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    Let Prof Ed Notes PDF

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    Charles Augustus

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    Professional Education Subject Review Notes for the BLEPT Academic Year 2020-2021 Contents 1 Competencies to be tested 1 Foundation of Education and Human Growth and Development 12 Principles and Strategies of Education 1.3 Measurements and Evaluation 14 Socal Philosophies Foundations of Education 21 Historical Fosndaions of Edueation 2.1.1 Education in Peliterate Societies 21.2 Ancient Exa 21.3 Middle Ages to Renaissance 214 Reformation to Enlightenment 22. Philosophie Foundations of Edueation 23. History of Philippine Educational System 2.1 ProSpanish 23.2 Spanish Period to Ist Philippine Republic 233. American Period 23.4 Japanese Period/ 2nd Philippine Republic 23.5 Sed Republic Period 236 Ath Republic Period - New Society Pesiod (Mateos Era) 23.7 Sth Republic Period Sociological and Anthropological Foundations of Education 24.1 Sociological Foundations 24.2 Anthropological Foundations 243 Bthical Foundations 24 Child and Adolescent Development S.A Principles sad Thoories of Learning and Motivation, 32. Behavioral Principles of Learaing 3.21 Classical Conditioning 32.2 Connectionism 328 Operant Conditioning and Reinforcement 3.2.4 Social/Observational Learning Theary ‘Cogitive and Metacognitive Principles of Learn 33.1 Meaningful Reception Theory 832 Discovery Learning Theory 3.3.8 Insight Learning/ Problem Solving Theory 33.4 Information Provessing Theory RG Field ‘Theory 3.36 Beologcal Systems Theory 3.3.7 Social Constructivism 34 Thooties of Motivation S41 Kinds of Motivation 342 Principles of Motivation 343. Drive Theory B44 Seleeticacy 345 Sel€Determination 34.6 Bxpectancies and Values SAT Attribution Theory 34.8 Techniques in Motivating Learuers Principles and Strategies of Teaching 4.1 Leaming to Teach 42. Behaviors Contributing to Bfective Teaching 43. Principles of Good and Successful Teaching 44 Managing, Instruction 45° Lesson Plan 46 Classroom Management urriculum Development 5.1 Fundamental Concepts in Curriculum 5.2. Foundations of Currie 53 Types and Pattems of Curriculum 5.4 Roles of Stakeholders in Curriculum Developm 5.5. Carrieuhum Process 58 Carsculum Alignment 5.7 Fundamental Concepts in Curriculum Developmental Reading 6.1 Thooresicnl Models in Reading 6.11 Bottom-up 612 Top-down 6.13 Inceractive Educational Technology 7.1 Prineipls in the Selection, Development and Utilization of Educational Technologies Assessment and Evaluation of Learning 1 8.1 Purposes of Classroom Assessment 8.1 Assessment FOR Learuing S12 Assessment OF Lesming B13. Assessment AS Learn, 8.2. Standards for Teacher Competence in Educational Assessment of Students 8.3. Principles of High Quality Classroom Assessment 83.1 Principle 1: Clarity and Appropriateness of Learning Targets 83:2 Principle 2: Appropriateness of Methods 833 Principle 3: Balance 83.4 Principle 4: Validity 835 Principle 5: Reliability 836 Principle 6: Fairness 83.7 Principle 7: Practicality and Bieieney 838 Principle 8: Continuity 83.9 Principle 9: Authenticity 83.10 Principle 10: Communication 83.11 Principle 11; Positive Consequences 83.12 Principle 12: Ethics 84 Performance Hased Assesment S41 Written-Open Ended B42 Behavior Based BAS Interview Based S44 Producr-based S45 Portiolio Assessment 85. Assesment of Performance 8.6. Criteria in Selecting a Good Performance Task 87 Portfolio Assessment 88 Developing Rubrics 89. Types of Rubrics Assessment and Evaluation of Learning 2 81 Definition of a Test 8.2. Pusposes and Uses of Tests 9.3. Classification of Teste According to Format 94 Other Classiestions of Teste 85 Ascesanent of Affective and Other Nox-Cognitive Learning Outcomes 8.6. Stages in the Development and Validation of an Assessment Instrument 9.7 General Suggestions for Writing Assessment Tasks and Test Tems 98 Specific Suggestions 9.9 Qualities/ Characteristics Desired in an Ascosment Instrument 9.9.1 Major Chacacteristies 9.9.2 Minor Characterstis 9.0 Factors Influencing the Vs ty of on Assessment Instrument 18 15 15 15 15 15 15 16 16 16 16 16 16 16 6 wv 7 t ne 1 10 u 8.11 Improving Test Reliability 9.12 Levels or Seales of Measitement 9.13 Shapes, Distributions and Dispersion of Data 9.43.1 Symmetrically Shaped Distribution 9.182 Skewed Distribution 9.13.4 Unimodal, Bimodal and Siultimodal Distsibutions of Test Sores 9.14 Descriptive Statistics 9.441 Measures of Central Tendency 9.142. Measures of Validity 9.14.3. Measures of Relationship 9.144 Ineerprting Test Scores 9.45 Giving Grades 9.15.1 Guiding Principles for Eifective Grading 8.16 Conducting Parent - Teacher Conferences ‘The Teaching Profession 10.1 Basie Concepts 10.4.1 PD. 1006 102 RA TaI6 10.2 Legal Bases for Profesionalizing Teaching, in the Philippines 10°3 Varied Roles af Teachers 10.8.1 Director of Learning 10.82 Information Processor 10.83 Knower 10.8.4 Pioneer in the World of Mens 10.35 Decision Maker 10.86 Judge of Achiovement 10.37 Counselor 10.38 Moralist, 10.38 Model for the Youth 10.3.10Person of Caleure 10.3.11 Community Linle 10.3.12 Mediator of Culture 104 Relevant Laws 10.4.1 Article XIV, 1987 Constitution 10.42 Edueation Aet of 1082 10.43 RA, 4670 - Magna Carta for Public School Teachers 10.6.4 Code of Ethis for Profesional Teachers 10-45 R.A. 7886 - Philippine ‘Toschers Professonslization Aet of 1994 10.46 RA. 9208 - Amencments 0 R.A. 7830 1047 RA 6715 - Code of Conduct and Ethical Standards for Public Oficials and Employers 10.5 Other Related Laws 10.6 Department Orders, Memoranda and Cisculars 10,7 Four Pillars of Learning Social Developments in Edueation/ Developments in Education 11.1 Global and National Contexts 111.2 Major Trends and Developments in Education ALS Peace and Human Rights Education 114 Gender Bidueation 11.5 Multicultural Education 1166 Pillars of Eeieation 1 Competencies to be tested 1.1 Foundation of Education and Human Growth and Development ‘+ Apply philosophical psychological aad sociological prineiples in teaching- ew i sitntions| ~ lentify the relevant philosophies of education operating in particular situations ~ Identify the psychological principles operating in particular situations ~ Interpret toaching-loarning situations in the light of sociologicel forces prevalentin Philippine culture «+ Interpret educational problems in the ight of historical and logal foundations of Philippine education ~ Mentiy significant educational development that influence certaln educational practices ~ Interpret Philippine educations! legislation involved in oertain school practices and problems + Utilize theories and principles of human growth and development at variows stages ~ Resolve particular classroom problems using theories and principles of humangrowth and development at rion Teves 1.2. Principles and Strategies of Education + Use principles of tesching/learning associsted with instructional operations and curricular management ~ Instructional planning = Classroom management ~ Art of questioning ~ Preparation and utilization of instructional materials ~ Selection of activities to achieve objectives ~ Management of change 4 Seluc and apply teaching strategies appropriate for particular teaching/learning solutions ~ Teaching methods and techniques ~ Generally accepted methods of teaching 1.3 Measurements and Evaluation «Apply principles of evaluation and research in classroom testing and measurements = Diagnosing leaening dificulties and strengths test items Constr Interpreting test result ~ Using measures of central vendeney = Assigning, marks rating ~ Using tools for research (calculators and computers) ‘Apply principles, methods and techniques and guidance and counseling inelassroom situations =U onship ~ Using basic guidance services 1 guidance tools to improve persons! rel ~ Using guidance techniques 1.4 Social Philosophies 4 Identify Easter and Western philsophies that influence Philippine education «Apply base principles in situations depicting moral dilemma ‘+ Monage conficting situations to be able bring cut values that will enhance nationood ‘+ Balance rights and authority, responsibilty, and aeeountab ‘Apply ethical principles and situations involving teachers relationships wuth various groups of people 2 Foundations of Education 2.1. Historical Foundations of Education 2.11 Education in Preliterate Societies « Proliterate- before reading and writing was invented, uscd and taught + Educational Goal of Preliterate Education - to share and pass on knowledge that will help one ta survive ‘and assimilate with the tribe, this is called enculturation, + Source of Edueation - Elders priests and storytellers ‘+ Methods of Education - Primarily through oral tradition and mythology, encutturation (passing on of knowledge from adults to children), tellame-and-show-me, + Educational Content ~ Cultural traditions that include prescriptions (suggested bebsviors) and taboos (protibited behaviors). = Through oral traditions, children learn about the group's victories, defeats and heroes, ~ Skills taught through demonstration ‘ Milestone - Reading and writing had to be invented fitst hefore achooling, ‘The purpose of schooling is to teach children to read and write 4 Education in the Chinese Ci = Oceured from 2200 BC to CE 912 ~ Petsistent effort to maintain unbroken cultural community Inward looking, saw litle value i the knowledge of foreigners Modern Challenges: Adapt to new ideas, specially in science and technology while maintaining cultural denny ~ Concerned Iaryely with societal and eultura issues, as opposed to spietual issues Competing Philosophies: Legalism, Twoism and Confucianism + Legalism ‘Advocates a highly disciplined authoritarian government to maintain social order The emperar’s edicts are unquestioned laws Indoctrinate people to accept law and order as itis defined by those in power Based on the ideas of Shi Huang ‘Tt CCitieal of dicen; sed censorship to limit Taoism snd Confuctaniem influence Contribution to education: Unquestioning attitude towards educational authority, ¢ teach- + Taoism, All things comes from and are moving towards an unseen unifying force Stop controlling people and events and just "go with the flow" and act with spontancty end simplicity. Politically disinterested [Based on the ideas of Lao Tau in Tao Te Ching: The Way and Virtue Contribution to education: Encourages self reflection and introspection + Confucianism Proponent: Confucius ‘Theory: Ethical ladder theory - One must act appropriately and ethically according to one's role ane postion in society. Ethical actions ow from 3 top-down epptoach, ie. trons the emperor to the nobles to the eomaion people, Contributions fo edueation: Emphasis on eivility (polite, eorreet ad proper Behavior); academy for students preparing for government service with high admission standards; wellaeined clase room management - high expectations for students, proper distance with students but approach- able; mentoring is an important pert of education, ie. correct and criticize students in a positive and constructive way; based on rites and traditions Cassie vexts: Classes of Change, of Documents, of Poetry, of Rites, Spring a ymin Annals Hierarchical ethical relationships - important implication for character formation Character Education - (1) eam one's roles in ® network of relationships that form the com- munity and (2) full prescribed role behaviors that wil ensure social harmony. Confucius is rogarded as master, as one ofthe world’s greatest philosophers and educators in Bast Asia (China, Japan aad Korea) hina’s Contribution to World and Western Education: (1) the use of comprehensive waitten examinations for assessing student achievernent, (2) the ute of examinations for qualifies tion im civil service positions; (2) national ecaminations for university entrance - China (Gaokaa), Japan, Korea, India, UK. Philippine context - NEAT, NAT andl NCAE ~ Fidveation in Ancient Expt + Important context - Divine origin of pharaohs. Educational system reinforced this hy making the bristly elite the guardians of culture, Egyptian education was both worldly and otherworldly. Bult canals to ivigste rice felde in the Ni ‘Valley and massive pyramids (worldly) while being preoceupied with the supernatural otherworldly}. Bilucation was focused om statecrat, afterlife and medicine (embalming and mummifcation). Sehaole ‘rained seribes, many of whom were priests in reading and writing, + Schools were often part of the temple structure, thus a close relationship between religion and formal ‘education, Students learned to write by copying doc what they heard + Acuunoed students studied architecture, mathematics, astronomy, religion, poetry, literature, medicine nts on papyrus. Teachers dictated while students copied = Hbraie Bauestion + The study of Jewish educational tradition is important because: (1) modern Philippine and Ameri- ‘ean education and the Western tradition is rooted in Judeo-Christian tradition; (2) the Abrahamic religions (Christianity, Islam and Judaism) follow the same base tenets: ane God (montheistie), em: phasis on sacred books (Islam - Koran; Christianity ~ Bible and Judaism - Torah) that are revealed by God to prophets and emphasis on literacy, reading of the sacred texts and education to learn its eztents Summary of Beliefs: Jews consider themselves as the chosen people hy Gad who revealed the truth tnd law to them, Jews have a covenant with Gad through this revelation Sected Test - Torah which canteins the Five Dooks of Moses (Genesis, Exodus, Levtieus, Numbers snd Deuteronomy) and books ofthe prophets and other scriptures Children were taught Sr hy their fathers on Jewish la, identity and sexipture, then Dy’ rabbie in rabbinical schools where they learned Jewish history and further instruction in the Jewish religion = Greek Eduestion + Homeric education ‘The pooms of Homer (Iliad and Odyssey) helped defined Greak culture ond helped education by: (1) preserved eultare by transmitting from adults to the young, (2) eultivated Grovk identity based on mythic and historical origins and (8) shaped the character of the young, + Citizenship education - Education has a tole in forming good citizens. Athens and Sparta defined citizenship, civic responsibilities and rights difleentiy. Athens believed in the democratic model “citizens shared public responsibility, Sparta practiced an authoritarian military dictatorship = all male etizens were trained to be soldiers and all Spartan children were properties of the state + Enculturation and formal education - ‘The Greeks realized that the intertelaion of enculturation tnd formal educstion was crucial to citizenship education. Enculturation provides the preparation for Greek youth to become citizens. Formal education was needed to complete the expectations of society. Athenians belied a liberal education was necessary for: (1) perform eivie duties and (2) develop personaly. + The role of slaves - Greck economies relied henvly on slave labor. Most slaves worked in agriculture ‘while solct fow taught the children of wealthy citizens. Creeks did not believe a iberal education tras novesary for a nonefree man, + Liberal education - Education in the humanities, arts and sciences + Vocational education - Learning skills nesded for work + Education of Women - Athenian women bad very limited educational opportunities. The only ‘choices they had for edhication: (1) private tutors, (2) as priestesses of cults by learning from temple schools, and (3) Sappho's schoo! Spartan women had a much more open lifestyle and education they had access to military and athletic training which included gymnastics and physical training to prepare them for roles as healthy mothers of Spartan soldiers. Sappho - Greck poet who told of love between women and that women should be edueated for personal development. She built sehoal in Mytilene, an island of Lesbos, where she taught women to worship Aphrodite throngh rituals as well decorative arts and skills and etiquette ~ Sophist Education + Sophist education - education focused on teaching students preparation for political power. Focus ‘on speaking ability a8 means of persuacing the audience to accept your argument This oratory was meant to train students to become advocates and leistators. 4+ Main subjects - Grammar, logic and rhetoric + Grammar - taught the effective use of language Logic - rules of correct argument, Usefal for organizing presentations clearly, Rhetorie - study of persuasive speech, ' Sophists’ educational philosophy - Students could win public debates by: (1) using crowd psy ‘chology to appeal to an audience; (2) how to organize a persuasive and convincing argument; and (3) skill im public debating - knowing what words, examples and lines of reasoning to use to win the debate Criticism of Sophists - Socrates and Plato criticized the Sophists approach of education beeasse the Sophists teach only to win a side of an argument and win zather than committing ta the truth Sophist response: by equipping people with these skills, they are empowered to persuade an sidience ‘oftheir point of view. TIhink of) modern politicians seeking you vote, or most importantly in teaching persuade students that learning a epeeife topic is important Protagoras’ Theorem - He taught his stufents public speaking by (1) delivering an outstanding speech to give his students an iden of what the teacher could actually do; (2) asking students to study ‘te speochos of famous orators to enlarge their repertoire of possible models; (3) studying the key ‘subjects of grammar, logic and rhetoric; (4) delivering practice orations, which the teacher assessed. and gave feedback; (8) delivering a final publi spends Enduring truths or relativism - Sophists were the preewesors of cultural relativism found pragmatism, postmodernism and eritieal theory. Socrates, Plato and Aristotle all challenged their Telativinn and insisted that enduring truths remain, ~ The Big Three: S-P-A + Socrates: Education by Self-Inspection Universal principles - scademic freedom to think, question, and teach Moral excellence - persons ethical goal should be to strive for moral excellence, live wisely and ct rationally Role of the Socratie teacher - The teachers job i to facilitate the "surfacing" of knowledge in the students sub-conscious to the conscions mind Self examination, dislogue and the Socratie method - Socrates’method involves esking leadin questions that stimulate deep thinking, Al of Socrates’ ideas are shown through dialogues which Socrates chats with other contemporary philosophers of his time diseussing philosophical ideas + Plato: Eternal Truths and Values Reality as universal, eternal ideas reality exists in an unchanging world of perfect ideas (concepts ‘of good, beauty, peace, ete) Reminiscence - prooas where students recall ideas that are latent in their minds; ideas are Innate but repressed in the sbeoseions mind Universalism meets eelativiam - genuine knowledge is eternal, intellectual and unchanging - and NOT relative and sensory ‘The Republic Plato's idea of an ides! society: divides inhabitants into throe: (1) philosopher- kings (intellectual rulers): (2)auxilarios (military defenders); (8) workers (produce goods and serves) Education corresponding to social role- One's social role was the hasis to educational opportuni- ties: (L) philosopher-Kings - trained ta be leaders; (2) warriors trained in military tacts, follow philosophor-kings; to defend the Republic; (8) ~ workors - trained as farmers and artisans Women's education - Plato believed that women were as intllectnally capable as men; women should have the samme educational opportunities as men; women should follow the same educational dlassifestion as men State-run mutseries - To prevent patents from passing on their prejices to their children. Chil- dren aze separated from their parents: Ideal exviroament is provided to the children so they cultivate positive moral values Plato's basic curriculum: ‘Ages 6 ~ 18 - training in gymnastics and "rnasic™ (which Includes literature, writing, reading, arithmetic, choral singing, and dancing) and the study of approved literature ‘Ages 18 - 20- Intensive physical and military training ‘Ages 20 - 30 - Future philosopher kings undergo further training in abstract and theoretical ‘aubjeets (eg mathematics, philosophy, geometry, astronomy) ‘Age 30 - Leas intellectually eapable philosopher-king trainees become civil servants; the top candidaces continue their studies in metaphysics, searching for principles that explain ultimate reality ‘Age 50 - Education for the pilosopher-kings ate complete; they become the elder statesmen of the Republie + Aristotle: Cultivation of Rationality Aristotle - tutor of Alexander the Great, student of Plato, founder of the Lyceum; weote Nico ‘machean Ethics and Politics to examine eduestion in relation to society and government ‘An objective reality» called Realism; prepare the learner Uo live life asi i by exmphasiing an objective reality Sensation asthe root of knowledge - knowledge is gsined by sen jon and abstraction Education as a cultivation of rationality - Humans possess intelleet (power to think and reason) that allow them to know and live according to the natural laws governing the universe knowledge process: begins with sensation of objects and concludes with the ability to form concepts about objects (called sensory education) Acistotl'seursiculum - good community rests on its member's rationality Purpose of edueation - cultivate liberally educated rational people who ean use their reason to govern society Distinction between liberal education and technical education Students will ase you why they shonldlearm something when they are convinced they sill ‘se it. What is your rationale for teaching certain skills but Recommendation for compulsory schooling Infant schooling - play, physical activity and appropriate stories Ages 7 - 14. basi literacy and muneraey, proper normal habits for preparation in studying, liberal arts ‘Ages 15 - 21 - study mathematics, geometry, astronomy, grammar, literature, poetry, hetorie, ‘ethics and polities ‘Age 21 and beyond - proceed (o payebology and metaphysics re theoretical subjects such as phys, easmology, blog, Limited roles for women - Aristotle believed women wete inferior to men and they qualified for howsework only Aristotle's theory of knowledge - knowledge arises from knowing about objects; foeus is on the classification of objects in to subjects Axistotlo's lasting influence - schools offer a prescribed subject-matter curriculum; teachers equi expert knowledge ofthe subjects they will be Veaching; learn methods to motivate students ‘nd transit this knowledge to them; foundation of medievsl selastic education, Realist and Perennials 2.1.8 Middle Ages to Renaissance # Middle Ages/ Medieval Period + Renaissance 2.1.4 Reformation to Bnlightenment 1 san909 owt vero oe sap areud _sseny istodsor 219 2 eeu ©} 30M net sep nd | gos oor snus par sions -én jo sory | 01 a1 aig sie ars ye sem 3 0 -yo_womusan09 par wonesuomoyy 08 jo spony | 04 a5"7 OOF wag 27s Sua sanpe ssmud paw sep | Susy ‘Sermg | Sueur wasp | ssounasoyoo Guo? pre | dnos8 og: sonapos jo piqin ‘eiaaea | yo sas peatams | moronsieas pemaeqer | sms pean reason | my eoxpIm oremraag spe. dnow ano umrotng | yew ruonansisur | sop raorwonpa | swopms reanorstey am ae no pw arya 2704009 soups copes wo pore Seoroon 9949 9g 293 sjoonps ue ros NOMA, somomued v oy 09 8 SEH e091 19) ot ost vousemoing “Spot cp 0 oman 10) so aqme omdaid ot (ane pae ypa:D)O# sy oq uy sydxo oxide redaad oy | uney pu 8 a38 ott “spony rs euonmnsu, mmoneonps yey Aaeasy sroogoe gig wy | sonao® peorsesoN poorratey | pue sores

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