpsons / Anita Harrow -- psychomotor domain
27. David Krathwohl -- affective domain
28. Jerome Bruner -- constructivist, spiral curr, instrumental
conceptualism
29. Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic
theory, Scaffolding
30. Edgar Dale -- cone of exp. (20% remember)
31. kohler,koffka, weirtheimer -- gestalt psychology
32. John Locke -- tabularasa , empiricism
33. Howard Gardner -- multiple int.
34. Noam Chomsky -- language acquisition theory , fr of linguistic,
nativism
35. David Ausubel -- meaningful learning, graphic organizer,
subsumption
36. Charles Cooley -- looking glass self theory
37. John Flavel metacognition
38. Sandra Bem -- gender schema theory
39. Elliot Turriel -- social domain theory
40. Robert Sternberg -- triachic theory of int.
41. Johm Watson -- behaviorial theory
42. Maria Montessori -- transfer of learning, kinder garten preparation
of children.
43. Edward Tolman -- purposive behaviorism and goal oriented
44. Edward Torrance -- creative problem solving
45. Bernard Weiner -- attribution theory
46. Daniel Goleman -- emotional intelligence
47. Wolfgang Ratke -- used vernacular for approaching the class.
48. mencius -- idealistic wing of Confucianism
49. hzun tzu -- realistic wing of confusianism
50. taoism -- lao tzu
51. Herbart spencer -- moral devt
52. Pestallozi -- symmetrical and harmonious devt of child
53. Jean Jacques Rosseau -- nature of child
54. Arnold Gesell - maturation theory
55. John Dewey - Learning by doing
56. David Froebel - Father of kinder garten
57. John Bowly - Attainment Theory
58. Edward Boro - Six Thinking Hats Theory
59. Auguste Comte - Father of Sociology
60. Carlos Linnaeus - Father of modern taxonomy.
61. John Amos Comencius - Fr. of modern education.
62. Erasmus Desiderius - Fr. of humanism/ social humanism
63. William Kilpatrick - Project method.
PART 3:
IDEALISM -- plato
REALIASM -- aristotle
EMPIRICISM -- locke
PRAGMATISM -- dewey
EXISTENTIALISM -- hegel
PHILOSOPHICAL ANALYSIS -- moore
ESSENTIALISM -- bagley
PERENNIALISM -- hutchins
PROGRESSIVISM -- dewey
RECONSTRUCTIONALISM -- brameld
BEHAVIORISM -- skinner or watson
STRUCTURALISM -- helmholts or wundt?
FUNCTIONALISM -- james,nugell, or carr?
PURPOSIVISM -- hormic
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.

PART 5: REPUBLIC ACTS

9155 -- Governance of basic educ. act of 2001
6728 -- GASTPE
7722 -- creating CHED
7784 -- " " of center of excellence
7796 -- creating TESDA
6655 -- Free public secondary act of 1988
4090 -- creating a state scholarship council to intergrate, systematize,
administer and implement all program scholarships and appropriating
funds.
5447 -- creation of a special educ. fund act enacted in 1968
-- organization and extension of classes
-- adding classroom to remote areas,barrios and provincial schools
6139 -- regulated the secretarian schools/
private school in charging higher tuition fee
7687 -- science and technology scholarship act of 1994
7743 -- establishment of city and municipal libraries.
8292 -- higher educ. modernization act of 1997
6850 -- an act to grant Civil Service eligibility under certain conditions to
Gov. employees appointed under provisionap or temporary status who
rendered 7 years of efficient service
8545 -- amending RA 7628 Expanded GASTPE Act
8525 -- Adopt a school program
8491 -- Flag and Heraldic code of the Ph.
7797 -- lengthen the school prog. to 200 days and not more than 220 days
8190 -- act of granting priority to residents of the brgy. where school is
located in the appointment and assignment of school.
6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.
7624 -- integrating of drug prevention and control in the intermediate &
secondary curricula and indigeneous learning system
7743 -- act providing libraries and reading centers throughout the Ph.
7877 -- anti-sexual harassment act of 1995
9163 -- NSTP of 2001
6193 -- regulation of tuition fees of private educ. institution
10627 -- anti-bullyinh act of 2013
10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)
9485 -- anti-red tape act
Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon,
flooding and other calamities.

PART 6: PHILOSOPHERS RELATED TO LEARNERS DEVELOPMENT

SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh
of its bulk avove water.
COMPONENTS OF PERSONALITY
ID -- pleasure center
EGO -- reality center
SUPER EGO -- conscience / judgment center.
PSYCHOSEXUAL STAGES OF DEV'T
ORAL -- thumb sucking, biting
ANAL -- toilet training, control of their bowel.
PHALLIC -- sexual interest, genital stimulation.
LATENCY -- sexual urges & interest were temporary
GENITAL -- adult sexual interest and activities come to dominate.
Odipus complex - son vs father towards mother/wife feelings . (excessive
attachment)(Phallic stage)
Electra complex - daugther vs mother towards father/husband feelings.
(excessive attachment)(Phallic stage)
Personality Dynamics
LIFE INSTINCT
DEATH INSTINCT
===================================
ERIK ERICKSON -- "healthy children will not fear in their elders have
integrity enough to fear of death.
PSYCHOSOCIAL STAGES of DEVT
CRISIS -- a person goes through
MALADAPTATION -- result from failure to effectivity resolve the problem
MALIGNACY -- "
VIRTUE -- emerges when balance & resolution of crisis attained.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of personal control over
physical skills and a sense of independence. Success leads to feelings of
autonomy, failure results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control and power over the
environment. Success in this stage leads to a sense of purpose. Children
who try to exert too much power experience disapproval, resulting in a
sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands.
Success leads to a sense of competence, while failure results in feelings of
inferiority.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while failure leads to
role confusion and a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with
other people. Success leads to strong relationships, while failure results in
loneliness and isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them,
often by having children or creating a positive change that benefits other
people. Success leads to feelings of usefulness and accomplishment, while
failure results in shallow involvement in the world.
Stage: Maturity(65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and feel a sense of
fulfillment. Success at this stage leads to feelings of wisdom, while failure
results in regret, bitterness, and despair.
===================================
LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's
devt in the childs but on tomorrow's.
SCAFFOLDING -- is the systematic manner of providing assistance of the
learners to effectively acquire skills.
MKO(More Knowledge Others) -- higher level of performance.
===================================
JEAN PIAGET -- " the school should be creating men & women who are
capable of doing new things not simply repeating what other generation
have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.
PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with
logic,mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and
concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reasoning and
understanding of abstract ideas, think symbolically.
===================================
LAWRENCE KOHLBERG -- "right action tends to be defined in terms of
general individual rights and standards that have been critically examined &
agreed upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- obidience & punishment (consequences) ,
individualism & exchange
CONVENTIONAL --interpersonal relationship, maintain social order.
POST-CONVENTIONAL -- social contract and individual rights , universal
principles, set of values and beliefs.
===================================
URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood
MESOSYSTEM -- connections between context, school experiences to
church experience.
EXOSYSTEM -- includes other people and places that the child herself
may not interact with often herself but that still have a large effect on her.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of personal control over
physical skills and a sense of independence. Success leads to feelings of
autonomy, failure results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control and power over the
environment. Success in this stage leads to a sense of purpose. Children
who try to exert too much power experience disapproval, resulting in a
sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands.
Success leads to a sense of competence, while failure results in feelings of
inferiority.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself, while failure leads to
role confusion and a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with
other people. Success leads to strong relationships, while failure results in
loneliness and isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them,
often by having children or creating a positive change that benefits other
people. Success leads to feelings of usefulness and accomplishment, while
failure results in shallow involvement in the world.
Stage: Maturity(65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and feel a sense of
fulfillment. Success at this stage leads to feelings of wisdom, while failure
results in regret, bitterness, and despair.
===================================
LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's
devt in the childs but on tomorrow's.
SCAFFOLDING -- is the systematic manner of providing assistance of the
learners to effectively acquire skills.
MKO(More Knowledge Others) -- higher level of performance.
===================================
JEAN PIAGET -- " the school should be creating men & women who are
capable of doing new things not simply repeating what other generation
have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.
PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with
logic,mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and
concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reasoning and
understanding of abstract ideas, think symbolically.
===================================
LAWRENCE KOHLBERG -- "right action tends to be defined in terms of
general individual rights and standards that have been critically examined &
agreed upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- obidience & punishment (consequences) ,
individualism & exchange
CONVENTIONAL --interpersonal relationship, maintain social order.
POST-CONVENTIONAL -- social contract and individual rights , universal
principles, set of values and beliefs.
===================================
URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood
MESOSYSTEM -- connections between context, school experiences to
church experience.
EXOSYSTEM -- includes other people and places that the child herself
may not interact with often herself but that still have a large effect on her.
MACROSYSTEM -- which is the largest and most remote set of people and
places and things to a child but which still has a great influence over the
child.
===================================
ALBERT BANDURA -- SOCIAL LEARNING THEORY
: environment affects child's personality : learninh occurs by simply
observing people, people learned from what they see and the
consequences of what they did
PART 7: FOUR PILLARS OF LEARNING
LEARNING TO KNOW -- focuses on combining broad gen. knowledge and
basic educ. with the opportunity to work on a small number of subjects in
the light of rapid changes brought about by scientific progress ang new
forms of economic and social acitivity.
Learning how to learn and to discover, as to benefit from ongoing
educational opportunities continuously arising throughout life.
Developing the faculties of memory, imagination, reasoning and problem
solving.
Understanding about one's environment.
Communicating with others.
LEARNING TO DO -- emphasizes on the learning of skills necessary to
practice a profession or trade.
applying in practice what has been learned.
developing vocational / occupational and technical skills
developing social skills in building meaningful interpersonal relationships.
developing competence, social behavior, aptitude for teamwork
enhancing the ability to communicate and work with others
managing and resolving conflicts.
LEARNING TO BE -- prioritizes the development of the human potencial to
the fullest.
tapping the talents hidden with individual.
developing personal commitment and responsibilty for the common good.
LEARNING TO LIVE TOGETHER -- emphasizes understanding of others,
their history, tradition and cultures, and also living and interacting
peacefully together.
appreciating diversity of human race
being receptive to others and encounter others through dialogue and
debate.
caring about others
working toward common objectives in cooperative undertakings.
managing and resolving conflicts.

PART 8: COGNITIVE PERSPECTVE : GESTALT PRINCIPLE

German word means "whole, form, pattern or configuration"
the focus of this theory is on Perception and how people assign meaning to
visual stimuli "The whole is more than the sum of all parts"
LAW OF PROXIMITY -- elements that are closer together be percieved as
a coherent object.
LAW OF SIMILARITY -- similar will perceived as part of the same form.
LAW OF CLOSURE -- ignoring gaps in the figure.
LAW OF CONTINUATION -- patterns establish an impled direction, people
tend a good continous line.
LAW OF PRAGNANZ -- stimulus will be organize into a good figure as
possible.
LAW OF FIGURE/GROUND -- we tend to pay attention and percieved
things in the foreground first.
INSIGHT LEARNING -- Gestalt adheres to the idea of learning takes place
by discovery.

PART 9
Ripple Effect -- spreading effect of series of consequences caused by
single action or event.
Hawthorne Effect -- type of reactivity effect in which individuals improve
an aspect of their behavior in response to their awareness of being
observed.
Halo Effect -- cognitive bias which an observer overall impression of a
person, influences the observers feeling and thoughts about the entity's
character or property
Pygmalion Effect -- Shows the teacher's expectation (self-fulfillment)
Golem Effect -- low expectation leads to decrease in performance.
REINFORCEMENTS
Positive -- presence of stimulus
Negative -- absence of stimulus
Escape -- removes stimulus
Avoidance -- prevents stimulus
Reinforcement -- increase of behavior
Punishment -- weakens response.
ASSESSMENT OF STUDENTS' LEARNING 1
ASSESSMENT OF, FOR , and AS LEARNING
Assessment FOR Learning
> It undergoes 2 phases: initial or diagnostic assessment and formative
assessment.
> It can be based on variety of information sources.
> Its verbal or written feedback to the student is primarily descriptive and
emphasizes strengths, identifies challenges, and points to the next steps.
>Teachers' observation on understanding allows adjusting their instruction to
keep students on track.
> No grades or scores is given; record keeping is primarily anecdotal and
descriptive.
> It occurs throughout the learning process.
Assessment OF Learning
> An assessment is accompanied by a number or letter grade (summative)
> It compares one student's achievement with standards.
> In the case of norm referencing, it compares the students' achievement with
that of the group. > Its results can be communicated to the student and parents.
> Grades are systematically recorded for proper conversion to academic ratings.
> It occurs at the end of the learning unit.
Assessment AS Learning
> involves goal -setting, monitoring progress, and reflecting on results.
> is a basis for metacognitive process of students (Metacognition is thinking
beyond thinking and being responsible for our own learning)