DANILO M. EBOL JR.

ENG. 11A
MS. ERLINDA ALCOY LPT, MAED

LESSON 1 AND 2 EXERCISES

LESSON 1: Activity 1 and 2, Page 8-9

A Person:

1. Behaviorism
2. Existentialism
3. Essentialism
4. Behaviorism
5. Existentialism
6. Behaviorism
7. Behaviorism
8. Perennialism
9. Essentialism
10. Existentialism
11. Progressivism
12. Linguistic Philosophy
13. Constructivism
14. Rationalism

Methodology to Theory of what I Goal of teaching-

Philosophy Theory of Truth
arrive in truth valuable and good learning
We must relate to
the universe and
interact with others Values differ from
intelligently, place to place from
To help develop
scientifically, and time to time from
the universe is real students who can
experientially. The person to person
Progressivism and is in constant adjust to a changing
curriculum stresses what is considered
change world and live with
on science and good for one may
others in harmony
experiential not be good for
learning such as another
hands-on-minds on-
hearts on learning
The teacher Teachers emphasize The teachers decide Teachers teach to
Essentialism
DANILO M. EBOL JR.
ENG. 11A
MS. ERLINDA ALCOY LPT, MAED

transmit the
what is most traditional moral
focusses on important for the values and
academic content mastery of subject students to learn intellectual
for students to learn matter. and place little knowledge that
the basic skills. emphasis on students need to
student’s interest. become model
citizens.
The teachers apply
Perennialism The teachers do Students engaged in
whatever creative
curriculum is a not allow the Socratic dialogues,
technique and
universal one on students interest or mutual inquiry
other tried and
Perennialism the view that all or experiences to sessions to develop
true methods
human beings substantially an understanding of
which are believed
possess the same dictate what they history’s most
to be most
essential nature. teach. timeless concepts.
conducive.
Teachers teach To help students
Learning is self-
students to define understand and
paced, self-
their own essence appreciate
directed. It
by creating an themselves as
includes a great
environment in unique individual
Existence precedes deal of individual
Existentialism which they take in who accept
essence. contact with the
life and by creating complete
teacher who
an environment in responsibility for
relates to each
which they freely their thoughts,
student openly and
choose their own feelings, and
honestly.
preferred way. actions.
Linguistic The more language Make them Teachers teach To develop the
one speaks, the experience sending students to speak communication
better students can and receiving as many as they skills of the learner
communicate with messages through can. because the ability
the world. verbal, non-verbal to articulates, to
and paraverbal. voice out the
meaning and values
of things that one
DANILO M. EBOL JR.
ENG. 11A
MS. ERLINDA ALCOY LPT, MAED

obtains from
his/her experience
of life and the world
is the very essence
of man.
Behaviorist are Teachers ought to
concerned with arrange
shaping of student’s environmental Values are also
Develop student’s
Behaviorism behavior by conditions so that caught (catch) not
behavior.
providing for a students can make only taught (teach).
favorable the responses to
environment. stimuli.
To develop
Teachers must
intrinsically
provide students Constructivist
motivated and
with data or classroom is
Knowledge is independent
experiences than interactive, it
constructed by learners adequately
allow them to promotes dialogical
learners through an equipped with
Constructivism hypothesize, exchange of ideas
active, mental learning skills for
predict, manipulate among learners
process of them to able to
objects, pose and between
development. construct
questions, research, teacher and
knowledge and
investigate, imagine learners.
making meaning of
and invent.
them.