I.

Education 20 (Child and adolescent development)

1. Distinguish between growth and Development. How do they Differ.
Growth refers to an increase in size evident through physical change. Growth is also
used to refer to consistent growing and an increase in value. When your child increases in height and
weight, then they are experiencing a growth process. On the other hand, development refers to a
process of gradual transformation.
Growth is a measurable attribute of your child, such as their height and weight. Development
is both qualitative and quantitative. It is both, as development can involve ideas such as intelligent
quotient (IQ), which can be quantified as a numerical value, but is nonetheless an arbitrary
measurement of something qualitative, the cognitive ability.
Growth mainly focuses on quantitative improvement while development is associated
with both qualitative and quantitative improvement. For instance, growth is associated with
measurable changes in weight and height. When your child’s weight increases from 35 kilograms to
40 kilograms, then the 5 kilogram increment is attributed to growth.

2. Differentiate the two complexes. Give each a Situation.

Growth is external while development is internal in nature. Regardless of your location or
occupation, you can observe a child’s growth based on visible external features. These features
include increased body parts sizes such as hands, legs, ears, and much more. These changes usually
manifest over time based on improved nutrition and general wellbeing. It is important to note
that family instability can also affect child’s proper growth. Too much stress from domestic strife
subjects a child to stunted growth.
Unlike growth, development is an internal process and isn’t visible by the naked eye. Instead, it
requires a comprehensive evaluation of your child’s reasoning, creativity and innovation to ascertain
their development status. This can be achieved by setting various tests designed to evaluate your
child’s IQ in relation with creativity and reasoning. Based on their performance, you should be in a
unique position to accurately determine their development level and the changes that ought to be
made to rectify the situation.

3. How would you prevent such complexes within your family and in your classroom.
It’s understandable for most people to use growth and development interchangeably.
But as a parent or teacher, we need to stand out from the group and classify these two terms
with a professional perspective. This makes it much easier to plan our teaching schedule and
implement ideal strategies designed to yield optimal learning results for our child.
II. Education 31 (Curriculum Development)
1. Explain the cycle on how to develop a curriculum.
Curriculum Development Cycle is a systematic schedule or calendar schedule or
calendar for addressing the design, delivery, and review of curriculum in all content areas.
The components of the cycle include needs assessment, curriculum development or
revision, materials selection, assessment development, curriculum implementation including
staff development, and program evaluation for each content area.
Initial development of the cycle will be influenced by several factors, such as existing
state cycles for revision or textbooks adoption, national standards revision, available financial
resources, student assessment performance, and capacity of district personnel to do the work.
Once the initial cycle is developed, it is revisited periodically so that the plans can be
adjusted to meet changing circumstances.
This task is ideally completed by personnel with knowledge of and responsibility for
budget, resources, and curriculum.
A complete cycle for all content areas covers a time period sufficiently long to include
all core and elective subjects.
III. Education 24 (Principles of Teaching)
1. Why is it important to have blueprint of our intended activities in our subject area?
Creating a blueprint can ensure that the course material, design, and delivery is on point and
on time. It makes assessment 'fair' to the students as they can have a clear idea of what is being
examined and can direct their learning efforts in that direction. ... Blueprinting also ensures that the
selected test items give appropriate emphasis on thinking skills and assessment of in-depth
knowledge.

2. What are the two policies as regards writing a lesson's objectives? Explain each.
Setting Objectives and Providing Feedback.

We, teachers must set first the objective before we teach to know if the students have
gained the lesson we desire.

Providing Feedback of the students is important for us, teachers to enhance more our
teaching techniques and to assess the students if they attain the objectives.

3. Why is it indispensable to have the highest level of objectives in the Three domains?
A holistic lesson developed by a teacher requires the inclusion of all the three
domains in constructing learning tasks for students. The diversity in such learning tasks help
creates a comparatively well – rounded learning experience that meets a number of learning
styles and learning modalities. An increased level of diversity in the delivery of lessons help
engage students as well as create more neural networks and pathways that helps with
recollection of information and events.

Learning helps develop an individual’s attitude as well as encourage the acquisition of

new skills. The cognitive domain aims to develop the mental skills and the acquisition of
knowledge of the individual. The cognitive domain encompasses of six categories which
include knowledge; comprehension; application; analysis; synthesis; and
evaluation. Knowledge includes the ability of the learner to recall data or information. This is
followed with comprehension which assesses the ability of the learner to understand the
meaning of what is known. This is the case where a student is able to explain an existing
theory in his or her own words (Anderson et al, 2011). This is followed by application which
shows the ability of the student to use the abstract knowledge in a new situation. A typical
case is when an Economics student is able to apply the theory of demand and supply to the
changing market trend of clothing during a particular season. The analysis category aims to
differentiate facts and opinions. The synthesis category shows the ability to integrate different
elements or concepts in order to form a sound pattern or structure to help establish a new
meaning. The category of evaluation shows the ability to come up with judgments about the
importance of concepts. A typical scenario is when a manager is able to identify and
implement the most cost effective methods of production in the bid to increase profits whilst
sustaining a high level of competitive advantage.

The affective domain includes the feelings, emotions and attitudes of the
individual. The categories of affective domain include receiving phenomena; responding to
phenomena; valuing; organization; and characterization (Anderson et al, 2011). The sub
domain of receiving phenomena creates the awareness of feelings and emotions as well as the
ability to utilize selected attention. This can include listening attentively to lessons in class.
The next sub domain of responding to phenomena involves active participation of the learner
in class or during group discussion (Cannon and Feinstein, 2005). Valuing involves the
ability to see the worth of something and express it. This includes the ability of a learner to
share their views and ideas about various issues raised in class. The ability of the student to
prioritize a value over another and create a unique value system is known as organization.
This can be assessed with the need to value one’s academic work as against their social
relationships. The sub domain of characterization explains the ability to internalize values
and let them control the behavior of the individual. In view of this, a student considers the
academic work highly important as it plays an important role in deciding the career path
chosen rather than what may be available.

The psychomotor domain includes utilizing motor skills and the ability to coordinate
them. The sub domains of psychomotor include perception; set; guided response; mechanism;
complex overt response; adaptation; and origination. Perception involves the ability to apply
sensory information to motor activity. For instance, a student practices a series of exercises in
a text book with the aim of scoring higher marks during exams. Set, as a sub domain,
involves the readiness to act upon a series of challenges to overcome them. In relation to
guided responses, it includes the ability to imitate a displayed behavior or utilize a trial and
error method to resolve a situation (Sousa, 2016). The sub domain of mechanism includes the
ability to convert learned responses into habitual actions with proficiency and
confidence. Students are able to solve exams questions after they have confidently been able
to answer some past questions. Complex Overt responses explain the ability to skillfully
perform complex patterns of actions. A typical instance has to do with the ability of a student
to have an increased typing speed when using a computer. Adaptability is an integral part of
the domain which exhibits the ability to modify learned skills to meet special events. An
instance is when a student who has learnt various underlying theories is able to invent or
make a working model using everyday materials. Origination also involves creating new
movement patterns for a specific situation (Sincero, 2011).

Submitted by:
Thomads James Pascua