FOUNDATIONS OF EDUCATION ● Plato- is one of the world's best known and

● John Locke was an English philosopher most widely read and studied philosophers.
and physician He was the student of Socrates and the
-- "Father of Liberalism" ; to form character teacher of Aristotle, and he wrote in the
(mental, physical, and moral) ; Education as middle of the fourth century B.C.E. in
Training of the mind/Formal discipline ; ancient Greece.
Notable ideas - "Tabula rasa" ● Aristotle- is a towering figure in ancient
● Francis Bacon was an English philosopher, Greek philosophy, making contributions
statesman, scientist, jurist, orator and to logic, metaphysics, mathematics,
author. "Father of scientific method" "Father physics, biology, botany, ethics, politics,
of empiricism" agriculture, medicine, dance and theatre. He
● Jean Jacques Rousseau was a was a student of Plato who in turn studied
Francophone under Socrates.
Genevan philosopher, writer and composer of
the 18th century. "Hollistic education" PHILOSOPHICAL FOUNDATIONS OF
(physical, moral, intellectual) EDUCATION
Notable ideas - moral simplicity of humanity; ● IDEALISM Plato (own ideas) nothing exist
child centered learning; Famous novel: except in (Implementation of GMRC)
"Emile" or On Education; Human -- Man was born with knowledge
Development -- the mind of a man/ what we want the
● Edgar Dale was an American educator who world to be
developed the "Cone of Experience" aka -spiritual, mental, values, moral, socratic
"Father of Modern Media in Education" method
● Erik Erikson was a German-born American --all things that we see is not real
developmental psychologist and --unified the reality with God as the perfect
psychoanalyst known for his theory on Immanuel Kant- only man needs education
"psychosocial development" of human beings. - the school is a value and spiritual ins.
● Johann Heinrich Pestalozzi was a swiss - socratic and self-activity, passive, imitate
pedagogue and educational reformer who
exemplified Romanticism in his approach. ● REALISM Aristotle;Herbart; Comenius;
"Social regeneration of humanity" Notable Pestalozzi;
ideas: "Four-sphere concept of life" his motto Montessori; Hobbes; Bacon; Locke
was " Learning by head, hand and heart" (experience) fully mastery of knowledge
● Friedrich Frobel was a German pedagogue -- natural world, values are natural and
a student of Pestalozzi who laid the absolute, reality exist undercieved
"foundation of modern education" based on -- education should be concerned with
the recognition that children have unique actualities of life
needs and capabilities. "Father of -- objects exist independent to mind
kindergarten" -- teacher has full mastery of the knowledge
● Johann Herbart was a German or realities
philosopher, -- rewards the success of each leaner and
psychologist and founder of pedagogy as an reinforces what has been learned
academic discipline. -- the students can perceive the natural
● Edward Lee Thorndike was an American order of the world
psychologist; " Father of Modern educational -- SCIENCE and MATHEMATICS
psychology; connectionism; law of effect. ;
"Realize the fullest satisfaction of human ● BEHAVIORISM always guided by
wants" standards/by procedure; purpose is to
● Socrates- within the consciousness of the modify the behavior
individual, moral nature of man is to be
found the determination of the aim of life and ● EXISTENTIALISM Kierkegaard; Sartre;
purpose of education. -- "Man shapes his being as he lives"
-- Focuses on self/individual ● PROGRESSIVISM Dewey/Pestalozzi
-- free choice (process of development)
-- unique whole being -- focuses on the whole child and the
-- man shapes his being as he lives cultivation of individuality
-- knowledge is subjective to the person’s -- process of development, higher level of
decision, and varies from one person to knowledge, the child's need and interest are
another. relevant to curriculum.
-- democratic education
● PRAGMATISM/EXPERIMENTALISM -- modern PRAGMATISM
William James; -- provides the students all the necessary
-- John Dewey - learn from experiences skills
through interaction to the environment -- education is life itself rather than
-- Emphasizes the needs and interests of the preparation to be able to interact with his
children ever-changing environment
-- practical, problem solving research, -- the teacher plans activity that arouses
knowledge is what works, values are related, students interests and motivation.
truth is warranted assertion.
-- education should be life ● CONSTRUCTIVISM Jean Piaget
-- UN Education Focused on how humans make meaning in
-- to teach students how to think so that he relation to
can adjust to the demands of an ever- the interaction b/w their experiences and
changing world. their ideas. Nature
-- emphasizes the needs and interests of the of knowledge w/c represents an
children epistemological stance.
1. Experimentalism- Charles Pierce
2. Practicalism- William James ● SOCIAL RECONSTRUCTIONISM George
3. Experimentalism- John Dewey Counts - recognized that education was the
(Education is continuous process) means of preparing people for creating his
new social order highlights social reform as
● PERENNIALISM Robert Hutchins the aim of education.
focuses on unchanging/universal truths -- for better society, community based
-- aims to develop the power of thought learning
-- nature and education are constant -- claims to be the true success or
-- education is preparation of life progression and declares that the chief
-- teachers explain and interpret the 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 - teaching -- education for change and social reform
the basic/ essential knowledge -- focuses on students experiences
-- Focuses on basic skills and knowledge -- George Counts
-- achievement test, certain knowledge &
skills are essential for rational being.  NATURALISM -- only nature exist,
-- basic skills nature is better than civilization (NATURAL
-- teaching the basic essential 3r’s (4r’s na SA ng isang BAGAY)
today)
-- subject areas are the main focus  RECONSTRUCTUONALISM -- the school
-- the heart of the educational process is the should help rebuild the social order thus
absorption prescribed by the BOOKS social change.
-- memorization
 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 corresponds to reality,
usage determines meaning.
ACCULTURATION - learning other culture;
the passing of customs, beliefs and tradition
through interaction and reading.
ENCULTURATION - the passing of group's
custom, beliefs and traditions from one
generation to the next generation
Convergent questions - are those that
typically have one correct answer.
Divergent questions - also called open-ended
questions are used to encourage many
answers and generate greater participation of
students. Higher order thinking skills; to
think more creatively.
90 days - enrolled bills becomes a law
30 days - "lapse"
PRINCIPLES & THEORIES OF LEARNING
& MOTIVATION
● Psychosexual Theory/Psychoanalysis - psychological school of behaviorism.
Sigmund Freud
● Psychosocial Theory - Erik Erikson's
Theory of Personality
● Ecological Theory - Eric Brofenbrenner's
Theory of Development
● Sociohistoric Cognitive Linguistic Theory –
Lev Semanovich Vygotsky
● Cognitive Development - Jean Piaget; John
Dewey; Jerome Brunner
● Phenomenology - Abraham Maslow; Carl
Rogers; Louis Raths
● Behaviorism - Edward Thorndike; Ivan
Pavlov; Burrhus Frederick Skinner
● Moral Development - Lawrence Kohlberg
● Ivan Pavlov - classical conditioning
● Edward Thorndike - connectionism
● B.F. Skinner - operant conditioning &
reinforcement
● Albert Bandura - "bobo doll" experiment;
modelling; self-efficacy
● David Ausubel - Meaningful Reception
Theory
● Jerome Bruner - Discovery Learning
Theory/Inquiry method
● Wolfgang Kohler's - Insight Learning
Problem
● Richard Atkinson & Richard Shiffrin's –
Information Processing Theory
● Robert Gagne - Cumulative Learning
Theory
-- nine levels of learning
● Howard Gardner - Multiple Intelligence
● Kurt Lewin's - Field Theory/ his concept of
life space
● Brofenbrenner's - Ecological System Theory
● Lev Vygotsky - Social Constructivism; Zond
of Proximal Development (ZPD) * gap b/w
actual and potential development
● Hilda Taba - Grassroots Approach
● Max Wertheimer - Gestalt Psychology
● Wilhelm Wundt - "Father of Modern
Psychology"
● William James - wrote the "Principles of
psychology"/ consciousness
● hypothalamus - brain's stress center
● Abraham Maslow - physiological needs;
"Maslow's
Hierarchy of Needs" ; safety&security; love &
belongingness; self-esteem; self-actualization
● John B. Watson - (behaviorist approach) an
American psychologist who established the
FIGURATIVE LANGUAGE
● Metaphor - is a comparison made b/w
things w/c are essentially not alike.
Ex: "Nobody invites Edward to parties
because He is a wet blanket"
● Simile - is like a metaphor and often uses
the words "like" or "as"
Ex: "Jamie runs as fast as the wind"
● Personification - when something that is
not human is given human-like qualities,
this is known as personification.
Ex: " The leaves danced in the wind on the
cold October afternoon"
● Hyperbole - exaggerating, often in a
humorous way to make a particular point is ● RA 9155 - Decentralization; Legal basis of
known as hyperbole. Shared Governance in Basic Education
Ex: "My eyes widened at the sight of the mile- ● RA 7784 - Establishment of Center of
high ice cream cones we we're having for Excellence
dessert" ● K-12 Curriculum - Enhanced Basic
● Onomatopoeia - when you name an action Education Curriculum
by imitating the sound associated with it. ● RA 90210 - "An Act to Integrate
Ex: "The bees buzz angrily when their hive is Information
disturbed" Teachnology into the Public Elementary &
● Idiom - an idiom is an expression used by a Secondary Curricula & Appropriating funds
particular group of people with a meaning ● RA 10121 - DRMM approval headed by
that is only known through common use. OCO office of Civil defense May 2010
Ex: "I'm just waiting for him to kick the
bucket." LITERATURE
● Synecdoche - a synecdoche is a figure of ● Folklore - traditionally derived and orally
speech using a word/words that are a part to transmitted literature
represent a whole. ● Folktales - reflect the people's beliefs
Ex: referring to credit cards as "plastic" is a handed down from generation to generation
synecdoche by word of mouth
● Assonance - when you repeat a vowel ● Epilogue - conclusion or final part of non-
sound in a phrase, it is an assonance. dramatic literary work
Ex: "It's true, I do like Sue." ● Genre - distinctive type of literary
● Metonymy - a metonymy is a figure of composition such as epic, tragedy, comedy &
speech where one thing is replaced w/a word novel
that is closely associated with it such as ● "Quo Vadis" - means "where are you going"
using "Washington" to refer to the United ● hieroglyphics - oldest forn of egyptian
States writing
● Allegory - narrative whose meaning is
REPUBLIC ACTS beneath the surface
● RA 7836 - Philippine Teacher ● Elegy - a meditated poem of grief
Professionalization Act of 1994 ● Sonnet - verse w/14 iambic pentameter
● RA 7722 – Creation of CHED lines
● RA 7796 – TESDA ● Epic - long poem w/c depicts the adventure
● RA 7784- COIC of a great hero who reveals his country's
● RA 7796 - TESDA Act of 1994 aspirations; narrates heroic deeds and
● Article XIV 1987 Philippine Constitution supernatural happenings w/local actor in
(Educ. Sci & Tech, Arts, Culture & Sports) w/c people sing/chant
this is the very fundamental legal basis of ● Soliloquy - speech made by a person who
education in the Philippines. reveals his thoughts
● Saligang Batas 1987- Ang Pambansang ● Manuel Arcilla - "How my brother Leon
Wika ng Pilipinas ay FILIPINO brought home a wife"
● Education Act of 1982 (Batas Pambansa ● Washington Irving - "The Legend of a
232, Sept. 11,1982) an Act providing for the Sleepy Hollow"
Establishment & Maintenance of an ● Fall of the house of usher - hypochondriac
Integrated System of Education living in morbid fear
● RA 4670 - Magna Carta for Public School ● Cyrano de Bergerac - poet & soldier noted
Teachers (June 18,1966) for his Peculiar nose
● RA 6713 - Code of Conduct & Ethical ● "The Illiad of Homer" - great epic poem
Standards For Public Officials and whose plot centers around the anger & wrath
Employees of Achilles against agamemnon
● RA 7877 - Anti-sexual Harassment Act of ● "The Bells" - "If eyes are made for seeing,
1995 then beauty is its own excuse for being"
● 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 of ● Ang panubong - handog sa dalagang may
narrative & clarity of style. kaarawan (koronang bulaklak)
● Edgar Allan Poe - greatest American writer ● Florante at Laura - (awit) "katiwalian ng
of horror and detective stories mga kastila"
● Rabindranath Tagore - best known for his ● Jose dela Cruz - tungkod ng tulang tagalog
collection of poems called Gitanjali/song -- Jose Sisiw
offerings ● Jose De Jesus- Jose Batute
● Robert Frost - ranked as one of the best ● Noli Me Tangere - (Rizal) suliraning
modern American poets. panlipunan ng bayan
● Geoffrey Chaucer - Morning Star of English ● "Doktrina Kristiyana" - Fr. Domingo de
Literature Nieva unang aklat na nalimbag sa pilipinas
● Mark Twain - "Samuel Clemens" ● Severino Reyes - Ama ng dulaang tagalog
● Harriet Stowe - "Uncle Tom's Cabin" ● Juan Luna - La Spolarium
● Charles Darwin - Origin of species ● "Alim" - pinakamatandang epiko ng
● Lazlo Biro - invented the ball point pen pilipinas
● Harry Potter - epic kind of story ● Jose Palma - naglikha ng "Himno Nacional
Filipino"
VOCABULARY ● Liwayway - nabigyan ng pagpapahalaga
Emulate imitate ang sariling wika
Vouchsafe grant ● Lope K.Santos - "Ama ng balarila ng
Abeyance suspended pilipino"
Denigrate malign ● Andres Bonifacio - "anak bayan"
Furtive sneaky ● Pupdok/Kinting kulirat - hindi kailanman
Remonstrate protest ginamit ni Marcelo del Pilar
Corroborate confirm ● Teodoro Agoncillo - isang kilalang
Gullible easily deceived manunulat ng kasaysayan
Germane relevant ● Manuel Quezon - Ama ng Wikang
Plebeian common Pambansa
Vulpine cunning ● Constancio de Guzman - lumikha ng awit
Spendthrift spender na "Ang Bayan Ko"
Impolitic unwise ● Pascual Poblete - Ama ng pahayagang
Terse concise tagalog
Parsimonious stingy
Stupefy make numb PROF EDUCATION
Pariah outcast
PART 1: KOUNIN'S MGT MODEL (1970)
Wizened shrivelled
✔stimulus boundedness -- teacher's
Dubious doubtful
attention interrupted by extrateneous
Incriminates accuse
stimulus
Frivolous worthless
✔Thrust -- teacher interrupts students
Susceptible inclined
engaged in activities w/o considering
Impertinent irrelevant
whether the student is ready or not.
Ostracized excluded
✔Dangels -- teacher interrupts activity of
Conglomeration diffusion
student and return to it again.
Cacophonous loud and unpleasant
✔Truncations -- teacher does not return to
Carnal worldly
current act. after being interrupted.
Aplomb composure
✔Overdwelling -- teacher focuses on a certian
Candor honesty
topic that will lead to too much time
Contemptuous scornful
consupmtion, the lesson will slow down. ✔Benjamin Bloom -- bloom's cognitive
✔Fragmentation -- chunks of lesson for taxonomy
students to understand his/her lesson ✔Simpsons / Anita Harrow -- psychomotor
effectively or breakibg down of act. to cause domain
too much time. ✔David Krathwohl -- affective domain
✔Flip Flop -- teacher changes its activity ✔Jerome Bruner -- constructivist, spiral
from current activity to new one and vice curr, instrumental conceptualism
versa ✔Lev Vygotsky -- socio-cultural theory of
whenever he/she changes his/her mind. cognitive devt , linguistic theory, Scaffolding

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

✔kohler,koffka, weirtheimer -- gestalt
PART 2
psychology
THEORIES AND THEIR PROPONENTS
✔John Locke -- tabularasa , empiricism
✔Wilhelm Woundt = german psycologist
✔Howard Gardner -- multiple int.
"founder of modern psychology.
✔Noam Chomsky -- language acquisition
✔Titchener = structuralism psychology
theory , fr of linguistic, nativism
William james, G. Stanley Hall, James M.
✔David Ausubel -- meaningful learning,
Cattell.... these three promote "functionalism
graphic organizer, assumption
psychology
✔Charles Cooley -- looking glass self theory
✔Charles darwin = theories to mental
✔John Flavel -- metacognition
characteristics as human think, feel &
✔Sandra Bem -- gender schema theory
behave(" evolutionary psychology")
✔Elliot Turriel -- social domain theory
✔Herman Ebbinghaus = associationism
✔Robert Sternberg -- triachic theory of int.
psychology
✔Johm Watson -- behaviorial theory
✔Edwin Guthrie = (stimulus and response ) :;
✔Maria Montessory -- transfer of learning,
temporal conguity
kinder garten preparation of children.
✔Edward Lee Thorndike = "satisfaction" "the
✔Edward Tolman -- purposive behaviorism
law of effect".
and goal oriented
✔Ivan Pavlov = involuntary behavior
✔Edward Torrance -- creative problem
✔Max Wertheimer = gestalt psychology
solving
✔Otto Loewi = discovered "acetylchloline"
✔Bernard Weiner -- attribution theory
respobsible in stimulation of muscles
✔Daniel Goleman/coleman? -- emotional
✔Ulf von Euler discovered "norepinephrine"
intelligence
bringing our nervous system into "high alert"
✔Wolfgang Ratke -- used vernacular for
✔Arvid Carlsson discovered "dopamine" the
approaching the class.
reward mechanisms in the brain
✔mencius -- idealistic wing of confucianism
✔Jean Piaget -- cognitive dev't , info
✔hzun tzu -- realistic wing of confusianism
processing , dynamic interrelation.
✔taoism -- lao tzu
✔Sigmund Freud -- psychosexual ,
✔Herbart spencer -- moral devt
psychoanalytic
✔Pestallozi -- symmetrical and harmonious
✔Erik Erickson -- psychosocial
devt of child
✔Lawrence Kohlberg -- moral dev't,
✔John Jacques Rosseau -- nature of child
✔Burrhus Frederic Skinner -- operant cond.
✔Arnold Gesell - maturation theory
✔Ivan Pavlov -- classical cond.
✔John Dewey - Learning by doing
✔Edward Lee Thorndike -- connectionism
✔David Froebel - Father of kinder garten
✔Albert Bandura -- social learning, neo -
✔John Bowly - Attainment Theory
behaviorism
✔Edward Boro - Six Thinking Hats Theory
✔Robert Gagne -- sequence of instruction
✔Auguste Comte - Father of Sociology
✔Abraham Maslow -- hierarchy of needs ,
✔Carlos Linnaeus - Father of modern
motivation theory
taxonomy.
✔William Kohler -- insight learning
✔John Amos Comencius - Fr. of modern
✔Robert Havighurst -- devt task theory
education.
✔Erasmus Desiderius - Fr. of humanism/ 8545 -- amending RA 7628 Expanded
social humanism GASTPE Act
✔William Kilpatrick - Project method. 8525 -- Adopt a school program

®®®®®®®®®®®®®®®® 8491 -- Flag and Heraldic code of the Ph.

7797 -- lengthen the school prog. to 200
PART 3:
days and not more than 220 days
IDEALISM -- plato 8190 -- act of granting priority to residents of
REALIASM -- aristotle the brgy. where school is located in the
EMPIRICISM -- locke appointment and assignment of school.
PRAGMATISM -- dewey 6972 -- act of stablishing DAY CARE
EXISTENTIALISM -- hegel CENTER FOR EVERY BRGY.
PHILOSOPHICAL ANALYSIS -- moore 7624 -- integrating of drug prevention and
ESSENTIALISM -- bagley control in the intermediate & secondary
PERENNIALISM -- hutchins curricula and indigeneous learning system
PROGRESSIVISM -- dewey 7743 -- act providing libraries and reading
RECONSTRUCTIONALISM -- brameld centers throughout the Ph.
BEHAVIORISM -- skinner or watson 7877 -- anti-sexual harassment act of 1995
STRUCTURALISM -- helmholts or wundt? 9163 -- NSTP of 2001
FUNCTIONALISM -- james,nugell, or carr? 6193 -- regulation of tuition fees of private
PURPOSIVISM -- hormic educ. institution
®®®®®®®®®®®®®®®®®® 10627 -- anti-bullyinh act of 2013
10533 -- enhance basic educ. act of 2013 (K-
PART 5: REPUBLIC ACTS
12 PROGRAM)
9155 -- Governance of basic educ. act of
9485 -- anti-red tape act
2001
Executive Order (E.O.) 66 -- rule of
6728 -- GASTPE
cancellation of classes due to typhoon,
7722 -- creating CHED
flooding and other calamities.
7784 -- " " of center of excellence
7796 -- creating TESDA ®®®®®®®®®®®®®®®®®
6655 -- Free public secondary act of 1988 PART 6
4090 -- creating a state scholarship council Philosophers Related to Learners
to intergrate, systematize, administer and Development
implement all program scholarships and
✔SIGMUND FREUD -- "the mind is like an
appropriating funds.
iceberg, it floats with one-seventh of its bulk
5447 -- creation of a special educ. fund act
above water.
enacted in 1968
COMPONENTS OF PERSONALITY
-- organization and extension of classes
ID -- pleasure center
-- adding classroom to remote areas,barrios
EGO -- reality center
and provincial schools
SUPER EGO -- conscience / judgment
6139 -- regulated the secretarian schools/
center.
private school in charging higher tuition fee
PSYCHOSEXUAL STAGES OF DEV'T
7687 -- science and technology scholarship
ORAL -- thumb sucking, biting
act of 1994
ANAL -- toilet training, control of their bowel.
7743 -- establishment of city and municipal
PHALLIC -- sexual interest, genital
libraries.
stimulation.
8292 -- higher educ. modernization act of
LATENCY -- sexual urges & interest were
1997
temporary
6850 -- an act to grant Civil Service eligibility
GENITAL -- adult sexual interest and
under certain conditions to Gov. employees
activities come to dominate.
appointed under provisionap or temporary
Odipus complex - son vs father towards
status who rendered 7 years of efficient
mother/wife feelings . (excessive attachment)
service
(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
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.
in ===================================
✔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
individual: family, friends, neighborhood
MESOSYSTEM -- connections
context, school experiences to
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
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)
of Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
between Outcome: Adults need to create or nurture
church 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.
in ===================================
✔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
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 :
learning occurs by simply observing people,
people learned from what they see and the
consequences of what they did
®®®®®®®®®®®®®®®®
PART 7
FOUR PILLARS OF LEARNING
✔LEANING TO KNOW -- focuses on
combining broad gen. knowledge and basic
educ. with the opportunity to work on a
small number of subjects in the light of rapid
changes brought about by scientific progress
ang new forms of economic and social
activity.
❇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
of 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 successful models used to attract business
object. to local cities (e.g., Davao) and pursue the
LAW OF SIMILARITY -- similar will percieved relaxation of the Constitutional restrictions
as part of the same form. on foreign ownership, except as regards land
LAW OF CLOSURE -- ignoring gaps in the ownership, in order to attract foreign direct
figure. investment.
LAW OF CONTINUATION -- patterns 4. Accelerate annual infrastructure
establish an impled direction, people tend a spending to account for 5% of GDP, with
good continous line. Public-Private Partnerships playing a key
LAW OF PRAGNANZ -- stimulus will be role.
organize into a good figure as possible. 5. Promote rural and value chain
LAW OF FIGURE/GROUND -- we tend to pay development toward increasing agricultural
attention and percieved things in the and rural enterprise productivity and rural
foreground first. tourism.
INSIGHT LEARNING -- Gestalt adheres to the 6. Ensure security of land tenure to
idea of learning takes place by discovery. encourage investments, and address
PART 9 bottlenecks in land management and titling
✔Ripple Effect -- spreading effect of series of agencies.
consequences caused by singlr action or 7. Invest in human capital development,
event. including health and education systems, and
✔Hawthorne Effect -- type of reactivity effect match skills and training to meet the
in which individuals improve an aspect of demand of businesses and the private sector.
their behavior in response to their awareness 8. Promote science, technology, and the
of being observed. creative arts to enhance innovation and
✔Halo Effect -- cognitive bias which an creative capacity towards self-sustaining,
observer overall impression of a person, inclusive development.
influences the observers feeling and thoughts 9. Improve social protection programs,
about the entity's character or property including the government’s Conditional Cash
✔Pygmalion Effect -- Shows the teacher's Transfer program, to protect the poor against
expectation (self-fulfillment) instability and economic shocks.
✔Golem Effect -- low expection leads to 10. Strengthen implementation of the
decrease in performance. Responsible Parenthood and Reproductive
REINFORCEMENTS Health Law to enable especially poor couples
Positive -- presence of stimulus to make informed choices on financial and
Negative -- absence of stimulus family planning.
Escape -- removes stimulus
Avoidance -- prevents stimulus Here are the 17 new UN development
Reinforcement -- increase of behavior goals for 2030
Punishment -- weakens response.

10-POINT SOCIOECONOMIC AGENDA OF

THE DUTERTE ADMINISTRATION The 193 member states of the United Nations
1. Continue and maintain current on Friday will adopt 17 new development
macroeconomic policies, including fiscal, goals to be achieved by 2030. The goals will
monetary, and trade policies. be added to the world agenda at a global
2. Institute progressive tax reform and summit just before the annual gathering of
more effective tax collection, indexing taxes world leaders at the UN General Assembly.
to inflation.
A tax reform package will be submitted The new goals replace the eight Millennium

to Congress by September 2016. Development Goals adopted at a summit in

3. Increase competitiveness and the ease of 2000. Those expire at the end of 2015.

doing business. This effort will draw upon

Here are the 17 goals: 15. Protect, restore and promote
sustainable use of terrestrial
1. End poverty in all its forms ecosystems, sustainably manage
everywhere forests, combat desertification and
halt and reverse land degradation, and
2. End hunger, achieve food security and halt biodiversity loss
improved nutrition, and promote
sustainable agriculture 16. Promote peaceful and inclusive
societies for sustainable development,
3. Ensure healthy lives and promote provide access to justice for all and
well-being for all at all ages build effective, accountable and
inclusive institutions at all levels
4. Ensure inclusive and equitable quality
education and promote lifelong 17. Strengthen the means of
learning opportunities for all implementation and revitalize the
global partnership for sustainable
5. Achieve gender equality and empower
development
all women and girls

6. Ensure availability and sustainable

Kinds of Love
management of water and sanitation
for all
1. Eros: Love of the body
7. Ensure access to affordable, reliable,
sustainable and modern energy for all Eros was the Greek God of love and sexual
desire. He was shooting golden arrows into
8. Promote sustained, inclusive and the hearts of both mortals and immortals
sustainable economic growth, full and without warning. The Greeks feared that
productive employment, and decent kind of love the most because it was
work for all dangerous and could get them into the most
trouble. Eros is defined as divine beauty or
9. Build resilient infrastructure, promote lust. Eros is mainly based on sexual
inclusive and sustainable attraction and it is where the term “erotica”
industrialization, and foster came from.
innovation
2. Philia: Love of the mind
10. Reduce inequality within and among
Also know as brotherly love, Philia represents
countries
the sincere and platonic love. The kind of
love you have for your brother or a really
11. Make cities and human settlements
good friend. It was more valuable and more
inclusive, safe, resilient and
cherished than Eros. Philia exists when
sustainable
people share the same values and

12. Ensure sustainable consumption and dispositions with someone and the feelings

production patterns are reciprocated.

3. Ludus: Playful love

13. Take urgent action to combat climate
change and its impacts Ludus is the flirtatious and teasing kind of
love, the love mostly accompanied by
14. Conserve and sustainably use the
dancing or laughter. It’s the child-like and
oceans, seas and marine resources for
fun kind of love. If you think about it; this
sustainable development
generation loves Ludus more than anything
else.
4. Pragma: Longstanding love Ang Filipino ay pwedeng sukatin bilang
isang:
The everlasting love between a married
--WIKA
couple which develops over a long period of
--MIDYUM
time. Pragma was the highest form of love;
--DISIPILINA o ARALIN
the true commitment that comes from
understanding, compromise and tolerance. It
REVIEWER IN SCIENCE
is pragmatic this is why it is referred to
as “standing in love” rather than “falling in
Mixture- is made when two or more
love” because it grows over time and requires
substances are combined, but they are not
profound understanding between lovers who
combined chemically.
have been together for many years.
General properties of a mixture:
5. Agape: Love of the soul
 The components of a mixture can be
It is the selfless kind of love, the love for
easily separated
humanity. It is the closest to unconditional
 The components each keep their
love. The love you give without expecting
original properties
anything in return reflected in all charitable
 The proportion of the components is
acts. It is the compassionate love that makes
variable
us sympathize with, help and connect to
people we don’t know. The world needs more
Types of Mixtures
Agape.
There are two main categories of mixtures:
6. Philautia: Love of the self homogeneous mixtures and heterogeneous
mixtures. In a homogenous mixture all the
The ancient Greeks divided Philautia into two substances are evenly distributed
kinds: There is one that is pure selfish and throughout the mixture (salt water, air,
seeks pleasure, fame, and wealth often blood). In a heterogeneous mixture the
leading to narcissism and there is substances are not evenly distributed
another healthy kind of love we give (chocolate chip cookies, pizza, rocks) Within
ourselves. Philautia is essential for any the categories of homogeneous and
relationship, we can only love others if we heterogeneous mixtures there are more
truly love ourselves and we can only care for specific types of mixtures including
others if we truly care for ourselves. solutions, alloys, suspensions, and colloids.

7. Storge: Love of the child Solutions (homogeneous) A solution is a

This is the love parents naturally feel for mixture where one of the substances

their children. It’s based on natural feelings dissolves in the other. The substance that

and effortless love. Storge is the love that dissolves is called the solute. The substance

knows forgiveness, acceptance and sacrifice. that does not dissolve is called the solvent.

It is the one that makes you feel secure, An example of a solution is salt water. These

comfortable and safe. components can be easily separated through

How many letters are there in Filipino
alphabet?
The Modern Filipino alphabet is made up
of 28 letters, which includes the entire 26-
letter set of the ISO basic Latin alphabet, the
Spanish Ñ and the Ng digraph of Tagalog. It
replaced the Pilipino alphabet of the Fourth
Republic.
evaporation and they each retain their
original properties. However, the salt is
dissolved into the water to where you can't
see it and it is evenly distributed in the
water. In this example the water is the
solvent and the salt is the solute. What is the
difference between a solution and a mixture?
In chemistry a solution is actually a type of
mixture. A solution is a mixture that is the
same or uniform throughout. Think of the
example of salt water. This is also called a
"homogenous mixture." A mixture that is not
a solution is not uniform throughout. Think
of the example of sand in water. This is also
called a "heterogeneous mixture."
Alloys (homogeneous) An alloy is a mixture
of elements that has the characteristic of a
metal. At least one of the elements mixed is a
metal. One example of an alloy is steel which
is made from a mixture of iron and carbon.
Suspensions (heterogeneous) A suspension
is a mixture between a liquid and particles of
a solid. In this case the particles do not
dissolve. The particles and the liquid are
mixed up so that the particles are dispersed
throughout the liquid. They are "suspended"
in the liquid. A key characteristic of a
suspension is that the solid particles will
settle and separate over time if left alone. An
example of a suspension is a mixture of
water and sand. When mixed up, the sand
will disperse throughout the water. If left
alone, the sand will settle to the bottom.
Colloids (heterogeneous) A colloid is a
mixture where very small particle of one
substance are evenly distributed throughout
another substance. They appear very similar
to solutions, but the particles are suspended
in the solution rather than fully dissolved.
The difference between a colloid and a
suspension is that the particles will not settle
to the bottom over a period of time, they will
stay suspended or float. An example of a
colloid is milk. Milk is a mixture of liquid
butterfat globules dispersed and suspended
in water. Colloids are generally considered
heterogeneous mixtures, but have some
qualities of homogeneous mixtures as well.
Interesting Facts about Mixtures
Smoke is a mixture of particles that are
suspended in the air. Tap water is a mixture
of water and other particles. Pure water or
H2O is generally referred to as distilled
water. Many of the substances we come into
contact with every day are mixtures
including the air we breathe which is a
mixture of gases like oxygen and nitrogen.
Blood is a mixture that can be separated by
a machine called a centrifuge into its two
main parts: plasma and red blood cells.
Mixtures can be liquids, gases, and solids.
ASSESSMENT AND EVALUATION
REVIEWER
Assessment is the process of objectively
understanding the state or condition of a
thing, by observation and measurement.
Assessment of teaching means taking a
measure of its effectiveness. “Formative”
assessment is measurement for the purpose
of improving it. “Summative” assessment is
what we normally call “evaluation.” (Giving
Exam)
Evaluation is the process of observing and
measuring a thing for the purpose of judging
it and of determining its “value,” either by
comparison to similar things, or to a
standard. Evaluation of teaching means
passing judgment on it as part of an
administrative process. (Exam Evaluation)
TYPES OF ASSESSMENT
Formative assessment
Formative assessment is an integral part of
teaching and learning. It does not contribute
to the final mark given for the module;
instead it contributes to learning through
providing feedback. It should indicate what is
good about a piece of work and why this is
good; it should also indicate what is not so
good and how the work could be improved.
Effective formative feedback will affect what
the student and the teacher does next.
Summative assessment
Summative assessment demonstrates the
extent of a learner's success in meeting the
assessment criteria used to gauge the
intended learning outcomes of a module or
programme, and which contributes to the
final mark given for the module. It is
normally, though not always, used at the end
of a unit of teaching. Summative assessment
is used to quantify achievement, to reward
achievement, to provide data for selection (to background. It is often used in advance of
the next stage in education or to the main body of teaching.
employment). For all these reasons the
validity and reliability of summative Synoptic assessment
assessment are of the greatest importance. Synoptic assessment encourages students to
Summative assessment can provide combine elements of their learning from
information that has formative/diagnostic different parts of a programme and to show
value. their accumulated knowledge and
understanding of a topic or subject area. A
'Authentic' or work-integrated assessment synoptic assessment normally enables
'Authentic' or work-integrated assessment is students to show their ability to integrate
an assessment where the tasks and and apply their skills, knowledge and
conditions are more closely aligned to what understanding with breadth and depth in the
you would experience within employment. subject. It can help to test a student's
This form of assessment is designed to capability of applying the knowledge and
develop students skills and competencies understanding gained in one part of a
alongside academic development. programme to increase their understanding
The Collaborate project at Exeter developed a in other parts of the programme, or across
set of tools to support academic staff in the the programme as a whole [1]. Synoptic
design of authentic assessments, including assessment can be part of other forms of
a dimensions model, iTest and assessment.
associated Tech Trumps. There is also an
online Assessment Designer available which Norm-referenced tests report whether test
will allow you to design an assessment using takers performed better or worse than a
a PC or tablet device. hypothetical average student, which is
determined by comparing scores against the
Diagnostic assessment performance results of a statistically selected
Like formative assessment, diagnostic group of test takers, typically of the same age
assessment is intended to improve the or grade level, who have already taken the
learner’s experience and their level of exam.
achievement. However, diagnostic
assessment looks backwards rather than Criterion referenced assessment - each
forwards. It assesses what the learner student’s achievement is judged
already knows and/or the nature of against specific criteria. In principle
difficulties that the learner might have, no account is taken of how other
which, if undiagnosed, might limit their students have performed. In practice,
engagement in new learning. It is often used normative thinking can affect
before teaching or when a problem arises. judgements of whether or not a
specific criterion has been met.
Dynamic assessment Reliability and validity should be
Dynamic assessment measures what the assured through processes such as
student achieves when given some teaching moderation, trial marking, and the
in an unfamiliar topic or field. An example collation of exemplars.
might be assessment of how much Swedish
is learnt in a short block of teaching to Ipsative assessment
students who have no prior knowledge of the This is assessment against the student’s own
language. It can be useful to assess potential previous standards. It can measure how well
for specific learning in the absence of a particular task has been undertaken
relevant prior attainment, or to assess against the student’s average attainment,
general learning potential for students who against their best work, or against their most
have a particularly disadvantaged recent piece of work. Ipsative assessment
tends to correlate with effort, to promote
effort-based attributions of success, and to relationship between X and Y is high, this
enhance motivation to learn. means that the achievement test is Science is
valid. According to Garrett, a highly reliable
test is always valid measure of some
VALIDITY functions.

Validity – is the most important Predictive validity – is evaluated by relating

characteristics of a good test. Validity – refers the test to some actual achievement of the
to the extent to which the test serves its students of which the test is supposed to
purpose or the efficiency with which it predict his success. The criterion measure
measures what it intends to measure. against this type is important because the
future outcome of the testee is predicted. The
The validity of test concerns what the test criterion measure against which the test
measures and how well it does for. For scores are validated and obtained are
example, in order to judge the validity of a available after a long period.
test, it is necessary to consider what
behavior the test is supposed to measure. Construct validity – is the extent to which
the test measures a theoretical trait. Test
A test may reveal consistent scores but if it is item must include factors that make up
not useful for the purpose, then it is not psychological construct like intelligence,
valid. For example, a test for grade V critical thinking, reading comprehension or
students given to grade IV is not valid. mathematical aptitude.

Validity is classified into four types: content
validity, concurrent validity, predictive
validity, and construct validity.
Content validity – means that extent to
which the content of the test is truly a
representative of the content of the course. A
well-constructed achievement test should
cover the objectives of instruction, not just
its subject matter. Three domains of behavior
are included: cognitive, affective
psychomotor.
Concurrent validity – is the degree to which
the test agrees with or correlates with a
criterion which is set up an acceptable
measure. The criterion is always available at
the time of testing.
Concurrent validity or criterion-related
validity- establishes statistical tool
interpret and correlate test results.
Factors that influence validity are:
1. Inappropriateness of test items – items
that measure knowledge can not measure
skill.
2. Direction – unclear direction reduce
validity. Direction that do not clearly indicate
how the pupils should answer and record
their answers affect validity of test items.
3. Reading vocabulary and sentence
and structures – too difficult and complicated
vocabulary and sentence structure will not
measure what it intend to measure.
4. Level of difficulty of Items – too difficult
or too easy test items can not discriminate
between bright and slow pupils will lower its
validity.
5. Poorly constructed test item – test
items that provide clues and items that are
to ambiguous confuse the students and will not
reveal a true measure.

For example, a teacher wants to validate an 6. Length of the test- a test should of
achievement test in Science (X) he sufficient length to measure what it is
constructed. He administers this test to his supposed to measure. A test that is too short
students. The result of this test can be can not adequately sample the performance
compared to another Science students (Y), we want to measure.
which has been proven valid. If the
7. Arrangement of items – test item should
be arrange according to difficulty, with the
easiest items to the difficult ones. Difficult
items when encountered ahead may cause
mental block and may also cause student to
take much time in that number.
8. Patterns of answers – when students can
detect the pattern of correct answer, they are
liable to guess and this lowers validity.
RELIABILITY
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. Measurement
errors are smaller than that of a group that
is more heterogeneous.
5. Limited time. a test in which speed is a
factor is more reliable than a test that is
conducted at a longer time.

Reliability means consistency and accuracy.
It refers then to the extent to which a test is
dependable, self consistent and stable. In
other words, the test agrees with itself. It is
concerned with the consistency of responses
from moment to 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 in
an English achievement test this Monday
and gets 30 on the same test given on Friday,
then both score can not be relied upon.
EVALUATING WITH THE USE OF ITEM
ANALYSIS
1. Effectiveness of Distractor- a good
distractor attracts the students in the lower
group than in upper group.
2. Index of Discrimination- positive if more
students in high group got the correct
answer and negative if more students in low
group got the correct answer.
3. Index of Difficulty- refers to the getting the
right answer of each item. The smaller the
percentage, the more difficult the item is.
(pagmaraming nagkamali EFFECTIVE)

Inconsistency of individual scores however 4. Skewed Distribution-

may be affected by person’s scoring the test,  Negative (the left tail is longer, the mass
by limited samples on certain areas of the of the distribution is concentrated on the
subject matter and particularly the right figure)
examinees himself. If the examinees mood is  Positive (the right tail is longer, the mass
unstable this may affect his score. of the distribution is concentrated on the left
figure)
Factors that affect reliability are:

A left-skewed distribution has a long left

1. Length of the test. As a general rule, the
tail. Left-skewed distributions are also
longer the test, the higher the reliability. A
called negatively-skewed distributions.
longer test provides a more adequate sample
That’s because there is a long tail in the
of the behavior being measured and is less
negative direction on the number line. The
distorted by chance factors like guessing.
mean is also to the left of the peak.

2. Difficulty of the test. When a test is too

A right-skewed distribution has a long
easy or too difficult, it cannot show the
right tail. Right-skewed distributions are
differences among individuals; thus it is
also called positive-skew distributions.
unreliable. Ideally, achievement tests should
That’s because there is a long tail in the
be constructed such that the average score is
positive direction on the number line.
50 percent correct and the scores range from
The mean is also to the right of the peak.
near zero to near perfect.

3. Objectivity. Objectivity eliminates the bias,

opinions or judgments of the person who
 Mean- is the "average" you're used to,
where you add up all the numbers and then
divide by the number of numbers.
 Median- is the "middle" value in the list
of numbers. To find the median, your
numbers have to be listed in numerical order
from smallest to largest, so you may have to
rewrite your list before you can find the
median.
 Mode- is the value that occurs most
often. If no number in the list is repeated,
then there is no mode for the list.
 Range- is the difference between the
lowest and highest values. Example: In {4, 6,
9, 3, 7} the lowest value is 3, and the highest
is 9. So the range is 9 − 3 = 6.

Inductive reasoning starts with a

conclusion and deductive reasoning starts
with a premise. Therefore, inductive
reasoning moves from specific instances into HISTORICAL FOUNDATIONS OF
a generalized conclusion, while deductive EDUCATION (LET Reviewer 2017)
reasoning moves from generalized principles
that are known to be true to a true and EARLY CONCEPTIONS OF EDUCATION
specific conclusion.
1. PRIMITIVE EDUCATION/EDUCATIONAL
FOR CONFORMITY
Educational Goals: to teach survival
skills; to conform to the tribes where they
belong
Students: their children
Instructional Methods: Tell me and
show me, trial and error, enculturation,
indoctrination
Curriculum: practice hunting, fishing,
songs, poems and dances
Agents: parents, tribal elders, religious
leaders
Influence in Education: transmission of
tribal culture and practices

2. ORIENTAL EDUCATION/EDUCATION
FOR THE PRESERVATION OF SOCIAL
STABILITY
 Educational Goals: To impress Instructional methods: Memorization
traditional ideas and customs in order to and recitation in primary schools,
maintain and perpetuate lecture, discussions,
the long established social order Dialogue in higher schools.
Contents: Moral and theoretical training
Methods: Imitation, memorization Curriculum: ATHENS: Reading
Proponents: Orientals (Chinese, writing arithmetic, drama, poetry, music
Indians, Egyptians) SPARTA: Drill, Military
Songs and Tactics
A. CHINESE EDUCATION
Educational goals: Prepare the elites to Agents: ATHENS: Private
govern the empire according to Confucian Teachers and Philosophers
principles SPARTA: Military Teachers
Students: males of upper class
Instructional methods: memorization Influence on education: ATHENS:
and recitation Well rounded, liberally educated
Curriculum: Confucian Classics SPARTA: Concept of
Agents: Government officials Military State
Influence on education: written
examination for Civil Service 4. ROMAN EDUCATION/EDUCATION FOR
UTILITARIANISM
B. INDIAN EDUCATION Educational goals: To develop civic
Educational goals: To learn behavior responsibility for the republic and then the
and rituals based on “Vedas” empire; to develop
Students: Males of upper class administrative and military skills
Instructional methods: Memorizing and Students: Males children of citizens;
interpreting sacred texts Ages 7-20
Curriculum: Vedas and religious texts Instructional methods: drill,
Agents: Brahmin Priests Scholars memorization, recitation, lecture, discussion,
Influence on education: Cultural declamation in rhetorical
transmission and assimilation as well as school
spiritual detachment Curriculum: reading, writing,
arithmetic. Laws of 12 tables, law,
C. EGYPTIAN EDUCATION philosophy
Educational goals: To prepare priests Agents: private schools and teachers;
according to scribe for the empire school of rhetoric
Students: Males of upper class Influence on education: for practical
Instructional methods: Memorizing and administrative skills; relating education
and copying texts to civic responsibility
Curriculum: Religious or technical texts
Agents: Priests and Scribes 5. ARABIC EDUCATION:
Influence on education: Restriction on Educational goals: Cultivate religious
educational controls to priest elites commitment to Islamic beliefs; expertise in
Mathematics, Medicine
3. GREEK EDUCATION/ EDUCTATION and Science.
FOR THE DEVELOPMENET OF Students: Male children of upper class
INDIVIDUALITY ages 7-20
Educational goals: To cultivate civic Instructional methods: Memorizing
responsibility and recitation in primary schools, imitation
Students: Male children ages 7 - 20 and discussion in higher
schools
 Curriculum: Reading, Writing, AIM: To secure rich and full life for each
Arithmetic, Literature, Scientific Studies individual through contacts with the ancient
Agents: Mosques, Court schools Contents: Grammar, Literature and
Influence on education: Arabic Mathematics
numerals and computation, Medicine and Methods: text study, written themes,
Science materials self-activity and self-expression
Proponent: Vittorino de Feltre

6. MEDIEVAL PERIOD 2. NORTHERN OR SOCIAL HUMANISM

Educational goals: develop religious AIM: For social reform
commitment, knowledge and ritual, establish Content: Classical and biblical literature
social order, prepare for ( religious)
appropriate roles METHOD: Individualized instruction,
Students: Male children of upper class, repetition and mastery, motivation, use of
girls and women entering religious praise and rewards
community ages 7-20 PROPONENTS: Desiderius Erasmus
Instructional methods: Memorizing
and Recitation in lower schools, text analysis 3. REFORMATION
and discussion in higher Educational goals: Develop religious
schools and universities. commitment, knowledge and ritual, establish
Curriculum: Reading, Writing, social order,
Arithmetic, philosophy, theology, military prepare for appropriate roles
and chivalry. Students: Male children of upper class,
Agents: Parish, cathedral schools, girls and women entering religious
universities, knighthood. community ages 7-20
Influence on education: Structure and Instructional methods: Memorizing,
organization of the university, drill, indoctrination in lower schools, text
institutionalization of analysis and discussion
knowledge in higher schools and universities.
7. RENAISSANCE PERIOD Curriculum: Reading, Writing,
Educational goals: to cultivate a Arithmetic, catechism philosophy, theology,
humanist experts in the classics (Greek and Agents: Vernacular elementary schools
Latin); to prepare for the masses; classical schools for the
courtiers for service to dynastic leaders upper class
Students: Male children of aristocracy Influence on education: Commitment
and upper class ages 7-20 to universal education to provide literacy to
Instructional methods: memorization, the masses
translation and analysis of Greek and Roman
classics
Curriculum: Latin, Greek, Classical 4. COUNTER – REFORMATION
literature, poetry, art AIM: to develop an unquestioning
Agents: Classical humanist educators, obedience to the authority of the church
Latin schools CONTENT: 4R’s (religion included)
Influence on education: An emphasis METHODS: adapting the lesson to the
on literary knowledge, excellence and style as abilities, needs, and interest of the children
expressed in classical literature - Reviewing the previous lessons
- Repetition for mastery
- Memorization with understanding
MODERN CONCEPTIONS OF EDUCATION - Use of textbooks
PROPONENTS: Christian brothers,
1. EDUCATION FOR RICH, FULL LIFE/ Jansenist, Jesuits
Italian or Individualistic Humanism
5. EDUCATION AS TRAINING OF THE THORNDIKE – realize the fullest
MIND/ FORMAL DISCPILINE satisfaction of human wants
AIM: to train the mind through rigorous
exercises in order to develop intellectual 10. EDUCATION AS SCIENTIFICALLY
capacities DETERMINED PROCESS
- To form character (mental, physical and AIM: to make education a science
moral) CONTENT: Science
CONTENTS: Classical languages and METHODS: Experimental problem-
Math: Physical (vigor of body) mental (mental solving method and research
power) and moral (good
conduct) 11. EDUCATION AS SOCIAL
METHODS: Formal – sensation, memory RECONSTRUCTION/ SOCIAL
and reasoning, Drill Method EXPERIMENTALISM
PROPONENT: John Locke AIM: Prepare for a progressive rebuilding
of the social order
6. RATIONALISM CONTENT: Social Studies
AIM: to enable man to think for INTELLECTUAL – critical
themselves examination of the social conditions and
CONTENTS: philosophical/ scientific social problems
knowledge, ethics, morality CIVIC – intelligent participation and
METHODS: critical analysis, application cooperation in civic affairs
of reason VOCATIONAL – social relationship of
one’s job
7. EDUCATION IN HARMONY WITH METHODS: Guidance , fieldtrip,
NATURE/ NATURALISTIC CONCEPTION directed classroom study, community life
AIM: to develop the individual in
accordance with the laws of human PHILIPPINE EDUCATIONAL SYSTEM
development and to preserve the
natural goodness of man 1. EDUCATION DURING THE PRE-
CONTENT: Holistic education (physical, SPANISH PERIOD
moral, intellectual) AIMS: for survival, conformity and
PROPONNT: jean Jacques Rousseau enculturation
CONTENTS: Informal education, religion
8. EDUCATION FOR PATRIOTIC oriented
CITIZENSHIP/ NATIONALISTIC METHODS: Tell me and show me,
CONCEPTION observation , trial and error
AIM: to develop military preparedness
and aggressiveness for the preservation and 2. EDUCATION DURING THE SPANISH
glorification of the State PERIOD
CONTENT: Social Studies AIM: to propagate Christianity
METHODS: Practical CONTENTS: Religious education,
vocational courses
9. EDUCATION AS PSYCHOLOGICAL METHODS: Dictation and 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 life
 METHODS: Socialized recitation, Curricular changes in Elementary Education
students participation a. Focused on the 3Rs
CONTENTS: Reading, Writing, b. Integration of values in all learning
Arithmetic, Language, GMRC, civics, hygiene areas
and sanitation, gardening, domestic c. Emphasis on mastery learning
Science, American History and Philippine Curricular changes in Secondary Education
History a. Increased in time allotment
- Formal education was established b. CAT introduced as new courses
c. Elective offerings as part of the
5. EDUCATION DURING THE curriculum
COMMONWEALTH PERIOD
AIM: to develop moral character, - Made education relevant to the needs
personal discipline, civic conscience, and of the changing world
vocational efficiency - Bilingual Education Policy – use of
- to teach the duties of citizenship English and Filipino as media of
- to continue the promotion of instruction in specific learning areas
democratic ideals and way of life. AIM of education in the Philippines based on
CONTENT: Character education and the 1973 Constitution:
citizenship training Foster love of country;
- Education under commonwealth helps Teach the duties of citizenship;
prepare for the coming independence of a And develop moral character, self-
new Filipino nation. discipline and scientific technological and
vocational efficiency
6. EDUACTION DURING THE JAPANESE
ERA 9. EDUCATION DURING THE 1986 - 2000
AIM: to strive for the diffusion of the AIM: to promote national development
Japanese language in the Philippines and to and values education
terminate the use of the English language -the national government appropriates
in schools the highest budgetary allocation to education
- to stress the dignity of manual labor - Promotion and improvement of the
CONTENT: Vocational, Technical, public school teachers
Agriculture, values rooted on love for labor, - The Congressional Commission on
physical education and singing Japanese Education (EDCOM) in its report in 1991
songs, health/ vocational education recommended the following:

7. EDUCATION DURING THE REPUBLIC 10. EDUCATION DURING THE 21ST

AIMS: full realization of the democratic CENTURY
ideals and way of life Aim: to provide the school age
-promotion of equal educational population and young adults with skills,
opportunities for all knowledge and values to become
CONTENT: Social orientation as caring, self- reliant, productive and patriotic
manifested by the conservation of the citizens
Filipino heritage - Republic Act 9155 (Governance of
-training for occupation Basic Education Act), was passed
- promotion of democratic, nation transforming the name of the Department of
building Education, Culture and Sports (DECS) to the
- a new thrust on community Department of Education (DepEd) and
development redefining the role of field offices
(regional, division, district and schools).
8. EDUCATION DURING THE NEW The Act provides overall framework for:
SOCIETY - School head empowerment by
AIM: For national development strengthening their leadership roles
 - School-based management within the for instruction. Commonly used teaching
context of transparency and local methods may include class participation,
accountability demonstration, recitation, memorization, or
- Kindergarten is now part of the combinations of these. The choice of teaching
compulsory education system method or methods to be used depends
- a new curriculum for Grade 1 and largely on the information or skill that is
Grade 7 pupils and students, being taught, and it may also be influenced
respectively was introduced by the aptitude and enthusiasm of the
- Grade 11 will introduced by SY 2016- students.
2017 and Grade 12 by SY 2017-2018 If we compare the teaching approach and the
- The phased implementation of the teaching method, the difference is that the
new curriculum will be finished by SY teaching approach is like the form or way we
2018-2019 teach, how we do it while the teaching
method is what kind of activities we use in
order to teach.
DIFFERENCES BETWEEN TEACHING Tell me, I forget, Show me, I remember,
APPROACH, TEACHING METHOD, Involve me, I understand.
TEACHING TECHNIQUE, AND
TEACHING STRATEGIES  Teaching techniques are such steps we follow
when we teach. For example, when we want
Teaching Approach is like a description of how to help students learn the meaning of new
we go about teaching our students. This vocabulary words we can use a teaching
description explains what we do when we technique known as Definition Clues. The
teach. process works as follows.
The teacher chooses a word and work in
 The sorts of teaching and learning different steps.
activities that we have planned (lecture, STEP 1Give Definition Clue (an example of
tutorial, self-directed learning, case study, the word in a real situation)
workshop, workplace learning); STEP 3 - Give the actual definition of the
 Ways in which we try to engage word
students with the subject matter (provide STEP 4 - Ask students for the correct answer
students with basic facts, relate new after each word.
knowledge to what students already know, We can easier teach any topic following
build in interaction, be passionate, be steps, and it will help us to be more
enthusiastic); organized and to facilitate and make funny
 The ways in which we support our our students’ learning process.
students (encourage questions, set formative
assessments, provide constructive  Finally, Teaching strategies are the methods
feedback). we use to allow learners to access the
 The mode or manner we are teaching information we are teaching.
is very important as well because in that way For example, we could read the information
we notice and measure our students’ to them; we could display it pictorially; we
improvement. Also we can know how to could allow them to research the information
facilitate learning (qualities of the teacher themselves; we could present it as a
such as passion, principles for good teaching PowerPoint presentation. We can use our
practice such as providing timely and creativity so as to make every class
constructive feedback, putting educational interesting by using good strategies for
theory into practice. teaching.
People learn in 3 main ways - visually,
auditory and kinesthetically.
 Then, we have the Teaching method which Visual learners learn by looking at/seeing
comprises the principles and methods used something.
Auditory learners learn by hearing it/being
told it.
Kinesthetic learners learn by actually
doing/experiencing it.
Your teaching strategies should aim to
include all types of learner.