📚 Professional Education Notes G.

Balance high expectations with student

support

H. Enhance motivation to learn

1. Law of Readiness - preparedness
I. Communicate your message in variety of
2. Law of Exercise - practice makes perfect ways.
3. Law of effect - satisfaction J. Help students to productively manage
4. Law of primacy - learn first / first their time
impression

5. Law of Recency - now/most recent are 📌stages of Learning

best

remembered
1. Acquisition - learning new skill
6. Law of intensity - impact/ exciting
2. Fluency - practice for mastery of
Ex. Role playing skill
7. Law of Freedom - right to freedom 3. Generalization - across time & situation /
8. Law of importance - essentials variety

of setting

📌Cognitive: 4. Adaptation -. Use for problem solving

mental skills(knowledge) 5. Maintenance - performance over time

📌Affective: 📌Bloom's Cognitive Domain

growth in feelings or emotional areas

(Attitude) Blooms Taxonomy

📌Psychomotor: Remember - recall facts & basic concepts

manual or physical skills (skills) define, duplicate, list,
memorize,state

📌Principles of TEACHING Understand - Explain ideas or concepts

A. create an active learning Classify, describe, discuss,

explain,
B. Focus Attention
locate, recognize
C. Connect Knowledge
Apply -. Use of information in new
D. Help students organize their knowledge situation

E. Provide timely feedback execute, implement, solve,

use,
F. Demand quality
 demonstrate, interpret, Receiving -
operate
is being aware of or sensitive to the
Analyze -. Draw connection among ideas existence of a certain ideas, material, or
phenomena and being willing to tolerate
differentiate, organize, relate, them.
compare,
Ex. To differentiate, to accept, to listen (for),
contrast, distinguish, examine, to respond to.
expirement, question, test

Evaluate -. Justify a stand or decision Responding -

appraise, argue, defend, os committed in some small measure to the
judge, select, ideas l, materials, or phenomena involved
support, value, critique, weigh by actively responding to them.

Create -. Produce new or original work Example: to comply with, to follow, to

command, to volunteer, to spend leisure
Design, assemble, construct, time in, to acclaim.

conjecture, develop,
formulate, author,
Valuing -
investigate
is willing to be perceived by others as
valuing certain ideas, materials, or
phenomena. Examples include: to increase
📌Anderson Taxonomy
measured proficiency in, or relinquish, to
subsidize, to support, to debate.

Remembering - recalling

Understanding - making sense of the Organization -

material you
is to relate the value to those already held
have learned and bring it into a harmonious and
internally consistent philosophy. Examples:
Applying -. Use knowledge gained in to discuss, to theorize, to formulate, to
nee ways balance, to examine.

Analyzing -. Breaking the concept into

parts
Characterization-
Evaluating -. Making judgement
by value or value set is to act consistently in
Creating -. Putting iNformation together accordance with the values he or she has
in an internalized. Examples: include: to revise, to
require, to be rated high in the value, to
innovative way.
avoid, to resist, to manage, to resolve.

📌Affective Domain:
📌Psychomotor Domain:
Perception - Pavlov - Classical

Sensory cues to guide motor. Skinner - Operant

Set - 🍏BEHAVIOURISM

mental, physical, and emotional 📌A. Classical Conditioning (Ivan Pavlov)

dispositions that make one respond in a
certain way to a situation. Two stimuli are linked together one Neutral
+ one Natural Response.

Guided response -
Adhesive Principle
first attempts at a physical skill. trial and
error coupled lead to better performance. - response attached to stimulus to evoke
new response.

Mechanism -
Experimentation: 🐕
responses are habitual with a medium level
of assurance and proficiency. (Salivation of Dog and Ring of the bell)

Complex Overt Response - Ringing of bell- stimuli

complex movements are possible with a Response - Naglalaway ang aso

minimum of wasted effort and a high level
of assurance they will be successful.
Unconditioned Stimulus:

- automatically produces an emotional or

Adaptation - psychological response.
Movements can modified for special
situations.
Unconditioned Response:

- Naturally occurring emotional or

Origination - physiological response.
New movements can be created for special
situations.
Neutral Stimulus:

- a stimulus that does not elicit a response.

📌Learning theories

A. Behaviourist (classical, operant,

Connectionism , Social Learning and Conditioned Stimulus:
purposive)
- evokes an emotional or Physiological
response.

PCSO
📌B. Operant Conditioning (Bf Skinner) Law of primacy - dapat tama ang tinuro sa
una.
Experimentation: 🐀
Law of intensity - dapat fun ang learning
skinner Box (rat)
Law of Recency - mas natatandaan ang
previous.
🥰Reinforcement - increase behaviour

😳Punishment - decrease behaviour Other law:

Law of association By Aristotle

😆Positive Reinforcement -

may binigay na gusto ng bata. Law of similarity - recall similar object

Law of contrast - recall of opposite object

🥹Negative reinforcement - Law of Contiguity - recall of an activity
taking something away for the good of which is frequently related with the
students. previous one.

😌Positive Punishment - 📌D. Social Learning Theory

may binigay na ayaw mo / something By Badura

unpleasant.

Experimentation: Bobo dull

🥲Negative punishment - - may pinaggagayahan
tinagangalan ng bagay na gusto ng bata. - focus on observation learning

📌C. Connectionism theory/S-R (Edward Social learning theory

Thorndike)
4 steps;
- specific stimulus has specific response
1. Attention - focus

2. Retention - store information

Law of Readiness- hinahanda mo sila
3. Reproduction - to perform the observed
Law of Exercise- nagpapadrills
behaviour
Law of Effect - satisfying effect
4. Motivation - be motivated

Secondary Laws of Learning

📌E. Purposive Behaviorism/ sign Learning
RIP theory

By (tolman)
Expirement: Rats🐀 refers to the tendency of the chikd to only
focus on one aspects of a thing or event and
exclude other aspects EXAMPLE:
- reinforcement is not essential to learning when a child presented with two identical
- bridge between behaviorism and cognitive glasses with the same amount of water, the
theilory chikd will say they have the same amount
of water. however, once water from one of
- Learning is acquired through meaningful the glasses is transferred to an obviously
behavior. taller but narrower glass, the chikd migh say
that there is more water in the taller glass.

"The Child only Focus (centered)".

According to Tolman, in all learning some
intelligence is atwork. It is the learner who
actively participates on the act of getting
new experience. He organises his Irreversibly-
perceptions and observations and gives Pre-operational children still have the
meaning to them. He explains the theory of inability to reverse their thinking. They can
rats in teaching the goal through many trials understand that 2+3 is 5, but cannot
as a result of insight or making cognitive understand that 5-3 is 2.
map of the maze.

Animism -
🍏COGNITIVIST
This is the tendency of children to attribute
📌A. Meaningful Learning Theory human like traits or characteristics to
By (David Ausubel) inanimate objects.

When at night, the child is asked, where the

sun is, she will reply, "Mr. Sun is asleep."
"Reception not discovery"

- advance organizer
Transductive reasoning -
- use of graphic organizer
This refers to the pre-operational child's
type of reasoning that is neither inductive
nor deductive.
📌B. Cognitive Development (piaget)
Example: since her mommy comes home
everyday around six o'clock in the evening,
📌a). Sensory - 0 to 2 years old - permanent when asked why it is already night, the child
object will say, "because my mom is home".

📌b). Pre-operational - 3 to 7 years old -

egocentric
📌c). Concrete operational - 7 to 11 years old
Symbolic function - begin learning logical reasoning.

- Centration - Decentering -
This refers to the ability of the child to (What if questions)
perceive the different features of objects
and situations.

This allows child to be more logical when Analogical reasoning -

dealing with concrete objects and This is the ability to perceive the
situations. relationship in one instance and then use
that relationship to narrow down possible
answers in another similar situation or
Reversibility - problem.

The child can now follow that certain

operations can be done in reverse. For
example, they can already comprehend the Deductive reasoning -
cummutative property of addition, and that This is the ability to think logically by
subtraction is the reverse of addition. applying a general rule to a particular
instance or situation.

Conversation- For example, all countries near the north

pole. therefore, Greenland has cold
This is the ability to know that certain temperatures
properties if objects like number. Mass,
Volume, or area do not change even if there
is a change in appearance. Because of the 📌C. Schema/Schemata theory
development of the child's ability of
decentering and also reversibility, the By: Bartlet
concrete operational chikd can now judge
rightly that the same as when the water
was shorter but wider glass. Schema-

- refers to the prior knowledge

Seriation -

This refers to the ability to order or arrange Assimilation -

things in a series based on one dimension
such as weight, volume or size. This is this is the process if fitting a new
experience into an existing or previously
created schema.
📌d). Formal operational - 13 to onwards
years old -
Accomodation-
Thinking becomes more logical.can solve
abstract problems and can hypothesis. This is the process if creating a new schema.

Hypothetical reasoning - Equilibrium -

The ability to come up with different Achieving proper balance between

hypothesis about a problem and to gather Assimilation and accommodation.
and weight data in order to make final
decisions or judgement.
If not match our schemata we experience of this piece. It's the idea that your brain
will fill in the missing parts of a design or
"Cognitive disequilibrium" image to create a whole

📌D. Gestalt principle of Visual perception 📌E. Insight learning theory

By Gestalt By wolfgang kohler
- determine what we see/percept.

- sudden grasping of the solution, a lash of

🏓Laws of Gestalt understanding, without any process of trial
and error.
Gestalt means "whole".

Learning happen in sudden -"Eurika"

Law of similarity -
(Aha moment)
Kapag kapareho

Expirement: monkey names (Sultan)

Law of pragmanz or Law of Good Figure -

Believes that the whole is more important

Symmetry order- brain will perceive than the parts.so Learning takes place as a
ambiguous shapes in as simple a manner as whole.
possible for example, a monochrome of the
Olympic logo is seen as a series of
overlapping circles rather than a collection 📌F. Information processing theory
of a curved lines.
By (Richard Atkinson & Richard Shiffrin)

Law of proximity - refers to how close

elements are to one another. The strongest Sensory memory - it holds information that
proximity relationship are those between the
overlapping subjects, but just grouping
objects into a single area can have a strong mind perceives through various senses.
proximity effect. (small capacity).

Short term memory - last around 30

Law of Continuity - posits that the human seconds.
eye will follow the smoothest path when (Short Duration)
viewing lines, regardless of how the lines
were actually drawn Long term Memory - has an unlimited
amount of space as it can store memories
from a long time ago to be retrieved at a
Law of Closure - "fill the gap" later time.

is one of the coolest gestalt principles and

one I already touched on at the beginning
Long term memory 💠Ecological community--is a group of
interactibg plants ,animals and human in a
1. Episodic Memory particular area.
- recalling episodes (events) 💠Greenhouse effect--excessive presence if
2. Semantic Memory carbon dioxide in the air trapping heat near
the earths surface causing a rise in
- knowledge of a general Facts, principles temperature in the environment.
and concepts.
💠moon's gravitational pull-- causes high and
3. Procedural Memory low tides.

- refers to "know how" as opposed to 💠Ozone layer-- the Earth's shield against
"know about". sun's harmful radiation.

💠long shore drift--movement of sand and

shingles along tge coast.
📌G. Cumulative Learning
💠1950's--Theory of plate tectonics generally
By Robert Gagne
accepted.

💠Erosion--tge weathering away of rocks by

Gradual development of knowledge and water, wind and ice.
skills that improve over time.
💠calorie--the unit of measurement of
GENERAL EDUCATION energy in a given amount of food.

PROFESSIONAL EDUCATION 💠amino acids--the building block of

proteins.

💠DNA-- deoxyribonucleic acid.

General Science
💠parthenogenesis--the development of egg
💠Autotrophs- these Are living things that without fertilization.
use sunlight,chlorophyll, water and carbon
dioxide to produce food. 💠Light-- source of energy needed for
photosynthesis.
💠circulatory system-it is best described as
the lifeline of the body;the body's" pickup" 💠scientific theory--is a hypothesis not yet
and delivery system. subjected to experimental test.

💠arteries- carries the oxygen-rich blood to 💠mass-- it is the measure of the amount of
the head,arms,chest and down to the waist matter in an object.
and the legs.
💠speed--is the distance traveled by the
💠neorons or nerve cells-- are transmitters of body by per unit time and tell how fast or
messages from the different parts of the slow the body moves
brain and vice versa.
💠acceleration---the rate of change of the
💠brainstem--part of brain controls the distance traveled per unit time in a stated
following activities: breathing, blood direction.
pressure,heart rate and alertness.
💠motion-- is the reluctance of the object to
💠Food chain-refers to a sequence of change either it's state of rest or uniform
organisms in a community that constitutes motion in a straight line.
a feeding chain.
💠Law of conservation energy-- this law Learning to DO
states that energy cannot be created nor
destroyed but only changes form to – the acquisition of applied skills linked to
another. professional success.

💠kinetic theory-- this kaw states that matter Learning to Live Together
is made up of a large number of molecules – the development of social skills and values
which are continuous motion. such as respect and concern for others, and
💠absolute zero--the lowest possible the appreciation of cultural diversity.
temperature that a substance can reach. Learning to BE
💠specific heat capacity--is the amount of – the learning that contributes to a person’s
heat required to raise the temperature of mind, body, and spirit. Skills include
kg. Of a substance by degree C. creativity and personal discovery, acquired
💠symbiotic relationship--the relationship of through reading, the Internet, and activities
give-and-take of living organisms in a such as sports and arts.
biosphere is a balanced of nature. Learning to Transform Oneself and Society
💠aeration-- process of removing excess – when individuals and groups gain
odor in water knowledge, develop skills, and acquire new
💠jupiter--is one of the planets has the values as a result of learning, they are
greatest gravitational pull. equipped with tools and mindsets for
creating lasting change in organizations,
💠law of inertia--- is the law which explains communities, and societies.
why one pull a piece without tapping a glass
in a quick motion. Prof Ed

💠work--application of energy. CURRICULUM DEVELOPMENT

💠precipitation-- the falling of any form of MET REVIEW

water from the air to the Earth's surface. 1. ESSENTIALISM
💠ozone layer--the part of atmosphere that 💚The teacher is the sole athourity in her
filters the ultraviolet rays of the sun. subject area or field of specialization
💠Perihelion--the point in the Earths orbit 💚Excellence in education ,back to basics and
nearest to the sun. cultural literacy
💠aphelion-- the point in the earths orbit 2. PERENNIALISM
farthest to the sun.
💚Teachers help students think with reason
💠phosphorescence-- a property of minerals based on socratic methods of oral
which gives off rays of light when exposed exposition or recitation ,explicit or
to ultraviolet light. deliberate teaching of traditional values
UNESCO'S 5 PILLARS of EDUCATION..😃 💚Use of great books and return to liberal
Learning to Know arts

– the development of skills and knowledge 3. PROGRESSIVSM

needed to function in this world e.g. formal 💚Subjects are interdisciplinary,integrative
acquisition of literacy, numeracy, critical and interactive
thinking and general knowledge.
💚Curriculum is focused on students 10. PHILOSOPHICAL AND PSYCHOLOGICAL
interest,human problems and affairs
FOUNDATION OF CURRICULUM
💚School reforms ,relevant and
contextualized curriculum,humanistic 💚Helps in answering what school are
education for ,what subject are important, how
students should learn,and what materials
4. RECONSTRUCTIONISM and methods should be used

💚Teacher act as agents of change and 11. HISTORICAL FOUNDATIONS OF

reform in various educational projects CURRICULUM
including research
💚Shows different changes in the
💚Equality of educational opportunities in purposes ,principles and content of the
education,access to global education curriculum

5. CURRICULUM 12. GOOD CURRICULUM

a. It is based on students needs and interest 💚Complements and cooperates with other
programs of the community
b. It is always related to instruction
💚Provides for the logical sequence of
c. Subject matter is organized in terms of subject matter
knowledge ,skills and values 💚Continuosly involving
d.the process emphazise problem solving 💚Complex of detail
e. Curriculum aims to educate generalist 13. WRITTEN CURRICULUM
and
💚Teacher Charisse implements or delivers
not specialist her lessons in the classroom based on a
6. BEHAVIORIST PSYCHOLOGY curriculum that appear in school,district or
division documents
💚Learning should be organized so that
students can experience success in the 14. RECOMMENDED CURRICULUM
process of mastering the subject matter 💚Proposed by schoolars and professional
7. COGNITIVE PSYCOLOGY organization

💚Learning constitutes a logical method for 15. HIDDEN CURRICULUM

organizing and interpreting learning 💚Unintended curriculum which is not
8. HUMANISTIC PSYCHOLOGY deliberately planned but may modify
behavior or influence learning outcomes
💚Curriculum is concerned with the process
not the products 16. TAUGHT CURRICULUM

💚personal needs not subject matter 💚Teachers implement or deliver in the

classrooms or schools
💚psychological meanings and
environmental situations 17. OBJECTIVES

9. SOCIAL FOUNDATION OF CURRICULUM 💚Implement or component of the

curriculum provides the bases for the
💚Society as ever dynamic,is a source of very selection of content and learning
fast changes which are difficult to cope with experience which also set the criteria
against which learning outcomes will be use the contents in order to produce the
evaluated outcome

18. LEARNING EXPERIENCE 27. AIMS,GOAL and OBJECTIVES

💚What instructional strategies resources 💚They provide the bases for the selection of
and activities will be employed learning content and learning experiences

19. CONTENT 💚They also set the criteria against which

learning outcomes will be evaluated
💚What subject matter is to be included
28. SUBJECT MATTER/CONTENT
20. EVALUATION APPROACHES
💚It is the compendium of
💚What methods and instruments will be facts ,concepts,generalization,principles and
used to asses the results of curriculum theories.
21. INTEREST 💚It is individuals personal and social world
💚A learner will value the content or subject and how he or she defines reality
matter if it is meaningful to him/her 29. EVALUATION APPROACHES
22. SIGNIFICANCE 💚Refer to the formal determination of the
💚When content or subject matter will quality,effectiveness or value of the
contribute the basic program,process and product of the
ideas,concepts,principles and generalization curriculum
to achieve the overall aim of the curriculum 30. INPUT
then it is significant
💚In the CIPP Model by Stufflebeam the
23. LEARNABILITY goals,instructional strategies ,the
💚Subject matter is the curriculum should be learners ,the teachers the content and all
within the range of the experience of the materials needed in the curriculum
learners 31. CONTEXT
24. UTILITY 💚Referes to the environment of the
💚Usefulness of the content or subject curriculum or the real situation where the
matter may be relative to the learner who is curriculum is operating
going to use it. 32. PROCESS
25. LEARNING CONTENT OF A CURRICULUM 💚Refers to the ways and means of how the
💚Frequently and commonly used in daily life curriculum has been implemented

💚Suited to the maturity levels and abilities 33. PRODUCT

of students 💚Indicates if the curriculum accomplishes its
💚Valuable in meeting the needs and the goal
competences of a future career 34. HILDA TABA
26. LEARNING EXPERIENCES 💚Grassroots approach-teachers who teach
💚Elements or components of the curriculum or implement the curriculum should
includes instructional strategies and participate in developing it
methods that put in action the goals and 35. RALPH TYLERS MODEL of CURRICULUM
💚Purpose of the school 42. PROBLEM CENTERED DESIGN

💚Educational experience related to the 💚Draws on social problems ,needs,interest

purpose and abilities of the learners

💚Organization of the experience 43. MANAGERIAL APPROACH

💚Evaluatiom of the experience 💚School principal is the curriculum leader

and at the same time instructional leader
36. PLANNING PHASE in curriculum
development 44. SYSTEM APPROACH

💚The needs of the learners 💚Influenced by system theory,where the

parts of total school district or school are
💚The achievable goals and objectives to determined in terms of how they related to
meet the needs each other
💚The selection of the content to be taught 45. BEHAVIORAL APPROACH
💚The motivation to carry out the goals 💚Chagce of behavior indicates the measure
💚The strategies most fit to carry out the of the accomplishment
goals 46. HUMANISTIC APPROACH
💚The evaluation process to measure 💚Consider the whole child
learning outcomes
💚believes that in a curriculum the total
37. IMPLEMENTATION PHASE in curriculum developmemt of the individual is the prime
develoment consideration
💚Requires the teacher to implement what 💚The learner is the center of the curriculum
has been planned
47. SYSTEMS APPROACH
38. EVALUATION PHASE in curriculum
development 💚The organizational chart of the school
shows the line staff relationships of
💚A match of the objectives with the learning personnel and how decision are made
outcomes will be made
48. PROCESS OF FEEDBACK AND
39. CHILD CENTERED DESIGN REFLECTION
💚Design model in developing curriculuk is 💚To give information as to whether the
attributed to Dewey,Rouseau,Pestallozi and three phases were appropriately done and
Froebel gave good results
💚Curriculum is ancored on the needs and 49. EDUCATIONAL TECHNOLOGY'S ROLE
interest of child
💚Upgrading the quality of teaching and
40. HUMANISTIC DESIGN learning in school
💚Abraham Mashlow and Carl Rogers 💚Increasing the capability of the teacher to
💚who said the development of the self is effectively inculcate learning and for
the ultimate objective of learning students to gain mastery of lessons and
courses
41. EXPERIENCE CENTERED DESIGN
💚Broadening the delivery of education
💚Experiemces of the learners become the outside school through non traditional
starting point of the curriculum approaches to normal and informal learning
such as open universities and lifelong 👉Objevtives-KSA
learning to adult learners
👉Essential Question
50. CURRICULUM ASSESSMENT
💚Stage 2:DEFINING ACCEPTABLE
💚Teacher gathers information about his EVIDENCE/ASSESSMENT
students know and can do.
👉Assessment-Product
51. PILOT TESTING
👉Performance
💚A process of gathering empirical data to
support wheter tje material or the 👉Assessment criteria/tools
curriculum is useful,relevant,reliable and 👉Six facets of understanding
valid
👇
52. MONITORING
Explain
💚A periodic assessment and adjusment
during the try out period Interpret

53. CURRICULUM EVALUATION Apply

💚Systematic process of judging the value Perspective

effectiveness and adequacy of a curriculum
Empathy
💚process of obtaining informationfor
Self knowledge
judging the worth of educational
program,product ,procedure ,educational 💚Stage 3:LEARNING PLAN/INSTRUCTION
objectives or the potential utility orlf
alternative approaches design to attain 👉Explore
specified objects
👉Firm up
54. CURRICULUM DEVELOPMENT
👉Deepen
💚The process of selecting organizing
👉Transfer
executing and evaluating the learning
experience on the basis of the needs 57. K-12 CURRICULUM
abilities and interest of the learners and on
the basis of the nature of the society or 👉1. Universal Kindergarten
community for the possibilities of improving
👉2. Contextualization and Enhancement
the teaching learning situation
👉3. Spiral Progression
55. CURRICULUM DESIGN
👉4. Mother Tounge-Based Multilingual
💚Focuses on the content and porpuses of
Education
the curicculum
👉5. Senior High School
56. BACKWARD DESIGN (UbD-Based
curriculum) 👉6. College and Livelihood readiness,21st
Century Skills
💚Stage 1:IDENTIFYING RESULTS/DESIRED
OUTCOMES 58. MEDIUM OF INSTRUCTION

👉Content/Performance standard RATIONALIZED

👉Essential understanding 💚President Aquinos 10 ways to fix Phil

education refers to the use of mother
tounge as a medium of instruction from
pre-school to grade 3

59. EVERY CHILD A READER BY GRADE 1

💚By the end of SY 2015-2016 every child

passing preschool must be reader by grade
1