sample let reviewer
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
✔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
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
HUMANISM -Education is a process and should not
be taken abruptly. The unfolding of human character
proceeds with unfolding of nature -The learner
should be in control of his destiny -Concern is more
on methods which include theme writing rather than
oral discussions, drills and exercises, playing -
Asserts the importance of playing in the curriculum -
Emphasizes motivations and the use of praise and
rewards -Curriculum includes subjects concerning
literary appreciation, physical education, social
training in manners and development.
PROGRESSIVISM -Focuses on the child as a whole
rather than of the content or the teacher -
Curriculum 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
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
1984-1986/ Ministry of Education, Culture and Sports/
Minister/ Education Act of 1982
1987-1994/ Department of Education, Culture and
Sports/ Secretary/ E.O. No. 117. January 30, 1987
2001/ Department of Education, Culture and Sports/
Secretary/ RA 7722 and RA 7796, 1994 Trifocalization
of Education Management
2001 – present/ Department of Education/ Secretary/
RA 9155, August 2001 (Governance of Basic Education
Act)