PART I: KOUNIN'S MGT MODEL (1970)

stimulus boundedness -- teacher's attention interrupted by extrateneous

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

PART II: THEORIES AND THEIR PROPONENTS

Wilhelm Woundt = german psycologist "founder of modern psychology.
Titchener = structuralism psychology
William james, G. Stanley Hall, James M. Cattell.... these three promote
"functionalism psychology
Charles darwin = theories to mental characteristics as human think, feel &
behave(" evolutionary psychology")
Herman Ebbinghaus = associationism psychology
Edwin Guthrie = (stimulus and response ) :; temporal conguity
Edward Lee Thorndike = "satisfaction" "the law of effect".
Ivan Pavlov = involuntary behavior
Max Wertheimer = gestalt psychology
Otto Loewi = discovered "acetylchloline" respobsible in stimulation of
muscles
Ulf von Euler discovered "norepinephrine" bringing our nervous system into
"high alert"
Arvid Carlsson discovered "dopamine" the reward mechanisms in the brain
Jean Piaget -- cognitive dev't , info processing , dynamic interrelation.
Sigmund Freud -- psychosexual , psychoanalytic
Erik Erickson -- psychosocial
Lawrence Kohlberg -- moral dev't,
Burrhus Frederic Skinner -- operant cond.
Ivan Pavlov -- classical cond.
Edward Lee Thorndike -- connectionism
Albert Bandura -- social learning, neo - behaviorism
Robert Gagne -- sequence of instruction
Abraham Maslow -- hierarchy of needs , motivation theory
William Kohler -- insight learning
Robert Havighurst -- devt task theory
Benjamin Bloom -- bloom's cognitive taxonomy
Simpsons / Anita Harrow -- psychomotor domain
David Krathwohl -- affective domain
Jerome Bruner -- constructivist, spiral curr, instrumental conceptualism
Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory,
Scaffolding
Edgar Dale -- cone of exp. (20% remember)
kohler,koffka, weirtheimer -- gestalt psychology
John Locke -- tabularasa , empiricism
Howard Gardner -- multiple int.
Noam Chomsky -- language acquisition theory , fr of linguistic, nativism
David Ausubel -- meaningful learning, graphic organizer, assumption
Charles Cooley -- looking glass self theory
John Flavel -- metacognition
Sandra Bem -- gender schema theory
Elliot Turriel -- social domain theory
Robert Sternberg -- triachic theory of int.
Johm Watson -- behaviorial theory
Maria Montessory -- transfer of learning, kinder garten preparation of
children.
Edward Tolman -- purposive behaviorism and goal oriented
Edward Torrance -- creative problem solving
Bernard Weiner -- attribution theory
Daniel Goleman/coleman? -- emotional intelligence
Wolfgang Ratke -- used vernacular for approaching the class.
mencius -- idealistic wing of confucianism
hzun tzu -- realistic wing of confusianism
taoism -- lao tzu
Herbart spencer -- moral devt
Pestallozi -- symmetrical and harmonious devt of child
John Jacques Rosseau -- nature of child
Arnold Gesell - maturation theory
John Dewey - Learning by doing
David Froebel - Father of kinder garten
John Bowly - Attainment Theory
Edward Boro - Six Thinking Hats Theory
Auguste Comte - Father of Sociology
Carlos Linnaeus - Father of modern taxonomy.
John Amos Comencius - Fr. of modern education.
Erasmus Desiderius - Fr. of humanism/ social humanism
William Kilpatrick - Project method.

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
PART 4 -ISM
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.
R.A. 8187-Paternity Act
R.A 10533-K-12 law
R.A 7796-created the TESDA
R.A. 9155-created the DEPED
R.A. 7357-created the NCCA
R.A. 6847-created the Philippine Sports Commission
R.A. 8049-penalizes hazing inside and outside the campus.
R.A 7877-penalizes sexual harassment inside and outside the campus
R.A.7610-penalizes child abuse inside and outside the campus R.A.10627-
penalizes bullying inside and outside the campus.

PART 6: Philosophers Related to Learners Development

SIGMUND FREUD -the mind is like an iceberg, it floats with one-seventh of
its bulk above 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
fulfilment. 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 on
tomorrow's..
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
The four pillars of education
• Education throughout life is based on four pillars: learning to know,
learning to do, learning to live together and learning to be.
• Learning to know, by combining a sufficiently broad genera! knowledge
with the opportunity to work in depth on a small number of subjects. This
also means learning to learn, so as to benefit from the opportunities
education provides throughout life.
• Learning to do, in order to acquire not only an occupational skill but also,
more broadly, the competence to deal with many situations and work in
teams. It also means learning to do in the context of young peoples' various
social and work experiences which may be informal, as a result of the local
or national context, or formal, involving courses, alternating study and work.
• Learning to live together, by developing an understanding of other people
and an appreciation of interdependence - carrying out joint projects and
learning to manage conflicts -in a spirit of respect for the values of
pluralism, mutual understanding and peace.
• Learning to be, so as better to develop one's personality and be able to act
with ever greater autonomy, judgement and personal responsibility. In that
connection, education must not disregard any aspect of a person's
potential: memory, reasoning, aesthetic sense, physical capacities and
communication skills.
• Formal education systems tend to emphasize the acquisition of knowledge
to the detriment of other types of learning; but it is vital now to conceive
education in a more encompassing fashion. Such a vision should inform and
guide future educational reforms and policy, in relation both to contents and
to methods.

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 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 percieved 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 singlr
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 expection 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.

PROFESSIONAL EDUCATION: LIST OF KEYWORDS

1. Idealism – spiritual, values, ideal
2. realism- science
3. empiricism- senses
4. naturalism- innate
5. existentialism- choice,decision,unique
6. essentialism- specialization, basic, fundamental
7. perrenialism- classic, literature, traditional
8. pragmatism- activation of skills
9. progressivism-child-centered
10. Epicureanism- perfection
11. Agnosticism- aetheist, unknown
12. stoicism- passionate emotions
13. hedonism- pleasure
14. humanism- humans
15. constuctivism- prior knowledge activation
16. reconstructionism- solution to problem
17. scholasticism- rationalization of church

Theories
1.Stages of development- jean piaget, thinking
2. Cognitivism- discovery learning, Jerome bruner, concrete to abstract
3. behaviourism- environment, watson
4. connectionism- classroom environment, thorndike
5. humanism- carl rogers, child centered
6. operant conditioning- reinforcement/punishment, skinner
7. Classical conditioning- habit and stimuli
8. Meaningful learning- conceptual, graphic organizers, Ausubel
9. Insightful learning- Activation of prior knowledge, problem solving, kohler
10. Moral development- value formation, Kohlberg
11. need theory- needs, maslow
12. attachment theory- caregiver, john Bowlby
13. identity statuses- jame marcias, confusion
14. field theory- internal and external environment
15. bioecological- system of environment, Brofenbrenner
16. choice theory- glasser, decision
17. social learning- bandura, modelling
18.socio-cultural- Vygotsky, scaffolding more knowledgeable other(mko)
Commonly used terms
Metacognition- thinking about thinking
Recitation- thinking aloud
Schooling- system controlled by teacher
Rebus- making a poem out of a concept
Indoctrination- religion, without addition nor subtraction
KASH: KNOWLEDGE, ATTITUDES, SKILLS AND HABITS
KCAASE - Blooms taxonomy
Other ISM's
*UTILITARINISM- actions are geared toward the greatest total amount of
happines that one can achieved.
*RATIONALISM- source of knowledgeis the mind, independent of the sense.
*EMPIRICISM-source of knowledge is the sense-based expereince
*EXPERIMENTALISM-form of impiricism and asserts that the only reliable
form of knowledge is gained through scientific experiment.
*HEDOISM-pleasure is the only good thing to the person.
-used as a justification in evaluating action by giving emphasis on how much
pleasure can be achieved and how little pain that the action entails.
*EPICURIANISM-considers as form of ancient hedonism. Its identities
pleasure w/tranquility & reduction of desire.
-its claimed that the highest pleasure consists of a simple & moderate life.

FREUD'S PSYCHOSEXUAL DEVELOPMENT THEORY

STAGE: Oral
AGE: Birth to 1 1/2 y/o
CHARACTERISTICS: 
>Center of pleasure- mouth (major source of gratification and exploration)
>Primary need- security
>Major conflict- weaning
STAGE: Anal
AGE: 1 1/2 to 3 y/o
CHARACTERISTICS:
>Source of pleasure- anus and bladder (sensual satisfaction and self
control)
>Major conflict- toilet training
STAGE: Phallic
AGE: 4 to 6 y/o
CHARACTERISTICS:
>Center of pleasure- child's genital (masturbation)
>Major conflict- Oedipus and Electra Complex
STAGE: Latency
AGE: 6 y/o to puberty
CHARACTERISTICS: 
- Energy directed to physical and intellectual activities
- Sexual impulses repressed
- Relationship between peers of same sex
STAGE: Genital
AGE: Puberty onwards
CHARACTERISTICS:
- Energy directed towards full sexual maturity and function and development
of skills cope with the environment
--------------------------------------------------------------------
•ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT THEORY
STAGE: Infancy
AGE: Birth- 18 months
CENTRAL TASK: Trust vs. Mistrust
(+) RESOLUTION:
- Learn to trust others
(- ) RESOLUTION:
- Mistrust, withdrawal, estrangement
STAGE: Early Childhood
AGE: 1 1/2 to 3 y/o
CENTRAL TASK: Autonomy vs. Shame and Doubt
(+) RESOLUTION:
- Self Control w/o loss of self-esteem
- Ability to cooperate and express oneself
(- ) RESOLUTION:
- Compulsive, self restraint or compliance
- Willfulness and defiance
STAGE: Late Childhood
AGE: 3 to 5 y/o
CENTRAL TASK: Initiative vs. Guilt
(+) RESOLUTION:
- Learns to become assertive 
- Ability to evaluate one'sbown behavior
(- ) RESOLUTION: 
- Lack of self-confidence, pessimism, fear of wrong doing
- Over-control and over- restriction
STAGE: School Age
AGE: 6 to 12 y/o
CENTRAL TASK: Industry vs. Inferiority
(+) RESOLUTION: 
- Learns to develop, create and manipulate
- Develop sense of competence and perseverance *parents,teachers who
support, reward and praise children 
(- ) RESOLUTION:
- Loss of HOPE, sense of being mediocre
- Withdrawal from school and peers *those who ignore, rebuff, deride their
efforts are strengthening feelings of inferiority
STAGE: Adolescence
AGE: 12- 20 y/o
CENTRAL TASK: Identity vs. Role confusion
(+) RESOLUTION: 
-Seeking to find an identity
(- ) RESOLUTION:
- Feeling of confusion
- Indecisiveness, anti-social behavior
STAGE: Young Adulthood
AGE: 18- 25 y/o
CENTRAL TASK: Intimacy vs. Isolation
(+) RESOLUTION: 
-Intimate relationship with another person
(- ) RESOLUTION: 
- Avoidance of relationship, career, lifestyle, commitment
- Failure to establish close and intimate relationship
STAGE: Adulthood
AGE: 25- 65 y/o
CENTRAL TASK: Generativity vs. Stagnation
(+) RESOLUTION: 
- Creativity, productivity, concern for others
(- ) RESOLUTION: 
- Self Indulgence, lack of interests and commitments
STAGE: Maturity
AGE: 65- y/o to death
CENTRAL TASK: Integrity vs. Despair
(+) RESOLUTION: 
- Acceptance of worth and uniqueness of one's life
- Acceptance of death
(- ) RESOLUTION
- Sense of loss, contempt for others
------------------------------------------------------------------
•HAVIGHURTS DEVELOPMENTAL STAGE AND TASKS
DEVELOPMENTAL STAGE: 
Infancy vs. Early Childhood
DEVELOPMENTAL TASK:
- Eat solid foods, walk, talk 
- Control elimination of wastes
- Relate emotionally to others
- Distinguish right from wrong
- Learn sex differences
- Achieve personal indepence
- Form simple concepts of social and physical reality
DEVELOPMENTAL STAGE: Middle Childhood
DEVELOPMENTAL TASK: 
- Learn physical skills required for games
- Build healthy attitudes towards oneself 
- Learn to socialize with peers
- Learn appropriate masculine or feminine role
- Gain basic reading, writing and math skills
- Develop attitudes toward social groups
DEVELOPMENTAL STAGE: Adolescence 
DEVELOPMENTAL TASK:
- Mature relationship same age of both sexes
- Accept own body
- Emotional independence from parents
- Prepare for an occupation
DEVELOPMENTAL STAGE: Early Adulthood
DEVELOPMENTAL TASK: 
- Select a partner
- Learn to live with a partner
- Start a family, manage home
- Establish occupation, career
- Civic responsibilities
DEVELOPMENTAL STAGE: Middle Adulthood
DEVELPMENTAL TASK: 
-Fullfill civic and social responsibilities
- Relate one's partner
- Adjust to physiological changes
- Adjust to aging parents
DEVELOPMENTAL STAGE: Later Maturity
DEVELOPMENTAL TASK: 
- Adjust to health status
- Adjust to retirement altered income
- Adjust to death of spouse
- Establish satisfactory living arrangement
-----------------------------------------------------------------
•SULIVAN'S INTERPERSONAL MODEL OF PERSONALITY DEVELOPMENT
STAGE: Infancy
AGE: Birth to 1/2 yrs 
DESCRIPTION:
- Infant learns to rely on caregivers to meet needs & desires.
STAGE: Childhood
AGE: 1 1/2 to 6 yrs
DESCRIPTION:
- Child begins to learn and to delay immediate gratification of needs &
desires.
STAGE: Juvenile
AGE: 6 to 9 yrs
DESCRIPTON: 
- Child forms fulfilling peer relationship.
STAGE: Preadolescence
AGE: 9 to 12 yrs
DESCRIPTION:
- Child relates successfully to same-sex peers.
STAGE: Early Adolescence
AGE: 12 to 14 yrs
DESCRIPTION:
- Adolescent learns to be independent & forms relationships with members
of the opposite sex.
STAGE: Late Adolescence
AGE: 14 to 21 yrs
DESCRIPTION:
- Person establishes an intimate, long lasting relationship with someone of
the opposite sex.
--------------------------------------------------------------------

•PIAGET'S PHASES OF COGNITIVE DEVELOPMENT

PHASE: Sensorimotor AGE: Birth to 2 yrs
DESCRIPTION: Sensory organs & muscles become more functional
Stages of Sensorimotor
>Stage 1: Use of reflexes
Age: Birth to 1 month
Description: Movements are primarily reflexive
>Stage 2: Primary circular reaction
Age: 1- 4 months
Description: Perceptions center around one's body. Objects are perceived as
extension of the self
>Stage 3: Secondary circular reaction
Age: 4- 8 months
Description: Becomes aware external environment initiates acts to change
the movement
>Stage 4: Coordination of secondary schemata
Age: 8- 12 months 
Description: Differentiates goals and goal directed activities
>Stage 5: Tertiary circular reaction
Age: 12- 18 months
Description: Experiments with methods to reach goals, develops rituals that
become significant
>Stage 6: Invention of new means
Age: 18- 24 months 
Description: Uses mental imagery to understand the environment , uses
fantasy
PHASE: Preoperational AGE: 2- 7 years
DESCRIPTION: Emerging ability to think *children use symbolism ( images
and language ) to reprsent and understand various aspects of environment
Stages of Preoperational
>Pre-conceptual Stage
Age: 2- 4 years
Description: Thinking tends to be egocentric, Exhibits use of symbolism
>Intuitive Stage
Age: 4- 7 years
Description: Unable to break down a whole into separate parts, able to
classify objects according to one trait
PHASE: Concrete Operations AGE: 7- 11 yrs
DESCRIPTION: Learns to reason about events between here and now, can
understand basic properties of and relations among objects and events, able
to solve concrete problem in logical fashion
PHASE: Formal Operations AGE: 11 + yrs
DESCRIPTIONS: Able to see relationships and to reason in the abstract,
becomes more scientific in thinking, capable of systematic and deductive
reasoning
--------------------------------------------------------------------
•KOHLBERG'S STAGES OF MORAL DEVELOPMENT
LEVEL AND STAGE
Level I: Pre-Conventional (Birth to 9 years)
DESCRIPTION: Authority figures are OBEYED. Misbehavior is viewed in
terms of damage done.
STAGES
>Stage 1: Punishment and Obedience Orientation
Description: A deed is perceived as WRONG if one is punished; the activity
is right if one is not punished.
>Stage 2: Instrumental-Relativist Orientation
Description: RIGHT is defined a that which is acceptable to and approved by
the self. When actions satisfy one's needs, they are right.
LEVEL II: Conventional (9-13 years)
DESCRIPTION: Cordial interpersonal relationships are maintained.
>Stage 3: Interpersonal concordance
Description: Authority is RESPECTED
>Stage 4: Law and Order Orientation
Description: Individual feels "duty bound" to maintain social order. Behavior
is RIGHT when 
it CONFORMS TO THE RULES.
LEVEL III: Post-Conventional (13 + years)
DESCRIPTION: Individual understands the MORALITY of having
democratically established laws.
>Stage 5: Social Contract Orientation
Description: It is WRONG TO VIOLATE OTHERS RIGHT
>Stage 6: Universal Ethics Orientation
Description: The person understands the principles of human rights and
personal conscience. The person believes that trust is a basis for
relationship.

KINDS OF CURRICULUM DESIGN

1. Subject centered design----- group of subject matter that represent the
essential knowledge and values of society that survive the test of time.
More on essentialism. With Adler & Hutchins.
2. Integrated design---join forces of two or more subjects both within and
across disciplines. More on experimentalism. With Broudy &silverman-.
3. Core design----- great books. Common body of curriculum content and
learning experiences encountered by student. More on perennialism. With
Goodlad/ Boyer.
4. Child centered-------- learning activities centered on the interests and
needs of the child. Designed to motivate child in learnong process. More on
progressivism. With Dewey & Eisner.
5. Social reconstructionist--- critical analysis of the political, social and
econmic problem facing society. About to bring social change. More on
social reconstruction. With Shane & Bramald. 
6. De-schooling-------- focus on school experiences, primarily in the social
sciences, of equal value and childs sense of freedom from any domination.
more on social reconstructionism. With Freire & Goodman.
SIX FEATURES OF A CURRICULUM
1. Who teaches?------ the teacher. 
A good teacher bring shining light into learning environment. The ideal
companions of the learners. Keep abreast with the changing demands of a
learning society.
2. Who do the teachers teach?-----the learners.
The center stage in educative process. Important factors in learning.
Diverse sectors. 
3. What do the teacher teach?------ knowledge, skills, values.
"to help the learners cope with rapid changes to understand and to succeed
in the new work in the workplace, we must design a curriculum oriented to
tomorrow".
4. How do teachers teach?-------use strategies and method.
There is no best method could work, a million teacher a million methods.
But there must be " capped with compassionate and winsome nature".
Teacher should use appropriate materials, content, activities and method to
suit the need of learners.
5. How much of the teaching was learned?----- performance.
Formulate objectives that is observable, accomplished, workable and
indicate product of performance.
6. With whom do we teach?------ community partners.
Collaborative undertaking. Must draw upon the resources of their
environment. Established relationship with parents, NGO's and
stakeholders. Partnership begins.
Psychological foundations of education.
A. BEHAVIORIST PSYCHOLOGY
-dominated in 20th century.
-it includes.
-------connectionism-Edward Lee Thorndike.
------curricularists- Tyler & Taba.
--------classical conditioning - Ivan Pavlov.
------operant conditioning-B.F. Skinner.
-----modeling and observation- Bandura.
-------heirarchical learning- Robert Gagne. His five learning outcomes are:
1. Intellectual skills/know how.
2. Information skills/ know what.
3. Cognitive strategies or learning skills.
4. Motor skills.
5. Attitudes, feelings and emotions learned through experiences.
------ behaviorists believe that learning should;
a. Organized.
B. Experience success in the process of mastering the subject matter.
C. Method is step by step manner.
D. Proper sequencing of task.
E. Must be simplistic and mechanical.
.
B. COGNITIVE PSYCHOLOGY
-----how individuals process information.
------ how they monitor and manage thinking.
Advocates are;
jean piaget------cognitive development stages.
Lev vygotsky------social contructivism.
Howard gardner -----multiple intelligences.
Felder & silverman ----- learning styles.
Daniel goleman-------emotional intelligences.
-------cognitivists believe that:
a. Learning constitutes logical method.
B. Rooted in tradition of subject matter.
C. Teacher must use lot of problem and thinking skills.
D. Exemplified in reflective thinking.
E. Practiced creative thinking.
F. Development of intuitive thinking.
G. Emphasized discovery learning.

C. HUMANISTIC PSYCHOLOGY.
-+-- how learners can develop their human potentials.
-------gestalt psychology- learning can be explained in terms of the wholeness
of problem and recognizing perceptions.
-----abraham maslow----hierarchy of human needs/wants.
-----carl rogers--- non-directive lives.
Humanists believe that
a. Concerned with process not the product.
B. Personal needs not subject matter.
C. If learners are healthy enough, everything follows.
D. More on what an individual can do.
E. The idea conceive that: learners are not machines and the mind is not
photographic even computer.
....more advanced and complete human learning.

D.SOCIAL FOUNDATIONS
Reflect on thr view of culture.
Societal involvement.
Recognized institution.
Home, family and community resources.
Schools as formal institutions.
Develop good values learned from others.

BLOOM'S TAXONOMY OF COGNITIVE DOMAIN

Benjamin Bloom (1956) led his group in coming up with the list of
instructional objectives in the cognitive domain. Arranged from lowest to
the higher level, they are as follows : 
>KNOWLEDGE OR RECALL - knowledge of terminology and conventions,
trends and sequences, classifications and categories, criteria and
methodologies, principles, theories and structures. 
>COMPREHENSION - relate to translation, interpretation and extrapolation. 
>APPLICATION - use of abstractions in particular situations. 
>ANALYSIS -objectives relate to breaking a whole into parts. 
>SYNTHESIS -putting parts together in a new form such as a unique
communication, a plan of operation and a set of abstract relations. 
>EVALUATION - judging in terms of internal evidence or logical consistency
and external evidence or consistency with facts developed elsewhere.
ANDERSON'S TAXONOMY OF COGNITIVE DOMAIN (1990's) , Anderson,
Bloom's former student, together with a team of cognitive psychologists
revisited Bloom's taxonomy in the light of the 21st century skills in 2001.
Arranged from lowest to the highest level, they are as follows: 
>REMEMBERING - Can the student recall or remember the info. ? 
>UNDERSTANDING - Can the student explain ideas or concepts? 
>APPLYING - Can the student use the info. in a new way?
>ANALYSING - Can the student distinguish bet. the different parts? 
> EVALUATING - Can the student justify a stand or decision? 
>CREATING - Can the student create new product or point of view?