THE VERY BASIC REVIEWER FOR PROFESSIONAL EDUCATION (Prepared by: Mr. Paul Ray Mark N.

Salsag)

SUBCATEGORIES OF TEACHER MOVEMENT/MOVEMENT LAURENCE KOHLBERG – Moral Development RA 7277 – Magna Carta for PWD
MANAGEMENT LEV VGOTSKY – Social Cognitivist, Scaffolding RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
1. THRUST – proceeding without assessing SIGMUND FREUD – Psychosexual RA 7743 – establishment of public libraries
2. DANGLING – hanging activity by giving another WILLIAM SHELDON – Physiological RA 7877 – “Anti Sexual Harassment Act of 1995”
3. TRUNCATION – leaves activity RA 7880 – “Fair and Equitable Access to Education Act”
PRINCIPLES
4. FLIP-FLOP – returns to a left activity while currently RA 8049 – Anti-Hazing Law
HEDONISM – pleasure principle
doing an activity RA 8187 – Paternity Act
DOUBLE EFFECT – sacrifice for the good or bad
5. STIMULUS-BOUND – distracted RA 10627 – Anti-Bullying
FORMAL COOPERATION – cooperation with will
6. OVERDWELLING – overtime in one topic SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)
LESSER EVIL – choice of the less one from two bad things
7. OVERLAPPING – multitasking results negatively
MATERIAL COOPERATION – cooperation without will BRUNER’S THREE MODES OF REPRESENTATION
ISM’s IN EDUCATION 1. ENACTIVE (0-1 yrs. old) – action-based information
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
BEHAVIORISM – change ESSENTIALISM – basic 2. ICONIC (1-6 yrs. old) – image-based information
1. ORAL (0-1 yrs. old) – Infant
EXISTENTIALISM – choice HUMANISM – build 3. SYMBOLIC (7+) – code/symbols such as language
2. ANAL (1-3 yrs. old) – Toddler
IDEALISM – enough in mind PERRENIALISM – constant
3. PHALLIC – Preschool TAXONOMY OF OBJECTIVES
PRAGMATISM - practice (T&E) PROGRESSIVISM – improve
4. LATENCY – School Age COGNITIVE:
REALISM – enough to see UTILITARIANISM - best
5. GENITAL – Adolescence BLOOM (LOTS) ANDERSON (HOTS)
SOCIAL RECONSTRUCTIVISM – benefit of all
OEDIPUS – son to mom ELECTRA – daughter to dad o Knowledge o Remembering
AIMS OF ERAS o Comprehension o Understanding
LAWS IN EDUCATION
PRE-SPANISH – survival and conformity o Application o Applying
PRC BR 435 – Code of Ethics for Professional Teachers
SPANISH – Christianity o Analysis o Analyzing
PD 1006 – Decree Professionalizing Teachers
AMERICAN – democratic ideals and way of life o Synthesis o Evaluating
RA NO. 1425 – inclusion of the works of Jose Rizal
COMMONWEALTH – moral character, efficiency o Evaluation o Creating
RA NO. 4670 – “Magna Carta for Public School Teacher”
JAPANESE – progress
RA 7722 – CHED AFFECTIVE:
PROF. ED PROPONENTS RA 7796 – “TESDA Act of 1994” o Receiving
B.F. SKINNER – Operant Conditioning RA 7836 – Phil. Teachers Professionalization Act of 1994 o Responding
BANDURA – Modeling RA 9155 – BEGA (Basic Educ.) or DepEd Law o Valuing
BANDURA & WALLACE – Social Learning RA 9293 – Teachers Professionalization Act o Organizing
CARL JUNG – Psychological RA 10533 – K-12 Law o Characterization
CARL JUNG – Psychological ACT NO. 2706 – “Private School Law”
PSYCHOMOTOR:
CONFICIUS – Education for all, Golden Rule COMMONWEALTH ACT NO. 578 – “persons in authority”
SIMPSON HARROW
EDWARD THORNDIKE – Connectionism KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng
o Perception o Reflex movement
ERICK ERIKSON – Psychosocial PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)
o Set o Fundamental
IVAN PAVLOV – Classical Conditioning PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)
o Guided Response Movement
JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
o Mechanism o Physical Movement
PEZTALLOZI – realia, Froebel’s protégé PHIL. CONSTITUTION ACT 14 – ESTACS
o Complex Overt o Perceptual Abilities
JEROME BRUNER – Instrumental Conceptualism RA 1079 – no limit of Civil Service eligibility
Response o Skilled Movements
JOHN DEWEY – learning by doing RA 6655 – “Free Public Secondary Educ. Act of 1988”
o Adaptation o Non-discursive
JOHN LOCKE – Tabula Rasa (blank sheet) RA 6728 – “Act Providing Government Assistance to
o Origination communication
KOHLERS – Insight Learning Students and Teachers in Private Education
PG. 1
THE VERY BASIC REVIEWER FOR PROFESSIONAL EDUCATION (Prepared by: Mr. Paul Ray Mark N. Salsag)

DALES CONE OF EXPERIENCE KOHLBERG’S THEORY OF MORAL DEVELOPMENT 3. Salient Features of the K-12 Curriculum
LEVEL 1: PRE-CONVENTIONAL MORALITY  Strengthening Early Childhood Education (Universal
Stage 1: Obedience and Punishment Orientation Kindergarten)
Read Stage 2: Individualism and Exchange  Making the Curriculum Relevant to the Learners
Hear LEVEL 2: CONVENTIONAL MORALITY (Contextualization and Enhancement)
Picture Stage 3: Good Interpersonal Relationships  Ensuring Integrated and Seamless Learning (Spiral
Video Stage 4: Maintaining the Social Order
Progression)
Exhibit LEVEL 3: POST-CONVENTIONAL MORALITY
 Building Proficiency Through Language (Mother
Demonstration Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles Tongue-Based Multilingual Education)
Collaborative Work
 Gearing Up for the Future (Senior High School)
Simulation CENTRAL TENDENCY -Central (middle location) Tendency  Nurturing the Holistically Developed (College and
Real thing MEAN – Average MODE – most occurring Livelihood Readiness, 21st Century Skills)
ERIKSON’S PSYCHOSOCIAL TASKS RANGE – highest score minus lowest score
1. TRUST VS. MISTRUST (0-12 months) LOW SD–Homogenous, scores near to mean (almost same) PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS/D-
2. AUTONOMY VS. SHAME/DOUBT (1-3 years old) HIGH SD – Heterogenous, scores far to mean (scattered) NCBTS
3. INITIATIVE VS. GUILT (3-6 years old) DECILE – 10 grps (D1…D10) QUARTILE – 4 grps (Q1…Q4)
 The standards describe the expectations of teachers’
4. INDUSTRY VS. INFERIORITY (6-12 years old) SUSPENSION – time REVOKATION – condition increasing levels of knowledge, practice and
5. INDENTITY VS. ROLE CONFUSION (12-18 years old)
6. INTIMACY VS. ISOLATION (early 20s-early 40s DIFFICULTY INDEX professional engagement.
7. GENERATIVITY VS. STAGNATION (40s-mid 60s) 0-0.20 VERY DIFFICULT  The 7 Domains collectively comprise 37 strands that
8. INTEGRITY VS. DESPAIR (mid 60s-death) 0.21-0.40 DIFFICULT refer to more specific dimensions of teacher practices.
0.41-0.60 MODERATELY DIFFICULT  Content Knowledge and Pedagogy
PIAGET’S COGNITIVE DEVELOPMENT THEORY 0.61-0.80 EASY
1. SENSORY – senses  Learning Environment
0.81-1.00 VERY EASY
2. PRE-OPERATIONAL - imagination  Diversity of Learners
3. CONCRETE 4. FORMAL POSITIVELY SKEWED (LEFT FOOT)  Curriculum and Planning
- low scores, mean greater than mode  Assessment and Reporting
GENERATIONS OF COMPUTER NEGATIVELY SKEWED (RIGHT FOOT)
1. VACUUM TUBES (1940-1956)  Community Linkages and Professional
- high scores, mean is lower than mode
2. TRANSISTORS (1956-1963) Engagement
3. INTEGRATED CIRCUITS (1964-1971) HORN/HALO EFFECT  Personal Growth and Professional Development
4. MICROPROCESSORS (1971-present) overcoming other trait, either bad/good  Career Stages? It defines the work of teachers at
5. ARTIFICIAL INTELLIGENCE (present-future)
K TO 12 BASIC EDUCATION CURRICULUM different career stages; make explicit the elements of
MISTAKEN GOALS high-quality teaching for the 21st century.
1. ATTENTION SEEKER – “teacher, notice me” 1. Republic Act 10533 (May 15, 2013)
 Career Stage 1 or Beginning Teachers
2. REVENGE – “teacher, I am hurt”  “Enhanced Basic Education Act of 2013”
 Career Stage 2 or Proficient Teachers
3. POWER-SEEKING – “teacher, may I help?” 2. Structure of the K-12 Curriculum
 Kindergarten + (6) six years primary education + (4)  Career Stage 3 or Highly Proficient Teachers
4. INADEQUACY – “teacher, don’t give up on me”
5. WITHDRAWAL – “teacher, please help me” four years of junior high school + (2) two years senior  Career Stage 4 or Distinguished Teachers
high school
PG. 2