0% found this document useful (0 votes)
28 views9 pagesDocument 1
The document provides an overview of various educational theories and principles, including Cognitivism, Behaviorism, and Social Learning Theory, highlighting key figures such as Pavlov, Skinner, and Bandura. It discusses concepts like classical and operant conditioning, cognitive development stages, and instructional strategies, emphasizing the importance of motivation and the role of teachers in the learning process. Additionally, it outlines the professional standards for teachers in the Philippines and the laws governing education.
Uploaded by
villasanlovely78Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
0% found this document useful (0 votes)
28 views9 pagesDocument 1
The document provides an overview of various educational theories and principles, including Cognitivism, Behaviorism, and Social Learning Theory, highlighting key figures such as Pavlov, Skinner, and Bandura. It discusses concepts like classical and operant conditioning, cognitive development stages, and instructional strategies, emphasizing the importance of motivation and the role of teachers in the learning process. Additionally, it outlines the professional standards for teachers in the Philippines and the laws governing education.
Uploaded by
villasanlovely78Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 9
PROFESSIONAL EDUCATION
LEARNING
Cognitivism
mind
internal
not observable
acquisition of skills
‘Behaviorism
behavior
observable
-conducive environment
‘external
THEORY OF BEHAVIORISM
41, CLASSICAL CONDITIONING - van Petrovich Pavlov
3 STAGES (before, during and after)
Stimulus trigger reaction
Reaction- response
‘3 7VPES OF STIMULUS
1. Neuttal-n0 reaction
2. Unconditioned- unconditioned response
3. Conditioned: conditioned response
PRINCIPLES OF CLASSICAL CONDITIONING
Generalization rilahat
Extinction- nawala
Spontaneous Recovery: bumnatik
Discrimination natuto
Higher Order Conditioning: plnalitan
‘Adhesive- magkacikit
Principle Excitation-nalipat
2 TVPES OF LEARNER
1 Expert
deeper knowledge
High standards
2.Novice
limited knowledge
mediocre
2. OPERANT/INSTRUMENT CONDITIONING - BF
Skinner
based on the association of consequences to one's
behavior
Reinforcer (reward}- something that increases the like
hood of behavior
REINFORCEMENT
2T¥ES
4. Positive- ads something pleasant.
Verbal
Physical
‘Non-verbal
Aetivity
Token
Consumable
2. Nogative- takes away something unpleasant.
2 TYPES OF PUNISHMENT
3. Positive: may binigay ka na ayaw nya
2. Negative: may tatanggalin ka
PRINCIPLES OF OPERANT CONDITIONING
1. Shaping- reinforcing successive steps
2. Chaining- reinforcing series of behavior
3. Extinction no longer reinforced
SCHEDULE OF REINFORCEMENT
2 Major Divisions
4. Continuous Reinforcement (lahat)
2. Partial-some correct responses
2. Fixed: (every 5 minutes)
». Variable- (average amount of time)
€. Fixed-ratio (correct responses)
4. Variable-ratio (average of responses)
3. INFORMATION PROCESSING THEORY - Richard
‘Atkinson and Richard Shitfrin
‘Memory System
Sensory
Short term
“small capacity
-short duration
tong term
“semantic
episodic
procedural
CChunking- increased capacity of STM.
Rehearsal through repetition of information,
“ASEAN COUNTRIES
(yThal Sita Bru Maca inviPhi)
sMyanmar Thailand
“Singapore Laos
Brune! “Malaysia
Cambodia Indonesia
Vietnam Philippines
FORGETTING
Decay. memory becomes eroded because we have
not used it,
Displacement: items are pushed out by others. Recall task findings
1 Primary effect (first)
2. Recency effect (latest)
Interference LTM
1. Proactive interference
2. Retroactive Interference
JOHN B. WATSON
father of behaviorism
‘experiment on Albert (bata)
understanding emotions
CONNECTIONISM - Edward Lee Thorndike
MAJOR LAWS OF LEARNING
2. Law of Readiness
‘The learner should be biologically prepared.
2.taw of Exercise
Practice alone is not enough for improvement.
3. law of Effect
SIR strengthened=positive
S-Rweakened=negative
“Law of Belongingness: paired stimuli
“Law of Multiple Response- different reaction
“Law of Frequency: often
“Law of Contiguity- events occur together
NEW TYPE OF BEHAVIORISM
41. NEO BEHAVIORISM
link between behaviorism and cognitive
PURPOSIVE LEARNING THEORY. Edward Tolman
SOCIAL LEARNING THEORY - Albert Bandura
4 STAGES OF MODELING
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation
ALBERT BANDURA
vicarious learning
“Bobo dol!
people learn through observation, simulation, and
modeling
GESTALT THEORY “discovery learning”
‘Marx Wertheimer, Wolfgang Kohler and Kurt
Kottka
3, WOLFGANG KOHLER’S INSIGHT LEARNING
discovery learning
‘experimented on apes (Sultan)
4, DAVID AUSUBEL'S MEANINGFUL LEARNING
THEORY
-occurs when new experiences are related to what 2
learner already knows.
[ADVANCE ORGANIZERS
1. Expository
2. Narrative
3. Skimming
4. Graphic Organizers (fish bone, Venn diagram)
‘5. ROBERT GAGNE’S CUMULATIVE THEORY
‘9 Events of instruction
Gaining attention
Informing learner of objectives
Recalling Prior Knowledge
Presenting Material
Providing Guided Learning
Eliciting Performance
Providing Feedback
‘Assessing Performance
Enhancing Retention and Transform
COGNITIVE PROCESS.
‘eonstructivise
Bloom's taxonomy
metacognition
-transfer of learning
66. JEROME BRUNER’S THEORY OF INSTRUCTION
instrumental conceptualise
slearning by discovering the solution
-spieal curriculum
Representations of Knowledge
3. Symbolic= words
2 leonic= model/picture
1 Enactive= physical objects
Judge= evaluation
Take apart, examine, compare= analysis
Describe, retell, explain= comprehension
Combine, formulate, design= synthesis
Use, work with, utilze= application
Enumerate, Ist, define= knowledge
Design, invent, imagine= creating
Recall, name, lis= remembering
Separate, compare, organiza= analyzing
‘Assess, judge, appralse= evaluation
Explain, discuss, defines understanding
‘motivation
Extrinsc- long lasting
Intrinsic: much better
Bernard Welner’s Attribution Theory
Self Determination Theory ‘COGNITIVE DEVELOPMENT THEORY
Jean Piaget
Assimilation: acquiring knowledge
‘Accommodation: modify
STAGES OF COGNITIVE DEVELOPMENT
3. Sensory motor stage
retloxes
srasping reflex
sucking reflex
curling reflex
rooting reflex
balance reflex
2. Pre-Operational
“logical thinking
Characteristics
4. Animism kumakausap ng toy
2. Ego centrism. selfishness
3. Symbol function- symbols
4. Centration- seeing one only aspect
3. Conerete-Operational stage
decentration
elimination of ego-centrism
conservation
4. Formal Operational stage
the use of hypothesis,
‘SELF-DETERMINATION THEORY
Factors affecting Se-Determination
Choices
“Threats and deadlines
Controlling statements
Exteinsie rewards
Surveliance ans evaluation
‘THE TEACHING PROFESSION
ELEMENTS OF A PROFESSION
4. Initial Professional Education
2. Accreditation
3. Licensing: privilege
4. Professional Development
5. Professional Organization
6. Code of Ethics
LAWS ON THE PROFESSIONALIZATION OF TEACHING
0 1006
POET
2977
70 passing rate
RA 7836
PRC
75 passing rate
Let
1996
RAg293
Para teachers
‘no license
special permit 2 years
4 year service
Rai0912
CPD Law
PST: The naw NCBTS
“PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS”
1. Content Knowledge and Pedagoay
2. Learning eavironment
3. Diversity of Learners
4. Curriculum of Learners
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7, Personal Growth and Professional Development
PHILIPPINE QUALIFICATIONS FRAMEWORK
1.NcI
2. NCI
3. NCI
ancy
5, DIPLOMA,
6. BACHELOR'S DEGREE
7. MASTER'S DEGREE
8 DocroRAL
RA0931
Free Tertiary Education
ARTICLE XIV OF 1987 PHILIPPINE CONSTITUTION
1. Free Public Education
2. Compulsory Education
3. Learning System
4. Religious instruction
5. Ownership of Educational institution
6. Number of Foreign Students
7. Academic Freedom
8. Budget for Education
9. Language
Ra1a713
Teacher Education of Center Excellence Act
EAP. National Educators Academy of the Philippines. 4:12 GRADING SYSTEM
Tanguage,
ESP,AP
30%
30%
‘Quarterly | 20%
Assessment
1. No numerical grades for Kindergarten
2. Minimum initial grade of 60 to pass
3. Minimum quarteriy/ final grade of 75 to pass
4. Floor grade for quarterly/ final grade is 60.
‘OUTSTANDING 90:100
VERY OUTSTANDING 35-89
SATISFACTORY 80-84
FAIRLY SATISFACTORY 75-79
DID NOT MEET EXPECTATION BELOW 75,
‘STRUCTURE OF LANGUAGE
1. Phonology sounds
2. Morphology: root words
2. Semanties- meaning of words
4. Syntax grammars
5. Pragmatics: context
PRINCIPLES OF TEACHING AND LEARNING
(Quality Teacher Indicator
Content Knowledge mastery
Pedagogical knowledge- methods, strategies and
techniques.
Pedagogical Content Knowiedge- suitable
FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE
TEACHING
| Lesson Clarity
8 nsteuctional Variety
Teacher Task Orientation
0. Engagement in the Learning Process
E Student's Success Rate
INSTRUCTIONAL PLANNING
Lesson Plan- the instructor's road map
(ostea)
4. Objectives learning goals
2 Subject Matter- topic
3. Learning Activities: prayer, checking of attendance,
review etc.
4. Evaluation- assess
5. Assignment. supplement
TAXONOMY OF OBJECTIVES
Cognitive: mental abilities
Affective- emotional
Psychomotor- skills,
COGNITIVE DOMAIN
‘Original ‘| Revised
{Bicom)
Knowledge
Remeber | Recowiiing,
ng recalling
Tomarenens | Understan | Interpreting,
lon ing cexempitfying
comparison
Executing,
implementing
Bralysis | Analyzing | Differentiating,
‘organizing
Synthesis | Evaluating | checking, craiguing
Evaluation | Creating | Generating,
planning,
producing
pplication | Apoiving
AFFECTIVE DOMAIN,
Receiving: perceive
Responding: react
Valuing: show
COrganization- priorty
CChoracterization- habitual
PSYCHOMOTOR DOMAIN
Perception: sensory cues/perceived
Set- prepare
Guided Response: mimicking/imitation
Mechanism- basic skills
Complex Overt Response:
‘Adaptation: modify
Origination- create
PRINCIPLES IN SELECTION OF LEARNING MATERIALS
-alds to instruction
-they do not replace the teacher
best suits your objectives
use variety of tools (aucio visual aids)
-check out before cass starts.
PRINCIPLES IN DETERMINING LEARNING ACTIVITIES
-learners must profit from the experience
‘must provide for the experience
must be authentic and contextualized
must challenge the learners to ask questions
must provide opportunities for content mastery
‘TVPES OF INSTRUCTIONAL MATERIALS.
Print- textbooks, pamphlets, handouts, study guides,
manuals
Audio- cassettes, microphones, podcast
Visuals- charts, real object, photographs
Audio visual slides, tapes, films, flimstrips Electronic interactive- computers, calculators, tablets
PRINCIPLES UNDERLYING
‘Agproach- viewpoint
Strategy: long term plan ist of concepts/duration
Method step by step process/procedure
Technique: way of teaching, personal touch
GENERAL APPROACHES TO TEACHING
TTEACHER-CENTERED | STUDENT-CENTERED
‘Subject metier Lesmner centered
centered
‘Teacher dominated | interactive
Banking approach | consiructivigt
isc integrated
individualistic collaborative
Direct-passive indirect active
PRINCIPLE IN CHOOSING A METHOD
1. Utilize the aws of learning
2. Start from what is known already to the students
3. Provide the learners with numerous and diverse
learning
4. Provide opportunity for the learner to ask and
‘answer question,
DIFFERENT METHODS
EXPOSITORY (teacher | EXPLORATORY
centered) (Wearner-centered)
Less stugent High student
invovement invowement
Decuctive method” | inductive method:
general to specific
Less delivery time
specific to general
More delivery time
DIFFERENT STRATEGIES
Problem-based: scientific method used
Projeet-based- end product
CConstructivism-related prior knowledge
IMetacognite: thinking about thinking
Refloctive- appiy/teaching and learning
‘Cooperative: teach In group
[MULTIPLE INTELLIGENCE BY HOWARD GARDNER
{UNVISBLEM)
Intrapersonal-seltsmart
Naturalist- nature smart
Verbal linguistic- word smart
Interpersonal- people smart
Spatial Visual: picture smart
Bodily Kinesthetic- body smart
Logical mathematical number smart
Existential life smart
Musical- sounds smart
TYPES OF PROCEDURE
{A Panel- 5 to 6 members
8B. Symposium. 2 to 3, formal, social and academic
Issues
€ Debate- opposing ideas
Round table- own viewpoints
Art of Questioning: to make the student think
‘TYPES OF QUESTIONS
“according to the thinking process
Low Level- what, where, when
High Level: HOTS
“Recording to the purpose of answering during an
open discussion.
Convergent: specific answer
DDvergent- open ended
“according to the purpose of the teacher
Elciting- answer immediately
Probing- follow up question, take stand
Closure seeking
‘A MISTAKEN GOALS/HIDDEN GOALS
1 Attention Seeking- special treatment “notice me”
2. Power Getting- gets bossy "I want to help”
3. Revenge Secking- violent, hurt others “lam hurt”
4. Isolation Withdrawal/Assumed inadequacy:
refuses to participate "Guide me, Push me, Reassure
(MANAGEMENT OF TIME
‘Mandated time- schoo! year
Allocated time- schedule of students
Academic Instructional time- teaching time
‘Academic engage time: students are making activities
ROUTINE
attendance, distrioution of materials, in and out
‘established in first day.
‘TYPES OF CONTROL
Preventive- establish rules
Supported: signal, non-verbal
Corrective
‘TEACHER PITFALLS THAT AFFECT MANAGEMENT
JACOB KOUNIN: classroom management
Withitness- eyes at the back, see the four corners of
the room,
Stimulus bounded- gets easily distracted
‘Thwust- students are not ready, surprise quia
Dangling- topic hang
"Truncation not able to return
“Flipslop-2 topics and able to return
COvertapping- multitasking Ripple effect: escalating, domino effect
(Over dwelling- matagal magturo
Fragmentation- hinat!
Jerkiness- n0 momentum and ne smoothness
[MANAGING SURFACE BEHAVIOR
Planned tgnoring- hindi papansinin
Signal interference- nonverbal cues
Proximity Control-lalapit sa bata
Antiseptic Bouncing- papalabasin
Removal of Seductive Object-tatanggalin
Hurdle help- need assistance
Direct appeal- confront
PPPF (NAGEL AND SMITH)
Prepare yourself
Prepare your students
Present the materials
Follow up
MOTIVATION: driving Force
1 Extrinsic Motivation- external source, reward
2. intrinsic Motivation one’s own goal
SOCIAL DIMENSIONS OF EDUCATION
Code of Ethics- roles and obligations
Funetionalism
-anong ambag mo sa society?
Skils-2nong kaye mong gawin?
Cohesion- unity
FUNCTIONS OF A SCHOOL
Social: placement, socialization, integration
Economic- productivity (applied skills}, creativity
(imaginations), progress (new ideas)
Cultural differences, similarity, harmony, preserve,
change
Political- patriotism (love and loyalty for the country)
Authocity, harmony, change
Authosty- government
Batas- to solve societal ssues/riss
Xenocentrism- view others superior than yours
(Colonia! Mentality)
Ethnocentrism- mas mataas ke kesa sa iba
culture: way of life/lving,
‘CULTURE TRANSFER
Enculturation: sarin kultura
Acculturation: natutunan ang kultura ng ba
‘ecomodation- both culture ay pinractice
Assimilation: kinalimutan ang dating kutura
Immersion: contextual
‘Animism- supernatural things
Euphemism- pinapaganca ang salit/sitwasyon,
Fotalism- masyadong negative
Optimism masyadong positive
Rationalism- lahat ng bagay may rason.
NEGATIVE SOCIAL TRAMTS
Stereotype: negative thinking
Prejudice- negative feeling
Discrimination- negative action
TTalangka Mentality nanghihila ng nakakaangat
'Ningas Cogon- magaling sa umpisa
Marana Habit: mamaya ne
Split Personality- inva ang personality
Kanya kanya Syndrome- kung ano lang sayo yun lang
fang papakealaman mo.
Superficial Religiosity- puro dasal, walang gawa
AMBIVALENT SOCIAL TRAITS.
Extreme Personalism- masyadong namemersonal,
family centered
Utang na loob- kailangan ibalik
Bahala Na- Si God na ang behala
Pakikisama- foster harmony, it majority
PERSONAL VALUES
Resilience- ability to recover immediately
Tolerance- accept diversity
Emotional Stability- control emotion
Drive- motivation
Fai objective and consistent
Buovancy- ability to smile despite of dificuty
Cooperativeness- abilty to work well with others
Intelligence- knowledge
Self Confidence: trust one’s ability
Innovativeness- making original and new ideas
Reliability: trustworthy
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND
CULTURAL ORGANIZATION
international Cooperation
Jacques Delors
-intemnational Commission on Education for the 22"
century.
-Learning the treasure within (report)
4 Pillars of Learning {content}
5 PILLARS OF LEARNING
Learning to know: gaining information
Learning to do- apalying what you know
Learning to be- self-development [holistic
evelopment)
Learning to live together- society, diversity, respect
and hermony
Learning to transform-hignest, change, sustainability RIGHTS OF A CHILD
Life: (abortion issue)
Acquire- name, nationality and parents
Not separates: from parents
Views: free express of opinions
Privacy- protection
Access: any documents relating to him
Parents- prime responsibilty
Protect- against violence
Health ang Education: free access
Culture- freedom to practice and enjoy
Leisure- enjoy, play
Crime: not life imprisonment and not capital
punishment
‘nation’s culture resides in the hearts and in the soul
ofits people. (Culture isnot just on material things)
‘A people without knowledge oftheir past history,
igi and culture is like tree without roots. (Cultural
identity)
‘Alone we can do much but together we can do so
‘much. (Cultural cooperativeness)
Be careful who you hate, it could be someane you
love. openmindness to other culture)
Culture of the mind must be subservient to the heart
(Love for culture)
Culture: the ery of men in face of thelr destiny.
(Cultural identity)
Different roads sometimes ead to the same castle.
(Unity ari cultural diversity)
Diversity count friends not skin color. (Cultural
diversity)
I'snot asinor a crime ta be different. (Cultural
iversity)
ur true nationality is mankind. (The cosmopolitan
man)
EFA- Education For All
access and inclusivity
\Values Education- good useful and valuable
S0- Education for Sustainable Development
‘Multculturalism- diversity and similarities
TYPES OF EDUCATION
Environmental Education- problem, solution,
Implements
Human Rights Education: freedom
Global Education- diversity and similarity
Localization: specify, product services
Globalization- worldwide
21°" CENTURY THEMES
Global Awareness- diversity, similarity, des and
ons, sues, (Socal Studies)
Financial, Economic, Susiness and Entrepreneurial
Lteraey- value resources
Chil Literacy- town city/publc, rights and obligations.
Health Literacy- health and environment
Rote Memorization: words by words
Paradigm Shit: pagbabago
conscience
Right Consclence- right as right, wrong as wrong,
Enormous Conscienco- regards right and wrong
Pharsaical-sinasab mo pero di mo ginagawa
[nypocrite, sett-righteous}
Certain. sure decision, absolute
Doubtfut unsure
Scrupulous-he thinks he is wrong, but he s not. (Guilt
ridden)
Lax- he thinks he is right, ut he is not
Callous- insensitive, criminal minds
MORAL DEVELOPMENT THEORY: KOHLBERG
PRE CCONVENTIAL | POST-
CONvENTIO CONVENTIONAL
| NAL
Punishment | Socal
Ovecience | approval
Irsivumenta | laws ‘Universal Ethical
L Relativism Pringle
Socal Contract
GOOD MORAL CHARACTER
being fully human (fll potential)
being a loving person (unselfish and caring)
-being virtuous (consistent)
being morally nature (developed)
RESEARCH
tion Research- solved instructional/elassroom
problems
Case Study- specific
Population- qustong pag aralan
Sample- yun ‘ang ang pag aaralan, actual
Dependent- minemeasure
Independent: input and difference set up
RESEARCH STRATEGIES
Questionnaire- walang choices
Survey- may choices
Observation- quanti, anecdotes
Pessimist-negatwe
Optimist- positive Alteuist- selfless
Utiitarianist- iba at sari
Hedonist: selfish
Principle of Lesser Evil (2 choices)
Principle of Double Effect (2 effects}
Principle of Formal Cooperation (direct)
Principle of Material Cooperation (indirect)
‘VALUES HIERARCHY- MARX SCHELER
1. Values f the Holy- divine and idols/relgion.
2. Spiritual Values~right and wrong, beauty and
ugliness, truth and fase
3. Vital Values- novel ane vulgar (needs)
4, Pleasure: pleasant and painful (wants)
Universal- applicable to anyone
Unchanging: constant
\VALUES IN PHILIPPINE EDUCATION
Makadiyos
Makatao
Makakalikasan
Makabansa
EDUCATIONAL AND PHILOSOPHICAL FOUNDATION
IoeausM,
Plato
-mind and spirit
-stress on mental development
‘perfectionism when you are with God
value-laden
-focus on the development of the mind
-Anowledge is independent of sense
want to be”
REALISM
-Auistotle
-Actualties
Realities in life
-truth should be tested
0 see isto believe
NATURALISM
Jean Jacque Rousseau
‘ature ofthe self
-aature of the child
Jnnate
‘natural stages of development
‘800k (Emile)
PERENNIAUSM
Robert Hutchins
forever
-ever changing
-permanent
-tested by time
rational thinking is developed
Perpetual Learning
unchanging
~constant
classics
humanities
‘great books (Bible, Koran, Analects)
-tried and proven
-generalist
PRAGMATISM
-John Dewey
change
practice
“practical use
-2pply
Natural Science
ESSENTIAUSM,
William Bagley
‘basic R's
mastery of learning
specialization
Teaeher-centered
suniform
sraditional
foundation
drill and memorization
-develop student to became competent
PROGRESSIVISM
Jearning by doing
smodern
improvement.
-development in learners and education system
EXISTENTIAUSM
‘John Paul Sartre
-exist
-selfaull, choice, freewill
self unique
‘freedom
responsibilty
choices
unique individual
-presence of elective subject
BEHAVIORISM,
‘environment (control)
rewards and punishment
-passive
HEDONISM
pleasure ofthe body EPICUREANISM,
‘pleasure ofthe mind
-a state of tranquility
“freedom for fear
‘absence from bodily pain
EMPIRISM
senses
sight, smell, touch, hearing and taste
HUMANISM
‘welfare of an individual
RATIONALISM
mental power
SOCIAL RECONSTRUCTIONISM
Counts; Rugg
society
reform
Jaws
sroicisna
‘hardships
etter ife
NATIONALISM.
Jove for country
patriotism
constructivism
schema
‘eased on prior knowledge
UTILITARIANISM
-use for greater good/society
MeTAPHYsiCs
study of beyond knowledge
existence
EPISTEMOLOGY
study of knowledge
tosic
systematic and organized
‘AxIOLOGY
“study of ethies
-goad or bad, right or wrong,
wales
ELECTRIC APPROACH
‘combination of 2 ism
LEARNER'S REFERENCE NUMBER
starts in kindergarten
22 digits
-6schwool ID, 2 school year, 4 students! number
HISTORY OF PHILIPPINE EDUCATION
timeline