At what level of Kohlberg’s stages of morality is Joy allowing

a seat mate to copy so that she will appear to her as more

intelligent?
A. Pre-conventional out of fear of punishment
B. Conventional to obey the law
C. Conventional for social approval
D. Pre-conventional for mutual benefit
At what level of Kohlberg’s stages of morality is Joy allowing
a seat mate to copy so that she will appear to her as more
intelligent?
A. Pre-conventional out of fear of punishment
B. Conventional to obey the law
C. Conventional for social approval
D. Pre-conventional for mutual benefit
 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
At what level of Kohlberg’s stages of morality is Joy allowing
a seat mate to copy so that she will appear to her as more
intelligent?
A. Pre-conventional out of fear of punishment
B. Conventional to obey the law
C. Conventional for social approval
D. Pre-conventional for mutual benefit
At what level of Kohlberg’s stages of morality is Joy allowing
a seat mate to copy so that she will appear to her as more
intelligent?
A. Pre-conventional out of fear of punishment
B. Conventional to obey the law
C. Conventional for social approval
D. Pre-conventional for mutual benefit
Which of the following ensures a safe and secure
environment for learners in school?
A. Having security guards
B. Keeping the ID system
C. Caring and protective teachers
D. Installing CCTV cameras
Which of the following ensures a safe and secure
environment for learners in school?
A. Having security guards
B. Keeping the ID system
C. Caring and protective teachers
D. Installing CCTV cameras
Which of the following ensures a safe and secure
environment for learners in school?
A. Having security guards
B. Keeping the ID system
C. Caring and protective teachers
D. Installing CCTV cameras
What characteristics manifest a teacher’s empathy towards
learners/students?
A. discipline and fortitude
B. caring and love
C. strength and conviction
D. loyalty and affinity
What characteristics manifest a teacher’s empathy towards
learners/students?
A. discipline and fortitude
B. caring and love
C. strength and conviction
D. loyalty and affinity
What characteristics manifest a teacher’s empathy towards
learners/students?
A. discipline and fortitude
B. caring and love
C. strength and conviction
D. loyalty and affinity
Direct instruction is for facts, rules, and actions as indirect
instruction is for _____.
A. hypotheses, verified data, and conclusions
B. concepts, patterns, and abstractions
C. concepts, processes, and generalizations
D. guesses, data, and conclusions
Direct instruction is for facts, rules, and actions as indirect
instruction is for _____.
A. hypotheses, verified data, and conclusions
B. concepts, patterns, and abstractions
C. concepts, processes, and generalizations
D. guesses, data, and conclusions
Direct instruction is for facts, rules, and actions as indirect
instruction is for _____.
A. hypotheses, verified data, and conclusions
B. concepts, patterns, and abstractions
C. concepts, processes, and generalizations
D. guesses, data, and conclusions
Extinction involves
A. ignoring desirable responses in order to increase a
student’s self-reinforcement
B. reinforcing escape responses in order to decrease the
probability of a punishable behavior
C. removing reinforcement in order to decrease the
probability of a response
D. presenting a negative reinforcer in order to suppress an
undesired response
Extinction involves
A. ignoring desirable responses in order to increase a
student’s self-reinforcement
B. reinforcing escape responses in order to decrease the
probability of a punishable behavior
C. removing reinforcement in order to decrease the
probability of a response
D. presenting a negative reinforcer in order to suppress an
undesired response
Classical Conditioning:
1. Acquisition Learning 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 Generalization response

4. Stimulus Discrimination Certain stimulus produce certain

response
5. Spontaneous Recovery Reappearance of CR when CS is
presented
Extinction involves
A. ignoring desirable responses in order to increase a
student’s self-reinforcement
B. reinforcing escape responses in order to decrease the
probability of a punishable behavior
C. removing reinforcement in order to decrease the
probability of a response
D. presenting a negative reinforcer in order to suppress an
undesired response
Extinction involves
A. ignoring desirable responses in order to increase a
student’s self-reinforcement
B. reinforcing escape responses in order to decrease the
probability of a punishable behavior
C. removing reinforcement in order to decrease the
probability of a response
D. presenting a negative reinforcer in order to suppress an
undesired response
Which refers to the distance between the child’s actual
development levels as determined by independent problem
solving and higher level of potential development?
A. Zone of Proximity
B. Erogenous Zone
C. Zone of Proximal Development
D. Energy Zone
Which refers to the distance between the child’s actual
development levels as determined by independent problem
solving and higher level of potential development?
A. Zone of Proximity
B. Erogenous Zone
C. Zone of Proximal Development
D. Energy Zone
Which refers to the distance between the child’s actual
development levels as determined by independent problem
solving and higher level of potential development?
A. Zone of Proximity
B. Erogenous Zone
C. Zone of Proximal Development
D. Energy Zone
 LEV VYGOTSKY’ SOCIO- CULTURAL THEORY
▪ Social interaction and language are two central factors
in cognitive development.
Key Concepts of Socio-Cultural Theory:
1. Scaffolding Appropriate assistance
2. MKO More knowledgeable individual – teacher, peers

3. ZPD Difference between potential level and actual level

The theme of Vygotsky's socio-cultural theory emphasizes
the role of appropriate assistance given by the teacher to
accomplish a task. Such help enables the child to move from
the zone of actual development to a zone of proximal
development. Such assistance is termed _____.
A. competency technique
B. scaffolding
C. active participation
D. collaboration
The theme of Vygotsky's socio-cultural theory emphasizes
the role of appropriate assistance given by the teacher to
accomplish a task. Such help enables the child to move from
the zone of actual development to a zone of proximal
development. Such assistance is termed _____.
A. competency technique
B. scaffolding
C. active participation
D. collaboration
The theme of Vygotsky's socio-cultural theory emphasizes
the role of appropriate assistance given by the teacher to
accomplish a task. Such help enables the child to move from
the zone of actual development to a zone of proximal
development. Such assistance is termed _____.
A. competency technique
B. scaffolding
C. active participation
D. collaboration
Which is the focus of pleasure on the Phallic Stage of
Psychosexual Theory?
A. mouth
B. anus
C. eyes
D. genitals
Which is the focus of pleasure on the Phallic Stage of
Psychosexual Theory?
A. mouth
B. anus
C. eyes
D. genitals
 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 PhaLaGe
4. Latency Stage
5. Genital Stage
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

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.
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

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
 FREUD’S PSYCHOANALYTIC THEORY
Stages of Psychosexual Development:
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
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

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
 FREUD’S PSYCHOANALYTIC THEORY
Stages of Psychosexual Development:
5. Genital Stage
▪ Puberty onwards
▪ Pleasure area: genitals
▪ Adolescents focus their sexual urges towards the opposite sex
GENERAL EDUCATION
Hypotonic solution Swell, burst
Hypertonic solution Shrink, shrivel, dehydrate
Feeds decaying matter Decomposer, detritivores, bacteria, fungi (yeast)

Father of Taxonomy Linnaeus

Father of Genetics Mendel

Father of Microbiology Pasteur
Vaccines for cholera, anthrax, and rabies Pasteur
Protein shell of virus capsid
Monosaccharide, Disaccharides, Polysaccharides carbohydrates
Shape vibrio cholera comma

Greenhouse gas Global warming; CO2, N2O, methane, water vapor

Depletion of ozone layer CFC’s; aerosols, Styrofoam, freons

Meteors burn mesosphere
Lowest layer of the atmosphere troposphere
Solar Eclipse S-M-E Lunar Eclipse S-E-M
Hardest mineral diamond
Softest mineral talc

perfumes esters

Hydroxyl group alcohol

Bones in the body 206
Waste product photosythesis oxygen
Suliranin at Kaligiran nito Kabanata 1
Disenyo at Paraan ng Pananaliksik Kabanata 3
Teoritikal at Konseptwal na Balangkas Kabanata 1
Presentasyon ng Datos Kabanata 4
Konklusyon Kabanata 5
Interpretasyon ng Datos Kabanata 4
RekomendasyonKabanata 5
Kaugnay na Literature Kabanata 2
First from Ilocos Quirino
Those who have less in life should have more in law. Magsaysay
Golden years Magsaysay
Incorruptible president Macapagal
Social justice Quezon
First Pres. Commonwealth Quezon
First Cebuano Osmena
First Mindanaoanon Duterte
Youngest president Aguinaldo
Puppet republic Laurel
1st of 3rd Republic Roxas
1st and last 4th Republic Marcos Sr.
2nd Pres. Of Commonwealth Osmena
Speaker of Philippine Assembly Osmena
Man of the masses Magsaysay
Bard from Bohol Garcia
Poor boy from Lubao Macapagal
Filipino first policy Garcia
Shifting day of independence Macapagal
Landbank Macapagal
First woman President Cory Aquino
Make this country great again Marcos Sr.
Philippines 2000 Ramos
Overthrown by EDSA II Estrada
Strong republic Arroyo
No wang-wang policy Benigno Aquino
Change is coming Duterte
17th President Marcos Jr.
2nd female President Arroyo
Social Reform Agenda Ramos