The first document discusses Kohlberg's stages of moral development and identifies that Joy allowing her seat mate to copy so she appears more intelligent aligns with Stage 2 of the pre-conventional level, where an individual acts based on benefit and self-interest. The second document discusses characteristics of empathy in teachers, identifying that caring and love for students best demonstrates a teacher's empathy. The third document discusses Lev Vygotsky's socio-cultural theory and the concept of scaffolding, where a more knowledgeable individual like a teacher provides appropriate assistance to help a child progress from their actual development level to their zone of proximal development.
The first document discusses Kohlberg's stages of moral development and identifies that Joy allowing her seat mate to copy so she appears more intelligent aligns with Stage 2 of the pre-conventional level, where an individual acts based on benefit and self-interest. The second document discusses characteristics of empathy in teachers, identifying that caring and love for students best demonstrates a teacher's empathy. The third document discusses Lev Vygotsky's socio-cultural theory and the concept of scaffolding, where a more knowledgeable individual like a teacher provides appropriate assistance to help a child progress from their actual development level to their zone of proximal development.
The first document discusses Kohlberg's stages of moral development and identifies that Joy allowing her seat mate to copy so she appears more intelligent aligns with Stage 2 of the pre-conventional level, where an individual acts based on benefit and self-interest. The second document discusses characteristics of empathy in teachers, identifying that caring and love for students best demonstrates a teacher's empathy. The third document discusses Lev Vygotsky's socio-cultural theory and the concept of scaffolding, where a more knowledgeable individual like a teacher provides appropriate assistance to help a child progress from their actual development level to their zone of proximal development.
The first document discusses Kohlberg's stages of moral development and identifies that Joy allowing her seat mate to copy so she appears more intelligent aligns with Stage 2 of the pre-conventional level, where an individual acts based on benefit and self-interest. The second document discusses characteristics of empathy in teachers, identifying that caring and love for students best demonstrates a teacher's empathy. The third document discusses Lev Vygotsky's socio-cultural theory and the concept of scaffolding, where a more knowledgeable individual like a teacher provides appropriate assistance to help a child progress from their actual development level to their zone of proximal development.
At what level of Kohlberg’s stages of morality is Joy allowing
a seat mate to copy so that she will appear to her as more
intelligent? A. Pre-conventional out of fear of punishment B. Conventional to obey the law C. Conventional for social approval D. Pre-conventional for mutual benefit At what level of Kohlberg’s stages of morality is Joy allowing a seat mate to copy so that she will appear to her as more intelligent? A. Pre-conventional out of fear of punishment B. Conventional to obey the law C. Conventional for social approval D. Pre-conventional for mutual benefit KHOLBERG’S STAGES OF MORAL DEVELOPMENT Level 1- Pre-conventional (Birth to 9) Stage 1: Punishment-Obedience Orientation Avoid punishment Stage 2: Instrumental Relativist Orientation Benefit and satisfaction Level 2- Conventional (10-13 years old) Stage 3: Good Boy- Nice Girl Orientation Pleasing others/ acceptance Stage 4: Law and Order Orientation Respect for authority/ fixed rules/ maintaining social order Level 3- Post-conventional (13 and above) Stage 5: Social Contract Orientation Common good/ Rules can change to meet the needs of society Stage 6: Universal Ethical Principle Orientation Universal and abstract values At what level of Kohlberg’s stages of morality is Joy allowing a seat mate to copy so that she will appear to her as more intelligent? A. Pre-conventional out of fear of punishment B. Conventional to obey the law C. Conventional for social approval D. Pre-conventional for mutual benefit At what level of Kohlberg’s stages of morality is Joy allowing a seat mate to copy so that she will appear to her as more intelligent? A. Pre-conventional out of fear of punishment B. Conventional to obey the law C. Conventional for social approval D. Pre-conventional for mutual benefit Which of the following ensures a safe and secure environment for learners in school? A. Having security guards B. Keeping the ID system C. Caring and protective teachers D. Installing CCTV cameras Which of the following ensures a safe and secure environment for learners in school? A. Having security guards B. Keeping the ID system C. Caring and protective teachers D. Installing CCTV cameras Which of the following ensures a safe and secure environment for learners in school? A. Having security guards B. Keeping the ID system C. Caring and protective teachers D. Installing CCTV cameras What characteristics manifest a teacher’s empathy towards learners/students? A. discipline and fortitude B. caring and love C. strength and conviction D. loyalty and affinity What characteristics manifest a teacher’s empathy towards learners/students? A. discipline and fortitude B. caring and love C. strength and conviction D. loyalty and affinity What characteristics manifest a teacher’s empathy towards learners/students? A. discipline and fortitude B. caring and love C. strength and conviction D. loyalty and affinity Direct instruction is for facts, rules, and actions as indirect instruction is for _____. A. hypotheses, verified data, and conclusions B. concepts, patterns, and abstractions C. concepts, processes, and generalizations D. guesses, data, and conclusions Direct instruction is for facts, rules, and actions as indirect instruction is for _____. A. hypotheses, verified data, and conclusions B. concepts, patterns, and abstractions C. concepts, processes, and generalizations D. guesses, data, and conclusions Direct instruction is for facts, rules, and actions as indirect instruction is for _____. A. hypotheses, verified data, and conclusions B. concepts, patterns, and abstractions C. concepts, processes, and generalizations D. guesses, data, and conclusions Extinction involves A. ignoring desirable responses in order to increase a student’s self-reinforcement B. reinforcing escape responses in order to decrease the probability of a punishable behavior C. removing reinforcement in order to decrease the probability of a response D. presenting a negative reinforcer in order to suppress an undesired response Extinction involves A. ignoring desirable responses in order to increase a student’s self-reinforcement B. reinforcing escape responses in order to decrease the probability of a punishable behavior C. removing reinforcement in order to decrease the probability of a response D. presenting a negative reinforcer in order to suppress an undesired response Classical Conditioning: 1. Acquisition Learning to associate stimulus and response Decrease of the CR’s strength, especially with the 2. Extinction absence of CS Different stimulus producing similar 3. Stimulus Generalization response
4. Stimulus Discrimination Certain stimulus produce certain
response 5. Spontaneous Recovery Reappearance of CR when CS is presented Extinction involves A. ignoring desirable responses in order to increase a student’s self-reinforcement B. reinforcing escape responses in order to decrease the probability of a punishable behavior C. removing reinforcement in order to decrease the probability of a response D. presenting a negative reinforcer in order to suppress an undesired response Extinction involves A. ignoring desirable responses in order to increase a student’s self-reinforcement B. reinforcing escape responses in order to decrease the probability of a punishable behavior C. removing reinforcement in order to decrease the probability of a response D. presenting a negative reinforcer in order to suppress an undesired response Which refers to the distance between the child’s actual development levels as determined by independent problem solving and higher level of potential development? A. Zone of Proximity B. Erogenous Zone C. Zone of Proximal Development D. Energy Zone Which refers to the distance between the child’s actual development levels as determined by independent problem solving and higher level of potential development? A. Zone of Proximity B. Erogenous Zone C. Zone of Proximal Development D. Energy Zone Which refers to the distance between the child’s actual development levels as determined by independent problem solving and higher level of potential development? A. Zone of Proximity B. Erogenous Zone C. Zone of Proximal Development D. Energy Zone LEV VYGOTSKY’ SOCIO- CULTURAL THEORY ▪ Social interaction and language are two central factors in cognitive development. Key Concepts of Socio-Cultural Theory: 1. Scaffolding Appropriate assistance 2. MKO More knowledgeable individual – teacher, peers
3. ZPD Difference between potential level and actual level
The theme of Vygotsky's socio-cultural theory emphasizes the role of appropriate assistance given by the teacher to accomplish a task. Such help enables the child to move from the zone of actual development to a zone of proximal development. Such assistance is termed _____. A. competency technique B. scaffolding C. active participation D. collaboration The theme of Vygotsky's socio-cultural theory emphasizes the role of appropriate assistance given by the teacher to accomplish a task. Such help enables the child to move from the zone of actual development to a zone of proximal development. Such assistance is termed _____. A. competency technique B. scaffolding C. active participation D. collaboration The theme of Vygotsky's socio-cultural theory emphasizes the role of appropriate assistance given by the teacher to accomplish a task. Such help enables the child to move from the zone of actual development to a zone of proximal development. Such assistance is termed _____. A. competency technique B. scaffolding C. active participation D. collaboration Which is the focus of pleasure on the Phallic Stage of Psychosexual Theory? A. mouth B. anus C. eyes D. genitals Which is the focus of pleasure on the Phallic Stage of Psychosexual Theory? A. mouth B. anus C. eyes D. genitals FREUD’S PSYCHOANALYTIC THEORY ▪ An individual goes through life stages where needs are to be met. ▪ Sigmund Freud Stages of Psychosexual Development: 1. Oral Stage 2. Anal Stage 3. Phallic Stage OA PhaLaGe 4. Latency Stage 5. Genital Stage FREUD’S PSYCHOANALYTIC THEORY
Stages of Psychosexual Development:
1. Oral Stage ▪ Birth to 18 months ▪ Pleasure area: mouth Oral Fixations: ▪ Oral receptive o Tendency to smoke, drink alcohol, overeat, and etc. ▪ Oral aggressive o Tendency to bite nails, curse, gossip, and etc. FREUD’S PSYCHOANALYTIC THEORY
Stages of Psychosexual Development:
2. Anal Stage ▪ 18 months to 3 years ▪ Pleasure area: anus Anal Fixations: ▪ Anal retentive o Obsession with cleanliness, perfection, and control ▪ Anal expulsive o Messy and disorganized FREUD’S PSYCHOANALYTIC THEORY Stages of Psychosexual Development: 3. Phallic Stage ▪ 3-6 years ▪ Pleasure area: genitals Sexual desires: ▪ Oedipus Complex o Boys see their father as rival for their mother’s affection ▪ Electra Complex o Girls see their mother as rival for their father’s affection FREUD’S PSYCHOANALYTIC THEORY
Stages of Psychosexual Development:
4. Latency Stage ▪ 6 to puberty ▪ Pleasure area: none ▪ The children’s focus is on play and studies ▪ Boys relate with boys and girls relate with girls FREUD’S PSYCHOANALYTIC THEORY Stages of Psychosexual Development: 5. Genital Stage ▪ Puberty onwards ▪ Pleasure area: genitals ▪ Adolescents focus their sexual urges towards the opposite sex GENERAL EDUCATION Hypotonic solution Swell, burst Hypertonic solution Shrink, shrivel, dehydrate Feeds decaying matter Decomposer, detritivores, bacteria, fungi (yeast)
Father of Taxonomy Linnaeus
Father of Genetics Mendel
Father of Microbiology Pasteur Vaccines for cholera, anthrax, and rabies Pasteur Protein shell of virus capsid Monosaccharide, Disaccharides, Polysaccharides carbohydrates Shape vibrio cholera comma
Greenhouse gas Global warming; CO2, N2O, methane, water vapor
Depletion of ozone layer CFC’s; aerosols, Styrofoam, freons
Meteors burn mesosphere Lowest layer of the atmosphere troposphere Solar Eclipse S-M-E Lunar Eclipse S-E-M Hardest mineral diamond Softest mineral talc
perfumes esters
Hydroxyl group alcohol
Bones in the body 206 Waste product photosythesis oxygen Suliranin at Kaligiran nito Kabanata 1 Disenyo at Paraan ng Pananaliksik Kabanata 3 Teoritikal at Konseptwal na Balangkas Kabanata 1 Presentasyon ng Datos Kabanata 4 Konklusyon Kabanata 5 Interpretasyon ng Datos Kabanata 4 RekomendasyonKabanata 5 Kaugnay na Literature Kabanata 2 First from Ilocos Quirino Those who have less in life should have more in law. Magsaysay Golden years Magsaysay Incorruptible president Macapagal Social justice Quezon First Pres. Commonwealth Quezon First Cebuano Osmena First Mindanaoanon Duterte Youngest president Aguinaldo Puppet republic Laurel 1st of 3rd Republic Roxas 1st and last 4th Republic Marcos Sr. 2nd Pres. Of Commonwealth Osmena Speaker of Philippine Assembly Osmena Man of the masses Magsaysay Bard from Bohol Garcia Poor boy from Lubao Macapagal Filipino first policy Garcia Shifting day of independence Macapagal Landbank Macapagal First woman President Cory Aquino Make this country great again Marcos Sr. Philippines 2000 Ramos Overthrown by EDSA II Estrada Strong republic Arroyo No wang-wang policy Benigno Aquino Change is coming Duterte 17th President Marcos Jr. 2nd female President Arroyo Social Reform Agenda Ramos
