ELl18
Methods of Development
Cause and Effect
◦ A cause is a catalyst, a motive, or an action that brings
about a reaction. A cause instigates an effect.
◦ An effect is a condition, occurrence, or result generated
by one or more causes. Effects are outcomes
◦ Cause and effect is a logical system that organizes
evidence to show how something happened
◦ Signal words often used for cause and effect are:a. For
this reason b. Consequently c. On that account
◦ purpose of the cause and effect is to determine how
various phenomena relate in terms of origins and results.
Sometimes the connection between the connection
between cause and effect is clear, but often determining
the exact relationship between the two is very difficult.
CHRONOLOGICAL
◦ If you were writing about the history of an organization,
your account might naturally go from the beginning to
the present
◦ an arrangement of events based on time they occurred
From first to last. This is the easiest pattern to write and
to follow.
◦ Commonly used in expository writing, which is a form
of writing that narrates,describe, informs, or explains a
process.Chronological order is typically used in
narration.
◦ To explain the history of an event or a topic To tell a
story or relate an experience To explain how to do or
make something To explain the steps in a process
◦ also used in (Biographies,autobiographies).
◦ a teaching technique that focuses on presenting
language topics in order in which they would naturally
occur in a language learning progression.
COMPARISON
◦ comparison points out the similarities and differences
between the element so f your subject.
◦ WHOLE - BY - WHOLE METHOD examined all the
characterized items
◦ Part by Part compares one by one
DEFINITION
◦ A definition is an explanation of the meaning of a
word, phrase, or a symbol
A definition consists of 2 parts:
◦ Definiendum: the word which is defined
◦ Definiens: words which are used to define
a definiendum
TYPES OF DEFINITION
◦ Formal Definition,
◦ provides more information needed to help
increase comprehension
◦ Is divided into three parts; term (the word to be
defined), the class (the part of speech or the category
where it belongs), and the differentia (the differentiating
factors or characteristics)
◦ Informal Definition
◦  also known as PARENTHETICAL DEFINITION
◦  is used with words that can be easily defined with the
same sentence as the word being defined
◦ Extended Definition
◦  is a one or more paragraphs that attempt to explain
a complex term
◦ An explanation and/or an illustration of a word, thing,
or concept
◦ Definition by Analogy
◦ Another useful way to define a difficult concept,
especially when you are writing for non specialists, is to
use an analogy.
◦ An analogy can help the reader understand an
unfamiliar term by showing its similarities with a more
familiar term.
◦ Definition by Cause
◦ Some terms are best defined by an explanation of
their causes. In the following example from a
professional journal, a nurse describes an apparatus used
to monitor blood pressure in severely ill patients
◦ Definition by Exploration of Origin
◦ Under certain circumstances, the meaning of a term can
be clarified and made easier to remember by an
exploration of its origin.
◦ Negative Definition
◦ In some cases, it is useful to point out what something is
not in order to clarify what it is. A negative definition is
effective only when the reader is familiar with the item
with which the defined item is contrasted. 
CLASSIFICATION & DIVISION
◦ Used to break down a large and complex topic
into smaller, more manageable parts. To focus
on specific aspects of the topics and provide
more detailed and focus information.
◦ This method can be used to identify similarities
and differences between different groups of items,
◦ Classification, Involves categorizing items based
on shared characteristics or attributes.
◦ Division, Separation of larger groups into smaller units
to become a specific concept
◦ it helps us to sort items or ideas into categories
according to commonalities and split into for parts for
the purpose of providing clarity and description.
SEQUENTIAL
◦ Step by step, method of developmen tis especially
effective for explaining a process or describing a
mechanism in operation.
SPATIAL
◦ describes an object or a process according to the
physical arrangement of its features. Depending on
the subject, you describe its features from bottom to top,
side to side, east to west, outside to inside, and so on.
EL117
AUTHORS
CLASSICAL
◦ HOMER
∙ the blind poet of Greece.
∙ a poetic pioneer who stood at a pivotal point in the
evolution of Greek society from pre-literate to
literate, from the centuries-old bardic tradition of
oral verse to the new technique of alphabetic
writing.
∙ author of the Iliad and the Odyssey,
CLASSICALGREEK PERIOD
◦ Euripides
∙ the Ancient Greek tragedians. Hewas tragedian of
Classical Athens andalso was a Greek dramatist.
◦ Plato
∙ Ancient Greek philosopher during the classical
period, he presented in the form of a dialogue
between Socrates. He founded the academy of
Athens, also he wrote dialogues that considered the
nature of particular virtues.
◦ Aristotle
 ∙ his most important treatises include Physics,
metaphysics, nicomachean ethics,politics and
poetics.
CLASSICAL ROMAN PERIOD
Roman Playwrights
◦ Julius Caesar was not only a renowned military
commander, but he could write too. He was known
for giving excellent speeches and books. 
◦ Caesar Augustus he was a master in using art
for propaganda purposes, Ara Pacis or Altar of Piece.
◦ Plautus, a writer who focuses on writing rambunctious
comedies about the middle class and their slaves.
◦ Terrence, someone who is similar to Plautus but focuses
on using deeper ironies and less rowdy comedies.
Roman Writers
◦ Ovid , Latin Publius Ovidius Naso, is a Roman poet. A
member of Rome’s knightly class, Ovid dutifully started
an official career but soon abandoned it for poetry. 
◦ Horace, or Quintus Horatius Flaccus is a Latin lyric poet
and satirist. The son of a former slave, he was educated
in Rome. He fought in Brutus’s army in the upheaval
after Julius Caesar’s murder but gained
the favor of Octavian (later Augustus) and achieved
virtually the status of poet laureate. 
◦ Virgil was regarded by the Romans as their greatest
poet, an estimation that subsequent generations have
upheld. His fame rests chiefly upon the Aeneid, which
tells the story of Rome’s legendary founder and
proclaims the Roman mission to civilize the world
under divine guidance. 
Roman Philosopher
◦ Marcus Aurelius was a Stoic philosopher and Roman
emperor,known for his meditations on Stoic
philosophy. 
◦ Seneca was a Stoic philosopher, statesman, and
playwright, known for his philosophical letters and
essays. 
◦ Cicero was a statesman, lawyer, and
philosopher, known for his contributions to political
theory and his defense of the Stoic and Peripatetic
philosophies.
◦
◦ The three greatest ancient writers on rhetoric were
Aristotle, Cicero and Quintilian.
PATRISTIC PERIOD
◦ St. Augustine, also called Saint Augustine of
Hippo, original Latin name Aurelius Augustinus, one
of the Latin Fathers of the Church and perhaps the most
significant Christian thinker after St. Paul. 
◦ Tertullian, Latin in
full Quintus Septimus Florens Tertullianus, Developing
an original Latin style, the fiery and tempestuous
Tertullian became a lively and pungent propagandist, 
◦ St. Cyprian, Latin in full Thascius Caecilius Cyprianus,
early Christian theologian and bishop of Carthage who
led the Christians of North Africa
◦ St. Ambrose, Latin Ambrosius,
bishop of Milan, biblical critic, doctor of the church,
and initiator of ideas that provided a
model for medieval conceptions of church–
state relations.
◦ St. Jerome, Latin in full Eusebius Hieronymus,
pseudonym Sophronius, His numerous biblical,
ascetical, monastic, and theological works

MEDIEVAL PERIOD
El119
Feature Story :   Soft News
Straight News:    Hard News
    Concerned with timely or important events
Feature Story :   Soft News
    Concerned with human interest
◦ Immediacy of event is secondary -  human interest,
mood, atmosphere, emotion, irony, or humor are more
valuable.  and decisions during the meeting  in the first paragraph.
◦ Good feature aims to give pleasure and entertainment in
addition to information.
◦ Straight news appeals to the physical; feature story
appeals to the soul or the emotion.  6. Be definite and specific.
10 Tips on Feature Writing
  1. Choose carefully the topic you wish to write.
  2. Be sure that your feature story is credible.  It must deal
with facts and reality.
  3. Enliven your feature with anecdotes or dialogs.
   4. In a personal experience write-up, use the first person or
second person point of view.  contain the important elements.
5.  Use  “quotations” of famous persons. They  10. Do not editorialize. Write only facts and/or quote the
add credibility and elegance to your writing.
  6.  Use imagery or figures of speech that  readers
will understand.
  7.   Use sophisticated language may be allowed, but only
when it can communicate properly.
8.  Keep you paragraphs short and snappy.
 9.  Include human interest aspects in your  informative or
news features.
 10.  The opening and closing paragraphs in a feature story
are important parts  so put a linkage between the two and
dramatize  it.
A good feature writer should :
 1.  Be inquisitive and eager to learn
 2.  Be sympathetic toward other people’s  feelings
 3.  Have an eye for human interest angle
 4.  Capable of seeing beneath the surface  of ordinary events
 5.  Have a wide vocabulary
 6.  Have some literary inclinations
Types of Features
 1. Personality Profile or Personality Sketch an essay about a
person’s character and traits; done through research and
actual interview with the person
  2. Human Interest Stories a human-interest story showing
the subject’s oddity, or its practical, emotional, or
entertainment value
3. Trend Stories: Examine people, things, or organizations
that are having impact on society. (on latest fads)
 4. In-depth Stories:  Stories written from extensive
research and interviews.
 5. Backgrounders: Analysis piece that adds meaning to
current issues in the news. These articles explain why a
tragedy happens, who are to be blamed and what are
the repercussions or the after effects.
6. Newsfeature: story based on a recent event but written in a
more relaxed  style, using literary devices.
7. Humorous Feature: entertaining with wit and humor
8. Personal Experience: an unusual experience written in the
first person
 9. How-to-feature article: explain a process or
method accompanied with illustration or  photos
10. Analytical Essay:  essays written in various journalistic
styles – witty, funny, account of anything– from mundane to
serious
STYLEBOOK
Consistency
Well-edited campus newspaper should have a style-
book containing the rules that staff members must observe.
Basic Instructions
 1.Ensure accuracy of all stories. Verify your facts before
reporting.
 2.  Verify the spelling of all names.
 3.  Verify all dates and numbers.
4. Gather all facts of a story. Omission of one important fact
will ruin a good story. Do not hesitate to return to the source
of  information for additional facts.
5. In reporting about a meeting, concentrate on  the actions
Information about the meeting as to when and where it was
held or the group that held the meeting can be placed at the
details or particulars portion of the story.
7. Use the active voice instead of the passive voice, except
when the person or thing acted upon is  more important than
the agent of action.
8. Do not open the story with a listing of names.
9. Avoid beginning sentences with :”It is (was)”, “There was
(were)”, “There”. The first sentence of a news story must
 
opinion of other.
11. Write short paragraphs. Long paragraphs make a page
dull and uninteresting.
 12. Write stories neatly. Rewrite the story  rather than
submit one with numerous corrections.
Basic Instructions: Use of Titles
 1. Use “Miss” with name of unmarried woman  unless
another title is more appropriate. In the first reference, use
the woman’s first  and last name. Subsequently, use the last
name.
      Example:  Ms. Josie Lim; Ms. Lim
 2.  Some newspapers do use Ms in reference to  mature
woman, whether married or single. This is safe especially if
you are not sure of the marital status of the woman referred
to.
3. In first reference to mature men, use “Mr.” with the first
name and last name, unless another title is more appropriate.
In further reference, use the appropriate title and the  last
name.
4. Avoid using long and cumbersome titles 
    before a name. Do not write Chief of Police Luis  T. 
Santos. Instead write, Luis Santos, chief of police.
5. Always capitalize a title when it precedes a
name: Superintendent Martinez.  
Do not capitalize titles that follow the name: 
L.M. Martinez, superintendent of schools.
6. Upon the first mention of a person in a story, unless that
person’s position in the community is well known, it is best
to follow the name with a short description or title to identify
him/her.
    Example:  Maria Lourdes Lopez, director of Logistical
Services
7. Avoid using a single initial. Use both initials orthe first
name. Write:  A.B. Reyes or Amelia Reyes. 
Do not write:  A. Reyes. 
8. Titles are abbreviated when used before a person’s full
name or before his/her first 
The Teacher and the Community, School Culture and
Organizational Leadership
Quick Test
◦ The learner is an active not a passive agent of his/her
own learning.
∙ Answer: John Locke (empiricist)
◦ Past ideas, discoveries, and inventions, our cultural
heritage, will be used as the material for dealing with
problems and so will be tested.
∙ Answer: John Dewey (experience)
◦ Problem-solving is the dominant method for instruction.
∙ Answer: George Counts (Building a new social
order)
◦ Social reconstructionist critically examine present
culture and resolve inconsistencies, controversies and
conflicts to build a new society not just change society.
∙ Answer: Theodore Brameld (Social
Reconstructionist)
◦ Employ critical pedagogy and dialogue in contrast to the
banking system of education.
∙ Answer: Paulo Freire
Basic Concepts
◦ Society
∙ a community, nation, or broad grouping of people
having common traditions,
◦ Community
∙ a group of people with a common characteristic or
interest living together within a larger society
◦ School
∙ Is a social institution, an established organization
having an identifiable structure and set of functions
meant to preserve and extend social order.
◦ Social Interaction
∙ a central concept to understanding the nature of
social life. It is when two or more people take one
another into account in building up their action
◦ School Culture
∙ It is used to encompass all the attitudes, expected
behaviors and values that impact how the school
operates.
◦ Teachers
∙ Licensed professional who possesses dignity and
reputation with high moral values
◦ Philippine Constitutions and the Code of Ethics for
Professional Teachers
∙ It is reflected in the Article XIV of the 1987
Constitution of the Philippines stipulates provisions
pertaining to the roles and duties of education.
◦ PHILOSOPHICAL PERSPECTIVE
◦ Classical Philosophies
∙ Which philosophy has the educational objective to
indoctrinate Filipinos to accept the teachings of the
Catholic Church which is foster faith in God?
◦ -Idealism
∙ Socrates, Plato
∙ Believes in two forms of the world:
spiritual and material
∙ Prime aim of life : to achieve spiritual
values of truth, beauty, goodness
∙ life, dreams that he wants to achieve)
school have to help this learner attain this
“ideal self”.
The philosophical belief that reality is precisely what
as it appears to be and adheres to the belief that “seeing is
believing’.
◦ Realism
∙ Aristotle, St. Thomas
∙ Actualities of life- what is real
∙ Ultimate reality is the world of Physical
∙ Objects: the world is materials
∙ Reality is independent of the human
mind
∙ Most effective way to find about reality-
study it though organized, separate and
systematically arranged matter..
As a member of the curriculum committee, your
chief concern is to give the child freedom to choose what to
learn and believe, as you allow them to set their own
identities and standards. What philosophy will you consider?
◦ Existentialism
∙ Jean Paul Sartre and Soren Keigeraad
“existence precedes essence”.
∙ Philosophy of Subjectivity
∙ People are free to choose what to make
their own lives and their individual
passions are what drive them
∙ to help students understand and
appreciate themselves.
∙ creating an environment in which they
freely choose their own preferred way.
∙ Learner-centered
◦ -Pragmatism
∙
◦ Modern Philosophies
Teacher Raymond often discusses about classics in her class.
Teacher Raymond is a _________.
◦ -Perennialism
∙ Robert Hutchins, Mortimer Adler
∙ Ageless, eternal, unchanged
∙ Truth-universal-does not depend on circumstances
of time, place, and person (transcended truths and
values)
∙ Aristotle, if we neglect the students’ reasoning
skills, we deprive them of the ability to use their
higher faculties to control their passions and
appetites.
∙ Teacher-centered
Teacher Jose demonstrated the technique on how to group
students according to their needs and interests and how to use
self-paced- instructional materials. Which philosophy is
manifested in this activity?
◦ -Progressivism
∙ John Dewey “Learning by Doing”
∙ teach learners so they may live life fully NOW not
to prepare them for adult life.
∙ Change is the only thing that does not change .
Erik is an advocate of the principle “ making the most of
your life”. She is indeed an advocate of what kind of
philosophy?
◦ Humanism
∙ Carl Rogers, Abraham Maslow
∙ emphasizes the study of the whole person and inner
feelings.
∙ Humanism is a movement organized to gain for a
man proper recognition in the universe
∙ Educational Programs should foster an admiration
and love for ancient cultures.
∙
◦ Post Modern Philosophies
BANKING METHOD IN EDUCATION
◦ traditional approach in teaching
◦ teacher-centered
◦ World is seen as static and unchangeable, and
students should fit as it is
ISOLATED FACTS
◦ facts are important
◦ mile wide inch deep kind of learning
 however, with this banking system in education,
there is too much teaching, not enough learning
PHILOSOPHERS
PAULO FREIRE
◦ Explored the banking system in his book, “
The Pedagogy of the Oppressed”
◦ Claimed that education and literacy are
essential for social change.
◦ Saw teaching and learning as a process of
inquiry and active process.
◦ Believed that teachers should not think they
are the fountains of knowledge
◦ Proposed the theory of critical pedagogy
which focuses on dialogue.
JOHN LOCKE: EMPIRICIST EDUCATOR
◦ Empiricism – knowledge of the world is based
on one’s experiences.
◦ Child was born as Tabula Rasa “Blank Slate”
◦ Negated “divine rights of the kings”
JOHN DEWEY: Learning Through experience
◦ Since a school is a social agency – its main
function is to shape human character and
behavior.
◦ Schools are for the people and by the people.
◦ Students learn best when they are the center of
the educative process:
◦ the ideal learner is, the one who does not only
learn by doing (conducting and experiment)
bult also connect accumulated wisdom of the
past to the present.
GEORGE COUNTS
◦ Schools and teachers should be agents of
change of social improvement.
◦ Reiterated that everyone should aim for
change
◦ quality education and equal learning
opportunities to all students
◦ best teaching method is problem solving
THEODORE BRAMELD
◦ Known as a reconstructionist
◦ Social reconstructionist – “
◦ emphasized the right for all citizens to free to
education.
◦ HISTORICAL FOUNDATION OF EDUCATION
∙ Education/ School
∙ Institution created by the society - to assure
survival, stability and convenience
∙ Socialization Process- process of learning the
roles, statuses and values necessary for
participation in social institutions.(Brinkerhoff,
1989
∙ Anticipatory Socialization-role learning that
prepares us for future roles
∙ School- important agent of socialization -tasked to
impart specific knowledge
Education in Primitive Time
∙ Aim: Life Skills:
∙ 1. Security and survival (tool and instrument
making)
∙ 2 Conformity (adherence to moral code of the
group).
∙ 3.Preservation and transmission of traditions
(language)
∙ Socialization is the process by which individuals
internalize the norms and values of society and so
social and cultural continuity are attained.
Primitive societies 7000 B.C. – 5000 B.C.
◦ To teach group survival skills; to cultivate group
cohesiveness
◦ Practical skills of hunting, fishing, food gathering,
stories, myths, songs, poems, dances
◦ Parents, tribal elders, and priests.
◦ Emphasis on the role of informal education in
transmission of skills and values
Greek 1600 B.C. – 300 B.C.
◦ To cultivate civic responsibility and identity with city-
state; Athenian: to develop well- rounded person
Spartan to develop soldiers and military leaders.
◦ Athenian: reading, writing, etc Spartan: drill, military
songs and tactics
◦ Athens: private teachers and schools; Sophists:
Philosophers Sparta: military teachers, drill sergeants
◦ Athens: the concept of the well-rounded, liberally
educated person Sparta: the concept of the military state
Roman 750 B.C. – A.D. 450
◦ To develop sense of civic responsibility for republic and
then empire; to develop administrative and military
skills
◦ Reading, writing, arithmetic, Laws of Twelve Tables,
law, philosophy
◦ Emphasis on ability to use education for practical
administrative skills; relating education to civic
responsibility
Arabic A.D. 700 –A.D. 1350
◦ To cultivate religious commitment to Islamic beliefs; to
develop expertise in mathematics, medicine, and science
◦ Arabic numerals and computations; re-entry of classical
materials on science and medicine
Medieval A.D. 500 – A.D. 1400
◦ To develop religious commitment,knowledge, and
ritual; to reestablish social order; to prepare persons for
appropriate roles
◦ Parish. Chantry, and cathedrals schools; universities;
apprenticeship; knighthood
◦ Establishing the structure, content, and organization of
the university as a major institution of higher education;
the institutionalization and preservation of knowledge
Pre-colonial period
◦ no established formal schooling
◦ no formal preparation for teachers too.
◦ Parents or tribal leaders-served as teachers (Babaylan or
Katalonan)
Spanish period
◦ Formal and organized but authoritarian
◦ Highly religion-centered (songs, doctrine, confession,
communion)
◦ Teachers- Spanish missionaries
◦ Free public school system-established
◦ The Educational Decree of 1863
- gave Filipinos a complete system of education
from elementary to the collegiate level.
- establishment of the elementary schools in all
municipalities in the country. Although
◦ religion was the core of the curriculum
American Regime(1898-1946)
◦ promoted democratic ideals and the democratic way of
life.
◦ The schools maintained by the Spaniards for more than
three centuries were closed but were reopened on
August 29, 1898 by the Secretary of the Interior.
◦ free and compulsory elementary education was
established by the Malolos Constitution (Political
Constitution of 1899).
◦ May 1898, the first American school was established in
Corregidor, and shortly after the capture of Manila in
1899, seven schools were opened in the city.
◦ Training was done through the schools both public and
secular manned by Chaplains and Military Officers of
the US Army
◦ Thomasites arrived in the Philippines on August 23,
1901.
◦ University of the Philippines - first state school of
university status. (1908)
◦ The Department of Public Instruction set up a three-
level school:
◦ 7 year elementary curriculum (4- primary, 3
intermediate )
◦ 4-year junior college
◦ 4-year program.
The Commonwealth Period (1935-1942)
◦ Free education in public schools was provided all over
the country (1935 Constitution)
◦ Vocational education and some household activities like
sewing, cooking
◦ Education also emphasized nationalism
◦ Vocational education and some household activities
were also given importance.
◦ The Education Act of 1940 (C.A. 586) was approved
by the Philippine Assembly on August 7, 1940,
Reduction of the 7 year elementary course to 6 years.
Fixing the school entrance age at 7. National support for
elementary education
The Japanese Occupation
◦ aims of education during Japanese occupation:
◦ Make the people understand the position of the
Philippines as a member of the East Asia Co-Prosperity
Sphere
◦ Eradication of the idea of reliance upon Western States
particularly the US and Great Britain
◦ Fostering a new Filipino culture based on the
consciousness of the people as Orientals.
◦ Elevating the moral of the people giving up over-
emphasis on materialism
◦ Diffusion of elementary education and promotion of
vocation education
◦ Striving for the diffusion of the Japanese language in the
Philippines and the termination of the use of English in
schools
◦ •Developing in people the love of labor
Post-colonial Philippines
◦ Education aimed at the full of realization of the
democratic | ideals and way of life.
◦ The Civil Service Eligibility of teachers was made
permanent pursuant to R.A. 1079 in June 15, 1954.
◦ A daily flag ceremony was made compulsory in all
schools including the singing of the National
◦ Anthem pursuant to R.A. 1265 approved on June 11,
1955.
◦ Curricular offerings in all schools, the life, the works
and writings of Jose Rizal especially the Noli Me
Tangere and El Filibusterismo shall be included in all
levels.
◦ Elementary education was nationalized and
matriculation fees were abolished.
◦ Magna Carta for Teachers was passed into law by virtue
of R.A. 4670
◦ The fundamental aims of education in the 1973
Constitution are: - foster love of country
OTHER DEVELOPMENTS
◦ Creation of the Board for Professional Teachers
composed of 5 under PRC
◦ Replacement of PBET (Professional Board Examination
for Teachers) by LET (Licensure Examination for
Teachers)
◦ Transfer of authority of administering the LET from
CSC and DECS to the Board of Professional Teachers
under PRC
◦ Trifocalization of Education System
◦ TESDA now administers the post-secondary, middle-
level manpower training and development R.A. 7796-
Technical Education and Skills Development Act of
1994
◦ August 2001, Republic Act 9155, otherwise called the
Governance of Basic Education Act provides the overall
framework for (i) school head empowerment by
strenghtening their leadership roles and
◦ R.A. 10157, Jan 20, 2012- Kindergarten Act, an act
institutionalizing the Kindergarten educatio into the
basic education system
◦ RA 10533- K-12 Program
SOCIOLOGICAL PERSPECTIVE
◦ Sociology- the scientific study of human social
behavior
FUNCTIONALISM
(STRUCTURAL- FUNCTIONALISM THEORY)
HERBERT SPENCER
◦ a system of interconnected parts each with a unique
function.
◦ - The parts have to work together to attain stability and
balance.
◦ for stability and a state of equilibrium in society.
◦ change is necessary only when things are unstable.
PURPOSES
◦ 1. Intellectual purposes- acquisition of cognitive
skills,inquiry skills
◦ 2. Political purposes- educate future citizens; promote
patriotism; promote assimilation of immigrants;
◦ 3. Economic purposes- prepare students for later work
roles; select and train the labor force needed by society.
◦ 4. Social purposes- promote a sense of socia and moral
responsibility;
Consensus and Conflict Theory
◦ Consensus is a general or widespread agreement among
all members of a particular society. Shared norms and
values as fundamental to society
◦ Conflict is a clash between ideas. Emphasize the
dominance of some social groups
Conflict Theory
◦ There are always two opposing sides.
◦ any groups where inequality exists: racial, gender,
religious, political, economic.
◦ Functionalism is a powerful means of maintaining a
powerful structures and creating a docile work force of
capitalism. This is what the conflict theorist called as
HIDDEN CURRICULUM.
consensus theory is
◦ a sociological perspective or collection of theories, in
which social order and stability/social regulation form
base of emphasis.
◦ It is concerned with the maintenance or continuation of
social order of society
SYMBOLIC INTERACTIONIST THEORY
◦ American philosopher George Herbert Mead introduced
this perspective to American sociology in the 1920s.
◦ Analyzes society by addressing the subjective meanings
that people impose on objects
THREE TENETS
◦ An individual’s action depends on meaning.
∙ We act based on the meaning we give to symbols
◦ Different people may give different meanings to the
same thing
◦ Meanings change as individuals interact with one
another.
Education 4.0: Responding to the demands of Society
◦ Education 4.0 is a desired approach to learning that
aligns itself with the emerging fourth industrial
revolution.  
◦ a cultivating peer-to-peer learning atmosphere with ◦ GEARING UP FOR FUTURE (SENIOR HIGH
students being able to learn collaboratively and from SCHOOL)
each other ∙ Senior High School is two years of specialized
◦ ∙
9 Major Trends in Education 4.0 ◦
1. Learning can be anytime, anywhere THE STRENGTH AND WEAKNESSES OF FILIPINO
2. Learning is personalized to individual students The Strengths of the Filipino character
3. Students have a choice in determining how they want to ◦ 1. Pakikipagkapwa-tao;
4. Students will be exposed to more project-based learning ◦ 2. Family Orientation;
5. Students will be exposed to more hands-on learning ◦ 3. Joy and Humor;
through field experience including internships ◦ 4. Flexibility, Adaptability, and Creativity;
6. Students will be exposed to data interpretation in which ◦ 5. Hard Work and Industry;
they are required to apply their tech or ethical knowledge ◦ 6. Faith and Religiosity; and
7. Students will be assessed differently ◦ 7. Ability to Survive
8. Students’ opinions will be considered in designing and The Weaknesses of the Filipino character
updating the curriculum 1. Extreme Family Centeredness;
9. Students will become more independent in their own 2. Extreme Personalism;
learning 3. Lack of Discipline;
Top 10 Digital Skills Education 4.0 demands: 4. Passivity and lack of initiative;
1. COMPLEX PROBLEM SOLVING 5. Colonial mentality;
creative solutions to various problems. 6. Kanya-kanya syndrome, talangka mentality;
2. CRITICAL THINKING 7. Lack of self- analysis and self reflection;
a set of five skills: analytical, open-minded, 8. Emphasis on porma rather than substance
problem solving, organization, and communication
3. CREATIVITY
An idea is just an idea unless execution happens. ◦ SOCIO-CULTURAL ISSUE
4. PEOPLE MANAGEMENT
human resource management (HRM),, such as: Unit2
recruitment, management, and ongoing support Community can be defined as multidimensional within:
5. COORDINATING WITH OTHERS
refers to effective communication and team
collaboration.
6. EMOTIONAL INTELLIGENCE
Intelligence comes in many forms. No one is
intelligent in the same way.
7. JUDGMENT AND DECISION-MAKING
ability to condense a vast amount of data, 8.
8.SERVICE ORIENTATION
the cognitive process of reaching a decision that
will draw a solution.
9. NEGOTIATION
ability to negotiate is much appreciated in everyday
situations.
10. Cognitive Flexibility
brain’s ability to transition from thinking about one
concept in a satisfying way or another.

EDUCATIONAL REFORM; THE KTO12

CURRICULUM EXAMPLE
◦ Ten years since the Enhanced Basic Education Act
(EBEA, known as the K-12 law) was signed
◦ The EBEA also mandated kindergarten as the start of
compulsory formal education, while the Kindergarten
Act of 2012 made pre-school free.
Salient Features of the K-12 Program
◦ STRENGTHENING EARLY CHILDHOOD
EDUCATION (UNIVERSAL KINDERGARTEN)
∙ children who underwent Kindergarten have better
completion rates
◦ MAKING THE CURRICULUM RELEVANT TO
LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)
∙ makes the lesson relevant to learners and easy to
understand.
◦ BUILDING PROFECIENCY THROUGH
LANGUAGE (MTB-MLE)
∙ able to learn best through their first language,
◦ ENSURING INTEGRATED AND SEAMLESS
LEARNING (SPIRAL PROGRESSION)
∙ simplest concept to most complicated concept