PROPONENTS AND THEIR THEORIES 22.

JEAN PIAGET-cognitive learning theory

1. WILHELM WUNDT-father of modern psychology 23.JOHN WATSON-behavioral theory

2.SIGMUND FREUD-father of psychoanalysis, and 24.EDWARD TOLMAN-purpose behaviorism

psychosexual theory
25.BERNARD WEINER-attribution theory
3.JOHANN HEINRICH-father of education and
pedagogy 26.DANIEL GOLEMAN-emotional intelligence.

4. IVAN PAVLOV-classical conditioning 27.TITCHENER- structuralism psychology

5.BURRHUS F. SKINNER-operant conditioning. 28.ROBERT GAGNE -sequence of instruction

6.DAVID AUSUBEL-meaningful learning 29.ABRAHAM MASLOW - hierarchy of needs ,

motivation theory
7.JEROME BRUNER-discovery learning,spiral
curriculum 30.BENJAMIN BLOOM - bloom's cognitive
taxonomy
8.ALBERT BANDURA-social cognitive learning
theory. 31.DAVID KRATHWOHL - affective domain

9.EDWARD LEE THORNDIKE-law of readiness and 32.LEV VYGOTSKY - socio-cultural theory of

exercises cognitive devt , linguistic theory, Scaffolding

10. KURT LEVIN-life space content. 33.JOHN LOCKE - tabula rasa , empiricism

11.KOHLER-problem solving by insight, insightful 34.CHARLES COOLEY - looking glass self-theory

learning
35.JOHN FLAVEL - metacognition
12.URIE BROFENBRENNER-ecological theory
36.ARNOLD GESELL - maturation theory
13.SANDRA BEM-gender schema theory
37.JOHN DEWEY - Learning by doing
14.HOWARD GARDNER-theory of multiple
38.DAVID FROEBEL - Father of kindergarten
intelligence
39.AUGUSTE COMTE - Father of Sociology.
15.ELLIOT TURRIEL-Social domain theory
40.JOHN AMOS COMENCIUS - Father of modern
16.LAWRENCE KOHLBERG-moral development
education.
theory
CURRICULUM DEVELOPMENT INTENSIVE
17.ROBERT STERNBERG-triathlon theory
intelligence 1. ESSENTIALISM
18.ERIK ERIKSON-psychosocial development 💚The teacher is the sole athourity in her subject
theory area or field of specialization
19.MA. MONTESSORI-transfer of learning, 💚Excellence in education ,back to basics and
kindergarten preparation of children. cultural literacy
20.EDWARD PAUL TORRANCE-creative problem 2. PERENNIALISM
solving

21.CHOMSKY-linguistic acquisition theory

💚Teachers help students think with reason based 💚Curriculum is concerned with the process not
on socratic methods of oral exposition or the products
recitation ,explicit or deliberate teaching of
traditional values 💚personal needs not subject matter

💚Use of great books and return to liberal arts 💚psychological meanings and environmental
situations
3. PROGRESSIVSM
9. SOCIAL FOUNDATION OF CURRICULUM
💚Subjects are interdisciplinary,integrative and
interactive 💚Society as ever dynamic,is a source of very fast
changes which are difficult to cope with
💚Curriculum is focused on students
interest,human problems and affairs 10. PHILOSOPHICAL AND PSYCHOLOGICAL

💚School reforms ,relevant and contextualized FOUNDATION OF CURRICULUM

curriculum,humanistic education
💚Helps in answering what school are for ,what
4. RECONSTRUCTIONISM subject are important, how students should
learn,and what materials and methods should be
💚Teacher act as agents of change and reform in used
various educational projects including research
11. HISTORICAL FOUNDATIONS OF CURRICULUM
💚Equality of educational opportunities in
education,access to global education 💚Shows different changes in the
purposes ,principles and content of the curriculum
5. CURRICULUM
12. GOOD CURRICULUM
a. It is based on students needs and interest
💚Complements and cooperates with other
b. It is always related to instruction programs of the community

c. Subject matter is organized in terms of 💚Provides for the logical sequence of subject
matter
knowledge ,skills and values
💚Continuosly involving
d.the process emphazise problem solving
💚Complex of detail
e. Curriculum aims to educate generalist and
13. WRITTEN CURRICULUM
not specialist
💚Teacher Charisse implements or delivers her
6. BEHAVIORIST PSYCHOLOGY lessons in the classroom based on a curriculum
that appear in school,district or division
💚Learning should be organized so that students
documents
can experience success in the process of
mastering the subject matter 14. RECOMMENDED CURRICULUM
7. COGNITIVE PSYCOLOGY 💚Proposed by schoolars and professional
organization
💚Learning constitutes a logical method for
organizing and interpreting learning 15. HIDDEN CURRICULUM
8. HUMANISTIC PSYCHOLOGY
💚Unintended curriculum which is not 💚Frequently and commonly used in daily life
deliberately planned but may modify behavior or
influence learning outcomes 💚Suited to the maturity levels and abilities of
students
16. TAUGHT CURRICULUM
💚Valuable in meeting the needs and the
💚Teachers implement or deliver in the competences of a future career
classrooms or schools
26. LEARNING EXPERIENCES
17. OBJECTIVES
💚Elements or components of the curriculum
💚Implement or component of the curriculum includes instructional strategies and methods that
provides the bases for the selection of content put in action the goals and use the contents in
and learning experience which also set the criteria order to produce the outcome
against which learning outcomes will be evaluated
27. AIMS,GOAL and OBJECTIVES
18. LEARNING EXPERIENCE
💚They provide the bases for the selection of
💚What instructional strategies resources and learning content and learning experiences
activities will be employed
💚They also set the criteria against which learning
19. CONTENT outcomes will be evaluated

💚What subject matter is to be included 28. SUBJECT MATTER/CONTENT

20. EVALUATION APPROACHES 💚It is the compendium of

facts ,concepts,generalization,principles and
💚What methods and instruments will be used to theories.
asses the results of curriculum
💚It is individuals personal and social world and
21. INTEREST how he or she defines reality
💚A learner will value the content or subject 29. EVALUATION APPROACHES
matter if it is meaningful to him/her
💚Refer to the formal determination of the
22. SIGNIFICANCE quality,effectiveness or value of the
program,process and product of the curriculum
💚When content or subject matter will contribute
the basic ideas,concepts,principles and 30. INPUT
generalization to achieve the overall aim of the
curriculum then it is significant 💚In the CIPP Model by Stufflebeam the
goals,instructional strategies ,the learners ,the
23. LEARNABILITY teachers the content and all materials needed in
the curriculum
💚Subject matter is the curriculum should be
within the range of the experience of the learners 31. CONTEXT
24. UTILITY 💚Referes to the environment of the curriculum
or the real situation where the curriculum is
💚Usefulness of the content or subject matter
operating
may be relative to the learner who is going to use
it. 32. PROCESS
25. LEARNING CONTENT OF A CURRICULUM
💚Refers to the ways and means of how the
curriculum has been implemented
33. PRODUCT
💚Indicates
APPLICATIONS OF DIFFERENT PHILOSOPHIES IN
EDUCATION
NATURALISM
o Naturalism stands for a democratic and
universal way-everyone must be educated in the
same manner
o Education is in accordance to human
development and growth
o Emphasis is given more on the physical
development-informal exercise-and hygiene of
the person rather of the 3 R’s
o 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
o Consequently, one’s conduct is governed by
impulse, instincts and experience.
o It puts the child at the center of educational
process and prepares him to experience life as it
is.
IDEALISM
o Ideas are the only true reality, the ultimate
truths for matter is nothing but just a mere
representation of ideas.
o Emphasis is given on knowledge obtained by
speculation and reasoning for its central tenet is
that ideas are the only things worth knowing for
o 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
o 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
o Emphasis is given on subjects—philosophy,
literature, religion and history—that will develop
and enhance the mind of the child
o Methods used in teaching include lecture,
discussion and Socratic dialogue
o Character development is through emulation of
examples and heroes
REALISM
o 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
o Methods used in teaching include recitation,
experimentation and demonstration
o Character development is through training in
the rules of conduct
EXISTENTIALISM
o Subject matter is personal choice
o Learning is based on the willingness of the
student to choose and give meaning to the subject
o Emphasis is given on the students rather than
on the curriculum content
o Students should not be treated as objects to be
measured and standardized
o Methods are geared on giving opportunities for
the students for self-actualization and self-
direction
o Character development is through the
responsibility of every individual in making a
decision
ESSENTIALISM
o Schooling is practical for this will prepare
students to become competent and valuable
members of the society
o Focuses on the basics-reading, writing, speaking
and the ability to compute (arithmetic)
o Subjects that are given emphasis include
geography, grammar, reading, history,
mathematics, art and hygiene
o Stresses the values of hard work, perseverance,
discipline and respect to authorities
o Students should be taught to think logically and
systematically-grasping not just the parts but the
whole
o Methods of teaching center on giving regular
assignments, drills, recitation, frequent testing
and evaluation
PRAGMATISM
o Involves students to work in groups
o Methods of teaching include experimentation,
project making and problem solving.
o Stresses on the application of what have learned
rather that the transfer of the organized body of
knowledge
PERENNIALISM
o Some of the ideas in the past are still being
taught because they are significant
o Curriculum should contain cognitive subjects
that cultivate rationality, morality, aesthetics and
religious principles. This includes history,
language, mathematics, logic, literature,
humanities and science.
o Curriculum must be based on recurrent themes
of human life for it views education as a recurring
process based on eternal truths
o The teacher must have the mastery of the
subject matter and authority in exercising it.
o Aims for the education of the rational person—
to develop man’s power of thought—the central
aim of this philosophy
PROGRESSIVISM
o Focuses on the child as a whole rather than of
the content or the teacher
o Curriculum content comes from the questions
and interests of the students
o Emphasis is given on the validation of ideas by
the students through active experimentation
o Methods of teaching include discussions,
interaction (teacher with students) and group
dynamics
o 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
CONSTRUCTIVISM
o 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.
o Learning is the process of adjusting one’s mental
modes to accommodate new experience.
RECONSTRUCTIVISM
o Schools should originate policies and progress
that will bring social reforms and orders
o Teachers should be an instrument to encourage
and lead students in the program or social
reforms
o Curriculum emphasizes on social reforms as the
aim of education. It focuses on student experience
and taking social actions on real problems
o 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
o The classroom will serve as a laboratory in
experimenting school practices “bringing the
world into the classroom”
BEHAVIORISM
o Asserts that human beings are shaped entirely
by their external environment
o The only reality is the physical world
NATIONALISM
o The most important development was the
creation of common language
o Stresses on the teaching of the principles of
democracy, and duties of citizenship
REPUBLIC ACT No. 1425
-The inclusion of a course on the life, works and
writings- especially the Noli Me Tangere and El
Filibusterismo of Dr. Jose Rizal in the curricula of
all public and private schools.
REPUBLIC ACT No. 4670
-The Magna Carta for Public School Teachers.
REPUBLIC ACT 1079

o Stimulates the development of the state which -Commonwealth Act No.117

includes the control and support of public school
system
o Curriculum includes the teaching of grammar,
geography and history
-Civil Service Eligibility shall be permanent and
shall be valid throughout a person’s lifetime.
REPUBLIC ACT No. 6728

o Method of teaching gives emphasis on the -The Act Providing Government Assistance to
content regarding on nature studies, physical Students and Teachers in Private Education.
exercises and play activities (Scholarship Programs)

HUMANISM REPUBLIC ACT No. 7722

o Education is a process and should not be taken -Creating the Commission on Higher Education
abruptly. The unfolding of human character (CHED) composed of a chairperson and four (4)
proceeds with unfolding of nature commissioners.

o The learner should be in control of his destiny REPUBLIC ACT No. 7743

o Concern is more on methods which include -the establishment of public libraries and reading
theme writing rather than oral discussions, drills centers in every barangay and municipality of the
and exercises, playing country.

o Asserts the importance of playing in the REPUBLIC ACT No. 7784

curriculum
-The Centers of Excellence Law
o Emphasizes motivations and the use of praise
REPUBLIC ACT No. 7796
and rewards
-The TESDA Law
o Curriculum includes subjects concerning literary
appreciation, physical education, social training in REPUBLIC ACT No. 7836
manners and development
-Philippine Teachers Professionalization Act of
REPUBLIC ACTS FOR TEACHERS 1994
REPUBLIC ACT No. 137 REPUBLIC ACT No. 7877
-Board of Textbooks. It provided for all public -Anti Sexual harassment Act of 1995
schools to use only those books approved by the
board for a period of six years from the date of EXECUTIVE ORDER No. 27
their adoption.
-the inclusion of subject courses on human rights -The implementation of BILINGUAL EDUACATION
in the school curricula, textbooks, and other Program which mandates the use of English and
reading materials Filipino as separate media of instruction.

EXECUTIVE ORDER No. 189 MEC ORDER No. 22, s.1978

-All public Secondary School teachers under the -ALL institutions shall offer in all their curricular
administrative supervision and control of DECS. programs at least six (6) units of Filipino, starting
the FIRST SEM Of school year 1979- 1980.
-Issued by former President Corazon Aquino.
DECS ORDER No. 30, s. 1993
PRESIDENTIAL DECREE No. 6-A
-this order issued on May 20, 1993, providing for a
-known as the Educational Development Decree National Elementary Achievement Test (NEAT) for
of 1972, and was implemented by the late former ALL grade six pupils in Public and Private schools
President Ferdinand Marcos.
DECS ORDER No. 38, s. 1994
PRESIDENTIAL DECREE No. 146
-provided for a National Secondary Assessment
-this decree requiring ALL senior high school Test (NSAT) to be administered to ALL graduating
students to pass the National College Entrance public and private high school.
Examination (NCEE) as pre-requisite for admission
to any post- secondary academic or professional REPUBLIC ACT No. 1265
degree program.
-the Law on the Observance of Flag Ceremony
PRESIDENTIAL DECREE No.451
EXECUTIVE ORDER No. 200, sec.3
-this law repealed R.A No. 6139 and authorized
the Sec. of Education and Culture to regulate the -the Law prohibits fund raising in school
imposition of tuition fee and other school fees in
1987 CONSTITUTIONS ARTICLE XIV, sec. 3:2
all private educational institutions.
-the Law teaches and imposes discipline
PRESIDENTIAL DECREE No. 688
BATAS PAMBANSA BLG. 232, sec. 13:2 / 1987
-This law gave the Civil Service Commission the
CONSTITUTION, ARTICLE XIV, sec 5:2,/ 1973
power and authority to give the appropriate
CONSTITUTION, ARTICLE XV, sec. 8:2
examination for all public school teachers.
-the Law recognizes Academic Freedom
PRESIDENTIAL DECREE No. 1139
1992 MANUAL OF REGULATION FOR PRIVATE
-this decree issued on May 13, 1977, created the
SCHOOL, sec 48-49
position of the undersecretary for NON-FORMAL
Education who shall make an overall assessment -the Law requires to have a fixed calendar
of the existing non formal education programs
and shall take charge of all non-formal education 1992 MANUAL OF REGULATION FOR PRIVATE
programs of DECS. SCHOOL, sec. 44-47

DEPARTMENT ORDER No. 1, s.1973 -the Law on Education specifies faculty

qualification
-this DECS order reiterates the policy on the use of
locally published textbooks of Filipino authorship R.A No. 1054 AS AMMENDED BY P.D.’s Nos. 442,
in all levels of education, both public and private. 570-A, 622, AND 643

DEPARTMENT ORDER No. 25, s.1974

-the Law requires Education to provide Medical
and Dental Services
CIVIL CODE, ARTICLE 349
-the Law considers teachers, professors, and
administrators to be in LOCO PARENTIS to their
pupils and students
1987 CONSTITUTIONS ARTICLE XIV, sec. 5:4
-the Law requires Education to provide
professional advancement teachers.
LAWS ALLOWING PUBLICATIONS IN THE SCHOOL
CAMPUS
-the Revised Penal Code of the Philippines
prohibits the publication of the following:
1. ARTICLE 138 – inciting the people to rebellion
2. ARTICLE 142 – Seditious Libel
3. ARTICLE 154 – unlawful utterances
4. ARTICLE 201 – Immoral Doctrine, obscene
publication and exhibition
5. ARTICLE 356 – threatening to publish and
offering the prevent publication of an article for a
certain fee.
6. ARTICLE 357 – acts in the official proceedings
that are prohibited to be published
7. ARTICLE 362 – Libellous remarks
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
● IDEALISM 👉 Plato (own ideas) nothing exist
except in the mind of a man/ what we want the
world to be
● REALISM 👉 Aristotle;Herbart; Comenius;
Pestalozzi; Montessori; Hobbes; Bacon; Locke
▶ (experience) fully mastery of knowledge
● BEHAVIORISM 👉 always guided by
standards/by procedure; purpose is to modify the
behavior
● EXISTENTIALISM 👉 Kierkegaard; Sartre; "Man
shapes his being as he lives"
▶Focuses on self/individual
● PRAGMATISM/EXPERIMENTALISM 👉William
James; John Dewey - learn from experiences
through interaction to the environment
▶Emphasizes the needs and interests of the
children
● PERENNIALISM 👉 Robert Hutchins
▶focuses on unchanging/universal truths
● ESSENTIALISM 👉 William Bagley - teaching the
basic/essential knowledge
▶ Focuses on basic skills and knowledge
● PROGRESSIVISM 👉 Dewey/Pestalozzi (process
of development)
▶focuses on the whole child and the cultivation of
individuality
● CONSTRUCTIVISM👉Jean Piaget
▶Focused on how humans make meaning in
relation to the interaction b/w their experiences
and their ideas. Nature of knowledge w/c
represents an epistemological stance.
● SOCIAL RECONSTRUCTIONISM 👉 George
Counts - recognized that education was the means
of preparing people for creating his new social
order
▶highlights social reform as the aim of education
➡ ACCULTURATION - learning other culture; the
passing of customs, beliefs and tradition through
interaction and reading.
➡ ENCULTURATION - the passing of group's
custom, beliefs and traditions from one
generation to the next generation
➡ Convergent questions - are those that typically
have one correct answer.
➡ Divergent questions - also called open-ended
questions are used to encourage many answers
and generate greater participation of students.
Higher order thinking skills; to think more
creatively.
➡ 90 days - enrolled bills becomes a law
➡ 30 days - "lapse"
Philippine History
📌The Philippine National Hero:
Dr. Jose Rizal
📌The Great Plebian: Andres Bonifacio
📌The Father of the Katipunan: Andres Bonifacio
📌Hero of the Tirad Pass Battle: Gregorio Del Pilar
📌President of the First Philippine Republic:
General Emilio Aguinaldo
📌Brains of the Philippine Revolution: Apolinario
Mabini
📌Martyred Priests in 1872: GOMBURZA
📌Brain of the Katipunan: Emilio Jacinto
📌Co-founder of La Independencia: General
Antonio Luna
📌Mother of Balintawak: Melchora Aquino
Tandang Sora: Melchora Aquino
📌Greatest Filipino Orator of the Propaganda
Movement: Graciano Lopez- Jaena
📌First Filipino Cannon-maker: Pandar Pira
📌Managing Editor of La Solidaridad: Mariano
Ponce
📌Lakambini of Katipunan: Gregoria de Jesus
📌Poet of the Revolution: Fernando Ma. Guerrero
📌Outstanding Diplomat of the First Philippine
Republic: Felipe Agoncillo
📌First University of the Philippines President:
Rafael Palma
📌Greatest Filipino Painter: Juan Luna
📌Greatest Journalist of the Propaganda
Movement: Marcelo H. del Pilar
📌First Filipino Poetess: Leona Florentino
📌Peace of the Revolution: Pedro Paterno
📌Founder of Philippine Socialism: Isabelo Delos
Reyes
📌Viborra: Artemio Ricarte
📌Author of the Spanish lyrics of the Philippine
National Anthem: Jose Palma
📌Chief of Tondo: Lakandola
📌The Last Rajah of Manila: Rajah Soliman
📌Fiancée of Jose Rizal: Leonor Rivera
📌Maker of the First Filipino Flag: Marcela
Agoncillo
📌Co-founder of Katipunan: Galicano Apacible
📌Leader of the Ilocano Revolt: Diego Silang
📌First Filipino Hero: Lapu-lapu
📌Leader of the Longest Revolt in Bohol: Francisco
Dagohoy
📌The Man of Many Talents: Epifanio Delos
Santos
📌Prince of Tagalog Poets: Francisco Baltazar
📌Visayan Joan of Arc: Teresa Magbanua
📌Mother of Biak-na-Bato: Trinidad Tecson
📌Wife of Artemio Ricarte: Agueda Esteban
📌Leader of the Tarlac Revolt: Gen. Francisco
Makabulos
📌Composer of the Philippine National Anthem:
Julian Felipe
📌Spaniards born in the Philippines: Insulares
📌Leader of Magdalo: Baldomero Aguinaldo
📌Leader of Magdiwang: Mariano Alvarez 📌Painter of the Spolarium: Juan Luna

📌Founder of La Liga Filipina: Jose Rizal

PROFESSIONAL EDUCATION

CHILD AND ADOLESCENT

REVIEW NOTES

●Sigmund Freud’s Psychoanalytic Theory (Personality)

Psychosexual Development

📚Oral Stage (0-1 yrs. old) – Infant

📚Anal Stage (1-3 yrs. old) – Toddler

📚Phallic Stage (3-6 yrs old) preschoolers

📚Latency Stage (age 6 - puberty) school age

📚Genital Stage (adolescence /puberty onwards)

Personality Component

📘ID (pleasure principles) infancy

📘EGO (reality principles) preschooler

📘SUPEREGO (morality principles) near end of preschool

3 Levels of Mind

📗CONCIOUS - all that we are aware of that are stored in our conscious mind.

📗UNCONCIOUS - all that we go through (feelings, beliefs, impulses deep within)

📗SUBCONCIOUS (a.k.a. Pre-Conscious) – the part of us that’s hidden unless we search for it

● Piaget’s Cognitive Development Theory

3 Basic Cognitive Concept

1. Schema – Building blocks of knowledge

2. Adaptation Processes (3)

📕Assimilation – using an existing schema to deal with a new object or situation.

📕Accommodation – happens when an existing schema does not work and needs to be changed to deal
with a new object or situation
📕Equilibration – occurs when a child’s schemas can deal with most new information through
assimilation. But when our experiences do not match our schemata, we experience cognitive
disequilibrium

3. Stages of Cognitive Development

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.