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SARDUA, LPT

Professional Education Notes

REPUBLIC ACT No. 4670 (June 18, 1966)

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social
and economic status of public school teachers, their living and working conditions, their terms of employment and career
prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in
the teaching profession more people with the proper qualifications, it being recognized that advance in education depends
on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of
the nation as a productive investment of vital importance.
Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply
to all public school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions in all schools, colleges and universities
operated by the Government or its political subdivisions; but shall not include school nurses, school physicians, school
dentists, and other school employees.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of
teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the approval of
this Act, the following shall constitute the minimum educational qualifications for teacher-applicants: (a) For teachers in
the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.); (b) For teachers of the
secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a Bachelor's degree in
Arts or Science with at least eighteen professional units in Education. (c) For teachers of secondary vocational and two
years technical courses, Bachelor's degree in the field of specialization with at least eighteen professional units in
education; (d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization; Provided, further, That in the absence of applicants who possess the minimum educational qualifications as
hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the
minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum
educational qualifications or not, be required to take competitive examinations, preference in making appointments shall
be in the order of their respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in said examinations.
Section 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in
any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the
teacher possesses the appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the
service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above
set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall
undergo a period of probation for not less than one year from and after the date of his provisional appointment.
Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided
under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary
civil service eligibility shall be extended permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient and faithful service in such position.
Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no
teacher shall be transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may
be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason
or reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director
of Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and the decision
thereon, his transfer shall be held in abeyance: Provided, however, that no transfers whatever shall be made three months
before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is
finally approved.
Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of
the Code shall be furnished each teacher: Provided, however, that where this is not possible by reason of inadequate fiscal
resources of the Department of Education, at least three copies of the same Code shall be deposited with the office of the
school principal or head teacher where they may be accessible for use by the teachers.
Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of
any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate
time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
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No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.
Section 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee
composed of the corresponding School Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its
absence, any existing provincial or national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools. The committee shall submit its findings and recommendations to the
Director of Public Schools within thirty days from the termination of the hearings: Provided, however, That where the
school superintendent is the complainant or an interested party, all the members of the committee shall be appointed by
the Secretary of Education.
Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or
during its exercise, or in the termination of services, based on other than professional consideration.
Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married
couples, both of whom are public school teachers, to be employed in the same locality.
Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more
than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and
correction of exercises and other work incidental to his normal teaching duties: Provided, however, That where the
exigencies of the service so require, any teacher may be required to render more than six hours but not exceeding eight
hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic pay.
Section 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula
and out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid
an additional compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at
least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed
in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this
section.1âшphi1 Education authorities shall refuse to allow the rendition of services of teachers for other government
agencies without the assurance that the teachers shall be paid the remuneration provided for under this section.
Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria: (a) they shall compare
favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) they
shall be such as to insure teachers a reasonable standard of life for themselves and their families; and (c) they shall be
properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility
than others: Provided, however, That the general salary scale shall be such that the relation between the lowest and highest
salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the
lower end of the salary scales relative to the upper end.
Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency
rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary
scale shall not extend over a period of ten years.
Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city,
municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National
Government.
Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of
living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index.
The Secretary of Education shall, in consultation with the proper government entities, recommend to Congress, at least
annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers employed by the National
Government. The determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of the
President of the Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating
the cost-of-living allowances of teachers under its employ.
Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of
Education, they shall be compensated special hardship allowances equivalent to at least twenty-five per cent of their
monthly salary.
Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines
or its equivalent in checks or treasury warrants. Provided, however, that such checks or treasury warrants shall be cashable
in any national, provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the
Republic of the Philippines.
Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers
except under specific authority of law authorizing such deductions: Provided, however, that upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association,
and (2) premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

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Section 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of
charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's
professional life. Where medical examination show that medical treatment and/or hospitalization is necessary, same shall
be provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the
right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this
Section.
Section 23. Compensation for Injuries. Teachers shall be protected against the consequences of employment injuries
in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized
as a compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall
be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in
accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be
entitled to at least sixty per cent of their monthly salary: Provided, however, that no teacher shall be allowed to
accumulate more than one-year study leave, unless he needs an additional semester to finish his thesis for a graduate study
in education or allied courses: Provided, further, that no compensation shall be due the teacher after the first year of such
leave. In all cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one-year study leave as herein provided shall be subject to the condition that the
teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one
year may be permitted by the Secretary of Education but without compensation.
Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the
illness demands a long treatment that will exceed one year at the least.
Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the
basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to further and defend
their interests.
Section 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding
Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of
discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the condition that
he shall not join an organization, or shall relinquish membership in an organization, (b) to cause the dismissal of or
otherwise prejudice a teacher by reason of his membership in an organization or because of participation in organization
activities outside school hours, or with the consent of the proper school authorities, within school hours, and (c) to prevent
him from carrying out the duties laid upon him by his position in the organization, or to penalize him for an action
undertaken in that capacity.
Section 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of national policies
governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and
regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect
thirty days after publication in a newspaper of general circulation and by such other means as the Secretary of Education
deems reasonably sufficient to give interested parties general notice of such issuance.
Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary
budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public school
teachers under the employ of the National Government.
Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise
of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of
this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand
pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent
with the provisions of this Act are hereby repealed, amended or modified accordingly.
Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any
provisions not affected thereby shall remain in force and in effect.
Section 35. This Act shall take effect upon its approval.

School Forms(SF)
School Form 1 - School Register
School Form 2 - Daily Attendance
School Form 3 - Books Issued and Returned
School Form 4 - Monthly Learner and Movement and Attendance
School Form 5 - Report on Promotion and Learning Progress & Achievement
School Form 6 - Summarized Report on Promotion and Learning Progress & Achievement
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School Form 7 - School Personnel Assignment List and Basic Profile

School Form 8: Learner's Basic Health and Nutrition Report
School Form 9: Learner's Progress Report Card
School Form 10: Learner's Permanent Academic Record for Elementary School (SF10)

Types of Discussion Procedures

1. Panel Forum – discussion among a SMALL group of experts or well-informed laypersons
2. Round Table – group-seated, face to face / formal but non- expert
3. Debate – discussion with people with different beliefs study the same problem & arrive at different ideas
4. Symposium – more formal/ a public speaking program/ EXPENSIVE
5. Buzz Station – noisy inside classroom
6. Brain Storming – all ideas are given equal credence
7. Seminar – group of people meet to study & discuss meeting
-Formal/ 90mins or 3 hrs.
8. Workshop – sets expectations with the audience will be engaged & involved in training.

Some Proponents in Education

 John Dewey - learning by doing
 Confucius - education for all, golden rule
 Bandura - modeling Froebel - kindergarten
 John Locke - tabula rasa
 Sigmund Freud - psychosexual
 Erik Erikson - pyschosocial
 William Sheldon -physiological
 Carl Jung - psychological
 Jean Piaget - cognitive
 Lawrence Kohlberg - moral development
 Edward Thorndike - connectionism
 Ivan Pavlov - classical conditioning
 B.f. Skinner - operant conditioning
 Bandura & Wallace - social learning
 Kohler - insight learning or "Aha!"
 Bruner - instrumental conceptualism
 Lev Vygotsky - social cognitivist, scaffolding

📌DOMAINS OF LEARNING
1.Cognitive: mental skills(knowledge)
2. Affective: growth in feelings or emotional areas (Attitude)
3. Psychomotor: manual or physical skills (skills)

𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘𝗦 𝗢𝗙 𝗧𝗘𝗔𝗖𝗛𝗜𝗡𝗚
A. create an active learning
B. Focus Attention
C. Connect Knowledge
D. Help students organize their knowledge
E. Provide timely feedback
F. Demand quality
G. Balance high expectations with student support
H. Enhance motivation to learn
I. Communicate your message in variety of ways.
J. Help students to productively manage their time

📌𝗦𝗧𝗔𝗚𝗘𝗦 𝗢𝗙 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚
1. Acquisition - learning new skill
2. Fluency - practice for mastery of skill
3. Generalization - across time & situation / variety of setting
4. Adaptation - Use for problem solving
5. Maintenance - performance over time

📌𝗕𝗟𝗢𝗢𝗠'𝗦 𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗘 𝗗𝗢𝗠𝗔𝗜𝗡

Blooms Taxonomy
Remember - recall facts & basic concepts define, duplicate, list, memorize, state
Understand - Explain ideas or concepts
-Classify, describe, discuss, explain, locate, recognize
Apply - Use of information in new situation execute, implement, solve, use, demonstrate, interpret, operate
Analyze - Draw connection among ideas, differentiate, organize, relate, compare, contrast, distinguish, examine,
experiment, question, test
Evaluate - Justify a stand or decision, appraise, argue, defend, judge, select, support, value, critique, weigh
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Create - Produce new or original work, Design, assemble, construct, conjecture, develop, formulate, author, investigate

𝗔𝗡𝗗𝗘𝗥𝗦𝗢𝗡 𝗧𝗔𝗫𝗢𝗡𝗢𝗠𝗬
Remembering - recalling
Understanding - making sense of the material you have learned
Applying - Use knowledge gained in new ways
Analyzing - Breaking the concept into parts
Evaluating- Making judgement
Creating - Putting information together in an innovative way.

𝗔𝗙𝗙𝗘𝗖𝗧𝗜𝗩𝗘 𝗗𝗢𝗠𝗔𝗜𝗡:
✓Receiving - is being aware of or sensitive to the existence of a certain ideas, material, or phenomena and being willing
to tolerate them.
Ex. To differentiate, to accept, to listen (for), to respond to.
✓Responding - is committed in some small measure to the ideas l, materials, or phenomena involved by actively
responding to them.
Example: to comply with, to follow, to command, to volunteer, to spend leisure time in, to acclaim.
✓Valuing - is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to
increase measured proficiency in, or relinquish, to subsidize, to support, to debate.
✓Organization - is to relate the value to those already held and bring it into a harmonious and internally consistent
philosophy. Examples: to discuss, to theorize, to formulate, to balance, to examine.
✓Characterization- by value or value set is to act consistently in accordance with the values he or she has internalized.
Examples: include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

𝗣𝗦𝗬𝗖𝗛𝗢𝗠𝗢𝗧𝗢𝗥 𝗗𝗢𝗠𝗔𝗜𝗡:
✓Perception - Sensory cues to guide motor.
✓Set - mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
✓Guided response - first attempts at a physical skill. trial and error coupled lead to better performance.
✓Mechanism - responses are habitual with a medium level of assurance and proficiency.
✓Complex Overt Response - complex movements are possible with a minimum of wasted effort and a high level of
assurance they will be successful.
✓Adaptation - Movements can modified for special situations.
✓Origination - New movements can be created for special situations.

📌Learning theories
A. Behaviourist (classical, operant, Connectionism, Social Learning and purposive)
PCSO
Pavlov - Classical
Skinner - Operant

𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗨𝗥𝗜𝗦𝗠
📌A. Classical Conditioning (Ivan Pavlov)
Two stimuli are linked together one Neutral + one Natural Response.

Adhesive Principle
- response attached to stimulus to evoke new response.

Experimentation: 🐕
(Salivation of Dog and Ring of the bell)

Ringing of bell- stimuli

Response - Naglalaway ang aso

Unconditioned Stimulus:
- automatically produces an emotional or psychological response.

Unconditioned Response:
- Naturally occurring emotional or physiological response.

Neutral Stimulus:
- a stimulus that does not elicit a response.

Conditioned Stimulus:

𝗕. 𝗢𝗣𝗘𝗥𝗔𝗡𝗧 𝗖𝗢𝗡𝗗𝗜𝗧𝗜𝗢𝗡𝗜𝗡𝗚 (𝗕𝗙 𝗦𝗞𝗜𝗡𝗡𝗘𝗥)

- evokes an emotional or Physiological response.

Experimentation: 🐀 Skinner Box (rat)

✓Reinforcement - increase behavior
✓Punishment - decrease behaviour
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✓Positive Reinforcement - may binigay na gusto ng bata.

✓Negative reinforcement - taking something away for the good of students.
✓Positive Punishment - may binigay na ayaw mo / something unpleasant.
✓Negative punishment - tinagangalan ng bagay na gusto ng bata.

𝗖. 𝗖𝗢𝗡𝗡𝗘𝗖𝗧𝗜𝗢𝗡𝗜𝗦𝗠 𝗧𝗛𝗘𝗢𝗥𝗬 /𝗦-𝗥 (𝗘𝗗𝗪𝗔𝗥𝗗 𝗧𝗛𝗢𝗥𝗡𝗗𝗜𝗞𝗘)

- specific stimulus has specific response

Law of Readiness- hinahanda mo sila

Law of Exercise- nagpapadrills
Law of Effect - satisfying effect

Secondary Laws of Learning (RIP)

Law of primacy - dapat tama ang tinuro sa una.
Law of intensity - dapat fun ang learning
Law of Recency - mas natatandaan ang previous.

Other law:
Law of association by Aristotle
Law of similarity - recall similar object
Law of contrast - recall of opposite object
Law of Contiguity - recall of an activity which is frequently related with the previous one.

1. Law of Readiness - preparedness

2. Law of Exercise - practice makes perfect
3. Law of effect - satisfaction
4. Law of primacy - learn first / first impression
5. Law of Recency - now/most recent are best remembered
6. Law of intensity - impact/ exciting
Ex. Role playing
7. Law of Freedom - right to freedom
8. Law of importance - essentials

𝗗. 𝗦𝗢𝗖𝗜𝗔𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗡𝗗𝗨𝗥𝗔

Experimentation: Bobo dull
- may pinaggagayahan
- focus on observation learning

Social learning theory 4 steps:

1. Attention - focus
2. Retention - store information
3. Reproduction - to perform the observed behaviour
4. Motivation - be motivated

𝗘. 𝗣𝗨𝗥𝗣𝗢𝗦𝗜𝗩𝗘 𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗥𝗜𝗦𝗠 / 𝗦𝗜𝗚𝗡 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗧𝗢𝗟𝗠𝗔𝗡

Experiment: Rats
- reinforcement is not essential to learning
- bridge between behaviorism and cognitive theilory
- Learning is acquired through meaningful behavior.

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 perceptions and observations and gives meaning to them. He explains the theory
of rats in teaching the goal through many trials as a result of insight or making cognitive map of the maze.

𝗔. 𝗠𝗘𝗔𝗡𝗜𝗡𝗚𝗙𝗨𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗗𝗔𝗩𝗜𝗗 𝗔𝗨𝗦𝗨𝗕𝗘𝗟

𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗜𝗦𝗧

"Reception not discovery"

- advance organizer
- use of graphic organizer

𝗕. 𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗘 𝗗𝗘𝗩𝗘𝗟𝗢𝗣𝗠𝗘𝗡𝗧 𝗕𝗬 𝗣𝗜𝗔𝗚𝗘𝗧

📌a). Sensory - 0 to 2 years old - permanent object
 Object permanence - Ability attained in this stage where he knows that an object still exists even when out of
sight.
📌b). Pre-operational - 3 to 7 years old – egocentric
Symbolic function
 Centration - refers to the tendency of the child to only focus on one aspects of a thing or event and exclude
other aspects
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Example: when a child presented with two identical glasses with the same amount of water, the chikd will say they have
the same amount of water. however, once water from one of the glasses is transferred to an obviously taller but narrower
glass, the child might say that there is more water in the taller glass.
"The Child only Focus (centered)".

 Irreversibly- Pre-operational children still have the inability to reverse their thinking. They can understand
that 2+3 is 5, but cannot understand that 5-3 is 2.

 Animism - This is the tendency of children to attribute human like traits or characteristics to inanimate
objects.
Example: When at night, the child is asked, where the sun is, she will reply, "Mr. Sun is asleep."

 Transductive reasoning - This refers to the pre-operational child's type of reasoning that is neither inductive
nor deductive.
Example: since her mommy comes home every day around six o'clock in the evening, when asked why it is already night,
the child will say, "because my mom is home".

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

 Decentering - This refers to the ability of the child to perceive the different features of objects and situations.
This allows child to be more logical when dealing with concrete objects and situations.

 Reversibility - The child can now follow that certain operations can be done in reverse. For example, they can
already comprehend the commutative property of addition, and that subtraction is the reverse of addition.

 Conversation-This is the ability to know that certain properties if objects like number. Mass, Volume, or area
do not change even if there is a change in appearance. Because of the development of the child's ability of
decentering and also reversibility, the concrete operational chikd can now judge rightly that the same as when
the water was shorter but wider glass.

 Seriation - This refers to the ability to order or arrange things in a series based on one dimension such as
weight, volume or size.

📌d). Formal operational - 13 to onwards years old - Thinking becomes more logical, can solve abstract problems and can
hypothesis.
 Hypothetical reasoning -The ability to come up with different hypothesis about a problem and to gather and
weight data in order to make final decisions or judgement. (What if questions)

 Analogical reasoning -This is the ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answers in another similar situation or problem.

 Deductive reasoning -This is the ability to think logically by applying a general rule to a particular instance or
situation.
For example, all countries near the north pole. therefore, Greenland has cold temperatures

𝗖. 𝗦𝗖𝗛𝗘𝗠𝗔/𝗦𝗖𝗛𝗘𝗠𝗔𝗧𝗔 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗥𝗟𝗘𝗧

Schema- refers to the prior knowledge
Assimilation -This is this is the process if fitting a new experience into an existing or previously created schema.
Accommodation- This is the process of creating a new schema.
Equilibrium -Achieving proper balance between Assimilation and accommodation.
If not match our schemata we experience - "Cognitive disequilibrium"

𝗗. 𝗚𝗘𝗦𝗧𝗔𝗟𝗧 𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘 𝗢𝗙 𝗩𝗜𝗦𝗨𝗔𝗟 𝗣𝗘𝗥𝗖𝗘𝗣𝗧𝗜𝗢𝗡 𝗕𝗬 𝗚𝗘𝗦𝗧𝗔𝗟𝗧

- determine what we see/percept.
📌Laws of Gestalt
- Gestalt means "whole". Gestalt is the German word for "form," and as it applied in gestalt psychology it means
"unified whole" or "configuration." The essential point of gestalt is that in perception the whole is different from the
sum of the parts.
 Law of similarity -Kapag kapareho
 Law of pragma or Law of Good Figure - Symmetry order- brain will perceive ambiguous shapes in as simple a
manner as possible for example, a monochrome of the Olympic logo is seen as a series of overlapping circles
rather than a collection of a curved lines.
 Law of proximity - refers to how close elements are to one another. The strongest proximity relationship are those
between overlapping subjects, but just grouping objects into a single area can have a strong proximity effect.
 Law of Continuity - posits that the human eye will follow the smoothest path when viewing lines, regardless of
how the lines were actually drawn
 Law of Closure - "fill the gap" is one of the coolest gestalt principles and one I already touched on at the
beginning of this piece. It's the idea that your brain will fill in the missing parts of a design or image to create a
whole
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𝗘. 𝗜𝗡𝗦𝗜𝗚𝗛𝗧 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗪𝗢𝗟𝗙𝗚𝗔𝗡𝗚 𝗞𝗢𝗛𝗟𝗘𝗥

- sudden grasping of the solution, a lash of understanding, without any process of trial and error.
Learning happen in sudden -"Eurika" (Aha moment)
Experiment: monkey names (Sultan)
Believes that the whole is more important than the parts.so Learning takes place as a whole.

𝗙. 𝗜𝗡𝗙𝗢𝗥𝗠𝗔𝗧𝗜𝗢𝗡 𝗣𝗥𝗢𝗖𝗘𝗦𝗦𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 (𝗔𝗧𝗞𝗜𝗡𝗦𝗢𝗡 𝗔𝗡𝗗 𝗦𝗛𝗜𝗙𝗙𝗥𝗜𝗡)

Sensory memory - it holds information that the
mind perceives through various senses.
(small capacity).
Short term memory - last around 30 seconds.
(Short Duration)
Long term Memory - has an unlimited amount of space as it can store memories from a long time ago to be retrieved at a
later time.
Long term memory
1. Episodic Memory
- recalling episodes (events)
2. Semantic Memory
- knowledge of a general Facts, principles and concepts.
3. Procedural Memory
- refers to "know how" as opposed to "know about".

📌𝗚. 𝗖𝗨𝗠𝗨𝗟𝗔𝗧𝗜𝗩𝗘 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗕𝗬 𝗥𝗢𝗕𝗘𝗥𝗧 𝗚𝗔𝗚𝗡𝗘

Gradual development of knowledge and skills that improve over time.

(Assessment and Evaluation of Learning 1)

📌BASIC CONCEPTS
📎Test -an Instrument designed to measure any characteristic, quality, ability, knowledge or skill. It comprised of Items in
the area. it is designed to measure.
📎Measurement -a process of quantifying the degree to which someone/something possesses a given trait. ie., quality,
characteristic, or feature.
📎Assessment - process of gathering and organizing quantitative or qualitative data into an interpretable form to have a
basis for judgment or decision-making, it is a pre-requisite to evaluation. It provides the information which enables
evaluation to take place.
📎Evaluation - a process of systematic interpretation, analysis, appraisal or judgment of the worth of organized data as
basis for decision-making. It Involves judgment about the desirability of changes in students.
📎Traditional Assessment - it refers to the use of pen-and-paper objective test.
📎Alternative Assessment - It refers to the use of methods other than pen-and-paper objective test which includes
performance tests, projects, portfolios, journals, and the likes.
📎Authentic Assessment - It refers to the use of an assessment method that simulate true-to-life situations. This could be
objective tests that reflect real-life situations or alternative methods that are parallel to what we experience in real
life.

📌PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning - this Includes three types of assessment done before and during instruction. These are
placement, formative and diagnostic.
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into the learning situation and use this as a
starting point, for instruction.
• The results of this assessment place students in specific learning groups to facilitate teaching and learning.

b. Formative - done during instruction

• This assessment is where teachers continuously monitor the students' level of attainment of the learning objectives
(Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to the students for them to know their strengths
and weaknesses and the progress of their learning.

c. Diagnostic - done during instruction

• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.

2. Assessment OF Learning - this is done after instruction. This is usually referred to as the summative assessment.
• it is used to certify what students know and can do and the level of their proficiency or competency.
• Its results reveal whether or not instructions have successfully achieved, the curriculum outcomes.
• The information from assessment of learning is usually expressed as marks or letter grades.
• The results of which are communicated to the students, parents, and other stakeholders for decision making.
 Owned by: ROCHEL B. SARDUA, LPT

•It is also a powerful factor that could pave the way for educational Reforms.

3. Assessment AS learning -this is done for teachers to understand and perform well their role of assessing FOR and
OF learning. It requires teachers to undergo
training on how to assess learning and be equipped with the following competencies needed in performing their work as
assessors.

📌Standards for Teacher Competence in Educational Assessment of Students

(Developed by the American Federation Teachers National, Council on Measurement in Education, National Education
Association)
1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of both externally produced and
teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about individual students, planning
teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments.
6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other
educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses
of assessment information

CURRICULUM DEVELOPMENT BULLETS

1. ESSENTIALISM
✓The teacher is the sole athourity in her subject area or field of specialization
✓Excellence in education, back to basics and cultural literacy
2. PERENNIALISM
✓Teachers help students think with reason based on socratic methods of oral exposition or recitation, explicit or
deliberate teaching of traditional values
✓Use of great books and return to liberal arts
3. PROGRESSIVSM
✓Subjects are interdisciplinary, integrative and interactive
✓Curriculum is focused on students’ interest, human problems and affairs
✓School reforms, relevant and contextualized curriculum, humanistic education
4. RECONSTRUCTIONISM
✓Teacher act as agents of change and reform in various educational projects including research
✓Equality of educational opportunities in education, access to global education
5. CURRICULUM
a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of knowledge, skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and not specialist
6. BEHAVIORIST PSYCHOLOGY
✓Learning should be organized so that students can experience success in the process of mastering the subject matter
7. COGNITIVE PSYCOLOGY
✓Learning constitutes a logical method for organizing and interpreting learning
8. HUMANISTIC PSYCHOLOGY
✓Curriculum is concerned with the process not the products
✓personal needs not subject matter
✓psychological meanings and environmental situations
9. SOCIAL FOUNDATION OF CURRICULUM
✓Society as ever dynamic, is a source of very fast changes which are difficult to cope with
10. PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATION OF CURRICULUM
✓Helps in answering what school are for, what subject are important, how students should learn, and what materials and
methods should be used
11. HISTORICAL FOUNDATIONS OF CURRICULUM
✓Shows different changes in the purposes, principles and content of the curriculum
12. GOOD CURRICULUM
✓Complements and cooperates with other programs of the community
✓Provides for the logical sequence of subject matter
✓Continuosly involving
✓Complex of detail
13. WRITTEN CURRICULUM
✓Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that appear in school,
district or division documents
14. RECOMMENDED CURRICULUM
✓Proposed by schoolars and professional organization
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15. HIDDEN CURRICULUM

✓Unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes
16. TAUGHT CURRICULUM
✓Teachers implement or deliver in the classrooms or schools
17. OBJECTIVES
✓Implement or component of the curriculum provides the bases for the selection of content and learning experience
which also set the criteria against which learning outcomes will be evaluated
18. LEARNING EXPERIENCE
✓What instructional strategies resources and activities will be employed
19. CONTENT
✓What subject matter is to be included
20. EVALUATION APPROACHES
✓What methods and instruments will be used to asses the results of curriculum
21. INTEREST
✓A learner will value the content or subject matter if it is meaningful to him/her
22. SIGNIFICANCE
✓When content or subject matter will contribute the basic ideas, concepts, principles and generalization to achieve the
overall aim of the curriculum then it is significant
23. LEARNABILITY
✓Subject matter is the curriculum should be within the range of the experience of the learners
24. UTILITY
✓Usefulness of the content or subject matter may be relative to the learner who is going to use it.
25. LEARNING CONTENT OF A CURRICULUM
✓Frequently and commonly used in daily life
✓Suited to the maturity levels and abilities of students
✓Valuable in meeting the needs and the competences of a future career
26. LEARNING EXPERIENCES
✓Elements or components of the curriculum includes instructional strategies and methods that put in action the goals and
use the contents in order to produce the outcome
27. AIMS, GOAL and OBJECTIVES
They provide the bases for the selection of learning content and learning experiences
✓They also set the criteria against which learning outcomes will be evaluated
28. SUBJECT MATTER/CONTENT
✓It is the compendium of facts, concepts, generalization, principles and theories.
✓It is individuals personal and social world and how he or she defines reality
29. EVALUATION APPROACHES
✓Refer to the formal determination of the quality, effectiveness or value of the program, process and product of the
curriculum
30. INPUT
✓In the CIPP Model by Stufflebeam the goals, instructional strategies, the learners, the teachers the content and all
materials needed in the curriculum
31. CONTEXT
✓Referes to the environment of the curriculum or the real situation where the curriculum is operating
32. PROCESS
✓Refers to the ways and means of how the curriculum has been implemented
33. PRODUCT
✓Indicates if the curriculum accomplishes its goal
34. HILDA TABA
✓Grassroots approach-teachers who teach or implement the curriculum should participate in developing it
35. RALPH TYLERS MODEL of CURRICULUM
✓Purpose of the school
✓Educational experience related to the purpose
✓Organization of the experience
✓Evaluatiom of the experience
36. PLANNING PHASE in curriculum development
✓The needs of the learners
✓The achievable goals and objectives to meet the needs
✓The selection of the content to be taught
✓The motivation to carry out the goals
✓The strategies most fit to carry out the goals
✓The evaluation process to measure learning outcomes
37. IMPLEMENTATION PHASE in curriculum develoment
✓Requires the teacher to implement what has been planned
38. EVALUATION PHASE in curriculum development
✓A match of the objectives with the learning outcomes will be made
39. CHILD CENTERED DESIGN
✓Design model in developing curriculuk is attributed to Dewey, Rousseau, Pestalozzi, and Froebel
✓Curriculum is ancored on the needs and interest of child
40. HUMANISTIC DESIGN
 Owned by: ROCHEL B. SARDUA, LPT

✓Abraham Mashlow and Carl Rogers

✓who said the development of the self is the ultimate objective of learning
41. EXPERIENCE CENTERED DESIGN
✓Experiemces of the learners become the starting point of the curriculum
42. PROBLEM CENTERED DESIGN
✓Draws on social problems, needs, interest and abilities of the learners
43. MANAGERIAL APPROACH
✓School principal is the curriculum leader and at the same time instructional leader
44. SYSTEM APPROACH
✓Influenced by system theory, where the parts of total school district or school are determined in terms of how they
related to each other
45. BEHAVIORAL APPROACH
✓Chagce of behavior indicates the measure of the accomplishment
46. HUMANISTIC APPROACH
✓Consider the whole child
✓believes that in a curriculum the total developmemt of the individual is the prime consideration
✓The learner is the center of the curriculum
47. SYSTEMS APPROACH
✓The organizational chart of the school shows the line staff relationships of personnel and how decision are made
48. PROCESS OF FEEDBACK AND REFLECTION
✓To give information as to whether the three phases were appropriately done and gave good results
49. EDUCATIONAL TECHNOLOGY'S ROLE
✓Upgrading the quality of teaching and learning in school
✓Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery of lessons and
courses
✓Broadening the delivery of education outside school through non traditional approaches to normal and informal learning
such as open universities and lifelong learning to adult learners
50. CURRICULUM ASSESSMENT
✓Teacher gathers information about his students know and can do.
51. PILOT TESTING
✓A process of gathering empirical data to support wheter tje material or the curriculum is useful, relevant, reliable and
valid
52. MONITORING
✓A periodic assessment and adjusment during the try out period
53. CURRICULUM EVALUATION
✓Systematic process of judging the value effectiveness and adequacy of a curriculum
✓process of obtaining informationfor judging the worth of educational program, product, procedure, educational
objectives or the potential utility orlf alternative approaches design to attain specified objects
54. CURRICULUM DEVELOPMENT
✓The process of selecting organizing executing and evaluating the learning experience on the basis of the needs abilities
and interest of the learners and on the basis of the nature of the society or community for the possibilities of improving the
teaching learning situation
55. CURRICULUM DESIGN
✓Focuses on the content and porpuses of the curicculum
56. BACKWARD DESIGN (UbD-Based curriculum)
✓Stage 1: IDENTIFYING RESULTS/DESIRED OUTCOMES
•Content/Performance standard
•Essential understanding
•Objevtives-KSA
•Essential Question
✓Stage 2: DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT
✓Assessment-Product
•Performance
•Assessment criteria/tools
✓Six facets of understanding
1. Explain
2.Interpret
3. Apply
4. Perspective
5. Empathy
6. Self knowledge
✓Stage 3: LEARNING PLAN/INSTRUCTION
•Explore
•Firm up
•Deepen
•Transfer
57. K-12 CURRICULUM
1. Universal Kindergarten
2. Contextualization and Enhancement
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3. Spiral Progression
4. Mother Tounge-Based Multilingual Education
5. Senior High School
6. College and Livelihood readiness,21st Century Skills
58. MEDIUM OF INSTRUCTION RATIONALIZED
✓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

The Education Levels in the Philippines

1. Basic Education includes the following:
1. Kindergarten
2. Grade 1 – Grade 6 (elementary)
3. Grade 7 – Grade 10 (Junior High School)
4. Grade 11- 12 (Senior High School)
2. Technical Vocational Education
1. Taken care by the Technical Education and Skills Development Authority (TESDA)
2. For the TechVoc track in SHS, DepEd and TESDA work in close coordination (Technology and Livelihood Education
(TLE) and Technical-Vocational-Livelihood (TVL) Track specializations may be taken between Grades 9 to 12.
Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8.)
3. Higher Education
Colleges with some courses. The new basic education levels are provided in the K to 12 Enhanced Curriculum of 2013

7 types of Curriculum According to Allan Glatthorn

1. Recommended Curriculum - The curriculum that is recommended by scholars and professional organizations.
Basic Education - Recommended by DepEd
Higher Education - Recommended by CHED
Vocational Education - TESDA
2. Written Curriculum - Documents based on recommended curriculum
Example: syllabi, course of study, module, books or instructional guides, lesson plan.
3. Taught Curriculum - The curriculum which teachers actually deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-textbooks, software, and other media
supporting materials that make learning and teaching meaningful print materials like books, charts, posters, worksheets, or
non-print materials like Power Point presentations, movies, slides, models, mock ups, realias facilities – playground,
laboratory, AV rooms, zoo, museum, market or plaza (places where direct experiences occur)
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students actually learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance measures: state tests, standardized tests,
district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what students learn from the physical
environment, the policies, and the procedures of the school. Not planned but has a great impact on students

Ways of Presenting the Curriculum

1.Topical Approach – Content is based on knowledge and experiences.
2. Concept Approach – Fewer topics in clusters around major and sub concepts.
3. Thematic – Combination of concepts.
4. Modular – Leads to complete units of instruction.

Criteria in the Selection of the Subject Matter

1. Self-Sufficiency – it is about helping the learners to attain the utmost independence in learning yet in an inexpensive
way. It is the most important guiding principle in selecting the content according to Scheffler. This means, more of the
results and effective learning outcomes though a lesser amount of the teacher’s effort and so with the learner’s effort.
2. Significance – It is significant if fundamental ideas, concepts, principles and generalization are supplied in the subject
matter to achieve the overall aim of the curriculum.
3. Validity – The genuineness of a content selected is by its legality. The subject matter to be selected has to be legal to
avoid selecting the obsolete ones.; must be verified at regular interval.
4. Interest – The learner’s interest is a major factor in selecting the content; one of the driving forces of the learner to learn
better.
5. Utility - Deciding on subject matter, its usefulness is considered to be essential.
6. Learnability – if there is a quotation to “live within our means” then there is also the consideration of “teaching within
the means of the learners.”
7. Feasibility – content selection takes into thought the possibility, the practicability and the achievability of the subject
matter in terms of the availability of the resources, proficiency of the teachers, and the personality of learners especially
within the framework of the society and the government

Guides in Addressing Content in the Curriculum

1. Balance – Content should be fairly distributed in depth and breadth.
2. Articulation - As the content complexity progresses, vertically or horizontally, smooth connections or bridging should
be provided. This ensures that there is no gaps or overlaps in the content.
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3. Sequence – Logical arrangement

- Vertically – For deepening the content
- Horizontally – For broadening the content
4. Integration – Relatedness or connection to other contents. Provides a holistic or unified view of curriculum instead of
segmentation.
5. Continuity – Should be perennial, endures time. Constant repetition, reinforcement and enhancement are elements of
continuity.

Four Phases of Curriculum Development

1. Curriculum Planning – Considers the school vision, mission, and goals; includes the philosophy or strong education
belief of the school.
2. Curriculum Designing – The way curriculum is conceptualized to include the selection and organization of content, the
selection and organization of learning experiences or activities and the selection of the assessment procedure and tools to
measure achieved learning outcomes. Also include the resources to be utilized and the statement of the intended learning
outcomes.
3. Curriculum Implementing – Putting into action the plan; it is where the action takes place; involves the activities
transpire in every teacher’s classroom where learning becomes an active process.
4. Curriculum Evaluating – Determines the extent to which the desired outcomes have been achieved. This is an ongoing
procedure as in finding out the progress of learning (formative) or the mastery of learning (summative)

ETHICS BULLETS
 A set of rules of human behavior, which has been influenced by the standards set by the society or by himself in
relation to his society is called ethics.
 Standards of Etiquette are non-moral standards by which we judge manners as good or bad.
 Standards of Law are non-moral standards by which we judge an action to be legally right or wrong.
 Standards of Language are non-moral standards by which we judge what is grammatically right and wrong.
 Standards of Aesthetics are non-moral standards by which we judge good and bad art.
 Standards of Athletics are non-moral standards by which we judge how well a game is being played.
 Ethics comes from the Greek word "ethos" which means customs, usage, or character.
 Meta-ethics deals with the nature of moral judgment.
 Meta-ethics prescribes moral principles or maxims for us to follow if we are to live moral lives.
 Normative ethics is concerned with the content of moral judgments and the criteria for what is right or wrong.
 Normative ethics attempts to answer our questions regarding the practical ends of human action.
 Applied ethics involves examining specific controversial issues, such as abortion, infanticide, animal rights,
environmental concerns, homosexuality.
 A human act is a conscious, voluntary and free act. It does not force nor coerced a person to perform an act.
 Freedom is the foundation of morality and depends on truth and makes you responsible for your actions.
 We experience hedonistic lifestyle when we begin to look at things as moral in their capacity to provide pleasure
and prevent pain. The set of rules or customs that determine the accepted and proper behaviors particular social
group is called etiquette.
 Etiquette is concerned with proper behavior that makes us show respect and courtesy to others.
 Law is an ordinance of reason, promulgated by legitimate authority for the purpose of the common good.

DIFFERENT TYPES OF CRIMES

1. ABDUCTION – forcibly taking someone away against their will.
2. ARSON – setting fire to a building, cars or property on purpose
3. ASSASSINATION – killing a famous person or public figure.
4. ASSAULT – attacking someone physically.
5. BIGAMY – marrying someone when you are already married to another person.
6. BLACKMAIL – threatening to reveal someone’s secrets if a lot of money is not paid.
7. BOMBING – detonating an explosive device with the plan of harming people or property.
8. BRIBERY – giving money or granting favors to influence another person’s decisions or behavior.
9. BURGLARY – breaking into a house in order to steal something.
10. CHILD ABUSE – treating a child badly in a physical, emotional, or sexual way.
11. CORRUPTION – behaving illegally and dishonestly; especially those in power.
12. CRIME – doing something illegal that can be punished by law.
13. CYBERCRIME – doing something illegal over the Internet or a computer system.
14. DOMESTIC VIOLENCE – behaving violently inside the home.
15. DRUNK DRIVING – driving with too much alcohol in your blood.
16. EMBEZZLEMENT – stealing large amounts of money that you are responsible for, often over a period of time.
17. ESPIONAGE- spying, to obtain political or military information.
18. FORGERY – illegally copying documents, money, etc. to cheat people.
19. FRAUD – getting money from people by cheating them.
20. GENOCIDE – killing on purpose a large number of people, especially from a particular group or area.
21. HIJACKING – taking control of a plane, train etc by force, often to meet political demands.
22. HIT AND RUN – not stopping to help a person hurt in an accident caused by you.
23. HOMICIDE – killing another person unintentionally.
24. HOOLIGANISM – being violent or aggressive on purpose; often used to describe youth.
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25. IDENTITY THEFT- using someone else’s personal information for one’s own gain.
26. KIDNAPPING – taking someone away by force, often demanding money for their safe return.
27. LIBEL – damaging someone’s reputation by writing lies about them.
28. LOOTING – taking things illegally and by force, during a riot, war, etc.
29. LYNCHING – killing someone without legal process, often by hanging, often by an angry mob.
30. MANSLAUGHTER – killing someone without malice aforethought.
31. MUGGING – attacking someone with a plan to rob them.
32. MURDER – killing someone on purpose.
33. PERJURY – lying in court, while under oath.
34. PICKPOCKETING – stealing wallets, money, etc. from people’s pockets in crowded places.
35. PILFERING – stealing small quantities of goods over time.
36. POACHING – hunting illegally.
37. RAPE – forcing someone to have sex.
38. RIOT – causing a noisy, violent public disturbance.
39. ROBBERY – stealing large amounts of money with force or violence from a bank, store, etc.
40. SHOPLIFTING – stealing something from a store.
41. SLANDER – damaging someone’s reputation by speaking lies about them.
42. SMUGGLING – taking things secretly in or out of a place, country, jail, etc.
43. SPEEDING – driving above the speed limit.
44. TERRORISM – using violence, threats, or fear, usually for political purposes.
45. THEFT – stealing, in general.
46. TRAFFICKING – trading something illegal like drugs, people, etc.
47. TREASON – betraying one’s country by helping its enemies.
48. TRESPASSING – entering another person’s area; hurting people/damaging property through force.
49. VANDALISM – destroying private or public property purposely.
50. VOYEURISM – secretly watching naked people or sexual acts & getting sexually excited.

Assessment of Learning Bullets

1. Criterion reference test- the student's mastery of objectives
2. Standard deviation- validity
3. Central tendency- mean, median, mode
4. Positively skewed- most of the scorescores are low
5. Negatively skewed- students performed well in the examination
6. Normal distribution- mean, median and mode are equal
7. Normal distribution curve- a T-score of 70
 two SD above the mean
 T scorescore= 10z +50
 Z=2
8. Mean- measure of central tendency as quartile deviation
9. -2SD and +2SD in the normal curve - 95.44
 From mean to 1SD is 34.13%
 From mean to -1SD is also 34.13%
 From 1SD to 2SD is 13.59%
 From-ISD to -2SD is 13.59%
 They are under the normal curve is 34.13%+34.13%+13.59%+ 13.59%=95.44%
10. Median- equivalent to the 50th percentile
11. Mode- number that occurred most in the distribution
12. Variance- square of standard deviation
13. Discrimination index- differentiate upper to lower group
14. Positive discrimination- more from upper group, retain
15. Negative discrimination- more from lower group, reject
16. Zero discrimination- cannot determine, reject
17. Traditional assessment- pen and paper, multiple choice, cognitive
18. Authentic assessment- real-life application, holistic
19. Formative test- done during discussion
20. Diagnostic- before instruction, strength and weaknesses
21. Summative- after discussion, evaluative learning
22. Portfolio- collection of works, artifacts, and pieces of students and may serve as a basis for assessment.
23. Withitness- teacher is aware of what is happening inside the classroom
24. Content validity- relationship between a test and instructional objectives
25. Generosity error- teacher gives additional grade to the students who performed well in the class or examination.
26. Holistic- single basis
27. Analytical- multiple basis
28. Analysis- breaking down
29. Synthesis- putting together
30. Top down- reader to book
31. Bottom up- book to reader
32. PPST- Philippine Professional Standards for Teachers
33. AQRF- Asean Qualifications Reference Framework
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Philippine Qualifications for Professionals

1. NC1
2. NC2
3. NC3
4. NC4
5. Diploma
6. Bachelor
7. Masteral
8. Post- Doctoral

NOTES
 ENCULTURATION - process of handling down of culture from one generation to tje succeeding one
 ACCULTURATION - process of passing culture from one who knows to somebody who does not know.
 CULTURE - the shared products of human learning
(Elements of Culture)
1. LANGUAGE - an abstract system of words, meanings and symbols for all aspects of culture
2. NORMS - standard of behaviors maintained by a society
3. SANCTIONS - penalties or rewards for conducting concerning social norms
4. VALUES - used to evaluate the behavior of others
(Characteristics of Culture)
1. Transferable
2. Shared
3. Adaptive
4. Continuous
5. Learned
6. Universal
7. Dynamic
8. Symbolic
9. Borrowed
 CHANGE - adjustment of persons or group to achieve relative harmony
(Forms of Change)
1. Cultural Change - refers to all alteration affection new trait or trait complexes to change
2. Technological Change - revision that occurs in man's application of his technical knowledge and skills as he adopts
himself to environment
3. Social Change - refers to the variation or modification in the patterns of social organizations, of such groups within a
society or the entire society
 SOCIOLOGY - study of patterns of human behavior
 SOCIETY- group of organized individuals
 GROUPS- unit of interacting personalities
 SOCIALIZATION- refers to the adapting or conforming to the common needs and interests of a social group
 SOCIAL PROCESS - patterned and recurrent form of competition, conflict, cooperation, accommodation,
assimilation and acculturation
 SOCIAL STRATIFICATION -classification of people based on their socio-economic strata
 SOCIAL STABILITY -refers to movement of individuals/groups from one position of a society's stratification to
another
Types of Social Mobility
1. Horizontal - movement of a person from one social position to another of the same rank
2. Vertical - movement of a person from one social to another of different rank
3. Intergenerational - involves changes in the social position of children relative to their parents
4. Intra-generational - involves change in person's social position within her/his adult life
 SOCIAL INEQUALITY - a condition in which members of the society have different amounts of wealth, prestige
and power
 STATUS - positioned assigned by a person in a group

Essential Bullets
 Which type of visual shows the actual object under study?
– Realistic
 Which perspective views the learner as actively creating meaning?
–Constructivism
 Why is it important for teachers to understand learning theory?
-Theory informs practice
 The evaluation activity in a lesson plan should answer the following question:
-How will you determine if students have achieved the learning objectives?
 What is the main principle of the discovery method?
- Students learn best by doing
 The purpose of a motivation activity in a lesson plan is to:
-gain and maintain students' attention
 Owned by: ROCHEL B. SARDUA, LPT

 Which perspective says that learning should take place in an environment that resembles the real world with all its
complexities?
–Constructivism
 ISTE standards are
-technology standards for students and teachers
 Which of the following is an acceptable verb to use in objectives?
–describe
 This theory believes that learning is largely determined by the external environment
–behaviorism
 According to Marianne Torbet, which of the following is not a game inclusion factor?
–Competition
 Which of the following are the procedures and actions used to help students meet stated objectives?
-Methods
 What type of lesson evaluation takes place during the planning of the lesson?
-Formative
 Visuals that convey a concept by comparing one idea to another and implying a similarity are called
-analogic visuals
 Which is the physiological process in which sound waves enter the ear and are converted into electrical impulses
that travel to the brain?
–Hearing
 Which of the following is NOT a fair use guideline?
-The cost of the item in question
 The information activity in a lesson plan should answer the following question:
-How will you help students see relationships among ideas?
 According to the authors of Children's Ministry that Works, in choosing games for children, which of the
following is not an important factor?
-The games should be competitive
 Which of the following are evidence of "the digital divide": i.e., the gap in equitable use of computer technology
among student groups?
- Computers used for drill and skill only in low income districts
 Which of the following experience is most closely associated with the constructivist perspective of learning?
-Student teaching
 Sam brought his rock collection to class for his students to classify. Which type of media is being used? –Exhibit
 Which of the following is a three dimensional representation of a real object?
-Model
 Which of the following is true regarding the shift in education in recent years?
-There has been a shift toward learner-centered instruction.
 Copyright law protects
- the legal rights to original works
 The ability to accurately interpret and create visual messages is known as
-visual literacy
 Which of the following is a problem exacerbated by the prevalence of social media sites such as Facebook?
- Cyber-bullying
 The purpose of an application activity or conclusion section in a lesson plan is to
- provide opportunity for practice and feedback.
 Which of the following is true regarding field trips?
-They are a form of enactive learning.
 The PIE model of classroom instruction stands for
-plan, implement, evaluate
 Which of the following objectives contains acceptable criteria?
-Students will compose a paragraph with no more than two errors.
 This theory uses the computer as a model for the way humans think
-informational processing
 Persistence of vision is a phenomenon whereby
-the brain continues to see the image for a fraction of a second after the image is cut off
 Interpreting a visual is also known as
- decoding
 What is the difference between informational processing theory and constructivism?
-The first says that knowledge is objective and represents experience; the second that knowledge is subjective and
depends on the learner's interpretation of experience.
 An enduring change in human behavior or performance resulting from practice or experience is the
- definition of learning
 Which of the following is NOT a step in the scientific process, often used in the problem solving method?
-explore the question
 The rule of thirds tells us that elements should be arranged
-along imaginary lines dividing your visual in three
 Sam borrowed ½ of an engine with the inners workings exposed from a local tech school. Which type of media is
this?
–Cutaway
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 Which of the following is NOT a criteria for selecting and/or creating instructional materials?
-Are all materials original?
 Applying technological processes and tools to solve problems of teaching and learning is the definition of
-educational technology
 Charts and graphs are what type of visuals?
–Organizational
 In general, which gender seems to be more concerned with social relationships?
– Girls
 The conclusion section of the lesson plan serves to provide opportunity for
-practice and feedback
 Which of the following is not one of the three categories of criteria in written objectives?
– Conditions
 Which learning theory uses the ABC model to explain the learning process?
–Behaviorism
 According to the Pew Research Center, what category of internet users have increased the most from 2000 to
2011?
-High school grads
 An organized set of principles meant to explain events is the definition of the word
- theory
 Creating a visual is also known as
-encoding
 The systematic application of scientific or other organized knowledge to practical tasks is the definition of
-technology
 Which of the following is the channel of communication within the lesson?
–Media
 Adaptive Learning - uses computers as interactive instructional devices; adapts the difficulty or material to the
needs of the - students
 Asynchronous Learning - students can learn different things at different times and at different places due to the
internet
 Blended Learning - a teaching method that combines traditional classroom instruction with online or mobile
learning activities
 Cloud - metaphor for on-demand storage space or computing power managed by a third party
 Digital Citizenship - making good use of the Internet and having knowledge of how to operate web-connected
devices safely while online; interacting respectfully with others. Navigating the digital world safely, responsibly,
and ethically
 Digital Divide - the large gap in technology use between two groups due to economic, racial, age, or gender lines
 Flipped Classroom - traditional face-to-face lecture is recorded and watched and posted online for students to
watch online; teachers use class time to solve problems and interact with students
 M-Learning - Mobile Learning; any learning that takes place on a mobile device
 MOOC - Massively Open Online Course
 Podcast - similar to a radio show but distributed via the internet rather than radio waves
 QR Code - like a barcode with a link, when scanned by mobile device it takes you to that link
 Learning Management System (LMS) - Digital resource for class discussion, document management, homework
submission, and course scheduling.
 Differentiated Learning - Presenting learning materials in ways that match students' varying learning styles or
levels.
 Digital Storytelling - Using web-based tools to create and tell stories; with some mixture of digital images, text,
recorded audio narration, video clips and/or music
 E-Books - Books that are completely digital and are usually read on computers or e-readers.
 Flipped Classroom - Students access the directed teaching at home, through videos, and spend in-class time
applying skills through guided practice and activities.
 Gamification - Using game design and mechanics to drive motivation and increase engagement in learning.
 Individualized Learning - When a group of students all receive the same content but work through it at their own
pace.
 Lifelong Learning - Lifelong learning continues education informally for personal enrichment, usually after
finishing formal education.
 Open Educational Resources (OER) - Digital materials available for reuse and repurposing in teaching,
researching, and learning.
 Personalized Learning - its learning entirely geared toward the individual student.
 Digital Cloud - On-demand storage space, applications or services offered over the internet, managed off-site.
 Professional Learning Community (PLC) - Community focused around a particular topic, interest, or subject in
order to share best practices and resources.
 Trouble Ticket - An online form used to report problems.
 Kinder to Grade 3- Anong grade tinuturo ang mother tongue.
 Chat Room- Science Subject.
 Learning is an active process- What is violated when Teacher Ivan just lectures while students listen.
 Multi-grade class – Combining 2-3 grade level
 K-12 – Kindergarten is compulsory before proceed to grade 1.
 Developmental Portfolio – Penmanship skills of the students in the beginning, middle, and after the school year.
 Owned by: ROCHEL B. SARDUA, LPT

 Operant Conditioning- Skinner

 Authentic Assessment – Real-life.
 Developmental Portfolio – Display the drawings of the children.
 Below 75 – Did not meet expectation.
 Brigada Eskwela – Bayanihan in School.
 Drive- Motivation March 2018
 Pre-conventional (Mutual Benefit)- reward, star, stamp.
 Post-conventional (Common Good) – A taxi driver returned the baggage left by the passenger.
 Socialization- Participating and functioning members of the society by fighting into organize way of living.
 Drawing – Visual/Spatial.
 Hierarchy of Biology Taxonomy – Has 8 levels.
 Spiral Curriculum – K-12
 Essentialism – Basic/Essential.
 “Ganyan lang talaga” – Teacher Mediocrity.
 Punishment – A quiz NOT as.
 Criterion reference - Should match with the objectives.
 Professional Licensed - Signed by the PRC.
 Resource Provider- Role of the teachers play when they help their colleagues by sharing instructional resources.
 Deductive - From Generalization to Specific.
 Motivation- Part of lesson development is concerned with mood setting.
 Field Trip - Stimulate more senses.
 Visual Imagery- Graphic Organizer.
 Spreadsheet - Performs computation.
 Philippine Qualifications Framework - What does PQF means.
 Long and Dictated - NOT a characteristic in giving assignments.
 Bread Provider - NOT a role of a Mother during Pre-Hispanic Era.

Acronyms
PPST- Philippine Professional Standards for Teachers
NCBTS- National Competency Based Teacher Standards
PQF- Philippine Qualifications Framework
PD - Presidential Decree
RA- Republic Act
NESC- New Elementary School Curriculum
NSEC- New Secondary Education Curriculum
BESRA- Basic Education Sector Reform Agenda
RBEC- Revised Basic Education Curriculum
K-12- Kinder to Grade 12
NSAT- National Secondary Assessment Test
NAT- National Achievement Test
SMART- Specific, Measurable, Achievable, Relevant, Time-Bound
HOTS- Higher Order Thinking Skills
LOTS- Lower Order Thinking Skills
CHED- Commission on Higher Education
TESDA- Technical Education and Skills Development Authority
DepEd - Department of Education
PAGASA- Philippine Atmospheric Geophysical Astronomical Services Administration
PRC- Philippine Regulation Commission
MTB-MLE- Mother Tongue Based Multi Lingual Education
OBE- Outcome Based Education

Prof. Ed Reviewer w/Answer key

1.When teachers conduct a series of evaluation to determine the extent of teaching, what must be implemented?
a. Hidden curriculum
b. Learned curriculum
c. Taught curriculum
d. Assessed curriculum
2. Which software is needed when one wants to perform automatic calculations on numerical data?
a. Database
b. Spreadsheet program
c. Microsoft word
d. Adobe Photoshop
3. Which order follows the basic rule in framing interaction?
a. Call on a student, pause, ask the question
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b. Ask the question, call on a student, pause

c. Ask the question, pause, call on a student
d. Call on a student, ask the question, pause
4. What teaching method can best be taught by the use of computers?
a. Role playing
b. Debate
c. Panel discussion
d. Individualized instruction
5. The name of the Dept. of Education, Culture and Sports(DECS) was changed to Department of Education(DepEd) by
virtue of what law?
a. RA no.9155
b. RA no.9411
c. RA no.9630
d. RA no.2194
6. The brain’s left hemisphere is involved in ______ function.
a. intuitive
b. nonverbal
c. visual
d. logical
7. Not wearing red dress on a funeral is an example of:
a. Mores
b. Folkways
c. Rituals
d. Laws
8. Along with language and non-verbal signals, these form the backbone of symbolic interaction.
a. Symbols
b. Languages
c. Phonology
d. Ideas
9. How can 21st century teachers best address the diverse needs of their students?
a. Using standardized curriculum
b. Using a one-size-fits-all approach
c. Using differentiated instruction
d. Using a strict behavior management system.
10. What is the main goal of backward design in curriculum planning?
a. To start with the end in mind and work backwards to create curriculum objectives.
b. To start with the objectives and work backwards to create lesson plans.
c. To start with the objectives and work backwards to create assessments.
d. To start with the assessments and work backwards to create objectives.

Answer key
1. D 5. A 9. C
2. B 6. D 10. A
3. C 7. B
4. D 8. A