Prof Ed Concepts

PROFESSIONAL EDUCATION
REFRESHER COURSE
Technology Integration T
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Technology Integration S
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A Science teacher uses a PowerPoint presentation to show the
classification in kingdom Animalia. The teacher then teaches
them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to
classify animals. This shows technology integration which is
______.
A. Adoption-Constructive
B. Entry-Constructive
C. Infusion-Constructive
D. Transformation-Constructive
______.
______.
Tech allows for the creation of
new tasks, previously
inconceivable.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech allows for the creation of
new tasks, previously
inconceivable.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech acts as a direct tools substitute
with functional improvement.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech acts as a direct tools substitute
with functional improvement.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech allows for significant task
redesign.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech allows for significant task
redesign.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech acts as a direct tools
substitute with functional change.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
Tech acts as a direct tools
substitute with functional change.
a. Substitution
b, Redefinition
c. Augmentation
d. Modification
PD 1006 VS RA 7836
Title.
PD 1006 1st legal basis
Decree Professionalizing Teaching
RA 7836 1st legal basis after 1987 constitution

Philippine Teachers Professionalization Act of
1994
Definition of Teacher.
PD 1006
Teachers … persons engaged in teaching at the elementary and
secondary levels, whether on a full-time or part-time basis,
including guidance counselors, school librarians, industrial arts or
vocational teachers and all other persons performing supervisory
and/or administrative …
RA 7836
… refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including
industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions …
Teacher’s Examination
PD 1006
The examination shall consist of written tests, the scope of which
shall be determined by the Board …
RA 7836
The examination for teachers in the elementary level shall consist of
two (2) parts, namely: professional education and general education.
The examination for teachers in the secondary level shall consist of
three (3) parts, namely: professional education, general education,
and field of specialization.
Qualification Requirements for Examinees
PD 1006
(d) That he possesses the following minimum educational
qualifications:
1) For teachers in the kindergarten and elementary grades,
Bachelor's degree in Elementary Education (B.S.Ed.) or its
equivalent;
2) For teachers of the secondary schools, Bachelor's degree in
Education or its equivalent with a major and minor, or a Bachelor's
degree in Arts or Sciences with at least eighteen units in
professional education; and
3) For teachers of secondary vocational and two-year technical
courses, Bachelor's degree in the field of specialization with at
least eighteen units in professional education.
Qualification Requirements for Examinees
RA 7836
(1) For teachers in preschool, a bachelor's degree in early childhood
education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in
elementary education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in
education or its equivalent with a major and minor, or a
bachelor's degree in arts and sciences with at least ten (10) units
in professional education;
(4) For teachers of vocational and two-year technical courses, a
bachelor's degree in the field of specialization or its equivalent,
with at least eighteen (18) units in professional education.
Rating Obtained
PD 1006
General average of at least 70 per cent in all subjects, with no
rating below 50 per cent in any subject.
RA 7836
The rating was not inscribed in this act.
Board for Teachers
PD 1006
National Board for Teachers (NBT) was directly under the
supervision of the Civil Service Commission. The NBT was the first
board to exercise regulatory exercise over the teaching profession.
RA 7836
The regulation and licensing of teachers was transferred to the
PRC through the enactment of Republic Act No. 7836.The Board
for Professional Teachers is a collegial body under the general
supervision and administrative control of the Professional
Regulation Commission.
Causes of revocation of certificate/license
PD 1006
Causes of revocation of certificate/license were not included in
this degree.
RA 7836
(a) Conviction for any criminal offense by a court of competent
jurisdiction; (b) Immoral, unprofessional or dishonorable
conduct;
(c) Declaration by a court of competent jurisdiction for being
mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious
ignorance of the practice of the teaching profession;
Causes of revocation of certificate/license
RA 7836
(e) The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or special/temporary
permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and
regulations and other policies of the Board and the Commission,
and the code of ethical and professional standards for professional
teachers; and
(h) Unjustified or willful failure to attend seminars, workshops,
conferences and the like or the continuing education program
prescribed by the Board and the Commission.
Issuance of Certificate and/or License
PD 1006
Holder of certificate of registration.
RA 7836
Holder of certificate of registration as a professional teacher ….
and a professional license signed by the chairman of the
commission.
REPUBLIC ACT 7836
SECTION 18. Oath Before Practice. — Every registrant shall be
required to take his professional oath before practicing as a
professional teacher.
SECTION 19. Periodic Merit Examination of Teachers. — To

encourage continuing professional growth and development and to
provide additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written
examination at least once in five (5) years as basis for merit
promotion. In taking this examination, no fee shall be required.
REPUBLIC ACT 7836
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails
to pass the merit examination, he or she shall be allowed to take the
examination for a second time. Should he or she fail to pass the
merit examination for the second time, then he or she shall be
required to take a DECS accredited refresher course or program
before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination

shall not, however, be used as a ground for his/her dismissal or
demotion.
REPUBLIC ACT 7836
Sec. 24. Registration by Reciprocity. — No teacher of a foreign
nationality shall be admitted to the examination, or be given a
certificate of registration or be entitled to any of the rights and
privileges under this Act, unless the country or state of which he is
subject permits Filipino professional teachers to practice within its
territorial limits on the same basis as subject or citizens of said
country or state.
REPUBLIC ACT 9293
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT
NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SIX
(R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”
REPUBLIC ACT 9293
SEC. 15. Qualification Requirements of Applicants.
(3) For teachers in the secondary grades, a bachelor’s degree in
education or its equivalent with a major and minor, or a bachelor
degree in arts and sciences with at least eighteen (18) units in
professional education; and
SEC. 26. Registration and Exception.
Professional teachers who have not practiced their profession
for the past five (5) years shall take at least twelve (12) units of
education courses, consisting of at least six (6) units of pedagogy
and six (6) units of content courses … before they can be allowed
to practice their profession in the country.
REPUBLIC ACT 9293
“SEC. 26. Registration and Exception.
Those who have failed the licensure examination for professional

teachers, with a rating of not lower than five percentage points from
the passing general average rating, shall be eligible as para-teachers
… the Autonomous Region for Muslim Mindanao (ARMM) …
A special permit may also be issued by the Board to a person who

has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization.”
CURRICULUM
The sum total of all learning contencies,
experiences and resources.
LIMITED DEFINITION OF
CURRICULUM
- A body of subjects prepared by the teacher
- List of courses required of students
- Student course requirement
Levels of Curriculum
Societal
Institutional
Instructional
Experiential
SOCIETAL
• Includes the socio-political processes involved in
determining what subjects and topics should be
studied in schools, and what materials should be
used.
• Actors on this level are politicians, special interest
groups, different kinds of administrators and
professionals and the general public.
INSTITUTIONAL
• curriculum derived from the societal level, but
specified by the state or province and modified by
the school board.
INSTRUCTIONAL
• how teachers plan and deliver the curriculum to
pupils.
EXPERIENTIAL
• is internalized and made personal, its effects on the
individual learner.
Levels of Curriculum
Societal stakeholders/experts
Institutional local educators/supervisors
Instructional teachers
Experiential learners
Curriculum Stakeholders
Learners - Core of the curriculum
Teachers - Curricularist
School Leaders/Administrators - Curriculum managers
Parents - Significant partners of the school
Community - Curriculum resource & learning environment
Other Stakeholders - LGUs, etc.
Curriculum Process
1. Curriculum Planning Decision-making
2. Curriculum Designing
2.1 Selection of objectives SMART
2.2 Selection of content
2.3 Selection of learning experiences
2.4 Grade placement Allocation of content to a
grade level
2.5 Time Allotment Specification of time for subject
Dimensions of Curriculum Design (BASICS)
Equitable distribution of content, time, experiences, and
Balance other elements
Articulation Interrelatedness of various aspects of curriculum, within
and in the next grade level
Scope The breadths and depths of the curriculum
Integrations Linking knowledge and experiences
Continuity Vertical repetition and recurring of the content
Sequence Continuous and cumulative learning; less to more
complex; within the grade level
2.2 Selection of Content
Validity It is authentic
Significance/ Relevance Relevant to social realities
Balance of breadths and depths Coverage; self-sufficient
Learnability Adjustable to learner’s ability
Appropriateness Parallel with learner’s needs and interest
Utility useful
2.3 Selection of Learning Experiences
Appropriateness Should be appropriate and suitable to the content,
activities and level of development of the learners
Variety Should include minds on, hands on, and

authentic learning, experiences
Optimal Value Should encourage learners to continue learning

on their own
Feasibility In terms of human, physical, and financial

resources
Curriculum Process
1. Curriculum Planning
2. Curriculum Designing
3. Curriculum Implementation
4. Curriculum Evaluation
5. Curriculum Improvement
6. Curriculum Change
K-12 Curriculum
Mandatory Kindergarten
6 Years Elementary Education
4 Years Junior High School
2 Years Senior High School
K-12 S.Y. 2012-2013

BASIC EDUCATION
ALS
SPED
ECE
Elementary Education
Secondary Education
Principles of High Quality Classroom Assessment
Principle 1: Clear and Appropriate Learning Targets
Principle 2: Appropriate Assessments Methods
Principle 3: Balanced
Principle 4: Validity
Principle 5: Reliability
Principle 1: Clear and Appropriate Learning Targets
• Learning targets should BE CLEARLY STATED, SPECIFIED, and

CENTERS ON WHAT IS TRULY IMPORTANT.
LEARNING TARGETS (Mc Millan, 2007; Stiggins, 2007)
Knowledge MASTERY of subject matter
Reasoning ability to use knowledge to REASON AND SOLVE PROBLEMS
Skills ability to DEMONSTRATE achievement-related skills
Products ability to CREATE achievement-related products
Affective/Disposition attainment of AFFECTIVE STATES such as attitudes, values, interest
and self-efficacy.
Objective Supply Objective Selection

• Short Answer • Multiple Choice
• Completion Test • Matching
• True/False
Essay Observation
• Restricted Response • Informal
• Extended Response • Formal
Performance Based Oral Question

• Presentations • Oral Examination
• Papers • Conferences
• Projects • Interviews
• Athletics
• Demonstrations
• Exhibitions Self-Report
• Portfolios • Attitude
• Survey
• Sociometric Devices
• Questionnaires
• Inventories
Principle 3: Balanced
• Set targets in ALL SETS in DOMAIN of LEARNING and/or

DOMAINS of INTELLIGENCE.
• Makes use of BOTH TRADITIONAL and ALTERNATIVE
ASSESSMENT
Principle 4: Validity
• MEASURES what it INTENDS TO MEASURE.

• MOST IMPORTANT CRITERION of a good assessment
instrument.
WAYS IN ESTABLISHING VALIDITY:

Content Criterion Construct
Face Validity
Validity Validity Validity
Face Validity
• Done by examining PHYSICAL APPEARANCE of

the INSTRUMENT
Face Validity
• Done through a CAREFUL and CRITICAL

EXAMINATION OF THE OBJECTIVES of assessment
so that it reflects the curricular objectives.
Face Validity
• Established such that a set of scores revealed by the

measuring instrument is CORRELATED with the scores
obtained in another EXTERNAL PREDICTOR or MEASURE.
CONCURRENT VALIDITY- Correlating the set of scores

obtained from TWO MEASURES GIVEN CONCURRENTLY.
PREDICTIVE VALIDITY- Describes the future performance of
an individual by correlating sets of scores obtained from
TWO MEASURE GIVEN AT A LONGER TIME INTERVAL.
Face Validity
• Established statistically by COMPARING PSYCHOLOGICAL

TRAITS or FACTORS that theoretically INFLUENCE SCORES
IN A TEST.
Item Difficulty Level
• Refers to the number of people who answer the
test item CORRECTLY.
# of students who answer item X correctly

Difficulty Index =
Total # of students who answer item X
Index Range Difficulty Level
0.00 – 0.20 Very difficult
0.21 – 0.40 Difficult
0.41 – 0.60 Moderately difficult
0.61 – 0.80 Easy
0.81 – 1.00 Very Easy
0.81 – 1.00
0.61 – 0.80
0.41 – 0.60
0.21 – 0.40
0.00 – 0.20
Item’s Discriminating Power
• The degree to which the item discriminates
between HIGH PERFORMING and LOW
PERFORMING group.
Positive Discrimination
• UPPER GROUP IS GREATER then the lower group.
Negative Discrimination
• LOWER GROUP IS GREATER then the upper group.
Retained if …
Difficulty Index: 0.26 – 0.75
Discrimination Index: 0.20 and above
Revised if …
Difficulty Index: 0.26 – 0.75
Discrimination Index: 0.19 and below
Difficulty Index: NOT within 0.26 – 0.75
Discrimination Index: 0.20 and above
Reject if …
Difficulty Index: Not within 0.26 – 0.75
Discrimination Index: 0.19 and below
Norm-referenced vs Criterion referenced
Ranks students on a bell curve to

determine the highest and lowest
performing students.
Students compete with each other.
Once achievement is determined by

the group’s achievement.
Norm-referenced vs Criterion referenced
Compare’s students’ knowledge

against a predetermined standard
criterion.
Students do not compete with each
other.
Student achievement is reported for
individual skills.
Measures of Skewness
• Describes the DEGREE OF DEPARTURE of the scores
FROM A SYMMETRY.
Positively Skewed
• Skewed to the RIGHT
• Most of the scores are BELOW THE MEAN
• POOR performance
Possible reasons for Poor Performance:

- Ineffective teaching
- Students’ unpreparedness
- Too difficult items
- Time constrain in answering
Negatively Skewed
• Skewed to the LEFT
• Most of the scores are ABOVE THE MEAN
• HIGH performance
Possible reasons for High Performance:
- effective teaching
- Students are smart
- Sufficient time to answer items
- Very easy items
- Students are prepared for the test
PILLARS OF EDUCATION
1. Learning to KNOW
2. Learning to DO
3. Learning to BE
4. Learning to LIVE TOGETHER
5. Learning to TRANSFORM oneself & others
1. LEARNING TO KNOW
• Knowledge
• Master the instruments of knowledge
• Learn to learn skills
• Basics (3 R’s)
• Critical thinking
• Problem solving
• Reasoning
2. LEARNING TO DO
• Application of knowledge
• Skills
• Technical skills
• Tech-voc education
• TESDA
• Competence
• Creativity
3. LEARNING TO BE
•YOU
• Whole
• Holistic
• Complete fulfilment of a MAN
• Mind, Body & Soul
4. LEARNING TO LIVE TOGETHER
• Diverse
• Respect the cultural diversity
• Peace & Harmony
• NO conflict
• Art of dialogue
• Empathy
5. LEARNING TO TRANSFORM YOURSELF AND
SOCIETY
• Agent of change
• Transformation
• Changes
• Influence
5 PILLARS OF EDUCATION
1. Learning to KNOW
2. Learning to DO
3. Learning to BE
4. Learning to LIVE TOGETHER
5. Learning to TRANSFORM
Assessment FOR Learning Assessment OF Learning Assessment AS Learning
Done BEFORE and Done AFTER instruction Done to understand

DURING instruction teacher’s role of
assessing FOR and OF
learning
Placement, Formative, Summative Provide information on
Diagnostic teacher’s approach,
methods, and strategy
Assessment FOR Learning
1. Placement
- Done PRIOR to instruction.
- Assess the needs of the learners to have BASIS
IN PLANNING FOR A RELEVANT INSTRUCTION.
- STUDENT’S ENTRY LEVEL
- PLACE STUDENTS in learning groups.
2. Formative
- Done DURING instruction
- Teachers continuously MONITOR STUDENT’S
LEVEL OF ATTAINMENT of the learning
objectives.
- Communicated clearly and promptly to the
students for them to KNOW their STRENGTHS
and WEAKNESS and PROGRESS OF LEARNING.
3. Diagnostic
- Done BEFORE or DURING instruction.
- Used to DETERMINE student’s RECURRING or
PERSISTENT DIFFICULTIES.
- SEARCHES for underlying causes of student’s
learning problems
- Helps formulate plan for REMEDIAL
INSTRUCTION.
- RECORDED but NOT GRADED
Assessment OF Learning
1. Summative Assessment
- Done AFTER instruction
- Used to CERTIFY WHAT STUDENT’S KNOW and
LEVEL OF THEIR PROFECIENCY.
- Reveals whether or not instruction have
successfully achieved the curriculum outcomes.
- RECORDED and GRADED
Assessment AS Learning
- REQUIRES teachers to undergo training on how

to assess learning.
- REQUIRES teachers to be EQUIPPED with
competencies needed in being an effective
assessor.
- SELF-ASSESSMENT
Done after instruction
Formative Summative Graded
Placement Done prior instruction
Recorded and graded Recorded
Diagnostic Done before instruction
Recorded but not Graded
Self-Assessment
K-CAp-AnSe
Creating
Evaluating
Bloom’s Revised Taxonomy RU-Ap-AnEc

Di Con Drama
Demon S Ex Ed
Mo Re Vi Ve
Edgar Dale
With closeness to direct experience as standard, which one
should a teacher choose?
A. dramatized experiences
B. study trip
C. contrived experiences
D. demonstration
B. study trip
D. demonstration
B. study trip
D. demonstration
CONNECTIONISM
▪ Arrangement of events to enhance desirable
connections and associations
▪ Edward Lee Thorndike
Thorndike’s Laws of Learning:
1. Law of Readiness Role of motivation / Learner’s learn when
they are ready to learn
2. Law of Exercise Role of practice and/or drills
3. Law of Effect Positive effect strengthens connection/
Negative effect weakens connection
MASLOW’S HIERARCHY OF NEEDS
▪ Satisfaction of needs in a hierarchical order.

▪ Abraham Maslow
Prepotent Need
• The lowest unmeet need
• The greatest power or influence over our
actions
MASLOW’S HIERARCHY OF NEEDS
URIE BRONFENBRENNER’S ECOLOGICAL THEORY
▪ Looks at child’s development within the context of the
system of relationships that form his/her environment.
▪ Urie Bronfenbrenner
Social Levels or Systems
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem
Microsystem
-layer closest to the child
-contains structures with which the child has direct
contact.
-family, child care services, school, local,
neighborhood, membership of organizations, or
child care environment
Mesosystem
-provides connection between the structures of
the child’s microsystem.
-connection between the child’s teacher and his
parents, between his church and neighborhood,
etc
Exosystem
-a layer where the child does not function
directly
-provides indirect impact on the child’s
development because of the connection with
the family unit.
-parent’s place of employment, access to family
and community services
Macrosystem
-outermost layer in child’s environment
-comprises the cultural values, customs, and laws
Chronosystem
-dimension of time as it relates to the child’s
environment
-timing of parent’s death, aging, etc.
CLASSICAL CONDITIONING
▪ Form of learning through the repeated association of 2
or more different stimuli.
▪ Ivan Pavlov
Key Elements of Classical Conditioning:
1. Unconditioned Stimulus Natural stimulus/ triggers UCR
Natural response
2. Unconditioned Response
Previously neutral stimulus/ triggers
3. Conditioned Stimulus
same response with UCS
4. Conditioned Response Learned response triggered by CS
CLASSICAL CONDITIONING
Key Processes of Classical Conditioning:

1. AcquisitionLearning to associate stimulus and response
Decrease of the CR’s strength, especially with the
2. Extinction absence of CS
Different stimulus producing similar
3. Stimulus Generalizationresponse
4. Stimulus Discrimination Certain stimulus produce certain

response
5. Spontaneous Recovery Reappearance of CR when CS is
presented
OPERANT CONDITIONING
▪ Actions followed by good outcomes are likely to recur
and actions followed by bad outcomes are less likely to
occur.
▪ B.F Skinner
Key Elements of Operant Conditioning:
1. Positive Reinforcement Adding favorable event to increase good behavior
Removing unfavorable event to increase good
2. Negative Reinforcement behavior
3. Positive Punishment Adding unfavorable event to decrease bad behavior
4. Negative Punishment Removing favorable event to decrease bad behavior

KHOLBERG’S STAGES OF MORAL DEVELOPMENT
Level 1- Pre-conventional (Birth to 9)

Stage 1: Punishment-Obedience Orientation Avoid punishment
Stage 2: Instrumental Relativist Orientation Benefit and satisfaction

Level 2- Conventional (10-13 years old)
Stage 3: Good Boy- Nice Girl Orientation Pleasing others/ acceptance
Stage 4: Law and Order Orientation Respect for authority/ fixed rules/
maintaining social order
Level 3- Post-conventional (13 and above)
Stage 5: Social Contract Orientation Common good/ Rules can change to
meet the needs of society
Stage 6: Universal Ethical Principle Orientation Universal and abstract
values
In which stage of moral development do children not
particularly concerned about rules set by the society?
A. Pre-operational morality
B. Pre-conventional morality
C. Post conventional morality
D. Conventional morality
LEV VYGOTSKY’ SOCIO- CULTURAL THEORY
▪ Social interaction plays a very important role in
cognitive development.
▪ Social interaction and language are two central factors
in cognitive development.
Key Concepts of Socio-Cultural Theory:
1. Scaffolding Appropriate assistance given by the MKO to
assist the learner accomplish a task.
2. MKO More knowledgeable individual – teacher, peers
3. ZPD Difference between what students can do and

what he/she can do with the help of others.
FREUD’S PSYCHOANALYTIC THEORY
▪ An individual goes through life stages where needs

are to be met.
▪ Sigmund Freud
Stages of Psychosexual Development:
1. Oral Stage
2. Anal Stage
3. Phallic Stage OA
4. Latency Stage PhaLaGe
5. Genital Stage

1. Oral Stage
▪ Birth to 18 months
▪ Pleasure area: mouth
Oral Fixations:
▪ Oral receptive
o Tendency to smoke, drink alcohol, overeat, and etc.
▪ Oral aggressive
o Tendency to bite nails, curse, gossip, and etc.

2. Anal Stage
▪ 18 months to 3 years
▪ Pleasure area: anus
Anal Fixations:
▪ Anal retentive
o Obsession with cleanliness, perfection, and control
▪ Anal expulsive
o Messy and disorganized
3. Phallic Stage
▪ 3-6 years
▪ Pleasure area: genitals
Sexual desires:
▪ Oedipus Complex
o Boys see their father as rival for their mother’s affection
▪ Electra Complex
o Girls see their mother as rival for their father’s affection

4. Latency Stage
▪ 6 to puberty
▪ Pleasure area: none
▪ The children’s focus is on play and studies
▪ Boys relate with boys and girls relate with girls
5. Genital Stage
▪ Puberty onwards
▪ Pleasure area: genitals
▪ Adolescents focus their sexual urges towards the opposite sex
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
▪ Suggests that young children think differently than adults.
▪ Jean Piaget
Key Concepts of Piaget’s Theory:
1. Schema Cognitive structure
2. Assimilation Fitting new experiences into an existing schema
3. Accommodation Creating a new schema
4. Equilibrium Balance between assimilation and accommodation
Stages of Cognitive Development:

1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational

1. Sensorimotor
▪ Birth to 2 years
▪ Coordination of senses with motor responses
▪ Grasping, sucking, and reaching
Object permanence
objects still exist even when out of sight.

2. Preoperational
▪ 2- 7 years old
▪ begins to use language
Egocentric thinking
-difficulty seeing from other viewpoints
Symbolic function
-ability to represent objects and events
2. Preoperational
Centration
-focus only on one aspect
Lack of Conservation
-inability to realize that thing remains unchanged
despite looking different
Irreversibility
-inability to reverse their thinking
2. Preoperational
Animism
-attribute human like traits to inanimate objects
Realism
-believing in psychological events

▪ 7 to 11 years old
▪ Ability to think logically but only in terms of
concrete objects
▪ Covers elementary education
Decentering
-ability to perceive different features

Reversibility
-recognizing that certain operations can be done in reverse
Conservation
-certain properties do not necessarily change with the
change in appearance.
Seriation
-ability to arrange things based on one dimension

4. Formal Operational
▪ 11 years old and above
▪ More logical
▪ Solve abstract problems and hypothesize
ERIK ERIKSON’S PSYCHOSOCIAL THEORY
▪ Eight distinct stages, each involving psychological crisis.
Key Terms:
Epigenetic Principle Predetermined unfolding- like unfolding of a rose bud
Psychological Crisis Two opposing emotional forces
Syntonic Positive Dystonic Negative
Malignancy Too little of the +, too much of the -
Maladaptation Too little of the -, too much of the +
8 stages:
1. Trust vs Mistrust
-Infancy (birth to 1 ½ years)
2. Autonomy vs Shame or Doubt
-Toddlers ( 18 months to 2 or 3 years old)
3. Initiative vs Guilt
-Preschool Years (3-5 years old)
8 stages:
4. Industry vs Inferiority
-Elementary School Years (6-12 years old)
5. Identity vs Role Confusion
-Adolescence (12-18 years old)
6. Intimacy vs Isolation
-Early Adulthood
8 stages:
7. Generativity vs Stagnation
-Middle Age/ Middle Adulthood
8. Integrity vs Despair
-Old Age
What is represented by “I wonder what sort of person I really
am?” in Erikson’s Theory of Development?
A. Trust
B. Initiative
C. Industry
D. Identity
A. Trust
B. Initiative
C. Industry
D. Identity
A. Trust
B. Initiative
C. Industry
D. Identity
In which stage of Psychosocial Development does a
psychological crisis which pertains to sense of fulfillment and
satisfaction with one’s life and wisdom is gained?
A. identity vs. role confusion

B. industry vs. inferiority
C. intimacy vs. isolation
D. integrity vs. despair


SOCIAL LEARNING THEORY
▪ Albert Bandura
▪ Emphasizes the importance of observing, modeling,
and imitating the behaviors, attitudes, and emotional
reactions of others.
▪ Bandura believed that television was a source of
behavior modeling.
▪ Bobo doll experiment.
Models are classified as:
1. Live Does the action
2. Verbal Tells or explains
3. Symbolic In books, movies, television shows, video games, or
internet sources.
Four phases of Observational Learning:
1. Attention Exposure
2. Retention Symbolically retains the observed behavior
3. Motor Reproduction Physical skills and coordination
4. Motivational Process Favorable conditions
TAXONOMY OF AFFECTIVE LEARNING
▪ David Krathwohl
▪ describe the developmental process of learning to
internalize new values and attitudes.
Stages: RRVOC
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
Stages: RRVOC
Receiving Shows willingness to attend to a particular stimuli
Example: to listen attentively to group discussion
Responding Active participation based on the stimuli

Example: to contribute to group discussion by
asking question
Valuing Displays commitment towards some experience
Example: to argue over an issue involving
health care
Stages: RRVOC
Organization Integration of new value into his general set of value.
Can give its proper place in a priority system
Example: to organize a meeting concerning
neighborhood’s housing integration
Characterization Acts consistently according to value and is

firmly committed to the experience
Example: to display professional commitment to
ethical practice on a daily basis.
TOPOLOGICAL AND VECTOR THEORY (FIELD THEORY)
▪ Kurt Lewin
▪ Focused on psychological field or life space of an
individual
▪ The behavior of an individual at a given moment is the
result of existing forces operating simultaneously in his
life space.
2 Forces:
Internal Forces Individual’s feelings, attitudes, and
needs
External Forces Everything in the physical world including other
human beings.
CONE OF EXPERIENCE
▪ Edgar Dale
▪ Show progression of learning methods from the
concrete to the abstract
Concrete Learning
- First-hand experiences
- Incorporates the use of all five senses
Abstract Learning
- Learning beyond what is observed physically
CONE OF EXPERIENCE
Levels of the Cone of Experience:
Symbolic Verbal Symbols
Visual Symbols
Recordings, Radio, Still Pictures
Motion Pictures
Educational Television
Iconic Exhibits
Study Trips
Demonstrations
Dramatized
Enactive Contrived
Direct Purposeful
HIERARCHY OF VALUES
▪ Max Scheler
▪ Acts reveal the person’s value preferences.
Levels:
Values of the Holy Beliefs, adoration, bliss
aesthetic value, values of right and wrong, values
Spiritual Values of pure knowledge
Vital Values Well-being: health, vitality

Pleasure Values Sensual feelings, pleasant
Philosophical Foundations of Education
Idealism
- Exists in the mind.
- Ideas are innate in the individual.
- Values
Realism
- Reality exists independent on human mind.
- Reality is not in the mind but in the external world.
- Physical objects
- Truth is objective- what can be observed
Empiricism
- Senses
- Experience through sense
Existentialism
- Individual’s choice
- Freedom
- Existence precedes essence
- Unique individuals
Essentialism
- Back to basics
- Focus on 3Rs
- Subject matter centered
- Essence precedes existence
- Specialist
Perennialism
- Classical tradition
- Eternal truths
- The great works
- Generalist
- Disciplines of literature, math, languages, and history
Pragmatism
- Practice
- Application
- Experimental method
Progressivism
- Education of the whole child
- Active interplay with others
- Learning by doing
- Scientific method and problem solving
Behaviorism
- Response to external stimuli
- Modifying or changing students behavior through
arrangements of conditions of learning
- Shaped by the environment
Rationalism
- Knowledge
- Truth
Reconstructionism
- Involved in the problems of the society
- Reconstruct society
Hedonism
- pleasure
Utilitarianism
- usefulness
Eternal Truths Unique Individuals
Societal Change Freedom Choices
Lifelong Learning Senses
Environment Stimulus-Response
Values Physical Objects Back to Basics
Application Experimental Method
The Great works Generalist
Pleasure Specialist
Usefulness
Philippines’ Elementary Curriculum emphasizes on
the development of the skill in writing, counting and
reading. This manifests what philosophy?
a. Humanism c. Essentialism
b. Existentialism d. Reconstructionism
Philippines’ Elementary Curriculum emphasizes on
the development of the skill in writing, counting
and reading. This manifests what philosophy?
Teacher Vince views his students as a unique, free
choosing and responsible individuals. He
encourages them to develop their own
individualities. He adheres to:
Teacher Vince views his students as a unique, free
choosing and responsible individuals. He
encourages them to develop their own
individualities. He adheres to:
If a teacher would say that honesty is the best
policy, the teacher can be regarded as _____
a. Realist
b. Idealist
c. Positivist
d. Empiricist
If a teacher would say that honesty is the best
policy, the teacher can be regarded as _____
a. Realist
b. Idealist
c. Positivist
d. Empiricist
In the schools, we teach realities that cannot be
verified by the senses like an invincible God or
Allah.Whose beliefs does this negate?
a. Empiricist
b. Rationalist
c. Essentialist
d. Perennialist
In the schools, we teach realities that cannot be
verified by the senses like an invincible God or
Allah.Whose beliefs does this negate?
a. Empiricist
b. Rationalist
c. Essentialist
d. Perennialist
Student A pursues a degree in Education to fulfill
his dream of becoming a teacher. It is a
manifestation of:
a. Realist
b. Idealist
c. Positivist
d. Empiricist
Student A pursues a degree in Education to fulfill
his dream of becoming a teacher. It is a
manifestation of:
a. Realist
b. Idealist
c. Positivist
d. Empiricist
Whose philosophy expounded the concept of the
laboratory school?
a. Plato
b. John Dewey
c. Jean Jacques Rosseau
d. Irving Babbit
Whose philosophy expounded the concept of the
laboratory school?
a. Plato
b. John Dewey
c. Jean Jacques Rosseau
d. Irving Babbit
The design of the 2002 Basic Education Curriculum (BEC) is
based on the principles that the main sources for
contemporary basic education are the expert systems of
knowledge and the learner's experience in their context.
This shows that the BEC is _____ in orientation.
I. constructivist
II. behaviorist
III. essentialist
A. I and III
B. III only
C. I only
D. I, II, and III
The design of the 2002 Basic Education Curriculum (BEC) is
based on the principles that the main sources for
contemporary basic education are the expert systems of
knowledge and the learner's experience in their context.
This shows that the BEC is _____ in orientation.
I. constructivist
II. behaviorist
III. essentialist
A. I and III
B. III only
C. I only
D. I, II, and III
School emphasizes the importance of Humanities
in the curriculum. To which Philosophy they
adhere?
a. Perennialism c. Essentialism
School emphasizes the importance of Humanities
in the curriculum. To which Philosophy they
adhere?
Education is a continuous process. This a belief of a
____.
a. Perennialist c. Essentialist
b. Existentialist d. Progressivist
Education is a continuous process. This a belief of
a ____.
a. Perennialist c. Essentialist
b. Existentialist d. Progressivist
S-R theory finds its root in what philosophy?
a. Behaviorism c. Essentialism
b. Existentialism d. Progressivism
S-R theory finds its root in what philosophy?
a. Behaviorism c. Essentialism
b. Existentialism d. Progressivism
Humanities are gradually replaced by technical
courses that bear practical consequences. This
shows that curricular direction is toward :
b. Existentialism d. Pragmatism
Humanities are gradually replaced by technical
courses that bear practical consequences. This
shows that curricular direction is toward :
b. Existentialism d. Pragmatism
____ claims that reality is politically, socially, and
economically formed.
a. Progressivist
b. Pragmatist
c. Realist
d. Reconstructionist
____ claims that reality is politically, socially, and
economically formed.
a. Progressivist
b. Pragmatist
c. Realist
d. Reconstructionist
Which of the following should be the guiding principle
of a Rationalist teacher?
a. I must teach the students thins that have great impact
to culture so that he can be assured of great future.
b. I must teach students of things that will be needed to
survive the challenging world
c. I must teach students of things that will develop his
mental power to perceive great ideas
d. I must teach students of things that will make him love
himself and attain fullness of life.
Which of the following should be the guiding principle
of a Rationalist teacher?
a. I must teach the students thins that have great impact
to culture so that he can be assured of great future.
b. I must teach students of things that will be needed to
survive the challenging world
c. I must teach students of things that will develop his
mental power to perceive great ideas
d. I must teach students of things that will make him love
himself and attain fullness of life.
Howard Gardner
K-12 Curriculum
K-12 Curriculum
K-12 Curriculum
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PROFESSIONAL EDUCATION

RA 7836 1st legal basis after 1987 constitution

SECTION 19. Periodic Merit Examination of Teachers. — To

Failure of any permanent teacher to pass the merit examination

Those who have failed the licensure examination for professional

A special permit may also be issued by the Board to a person who

Institutional local educators/supervisors

Variety Should include minds on, hands on, and

Optimal Value Should encourage learners to continue learning

Feasibility In terms of human, physical, and financial

K-12 S.Y. 2012-2013

Principle 1: Clear and Appropriate Learning Targets

Principle 2: Appropriate Assessments Methods

• Learning targets should BE CLEARLY STATED, SPECIFIED, and

Objective Supply Objective Selection

Performance Based Oral Question

• Set targets in ALL SETS in DOMAIN of LEARNING and/or

• MEASURES what it INTENDS TO MEASURE.

WAYS IN ESTABLISHING VALIDITY:

• Done by examining PHYSICAL APPEARANCE of

• Done through a CAREFUL and CRITICAL

• Established such that a set of scores revealed by the

CONCURRENT VALIDITY- Correlating the set of scores

• Established statistically by COMPARING PSYCHOLOGICAL

# of students who answer item X correctly

Ranks students on a bell curve to

Students compete with each other.

Once achievement is determined by

Compare’s students’ knowledge

Possible reasons for Poor Performance:

Done BEFORE and Done AFTER instruction Done to understand

- REQUIRES teachers to undergo training on how

Bloom’s Revised Taxonomy RU-Ap-AnEc

▪ Satisfaction of needs in a hierarchical order.

Key Processes of Classical Conditioning:

4. Stimulus Discrimination Certain stimulus produce certain

4. Negative Punishment Removing favorable event to decrease bad behavior

Level 1- Pre-conventional (Birth to 9)

Stage 2: Instrumental Relativist Orientation Benefit and satisfaction

3. ZPD Difference between what students can do and

▪ An individual goes through life stages where needs

Stages of Psychosexual Development:

Stages of Psychosexual Development:

Stages of Psychosexual Development:

Stages of Cognitive Development:

Stages of Cognitive Development:

Stages of Cognitive Development:

Stages of Cognitive Development:

Stages of Cognitive Development:

Stages of Cognitive Development:

A. identity vs. role confusion

A. identity vs. role confusion

A. identity vs. role confusion

Responding Active participation based on the stimuli

Characterization Acts consistently according to value and is

Vital Values Well-being: health, vitality

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