Prof Ed Notes
KOUNIN'S MGT MODEL (1970) organizer, assumption
Stimulus boundedness - teacher's attention
interrupted by extraneous stimulus
Thrust - teacher interrupts students engaged in
activities w/o considering whether the student is ready or
not.
Dangle - teacher interrupts activity of student and return
to it again.
Truncations - teacher does not return to current act
after being interrupted.
Over dwelling - teacher focuses on a certain topic that
will lead to too much time consumption, the lesson will
slow down.
Fragmentation -- chunks of lesson for students to
understand his/her lesson effectively or breaking 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.
THEORIES AND THEIR PROPONENTS
Wilhelm Wundt - German Psychologist "Founder of
modern psychology"
Edward Titchener - Structuralism Psychology
William james, G. Stanley Hall, James M. Cattell -
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 "acetylcholine" responsible 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 development,
Info processing, dynamic interrelation.
Sigmund Freud - psychosexual, psychoanalytic
Erik Erickson - psychosocial
Lawrence Kohlberg - moral development,
Burrhus Frederic Skinner - operant conditioning
Ivan Pavlov - classical conditioning
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
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
spiritual, values, moral, Socratic method
REALIASM – Aristotle
natural world, values arenatural and absolute,
reality exist undercieved
EMPIRICISM – locke
knowledge comes thru senses, 5 senses
(observatory learning)
PRAGMATISM – dewey
practical, problem solving research, knowledge
is what works, values are related, truth is warranted
assertion.
EXISTENTIALISM – hegel
knowledge is subjective, man shapes his being
as he lives, we are what we do, deciding precedes
knowing.
PHILOSOPHICAL ANALYSIS -- moore
ESSENTIALISM – bagley
3r's (4r's ngayon), achievement test, certain
knowledge&skills are essential for rational being.
PERENNIALISM – hutchins
education that last for century, universalist,
knowledge is eternally valid.
PROGRESSIVISM – dewey
process of development, higher level of
knowledge, the child's need and interest are relevant to
curriculum.
RECONSTRUCTIONALISM – brameld
the school should help rebuild the social order
thus social change.
BEHAVIORISM -- skinner or Watson
learning is change in behavior, S-R relationship
STRUCTURALISM -- helmholts or wundt?
complex mental exp. such as image,feeling and
sensation
FUNCTIONALISM -- james,nugell, or carr?
focus to motivation, thinking & learning.
PURPOSIVISM – hormic
individual hormones are responsible for the
motive to strive towards fulfillment of his/her objective.
NATURALISM -- only nature exist, nature is better
than civilization (NATURALESA ng isang BAGAY)
SOCIAL RECONSTRUCTIVISM -- for better society,
community based learning
PHILOSOPHICAL ANALYSIS -- reality is what
verifiable, truth correspondes to reality, usage
determines meaning.
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.
Philosophers Related to Learners Development
SIGMUND FREUD -- "the mind is like an iceberg, it
floats with one-seventh of its bulk avove 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 fulfillment. 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.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
===================================
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
FOUR PILLARS OF LEARNING
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.
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.
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