Prof Ed

LIST OF KEYWORDS

1. Idealism – spiritual, values, ideal

2. realism- science/ what is real

3. empiricism- senses

4. naturalism- innate

5. existentialism- choice,decision,unique

6. essentialism- specialization, basic, fundamental

7. perrenialism- classic, literature, traditional

8. pragmatism- activation of skills

9. progressivism-child-centered

10. Epicureanism- perfection

11. Agnosticism- aetheist, unknown

12. stoicism- passionate emotions

13. hedonism- pleasure

14. humanism- humans

15. constuctivism- prior knowledge activation

16. reconstructionism- solution to problem

17. scholasticism- rationalization of church

Theories

1.Stages of development- jean piaget, thinking

2. Cognitivism- discovery learning, Jerome bruner,

concrete rto abstract

3. behaviorism- environment, watson

4. connectionism- classroom environment, thorndike

5. humanism- carl rogers, child centered

6. operant conditioning- reinforcement/punishment,

Bf skinner

7. Classical conditioning- habit and stimuli Ivan Pavlov

8. Meaningful learning- conceptual, graphic organizers,

Ausubel

9. Insightful learning- Activation of prior knowledge,

problem solving, kohler

10. Moral development- value formation, Kohlberg

11. Hierarchy of need theory- needs, maslow

12. attachment theory- caregiver, john Bowlby

13. identity statuses- jame marcias, confusion

14. field theory- internal and external environment

15. bioecological- system of environment, Brofenbrenner

16. choice theory- glasser, decision

17. social learning- bandura, modeling

18. socio-cultural- Vygotsky, scaffolding more

Knowledgeable

Domains of learning

Cognitive: mental processes (knowing, reasoning, problem solving)

Affective: feelings, attitudes, values

Psychomotor: physical skills, coordination

Behaviorist theories

Ivan Pavlov: classical conditioning—learning by association of stimuli and

responses

Edward Thorndike: law of effect—behaviors followed by satisfying

outcomes are repeated

B. F. Skinner: operant conditioning—reinforcement (positive, negative) and

punishment shape voluntary behavior

Cognitive development theories

Jean Piaget: four stages (sensorimotor, preoperational, concrete

operational, formal operational); learners construct schemas through
assimilation and accommodation
Lev Vygotsky: sociocultural theory; zone of proximal development and
scaffolding; learning is mediated by language and social interaction

Jerome Bruner: discovery learning and spiral curriculum; learners build

understanding by revisiting concepts at increasing levels of complexity

Information processing theory

Atkinson and Shiffrin: sensory register, short-term memory, long-term

memory

Cognitive load principle: manage intrinsic, extraneous, and germane load

to optimize learning

Robert Gagné: nine events of instruction aligning external teaching events

with internal cognitive processes

Social cognitive theory

Albert Bandura: observational learning and modeling; self-efficacy beliefs

determine effort, persistence, and resilience

“Bobo doll” experiments demonstrate learning through watching others,

not direct reinforcement

Humanistic theories

Abraham Maslow: hierarchy of needs (physiological, safety,

love/belonging, esteem, self-actualization); unmet needs hinder learning

Carl Rogers: person-centered approach; learning thrives under conditions

of empathy, genuineness, and unconditional positive regard

Motivation theories

Intrinsic vs. extrinsic motivation: internal satisfaction vs. external rewards

Deci and Ryan’s self-determination theory: autonomy, competence, and

relatedness fuel intrinsic motivation

Bernard Weiner’s attribution theory: how learners explain success/failure

(ability, effort, task difficulty, luck) affects future motivation

Expectancy-value theory: motivation = expectancy of success × value of

task

Carol Dweck’s mindset theory: growth vs. fixed mindset influences

resilience and achievement

Developmental and personality theories

Sigmund Freud: psychosexual stages shape personality and can influence

attitudes toward authority and learning
Erik Erikson: eight psychosocial stages from trust vs. mistrust to integrity
vs. despair, each involving a social crisis

Urie Bronfenbrenner: ecological systems theory; development occurs

within nested environments (microsystem to macrosystem)

Memory and retention

Hermann Ebbinghaus: forgetting curve; spaced practice combats rapid

forgetting

Encoding strategies: elaboration, organization, imagery to enhance

transfer to long-term memory

Metacognition and self-regulation

John Flavell: metacognitive knowledge (awareness of one’s cognitive

processes) and regulation (planning, monitoring, evaluating) improve
learning outcomes

Gestalt principles in learning

Max Wertheimer: perception organized into meaningful wholes; “whole is

more than sum of parts” applies to problem solving and concept formation

Multiple intelligences and diversity

Howard Gardner: distinct intelligences (linguistic, logical-mathematical,

spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal,
naturalistic)

Instruction should engage varied intelligences to reach diverse learners

Implications for teaching practice

Use reinforcement and feedback (behaviorism) to shape desired

classroom behaviors

Scaffold instruction within learners’ ZPD (Vygotsky) and provide hands-on

discovery experiences (Bruner, Dewey)

Create supportive environments that meet basic needs (Maslow) and

foster autonomy (Rogers)

Incorporate collaborative and observational activities (Bandura) to

leverage social learning

Apply cognitive principles: chunk information, reduce extraneous load, use

advance organizers (Ausubel)

Instructional strategies

Direct instruction and drill for foundational skills (behaviorist, essentialist)

Inquiry-based projects and problem solving for higher-order thinking
(cognitive, constructivist)

Cooperative learning groups to build social skills and shared knowledge

(social interdependence theory)

Reflective journals and self-assessment for metacognitive growth

Assessment aligned with psychological principles

Frequent low-stakes quizzes for reinforcement and feedback (behaviorism)

Performance tasks, portfolios, and projects to assess problem solving and

creativity (constructivist, authentic assessment)

Self- and peer-assessment to develop metacognitive skills and ownership

of learning

Classroom management grounded in psychology

Establish clear expectations and consistent consequences (operant

conditioning)

Monitor student engagement and use “with-itness” (Kounin) to prevent

disruptions

Build a positive classroom climate that satisfies belonging needs (Maslow)

and motivates intrinsic engagement

Continuous reflection and adaptation

Collect data on student performance and behaviors to evaluate

effectiveness of strategies

Reflect on personal teaching beliefs in light of psychological research and

adjust practices accordingly

These notes cover key psychological

Bloom’s Taxonomy is a hierarchical classification system that categorizes

educational learning objectives into different levels of complexity and
specificity. Developed originally by Benjamin Bloom and collaborators in
1956 and later revised by Anderson and Krathwohl in 2001, it has been
instrumental in designing curricula, assessments, and instructional
strategies.

1. Historical Background

Original Taxonomy (1956):

Created by a team led by Benjamin Bloom, this framework was developed
to help educators classify and structure learning outcomes.

It comprised six major categories in a cognitive domain: Knowledge,

Comprehension, Application, Analysis, Synthesis, and Evaluation.

Revised Taxonomy (2001):

Anderson and Krathwohl updated the original taxonomy to reflect changes

in educational theory and practice.

The revised version not only reorders the categories but also renames
them using active verbs: Remember, Understand, Apply, Analyze,
Evaluate, and Create.

This revision emphasizes the dynamic nature of learning and encourages

educators to design learning experiences that foster higher-order thinking
skills.

2. The Structure and Levels

A. Original Taxonomy

Knowledge:

Focuses on recall of factual information, terminology, and basic concepts.

Comprehension:

Involves understanding the meaning of the material, summarizing, and

explaining ideas.

Application:

Entails using learned information in new and concrete situations.

Analysis:

Requires breaking information into parts to explore relationships and

underlying structure.

Synthesis:

Involves compiling information in a different way by combining elements

in a new pattern or proposing alternative solutions.

Evaluation:

Focuses on making judgments based on criteria and standards through

checking and critiquing.

B. Revised Taxonomy

Remember:
The ability to recall facts, basic concepts, and answers.

Example activities: Listing, naming, defining.

Understand:

Comprehending the meaning, translation, interpolation, and interpretation

of instructions and problems.

Example activities: Summarizing, explaining, interpreting.

Apply:

Using information in new situations to solve problems.

Example activities: Demonstrating, executing, implementing.

Analyze:

Breaking down information into its components to understand its

structure.

Example activities: Differentiating, organizing, attributing.

Evaluate:

Making judgments about the value of ideas or materials based on criteria.

Example activities: Critiquing, checking, assessing.

Create:

Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure.

Example activities: Designing, constructing, planning.

3. Applications in Education

Curriculum Development:

Educators use Bloom’s Taxonomy to frame learning objectives and

outcomes, ensuring that courses address both lower-order (e.g.,
Remember, Understand) and higher-order (e.g., Analyze, Evaluate, Create)
cognitive skills.

Assessment Design:

The taxonomy guides the creation of assessments that test various levels
of understanding. For example, multiple-choice questions might assess
knowledge and comprehension, while essays or projects are more suited
to evaluating analysis, evaluation, and creation.

Instructional Strategies:
Teachers design lessons that move learners through the hierarchy,
encouraging students to not only recall facts but also to apply concepts,
analyze scenarios, evaluate alternatives, and create original work.

Differentiated Instruction:

By understanding the different levels, educators can tailor their instruction

to meet diverse student needs and foster advanced critical thinking skills.

Complete Review Summary | General and Professional Education

BEHAVIORISM – change

ESSENTIALISM – basic

EXISTENTIALISM – choice

HUMANISM – build

IDEALISM – enough in mind

PERRENIALISM – constant

PRAGMATISM - practice (T&E)

PROGRESSIVISM – improve

REALISM – enough to see

UTILITARIANISM - best

SOCIAL RECONSTRUCTIVISM – benefit of all

AIMS OF ERAS

PRE-SPANISH – survival and conformity

SPANISH – Christianity

AMERICAN – democratic ideals and way of life

COMMONWEALTH – moral character, efficiency

JAPANESE – progress

PROF. ED PROPONENTS

B.F. SKINNER – Operant Conditioning

BANDURA – Modeling

BANDURA & WALLACE – Social Learning

CARL JUNG – Psychological

CONFICIUS – Education for all, Golden Rule

EDWARD THORNDIKE – Connectionism

ERICK ERIKSON – Psychosocial

IVAN PAVLOV – Classical Conditioning

JEAN PIAGET – Cognitive

FROEBEL - Father of Kndrgrtn

PEZTALLOZI – realia, Froebel’s protégé

JEROME BRUNER – Instrumental Conceptualism

JOHN DEWEY – learning by doing

JOHN LOCKE – Tabula Rasa (blank sheet)

KOHLERS – Insight Learning

LAURENCE KOHLBERG – Moral Development

LEV VGOTSKY – Social Cognitivist, Scaffolding

SIGMUND FREUD – Psychosexual

WILLIAM SHELDON – Physiological

PRINCIPLES OF EDUCATION

HEDONISM – pleasure principle

DOUBLE EFFECT – sacrifice for the good or bad

FORMAL COOPERATION – cooperation with will

LESSER EVIL – choice of the less one from two bad things

MATERIAL COOPERATION – cooperation without will

FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY

1. ORAL (0-1 yrs. old) – Infant

2. ANAL (1-3 yrs. old) – Toddler

3. PHALLIC – Preschool

4. LATENCY – School Age

5. GENITAL – Adolescense

OEDIPUS – son to mom

ELECTRA – daughter to dad

LAWS IN EDUCATION

PRC BR 435 – Code of Ethics for Professional Teachers

PD 1006 – Decree Professionalizing Teachers

RA NO. 1425 – inclusion of the works of Jose Rizal

RA NO. 4670 – “Magna Carta for Public School Teacher”

RA 7722 – CHED

RA 7796 – “TESDA Act of 1994”

RA 7836 – Phil. Teachers Professionalization Act of 1994

RA 9155 – BEGA (Basic Educ.) or DepEd Law

RA 9293 – Teachers Professionalization Act

RA 10533 – K-12 Law

ACT NO. 2706 – “Private School Law”

COMMONWEALTH ACT NO. 578 – “persons in authority”

KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng

PROKLAMA BLG 12 - Linggo ng Wika (Balagtas,Mr29-Ap4)

PROKLAMA BLG. 186 – Linggo ng Wika (Quezon,Ag13-19)

PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)

PHIL. CONSTITUTION ACT 14 – ESTACS

RA 1079 – no limit of Civil Service eligibility

RA 6655 – “Free Public Secondary Educ. Act of 1988”

RA 6728 – “Act Providing Government Assistance to

Students and Teachers in Private Education

RA 7277 – Magna Carta for PWD

RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231)

RA 7743 – establishment of public libraries

RA 7877 – “Anti Sexual Harassment Act of 1995”

RA 7880 – “Fair and Equitable Access to Education Act”

RA 8049 – Anti-Hazing Law

RA 8187 – Paternity Act

RA 10627 – Anti-Bullying

SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)

BRUNER’S THREE MODES OF REPRESENTATION

1. ENACTIVE (0-1 yrs. old) – action-based information

2. ICONIC (1-6 yrs. old) – image-based information

3. SYMBOLIC (7+) – code/symbols such as language

TAXONOMY OF OBJECTIVES

COGNITIVE:

BLOOM (LOTS) ANDERSON (HOTS)

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation o Remembering

o Understanding

o Applying

o Analyzing

o Evaluating

o Creating

AFFECTIVE:

o Receiving

o Responding

o Valuing

o Organizing

o Characterization

PSYCHOMOTOR:

SIMPSON HARROW

o Perception
o Set

o Guided Response

o Mechanism

o Complex Overt Response

o Adaptation

o Origination o Reflex movement

o Fundamental Movement

o Physical Movement

o Perceptual Abilities

o Skilled Movements

o Non-discursive communication

DALES CONE OF EXPERIENCE

Read

Hear

Picture

Video

Exhibit

Demonstration

Collaborative Work

Simulation

Real thing

ERIKSON’S PSYCHOSOCIAL TASKS

1. TRUST VS. MISTRUST (0-12 months)

2. AUTONOMY VS. SHAME/DOUBT (1-3 years old)

3. INITIATIVE VS. GUILT (3-6 years old)

4. INDUSTRY VS. INFERIORITY (6-12 years old)

5. INDENTITY VS. ROLE CONFUSION (12-18 years old)

6. INTIMACY VS. ISOLATION (early 20s-early 40s

7. GENERATIVITY VS. STAGNATION (40s-mid 60s)

8. INTEGRITY VS. DESPAIR (mid 60s-death)

PIAGET’S COGNITIVE DEVELOPMENT THEORY

1. SENSORY – senses

2. PRE-OPERATIONAL - imagination

3. CONCRETE 4. FORMAL

GENERATIONS OF COMPUTER

1. VACUUM TUBES (1940-1956)

2. TRANSISTORS (1956-1963)

3. INTEGRATED CIRCUITS (1964-1971)

4. MICROPROCESSORS (1971-present)

5. ARTIFICIAL INTELLIGENCE (present-future)

MISTAKEN GOALS

1. ATTENTION SEEKER – “teacher, notice me”

2. REVENGE – “teacher, I am hurt”

3. POWER-SEEKING – “teacher, may I help?”

4. INADEQUACY – “teacher, don’t give up on me”

5. WITHDRAWAL – “teacher, please help me”

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

LEVEL 1: PRE-CONVENTIONAL MORALITY

Stage 1: Obedience and Punishment Orientation

Stage 2: Individualism and Exchange

LEVEL 2: CONVENTIONAL MORALITY

Stage 3: Good Interpersonal Relationships

Stage 4: Maintaining the Social Order

LEVEL 3: POST-CONVENTIONAL MORALITY

Stage 5: Social Contract and Individual Rights

Stage 6: Universal Principles

CENTRAL TENDENCY -Central (middle location) Tendency

MEAN – Average MODE – most occurring

RANGE – highest score minus lowest score

LOW SD–Homogenous, scores near to mean(almost same)

HIGH SD – Heterogenous, scores far to mean (scattered)

DECILE – 10 grps (D1…D10) QUARTILE – 4 grps (Q1…Q4)

SUSPENSION – time REVOKATION – condition

DIFFICULTY INDEX

0-0.20 VERY DIFFICULT

0.21-0.40 DIFFICULT

0.41-0.60 MODERATELY DIFFICULT

0.61-0.80 EASY

0.81-1.00 VERY EASY

POSITIVELY SKEWED (LEFT FOOT)

- low scores, mean greater than mode

NEGATIVELY SKEWED (RIGHT FOOT)

- high scores, mean is lower than mode

HORN/HALO EFFECT

- overcoming other trait, either bad/good

GENERAL EDUCATION

FILIPINO/ENGLISH:

MGA TEORYA NG PINAGMULAN NG WIKA

1. BOW-WOW –kalikasan at hayop

2. DING-DONG – bagay

3. POOH-POOH – masidhing damdamin

4. YOHEHO – pwersang pisikal

FILIPINO POETS AND PEN NAMES

BENVENIDO SANTOS – American Culture Writings

DANIEL DEFOE – “Robinson Crusoen” (novel)

EDILBERTO TIEMPO – made “Cry Slaughter” that has been

translated many times

ERNEST HEMINGWAY – Ring Lardner Jr.

JOSE GARCIA VILLA – “Comma Poet”, Dove G. Lion

MIGUEL DE CERVANTES/ESCALANDE - Masterpiece is

“Don Quixote” that is most influential

NICK JOAQUIN – Quijano de Manila

– Spanish Culture Writing

PAZ MARQUEZ BENITEZ – made “Dead Stars” that is the 1st

modern English short story

SAMUEL LANGHORNE CLEMENS – Mark Twain

- “Adventures of Tom Sawyer”

- “Adventures of Huckleberry Finn” (best novel)

SINTAKS/SINTAKSIS/PALAUGNAYAN

- sangay ng barirala na tumatalakay sa masistemang pagkaka-ayus-ayos

ng mga salita sa pagbuo ng mga parirala at pangungusap

PEN NAMES OF FILIPINO PROTAGONISTS

ANDRES BONIFACIO – May Pag-asa, Agapito

Bagumbayan

ANTONIO LUNA – Taga-Ilog

EMILIO AGUINALDO - Magdalo

EMILIO JACINTO – Di Masilaw, Tingkian

GRACIANO LOPEQ JAENA – Diego Laura

JOSE MA. PANGANIBAN ¬– JoMaPa

JOSE RIZAL – Dimas alang, Laon laan

JUAN LUNA – Buan

MARCELO DEL PILAR – Plaridel, Dolores Manapat,

Piping Dilat

MARIANO PONCE – Tikbalang, Naning (Satanas),

Kalipulako

MGA URI NG PANGUNGUSAP

WALANG PAKSA:

1. EKSISTENSYAL – mayroong isa o higit pang tao

Halimbawa: Mayroon daw puno sa bakuran.

2. MODAL – nais/pwede/maari (Gusto ko matulog.)

3. PANLIPUNAN – pagbati, pagbigay galang atbp.

4. SAGOT LAMANG – “Talaga?”, “Oo”

5. SAMBITLA – masidhing damdamin (Aray!)

6. TEMPORAL – panandaliang kalagayan o panahon

KAYARIAN:

1. PAYAK – iisang kaisipan

2. TAMBALAN – dalawang sugnay na ‘di makapag-iisa

3. HUGNAYAN – madalas nagsisimula sa kung, dahil sa

4. LANGKAPAN – mahabang pangungusap

MGA URI NG KWENTO

1. PABULA (fable) – hayop

2. PARABULA (parable)– Bibliya

3. ANEKDOTA (anecdote) – tunay na buhay

4. MITOLOHIYA (myth) – diyos at diyosa (pinagmulan)

ASPEKTO NG PANDIWA (Verb)

1. PERPEKTIBO – tumakbo

2. IMPERPEKTIBO – tumatakbo

3. KONTEMPLATIBO – tatakbo

KAANTASAN NG PANG-URI (Adjective)

1. LANTAY – walang pinaghahambingan

2. PAHAMBING ¬– inihahalintulad

3. PASUKDOL – nangingibabaw (H: pinakamataas)

MGA URI NG TULA

1. PATULA (Moro-moro)

2. PASALAYSAY (Epiko, Awit, Korido)

MGA AWITING BAYAN

1. DALIT/HIMNO – pagsamba sa anito o pang-relihiyon

2. DIONA – kasal

3. DUNG-AW – patay (pagdadalamhati)

4. KALUSAN – paggawa

5. KUMINTANG – tagumpay (pandigma)

6. KUNDIMAN – pag-ibig

7. OYAYI – pagpapatulog ng bata

8. SOLIRANIN – pagsasagwan

9. TALINDAW – pamamangka

PAGBABAGONG MORPONEMIKO

1. ASIMILASYON – Parsyal (pangsukli), Ganap (panukli)

2. MAY ANGKOP – wikain mo – “kamo”

3. MAYSUDLONG/PAGDARAGDAG NG PONEMA

- muntik – muntikan, pagmuntikan, pagmuntikanan

4. METATESIS – linipad – nilipad

5. PAGKAKALTAS NG PONEMO – takipan – takpan

6. PAGLILIPAT-DIIN – laRUan (playground) - laruAN (toy)

7. PAGPAPALIT NG PONEMA – madapat – marapat

MGA URI NG PANGHALIP/PRONOUNS

1. PANAO/PERSONAL PRONOUN – ako/I etc.

2. PAMATLIG/DEMONSTRATIVE PRONOUN – ito/this etc.

3. PANAKLAW/INDEFINITE P. - isa, all, anyone etc.

4. PATULAD – ganito, ganyan atbp.

5. PANANONG/INTERROGATIVE P. – sino, when etc.

6. PAMANGGIT/RELATIVE P. – daw, umano, which, who

MGA AKDANG NA MAY IMPUWENSYA SA MUNDO

AKLAT NG MGA ARAW – China (by Confucius)

AKLAT NG MGA PATAY – Egypt cults & myths (by Osiris)

AWIT NI ROLANDO-France (by Doce Pares, Roncesvalles)

BIBLIYA – Palestino at Greece

CANTEBURY TALES – Kingdom of England (by Geoffrey Chaucer) 14th

century

DIVINE COMEDIA – Italy (by Dante)

EL CID COMPEADOR – katangian at history ng Spain

ILIAD o ODYSSEY – Myths of Greece made by Homer.

ISANG LIBO’T ISANG GABI – Ugali sa Arabia at Persia

KORAN – Arabia (Muslim Bible) MAHABRATA – India

UNCLE TOM’S CABIN – about slaves that becomes the basis of democracy.
(by Harriet Beecher Stowe of U.S.)

MGA URI NG PANITIKAN

1. TULUYAN – binubuo ng mga pangungusap

A. NOBELA – binubuo ng mga kabanata

B. DULA – pagtatanghal sa entablado

MGA DULANG PANLIBANGAN:

a. TIBAG – Sta. Elena

b. LAGAY – Pilarenos ng Sorsogon

c. PANUNULUYAN – pagtatanghal bago mag-alas dose (12PM) ng gabi ng

kapaskuhan

d. PANUBOL – parangal sa may kaarawan

e. KARILYO – ala-puppet show

f. KURIDO – katapangan, kabayanihan, kababalaghan, pananampalataya

g. SARSUELA – musical tungkol sa pag-ibig, paghihiganti atbp. masisidhing

damdamin

C. ALAMAT – pinagmulan

D. ANEKDOTA – ugali, may mabuting aral

2. PATULA - may sukat,pantig,tugma,taludtod,saknong

A. TULANG PASALAYSAY - mahahalagang tago o pangyayari sa buhay.

a. EPIKO – kabayanihan sa kababalaghan

o BIDASARI, PARANG SABIR – Moro

o BIAG NI LAM ANG – Iloko

o MARAGTAS, HARAYA, LAGDA AT HARI SA BUKID – Bisaya

o KUMINTANG – Tagalog

o DAGOY AT SUDSUD – Tagbanua

o TATUANG - Bagobo

b. AWIT o KORIDO - kaharian

c. TULA NG DAMDAMIN o LIRIKI – own feeling

MGA TULANG LIRIKO:

o AWITING BAYAN – kalungkutan

o ELEHIYA – yumao

o DALIT – pagpupuri sa Diyos

o PASTORAL – buhay sa bukid

o ODA – papuri

B. TULANG DULA O PANGTANGHALAN

a. KOMEDYA

b. MELODRAMA – musical

c. TRAHEDYA – death of main character

d. PARSA – mga pangyayaring nakakatawa

e. SAYNETE

-karaniwang pag-uugali ng tao/ pook

C. TULANG PATNIGAN

a. KARAGATAN – alamat ng singsing ng prinsesa na naihulog niya sa dagat

sa hangaring mapangasawa ang kasintahang mahirap.

b. DUPLO – paligsahan ng husay sa pagtula

c. BALAGTASAN – pumalit sa Duplo

FIGURES OF SPEECH/TAYUTAY

PAG-UUGNAY O PAGHAHAMBING:

1. SIMILE/PAGTUTULAD – mayroong pangatnig

2. METAPHOR/PAGWAWANGIS – walang pangatnig

3. ALUSYON – iba’t ibang aspekto ng buhay ng tao

4. METONYMY/PAGPAPALIT-TAWAG

5. SYNECDOCHE/SINEKDOKE – pagbanggit ng isa upang tukuyin ang

kabuuan

Hal: Dalawang bibig ang umaasa kay Romeo.

PAGLALARAWAN:

6. HYPERBOLE/ PAGMAMALABIS o EKSAHERASYON

7. APOSTROPHE/PAGTAWAG – pakikipag-usap sa hindi buhay o malayong

tao. Hal: Ulan, tumigil ka na.

8. EXCLAMATION/PAGDARAMDAM – strong feeling.

9. PARADOX/PARADOKS -“malayo ma’y malapit pa rin”

10. OXYMORON/PAGTATAMBIS - paradox w/ extra words

PAGSASALIN NG KATANGIAN:

11. PERSONIFICATION/PAGSASATAO

PAGSASATUNOG:

12. ONOMATOPOEIA/PANGHIHIMIG – tunog ang paksa

13. ALLITERATION/PAG-UULIT – repetition of 1st letter in the 1st word. Ex:

Dinggin mo ang Diyos na Dinadakila

14. REPITASYON – repetition of phrase. Ex: Tama! Tama!...

IBA PANG TAYUTAY NA GAMIT SA TULA:

ALITERASYON – unang titik o pantig ay pare-pareho

ANADIPLOSIS – paggamit ng salita sa unahan at hulihan

EPIPORA – pag-uulit ng salita sa hulihan

PAG-UYAM – sarcasm

LITOTES – pagtanggi o pagkukunwari.

TALUDTOD – linya sa tula

UNFAMILIAR PARTS OF THE SPEECH

1. PREPOSITIONS-on, under, off, by, in near, for, to, since

2. CONJUNCTIONS (PANGATNIG)
- para/for, at/and, nor, or, pero/but, yet, so, ni, ngunit

3. INTERJECTION – with exclamation mark

PROPER SEQUENCE OF WORDS IN A SENTENCE

1. ARTICLES – a, an, the 2. OPINION 3. SIZE

4. AGE 5. SHAPE 6. COLOR

7. MATERIAL 8. PURPOSE

CLASSIFICATIONS OF POEM

1. BALLAD – narrative, less folk tale/legend, to be sung

2. BLACK VERSE – with meter but no rhyme

3. DRAMATIC MONOLOGUE – written in form of speech for individual

character.

4. ELEGY –death of individual

5. EPIC – tells a story about heroic figure

6. EULOGY – message for the dead

7. FREE VERSE (vers libre) – without meter but with rhyme

8. HAIKU – Japanese poem about nature. 5, 7, 5 (3 lines and 17 syllables)

9. IDYLL (Idyl) – peaceful, idealized country scene

10. LYRICS - thoughts and feelings

11. NARRATIVE – tells story

12. ODE -typically serious/meditative nature, type of Lyric

13. PASTORAL –rural life in peaceful & romanticized way

14. SONNET – Lyric poem consists of 14 lines

15. TANKA – Japanese poem: 5 lines, 31 syllables

PHILIPPINE CONSTITUTIONS

BIAK NA BATO – pact, thought of 1st Republic.

- Spainards paid P200 000

1. MALOLOS CONSTITUTION – Apolinario Mabini

- rights of soldiers

- no Visayas yet in right of territories

2. 1935 CONSTITUTION – adapted from American Const.

3. 1943 CONSITUTION - Jose P. Laurel

- Japan invades but gave freedom for Phil. to rule.

4. 1973 CONSTITUTION – Ferdinand Marcos

- Martial Law – 60days max

- Nat’l Territory forced Kalayaan grp. of Islands & Saba

5. 1987 CONSTITUTION - 18 articles

- past chairwoman: Cecilla Muñoz Palma (Feb 2, 1987)

- Bill of Rights are for the criminals

JUS SANGUINI – blood JUS SOLI – place

SOME TYPES OF GOVERNMENTS

1. COMMUNIST – classless society

- State plans and controls economy

2. PARLIAMENTARY – majority of people voted

3. REPUBLICAN – power comes from people

PHILIPPINE PRESIDENTS

(AgQueLaOsRoQuiMagGarMaMarAquiRaEsArAquiDut)

ACTS

1. ASSOCIATION OF SE ASIAN NATIONS (ASEAN)

- Myanmar, Cambodia, Laos, Brunei, Philippines, Singapore, Thailand,

Indonesia, Vietnam, Malaysia

2. BELL TRADE (PHILIPPINE TRADE ACT) – bet. Phil. & U.S.

3. KYOTO PROTOCOL (UNNCC)

- fight global warming decreasing green house gases

4. RIO DE JANEIRO CONVENTION

- environment and sustainable development

5. TEJEROS CONVENTION – election

- Bonifacio elected as Director Imperior

6. TREATY ON GENERAL RELATIONS

- recognition of U.S. to Philippine freedom

7. UNDERWORLD-SIMMONS ACT – full free foreign trade

8. PAYNE ALDRICH ACT – partial free foreign trade

MISSIONARIES AND EXPEDITIONS

1. AUGUSTINIAN – most intelligent

2. FRANCISCAN – sends medical aids

3. JESUITS

4. DOMINICANS – richest

5. RECOLECTS – most killed schools

MARTYR PRIESTS

1. BURGOS – youngest, mastermind of secularization

2. GOMEZ – Oldest, likes “sabong” and hid there

HOMO HABILIS – man of steel (bighead, uses muscle)

HOMO ERECTUS – man who discovered fire & clothes

HOMO SAPIENS – thinking man (can produce materials)

UNFAMILIAR BRANCHES OF BIOLOGY

ANATOMY – inner organs ENTOMOLOGY – insects

BIOCHEMISTRY – chemical patterns of animals

ECOLOGY – living things bet. Each other in environment

EMBRYOLOGY – developmental patterns fr. zygote-birth

GENETICS – heredity MYCOLOGY – fungi

HERPETOLOGY – reptiles and amphibians

HISTOLOGY – plant and animal tissues

MORPHOLOGY – phenotype (appearance)

ORNITHOLOGY – birds PARASITOLOGY – parasites

PALEONTOLOGY – fossils of animals and plants

PHYSIOLOGY – function of tissue, organ & system

TAXONOMY – classification of living organisms

SCIENCE PROPONENTS
CAROLUS LINNAEUS – Father of Taxonomy

ROBERT HOOKE – termed “cells” (cellulae)

ANTON VAN LEUWENHOEK – 1st person to observe microscopic organisms

(animal cule)

ROBERT BROWN – discovered Nucleus

MATTHIAS SCHIEDEN (Botanist) & THEODORE (Zoologist)

- found all plants consist of cells

RUDOLF VIRCHOW – proposed cells come fr. existing cells

EARTH’S SPHERES

ATMOSPHERE – gaseous sphere protection from meteors

Divided into five:

 Troposphere

 Stratosphere

 Mesosphere

 Thermosphere

 Exosphere

HYDROSPHERE – water

LITHOSPHERE – oceanic and continental crust

BIOSPHERE – all life forms in Earth

CRYOSPHERE – ice ANTHROSPHERE – ancestors

PLANETS AND THEIR SEQUENCE

1. SUN – 99.86% of Solar System

- believed was formed 4.6 billion years ago

- Responsible for weather and climate

2. MERCURY – named after Roman God

- no satellite and atmosphere

- discovered by Mariner Ten

3. VENUS – Goddess of Love and Beauty (Mariner 2)

- Perfect sphere, sister planet of Earth

4. EARTH

5. MARS – God of War, red planet (Mariner 9)

6. JUPITER -Gas Giant, fastest rotating planet (10hrs less)

- has Great Red Spot: huge storm for 350yrs

7. SATURN – God of Agriculture (chunks of rocks)

- made mostly of hydrogen

8. URANUS – Frederick William Herscel

- Sky & Ice Giant, 3rd largest planet

Wilhelm Wundt (1832–1920): established the first experimental

psychology laboratory in Leipzig and introduced introspection as a method
to analyze conscious experience, laying the groundwork for psychology as
a distinct scientific discipline.

Sigmund Freud (1856–1939): developed psychoanalysis, proposing that

unconscious drives, particularly those revealed through psychosexual
stages (oral, anal, phallic, latent, genital), shape personality and behavior.

Johann Heinrich Pestalozzi (1746–1827): Swiss educator who founded

modern pedagogy, emphasizing the harmonious development of “head,
heart, and hands” and advocating learning through activity and direct
experience.

Ivan Pavlov (1849–1936): discovered classical conditioning by showing

that dogs could learn to associate a neutral stimulus (bell) with food,
producing a conditioned salivary response.

Burrhus F. Skinner (1904–1990): formulated operant conditioning,

demonstrating that behavior is shaped by its consequences
(reinforcement or punishment) and introducing schedules of
reinforcement.

David Ausubel (1918–2008): proposed the theory of meaningful learning,

arguing that new information is best acquired when connected to relevant
concepts already present in the learner’s cognitive structure, often using
advance organizers.

Jerome Bruner (1915–2016): championed discovery learning and the spiral

curriculum, suggesting that learners build knowledge by exploring
concepts themselves and encountering core ideas repeatedly at
increasing levels of complexity.
Albert Bandura (1925–2021): developed social cognitive learning theory,
emphasizing observational learning, imitation, and the role of self-efficacy
in regulating behavior.

Edward L. Thorndike (1874–1949): articulated the laws of readiness

(learning is more effective when the learner is prepared) and exercise
(practice strengthens associations), forming the basis of connectionism.

Kurt Lewin (1890–1947): introduced field theory and the concept of “life
space,” describing behavior as a function of the person and their
environment (B = f(P, E)).

Wolfgang Köhler (1887–1967): demonstrated insight learning through

experiments with chimpanzees, showing that problem solving can occur
suddenly once the relationships among elements are perceived.

Urie Bronfenbrenner (1917–2005): proposed the ecological systems

theory, mapping human development across nested environmental
systems from the microsystem (immediate settings) to the macrosystem
(cultural context).

Sandra Bem (1944–2014): developed gender schema theory, explaining

how individuals internalize societal gender norms into cognitive structures
that guide processing of gender-related information.

Howard Gardner (b. 1943): introduced the theory of multiple intelligences,

identifying distinct modalities of intelligence such as linguistic, logical-
mathematical, musical, spatial, bodily-kinesthetic, interpersonal,
intrapersonal, and later naturalistic.

Elliot Turiel (b. 1940): formulated social domain theory, distinguishing

moral, social-conventional, and personal domains of social reasoning and
how children evaluate rules and norms.

Lawrence Kohlberg (1927–1987): outlined the stages of moral

development—preconventional, conventional, and postconventional—
showing how moral reasoning matures through experience and social
interaction.

Robert Sternberg (b. 1949): proposed the triarchic theory of intelligence,

defining analytical, creative, and practical components of intelligence and
how they interact in real-world problem solving.

Erik Erikson (1902–1994): described eight psychosocial stages from

infancy to old age, each characterized by a central conflict (for example,
trust vs. mistrust) that must be resolved for healthy development.
Maria Montessori (1870–1952): pioneered child-centered education in the
“prepared environment,” promoting self-directed activity, hands-on
learning, and transfer of learning through sensorial materials.

E. Paul Torrance (1915–2003): developed creative problem-solving models

and the Torrance Tests of Creative Thinking, emphasizing fluency,
flexibility, originality, and elaboration as measures of creativity.

Noam Chomsky (b. 1928): introduced the theory of universal grammar

and the language acquisition device, arguing that humans have an innate
capacity for language learning.

Jean Piaget (1896–1980): formulated the cognitive development theory

with four stages—sensorimotor, preoperational, concrete operational,
formal operational—describing how children construct knowledge.

John B. Watson (1878–1958): founded behaviorism, asserting that

psychology should focus on observable behavior shaped by environmental
stimuli rather than on internal mental states.

Edward C. Tolman (1886–1959): advanced purposive behaviorism and the

concept of cognitive maps, showing that rats form mental representations
of mazes rather than merely learning stimulus-response pairs.

Bernard Weiner (b. 1935): developed attribution theory, examining how

individuals explain their successes and failures in terms of ability, effort,
task difficulty, and luck, and how these attributions affect motivation.

Daniel Goleman (b. 1946): popularized the concept of emotional

intelligence, identifying competencies such as self-awareness, self-
regulation, empathy, and social skills as key to personal and professional
success.

Edward B. Titchener (1867–1927): led structuralism, aiming to analyze the

structure of the mind by breaking conscious experience into its basic
elements through introspection.

Robert M. Gagné (1916–2002): proposed the conditions of learning and

nine events of instruction, outlining how teaching events correspond to
internal cognitive processes to facilitate learning.

Abraham Maslow (1908–1970): introduced the hierarchy of needs, positing

that physiological, safety, love and belonging, esteem, and self-
actualization needs must be met in sequence to motivate behavior.

Benjamin Bloom (1913–1999): created Bloom’s taxonomy of cognitive

objectives—remembering, understanding, applying, analyzing, evaluating,
creating—to classify educational goals and learning outcomes.
David R. Krathwohl (1921–2016): co-developed the taxonomy of the
affective domain, describing learning outcomes related to attitudes,
values, and emotional growth in five hierarchical levels from receiving to
internalizing.

Lev Vygotsky (1896–1934): formulated the sociocultural theory of

cognitive development, highlighting the zone of proximal development
and the role of social interaction and scaffolding in learning.

John Locke (1632–1704): advocated the concept of tabula rasa (blank

slate), arguing that all knowledge comes from sensory experience and
reflection, laying the foundation for empiricism.

Charles Horton Cooley (1864–1929): proposed the looking-glass self,

suggesting that a person’s self-concept develops through imagining how
others perceive them.

John H. Flavell (b. 1928): introduced metacognition, emphasizing

awareness and regulation of one’s own cognitive processes as critical to
effective learning.

Arnold Gesell (1880–1961): formulated maturation theory, asserting that

child development unfolds according to an innate biological timetable,
with the environment playing a supportive role.

John Dewey (1859–1952): championed “learning by doing,” promoting

experiential education, democratic classrooms, and the idea that
education should address real-world problems.

Friedrich Froebel (1782–1852): founded the kindergarten movement,

emphasizing play, creativity, and social interaction as central to young
children’s education.

Auguste Comte (1798–1857): recognized as the father of sociology and

positivism, advocating the scientific study of society using empirical
observation and analysis.

John Amos Comenius (1592–1670): regarded as the father of modern

education, promoting universal schooling, student-centered instruction,
and the use of visual aids and vernacular language in teaching.