LEARNING ENHANCEMENT

Part I: Philosophy of Education

1. BEHAVIORISM
-always guided by standards/by procedure; purpose is to modify the behavior
- change
2. ESSENTIALISM
- William Bagley - teaching the basic/essential knowledge
- Focuses on basic skills and knowledge
- specialization, basic, fundamental
- basic
3. EXISTENTIALISM
-Kierkegaard; Sartre; "Man shapes his being as he lives"
-help students understand and appreciate themselves as unique individuals who accept complete responsibility for
their thoughts, feelings and actions.
- Focuses on self/individual
- choice, decision, unique
4. HUMANISM
- humans
-build
5. IDEALISM
- Plato (own ideas) nothing exists except in the mind of a man/ what we want the world to be.
- spiritual, values, ideal
- enough in mind
6. PERRENIALISM
-Robert Hutchins
-focuses on unchanging/universal truths
- enough in mind
7. PRAGMATISM
-William James; John Dewey - learn from experiences through interaction to the environment
-Emphasizes the needs and interests of the children
-activation of skills
8. PROGRESSIVISM
-Dewey/Pestalozzi (process of development)
-focuses on the whole child and the cultivation of individuality
-child-centered
- classic, literature, traditional
- improve
-develop learners into becoming enlightened and intelligent citizen of a democratic society
-Responds to students needs
9. REALISM
-Aristotle; Herbart; Comenius; Pestalozzi; Montessori; Hobbes; Bacon; Locke
-innate
- (experience) fully mastery of knowledge
- science/ what is real
- practice (T&E)
- enough to see
10. UTILITARIANISM
- humans
-best
 11. SOCIAL RECONSTRUCTIVISM
-George Counts - recognized that education was the means of preparing people for creating his new social order.
- benefit of all

Part II. AIMS OF ERAS

1. PRE-SPANISH – survival and conformity
2. SPANISH – Christianity
3. AMERICAN – democratic ideals and way of life
4. COMMONWEALTH – moral character, efficiency
5. JAPANESE – progress

Part III. PROF. ED PROPONENTS

B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive
FROEBEL - Father of Kindergarten
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES OF EDUCATION
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
Part IV: FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
ORAL (0-1 yrs. old) – Infant
Center of pleasure: mouth (major source of gratifications and exploration)
Primary need: security
Major conflict: weaning

ANAL (1-3 yrs. old) – Toddler

Source of pleasure: anus and bladder {sensual satisfaction and self-control)
Major conflict: toilet training

PHALLIC – Preschool
Center of pleasure: child’s genital (masturbation)
Maior conflict: Oedpus and Electra Complex

LATENCY – School Age

Energy directed to physical and intellectual activities
Sexual Impulses repressed
Relationship between peers of same sex

GENITAL – Adolescence
Puberty onwards
Energy directed towards full sexual maturity and function and development of skills to cope with the environment.

OEDIPUS – son to mom

ELECTRA – daughter to dad
Part V: LAWS IN EDUCATION
PRC BR 435 – Code of Ethics for Professional Teachers
PD 1006 – Decree Professionalizing Teachers
RA NO. 1425 – inclusion of the works of Jose Rizal
RA NO. 4670 – “Magna Carta for Public School Teacher”
RA 7722 – CHED
RA 7796 – “TESDA Act of 1994”
RA 7836 – Phil. Teachers Professionalization Act of 1994
RA 9155 – BEGA (Basic Educ.) or DepEd Law
RA 9293 – Teachers Professionalization Act
RA 10533 – K-12 Law
ACT NO. 2706 – “Private School Law”
COMMONWEALTH ACT NO. 578 – “persons in authority”
KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng
PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)
PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)
PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)
PHIL. CONSTITUTION ACT 14 – ESTACS
RA 1079 – no limit of Civil Service eligibility
RA 6655 – “Free Public Secondary Educ. Act of 1988”
RA 6728 – “Act Providing Government Assistance to Students and Teachers in Private Education
Students and Teachers in Private Education
RA 7277 – Magna Carta for PWD
RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)
RA 7743 – establishment of public libraries
RA 7877 – “Anti Sexual Harassment Act of 1995”
RA 7880 – “Fair and Equitable Access to Education Act”
RA 8049 – Anti-Hazing Law
RA 8187 – Paternity Act
RA 10627 – Anti-Bullying
SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language
Part VI: BRUNER’S THREE MODES OF REPRESENTATION
1. ENACTIVE (0-1 yrs. old) – action-based information
2. ICONIC (1-6 yrs. old) – image-based information
3. SYMBOLIC (7+) – code/symbols such as language
Part VIII: ERIKSON’S PSYCHOSOCIAL TASKS
1. TRUST VS. MISTRUST
2. AUTONOMY VS. SHAME/DOUBT
3. INITIATIVE VS. GUILT
4. INDUSTRY VS. INFERIORITY
5. INDENTITY VS. ROLE CONFUSION
6. INTIMACY VS. ISOLATION
7. GENERATIVITY VS. STAGNATION
8. INTEGRITY VS. DESPAIR

Part IX: PIAGET’S COGNITIVE DEVELOPMENT THEORY

Stage 1. Sensori-motor stage (birth - infancy)
Highlight:
Object Permanence - ability to know that an object still exists even when out of sight
Stage 2. Pre-operational stage (2-7yrs) preschool years
Intelligence at this stage is intuitive in nature
Child can now make mental representations and is able to pretend
Highlights on this stage:
📒Symbolic Function – ability to represent objects and events
📒Egocentrism – the tendency of the child to only see his point of view and to assume that everyone also has his same point
of view
📒Centration – the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
📒Irreversibility – inability to reverse their thinking
Can understand 2+3=5 but cannot understand that 5-3=2
📒Animism – attribute human like traits or characteristics to inanimate objects
(e.g. Mr. Sun is asleep)
📒Transductive Reasoning – reasoning appears to be from particular to particular
(i.e. If A causes B, then B causes A)
Stage 3. Concrete-operational stage (8-11 yrs.) elementary school years
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
📒Decentering – no longer focused or limited to one aspect or dimension which makes the child to be more logical when
dealing with concrete objects and situations
📒Reversibility – can now follow that certain operations can be done in reverse
📒Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change even
if there is a change in appearance.
📒Seriation – ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal-operational stage (12-15 yrs.)
Thinking becomes logical
Can solve problems and hypothesize
This stage is characterized by the following:
📓Hypothetical Reasoning – the ability to come up with different hypothesis about a problem and to gather and weigh data in
order to make a final decision. Can answer what if questions.
📓Analogical Reasoning – the ability to perceive the relationship in one instance and use it to narrow down possible answers.
Can make an analogy.
📓Deductive Reasoning – the ability to think logically by applying the general rule to a particular situation.

CENTRAL TENDENCY -Central (middle location) Tendency

MEAN – Average MODE – most occurring
RANGE – highest score minus lowest score
LOW SD–Homogenous, scores near to mean(almost same)
HIGH SD – Heterogenous, scores far to mean (scattered)
DECILE – 10 grps (D1…D10) QUARTILE – 4 grps (Q1…Q4)
SUSPENSION – time REVOKATION – condition
DIFFICULTY INDEX
0-0.20 VERY DIFFICULT
0.21-0.40 DIFFICULT
0.41-0.60 MODERATELY DIFFICULT
0.61-0.80 EASY
0.81-1.00 VERY EASY
POSITIVELY SKEWED (LEFT FOOT)
- low scores, mean greater than mode
NEGATIVELY SKEWED (RIGHT FOOT)
- high scores, mean is lower than mode
HORN/HALO EFFECT
- overcoming other trait, either bad/good