sample let reviewer ✔Lev Vygotsky -- socio-cultural theory of cognitive devt
PROPONENTS AND THEIR THEORIES
✔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
congruity
✔Edward Lee Thorndike = "satisfaction" "the law of
effect".
✔Ivan Pavlov = involuntary behavior
✔Max Wertheimer = gestalt psychology sss
✔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
, 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.
PART 1: 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.
IDEALISM -- plato
REALIAM -- 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 -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
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
provisional 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 cnter.
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.
Oedipus complex - sonVSfather towards mother/wife
feelings . (excessive attachment) (Phallic stage)
Electra complex - daugtherVSmother 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 & MALIGNACY -- result from
failure to effectivity resolve the problem
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 -- surroundings 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.
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 : learning 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 and new
forms of economic and social activity.
❇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.
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.
✔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 expectation 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
NATURALISM - Naturalism stands for a democratic
and universal way-everyone must be educated in the
same manner -Education is in accordance to human
development and growth -Emphasis is given more on
the physical development-informal exercise-and
hygiene of the person rather of the 3 R’s -Aims to
unfold the child’s potential not to prepare him for a
definite vocation or social position-but to prepare him
to adapt to the changing times and needs -
Consequently, one’s conduct is governed by impulse,
instincts and experience. -It puts the child at the
center of educational process and prepares him to
experience life as it is.
IDEALISM -Ideas are the only true reality, the
ultimate truths for matter is nothing but just a mere
representation of ideas. -Emphasis is given on
knowledge obtained by speculation and reasoning for its
central tenet is that ideas are the only things worth
knowing for -Focus is on conscious reasoning of the
mind in order to attain truth. This includes the
activities pertinent to the human mind such as
introspection and intuition and the use of logic -Its aim
is to discover the full potentials in child and cultivates
it in order to prepare him for a better position in the
society and for him to serve the society better -
Emphasis is given on subjects—philosophy, literature,
religion and history—that will develop and enhance the
mind of the child -Methods used in teaching include
lecture, discussion and Socratic dialogue -Character
development is through emulation of examples and
heroes
REALISM -The most effective way to find about
reality is to study it through organized, separate and
systematically arranged matter—emphasis is on subject
matter concerning Science and Mathematics -Methods
used in teaching include recitation, experimentation and
demonstration -Character development is through
training in the rules of conduct
EXIXTENTIALISM -Subject matter is personal
choice -Learning is based on the willingness of the
student to choose and give meaning to the subject -
Emphasis is given on the students rather than on the
curriculum content -Students should not be treated as
objects to be measured and standardized -Methods
are geared on giving opportunities for the students for
self-actualization and self-direction -Character
development is through the responsibility of every
individual in making a decision
ESSENTIALISM -Schooling is practical for this will
prepare students to become competent and valuable
members of the society -Focuses on the basics-
reading, writing, speaking and the ability to compute
(arithmetic) -Subjects that are given emphasis include
geography, grammar, reading, history, mathematics, art
and hygiene -Stresses the values of hard work,
perseverance, discipline and respect to authorities -
Students should be taught to think logically and
systematically-grasping not just the parts but the
whole -Methods of teaching center on giving regular
assignments, drills, recitation, frequent testing and
evaluation
PRAGMATISM -Involves students to work in groups -
Methods of teaching include experimentation, project
making and problem solving. -Stresses on the
application of what have learned rather that the
transfer of the organized body of knowledge
PERENNIALISM -Some of the ideas in the past are
still being taught because they are significant -
Curriculum should contain cognitive subjects that
cultivate rationality, morality, aesthetics and religious
principles. This includes history, language, mathematics,
logic, literature, humanities and science. -Curriculum
must be based on recurrent themes of human life for it
views education as a recurring process based on eternal
truths -The teacher must have the mastery of the
subject matter and authority in exercising it. -Aims
for the education of the rational person—to develop
man’s power of thought—the central aim of this
philosophy
CONSTRUCTIVISM -A philosophy of learning which
asserts that reality does not exist outside of human
conceptions. It is the individual who constructs reality
by reflecting on his own experience and gives meaning
to it. -Learning is the process of adjusting one’s mental
modes to accommodate new experience.
RECONSTRUCTIVISM -Schools should originate
policies and progress that will bring social reforms and
orders -Teachers should be an instrument to encourage
and lead students in the program or social reforms -
Curriculum emphasizes on social reforms as the aim of
education. It focuses on student experience and taking
social actions on real problems -Method of teaching
include the problem-oriented type (students are
encouraged to critically examine cultural heritage),
group discussions, inquiry, dialogues, interactions and
community-based learning -The classroom will serve as
a laboratory in experimenting school practices “bringing
the world into the classroom”
BEHAVIORISM -Asserts that human beings are
shaped entirely by their external environment -The
only reality is the physical world
NATIONALISM -The most important development
was the creation of common language -Stresses on the
teaching of the principles of democracy, and duties of
citizenship -Stimulates the development of the state
which includes the control and support of public school
system -Curriculum includes the teaching of grammar,
geography and history -Method of teaching gives
emphasis on the content regarding on nature studies,
physical exercises and play activities
heavy shortage of teachers so the Philippine
Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers
from the U.S.A. They were the Thomasites.
YEAR/OFFICIAL NAME OF
DEPARTMENT/OFFICIAL HEAD/LEGAL BASES
1863/ Superior Commission of Primary Instruction/
Chairman/ Educational Decree of 1863
1901-1916/ Department of Public Instruction
General Superintendent/ Act. No. 74 of the Philippine
Commission, Jan. 21, 1901
1916-1942/ Department of Public Instruction/
Secretary/ Organic Act Law of 1916 (Jones Law)
1942-1944/ Department of Education, Health and
Public Welfare/ Commissioner/ Renamed by the
Japanese Executive Commission, June 11, 1942
1944/ Department of Public Instruction/ Secretary/
Renamed by Japanese Sponsored Philippine Republic
1945-1946/ Department of Public Instruction and
Information/ Secretary/ Renamed by the
Commonwealth Government
1946-1947/ Department of Instruction/ Secretary/
E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978/ Department of Education and Culture/
Secretary/ Proc. No. 1081, September 24, 1972
1978-1984/ Ministry of Education and Culture/
Minister/ P.D. No. 1397, June 2, 1978

HUMANISM -Education is a process and should not be 1984-1986/ Ministry of Education, Culture and Sports/
taken abruptly. The unfolding of human character Minister/ Education Act of 1982
proceeds with unfolding of nature -The learner should
be in control of his destiny -Concern is more on methods 1987-1994/ Department of Education, Culture and
which include theme writing rather than oral discussions, Sports/ Secretary/ E.O. No. 117. January 30, 1987
drills and exercises, playing -Asserts the importance of
playing in the curriculum -Emphasizes motivations and 2001/ Department of Education, Culture and Sports/
the use of praise and rewards -Curriculum includes Secretary/ RA 7722 and RA 7796, 1994 Trifocalization
subjects concerning literary appreciation, physical of Education Management
education, social training in manners and development.
2001 – present/ Department of Education/ Secretary/
PROGRESSIVISM -Focuses on the child as a whole
RA 9155, August 2001 (Governance of Basic Education
rather than of the content or the teacher -Curriculum
Act)
content comes from the questions and interests of the
students -Emphasis is given on the validation of ideas by
the students through active experimentation -Methods
of teaching include discussions, interaction (teacher
with students) and group dynamics -Opposes the
extreme reliance on bookish method of instruction,
learning through memorization, the use of fear and
punishment and the four walled philosophy of education.

A highly centralized public school system was installed

in 1901 by the Philippine Commission by virtue of Act
No. 74. The implementation of this Act created a