1

Special Topic 1 Philippine Teachers Professionalization Act of 1994

An act to strengthen the regulation and supervision of
- These are topics to learn that are not included in the the practice of teaching in the Philippines and
curriculum prescribing a licensure examination for teachers and for
- This is intended to review you related to Prof. Ed. , other purposes
and help you enhance your competency
(Competency is your ability or skills) In short, it states that teachers should be licensed
before they can teach
Professional Regulatory Board for Professional
Teachers  Facilitating the creation of the LET now LEPT
(Resolution No. 11, Series of 2022)  Under this act, teacher-applicant must first obtain a
license before being allowed to teach in public
Issuance of the enhanced table of specifications (TOS) schools.
for the subjects of the licensure examination for teachers  Since its enactment, more innovative teaching
(LEPT) methods and strategies have sprouted as a response
to the rising demands of 21st century learning
Republic Act 8981:  The Licensure Exam for Teachers (LET) is a
Professional Regulation Commission (PRC) qualifying exam for all aspiring teachers.
Modernization Act of 2000  There are separate exams, depending on what grade
 Function and responsibility to administer and level one intends to teach.
conduct the licensure examinations of the various  The LET was implemented in the Philippines
regulatory boards in accordance with the rules and through the enactment of Republic Act 7836 or
regulations promulgates; otherwise known as the "Philippine Teachers
 To provide schools, colleges and universities, public Professionalization Act of 1994" on December 16,
and private, offering courses for licensure 1994.
examination, with copies of syllabi or table of  It was enacted in the recognition of the "role of
specifications of the subjects for the licensure teachers in nation-building and development through
examinations. a responsible an literate citizenry."

The Licensure Exam for Teachers (LET) or

Licensure Examination for Professional Teachers
(LEPT)

 Is a standardized test for aspiring professional

educators in the country
WHO MAY TAKE THE EXAMINATION
 Aims to assess the teacher-applicant in key areas of
their education in relation to their career path.
 Serves as a necessary step in obtaining a PRC  A citizen of the Philippines or an alien whose
license, proof of the examinee’s extensive country has reciprocity with the Philippines
knowledge of relevant concepts  At least 18 years old
 Unified test- Unified means it is made by experts  Proof of good moral conduct
 Varies depending on taken course  Should have never been convicted.
 BEED has 2 parts
 BSED has specialized parts
SEC. 14. Of RA NO. 7836-
Philippine Teachers Professionalization Act Of 1994
RA 7836
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Scope of Examination. - The examinations for the  The board recognizes that the issuance of the CMO
elementary and secondary school teachers shall be NOS. 74 and 75 (S.2017) calls for updating of the
separate. TOS as well. Hence, the enhanced TOS for the
LEPT was developed and presented during the
 The exam for teachers in the elementary level
virtual consultation held last June 12, 2021 which
consist of two (2) parts, namely:
was attended and participated in by The Philippine
 professional education
Association For Teachers And Educators
 general education (PAFTE). The largest nationwide organization of
teachers and teacher educators
 The exam for teachers in the secondary level consist
of three (3) parts, namely:
 professional education  The enhanced TOS of the LEPT subjects integrated
 general education the Philippine professional standards for teachers
 field of specialization (PPST) as enjoined by the department of education
(DepEd) order no. 42 (s. 2017) or the national
adoption, and implementation of the Philippine
 Section 14 states that LET is a qualifying exam to
professional standards for teachers. After
determine the role of teachers in the society
consultation with DepEd officials in a virtual
conference.
2009 TOS
 The professional regulatory board for professional
teachers issued resolution 10. (s. 2009) on the table  The proposed enhanced TOS of the LEPT subjects
of specifications (TOS) for the subjects in the aims to ensure the teacher candidates’ competence in
licensure examinations for professional teachers demonstrating the program outcomes of the 2017
(LEPT) BEED and BSED.

It is also the desire of the board to give the schools,

colleges and universities more time to study and
understand the enhanced TOS and to prepare their
students well for LEPT.
COMMISSION ON HIGHER EDUCATION (CHED)
In view of the foregoing, the board resolves, as it is
Issued CHED memorandum order: hereby resolved, to issue the enhanced table of
specifications for the subjects of the licensure
 (CMO) no. 74 (s. 2017) on the policies, standards
examination for professional teachers which shall be
and guidelines for bachelor of elementary education
applied beginning the March 2023 LEPT onwards.
(BEED)
The Professional Regulation Commission (PRC) informs
 CMO no. 75 (s.2017) on the policies, standards and the public that the Enhanced Table of Specification
guidelines for bachelor of secondary education (TOS) for the subjects of the Licensure Examination for
(BSED) Professional Teachers (LEPT) issued by the Professional
Regulatory Board for Professional Teachers and
approved by the Commission under Board Resolution
 The first batch of students under the 2017 CHED No. 11 (s.2022) will be applied beginning the March
policies, standards & guidelines (PSG) for BEED 2023 LEPT and onwards.
and BSED will graduate in 2021
- expected to take the LEPT in the year 2022-2023 Resolved further, BEED and BSED graduates before
implementing CMO no. 74 (s. 2017) and CMO no. 75
(s. 2017) who are to take/retake the LEPT are
 3

encouraged to take refresher course/s to fill in or

bridge the gap between old and new curricula.
 BEED (CMO NO. 74 (S. 2017)
 BSED CMO NO. 75 (S. 2017)

THE LICENSURE EXAMINATION FOR

TEACHERS
The following is the coverage to be tested in each
Although there will already be graduates under the 2017 subject of the test and their respective percentage:
CHED psg who are likely to take the LEPT by 2022, the
board is inclined to consider other factors in determining GENERAL EDUCATION
the date of implementation of the enhanced TOS, such as 1. ENGLISH - This would cover Study and
(1) there are still BEED and BSED graduates of Thinking Skills, Writing in the Discipline,
earlier curricula in which the 2009 TOS would be more Speech and Oral Communication, Philippine
relevant insofar as their academic preparations are Literature, and Master Works of the World
concerned and
(2) there are graduates from teacher education 2. Filipino- This would cover Komunikasyon sa
institutions which changed their academic calendar to Akademikong Filipino, Pag-basa at Pagsulat
august and who will graduate by december 2022. tungo sa Pananaliksik, Masining na
 In short, the old curriculum belongs in Pagpapahayag
Resolution 10, Series of 2009
 New curriculum (NEW TOS) belongs in 3. Mathematics- This would cover Fundamentals
Resolution 11, Series of 2022 of Math, Plane Geometry, Elementary Algebra,
Statistics and Probability.
REPUBLIC ACT No. 7722 - Higher Education Act of
1994 4. Science- This would cover Biological Science -
General Biology and Physical Science- with
- signed into law on May 18, 1994.
Earth Science.
- The creation of the Commission abolished the
Bureau of Higher Education and confined the
5. Social Science- This would cover Philippine
jurisdiction of the Department of Education
Government New Constitution with Human
(DepEd) to elementary and secondary levels of
Rights; Philippine History: Basic Economics,
education.
Taxation, Agrarian Reform; Society, Culture
NEW ENHANCED TOS (RESOLUTION NO. 11 with Family Planning: Rizal and Other Heroes;
(SERIES OF 2022) Philosophy of Man; Arts; General Psychology:
The Licensure Exam for Teacher's Table of Information and Communication Technology
Specifications vary for Elementary Level exam takers
and Secondary Level exam takers.
GENERAL EDUCATION
 For the Elementary Level Exam, General
1. A. Intellectual Competencies 40% - Purposive
Education would take 40% of the score, and
Communication, Malayuning Komunikasyon Sa
Professional Education would take 60% of the
Wikang Filipino, Science And Technology,
score.
Mathematics
 While for Secondary Level exam, General
Education would take 20% of the score,
2. B. Personal and Civic Responsibilities 30%
Professional Education would take 40%, and
Reading in Philippine History, Society The Life
Specification or Majorship would also take 40%
And Works Of Rizal, Ethics
 4

3. C. Practical Skills Development 30%

The Contemporary World, Art Appreciation, 1. The Teaching Profession
Understanding The Self 2. Facilitating Learner-Centered Learning
3.Foundations Of Special And Inclusive Education
PROFESSIONAL EDUCATION 4. Building And Enhancing New Literacies Across
Teaching Profession, Social Dimensions of Education, Curriculum
Field Study and Practice Teaching 5. Technology For Teaching And Learning
6. The Teacher And The Community, School Culture
Principles of Teaching, Educational Technology, And Organizational Leadership
Curriculum Development 7. Child And Adolescent Learners And Learning
Principles
Facilitating Learning, Child and Adolescent 8. The Teacher And The School Curriculum
Development 9. Methods And Strategies Of Teaching
10. Action Research
Assessment of Student Learning, Developmental 11. Field Study And Teaching Internship
Reading

PROFESSIONAL EDUCATION
FIELDS OF SPECIALIZATION (SCIENCE)
A. TEACHING PROFESSION 15%
1. Foundations of the teaching-learning process A. BIOLOGY -40%
2. The Professional Teacher
1. Plant and Animal Biology
B. The Teacher And The School Curriculum, 2. Genetics
Methods And Strategies Of Teaching, Educational 3. Cell and Molecular Biology
Technology For Teaching And Learning 30% 4. Microbiology and Parasitology
5. Anatomy and Physiology
1. The Teacher and the School curriculum
2. Methods and Strategies of Teaching B. CHEMISTRY -23%
3. Educational Technology
1. Inorganic Chemistry
C. THE CHILD AND ADOLESCENT LEARNERS 2. Organic Chemistry
AND LEARNING PRINCIPLES 20% 3. Biochemistry
1. Headstart for Toddlers, Child and Adolescent
C. PHYSICS-12%
D. ASESSMENT OF LEARNING 15% 1. Classical Physics: Thermodynamics,
1. Validating theoretical knowledge in the actual Electricity, Magnetism, Waves and Optics
assessment of learning 2. Modern Physics

E. FIELD STUDY AND TEACHING INTERNSHIP D. EARTH SCIENCE -12%

20%
1. Documentation of Experiential Learning 1. Meteorology and Astronomy
2. Action Research 2. Environmental Science

E. SCIENCE INSTRUCTION -13%

PROFESSIONAL EDUCATION SUBJECT FOR
REVIEW
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1. Methods and Technology for Teaching 5. Statistics and Probability

Science 6. Analytic Geometry
2. Research 7. Calculus
8. Arithmetic Number Theory
FIELDS OF SPECIALIZATION (Secondary) 9. Mathematics of Investment

BIOLOGICAL SCIENCES (Biological Science I, C. PRINCIPLES AND PRACTICES IN TEACHING

Biological Science II, Inorganic Chemistry, Cell MATHEMATICS 23%
Biology, Ecology, Organic Chemistry, Microbiology,
Genetic and Evolution, Biochemistry and Anatomy and 1. Strategies in Teaching Mathematics
Physiology). 2. Assessment and Evaluation in Mathematics
3. Research in the Teaching of Mathematics
PHYSICAL SCIENCES (INTRODUCTION-Nature of 4. The Use of Technology in Mathematics Teaching and
Science, Chemistry, Atomic and Molecular, Chemical Learning
Bonds, Conservation of Matter and Stoichichiometry,
Gases, Liquids and Solids, Acids and Bases, Solutions,
Chemical Thermodynamics, Chemical Kinetics and
Equilibrium, Organic and Biochemistry, Nuclear
Processes, PHYSICS: Physical Quantities and Vectors,
Mechanics, Electricity, Magnetism, and Electronics,
Thermodynamics, Modern Physics, Light and
Geometries Optics, Earth and Space, Astronomy, and
Environment).

MATHEMATICS

(Arithmetic & Number Theory and Business Math;

Basic & Advanced Algebra; Plane and Solid Geometry:
Trigonometry; Probability and Statistics; Analytical
Geometry; Calculus; Modern Geometry, Linear and
Abstract Algebra; History of Mathematics, Problem
Solving, Mathematical Investigation, Instrumentation
and Assessment). PURPOSES/FORMS OF
A. MATHEMATICAL THEORIES AND ASSESSMENT
CONCEPTS 14% (Major Types of Assessment)
1. History of Mathematics
2. Mathematics Investigations and Modeling 1. Assessment FOR learning (AfL)/ (Assessment
PARA sa pagkatuto)
B. PROBLEM SOLVING AND PROCESSES
Demonstrate proficiency in applying mathematical - Done BEFORE AND DURING or after the
principles and processes in solving problems in the instruction, lesson or discussion.
different branches of Mathematics: 63% - Involves teachers using evidence about students'
1. College and Advanced Algebra knowledge, understanding, and skills to inform their
2. Trigonometry teaching. Sometimes referred to as 'formative
3. Plain and Solid Geometry, assessment it usually occurs throughout the
4. Logic and Set Theory
 6

teaching and learning process to clarify student - this is done AFTER instruction, the whole sem, or
learning and understanding. quarter, unit, chapter usually referred to as the
SUMMATIVE ASSESSMENT
3 types of assessment:
- Assessment of learning assists teachers in using
a. Placement- done prior to instruction evidence of student learning to assess achievement
- Its purpose is to ASSESS THE NEEDS of the against outcomes and standards. Sometimes
learners to have basis in planning for a relevant referred to as 'summative assessment, it usually
instruction. occurs at defined key points during a teaching
- Teachers use this assessment to know WHAT work or at the end of a unit, term or semester,
THEIR STUDENTS ARE BRINGING INTO and may be used to rank or grade students. The
THE LEARNING SITUATION and use this effectiveness of assessment of learning for grading
as a starting point for instruction. ranking purposes depends on the validity, reliability,
- The results of this assessment PLACE and weighting placed on any one task. Its
STUDENTS IN SPECIFIC LEARNING effectiveness as an opportunity for learning depends
GROUPS to facilitate teaching learning on the nature and quality of the feedback.
- (ex. Aptitude test, entrance exam test)
a. 'summative

b. Formative- Done during instruction - what the students have learned

- It is in the assessment where teachers continuously - to certify students' competencies
MONITOR the students' level of attainment of the - Example, mastery test, periodical test,
learning objectives. achievement test,
- The results of this assessment are prelim/midterm/semi-final/final
COMMUNICATED CLEARLY AND
PROMPTLY to the students for them to know their
strengths and weaknesses and the progress of their 3. Assessment AS learning (AAS)/ Assessment BILANG
learning. pagkatuto
- Ex. ( Formative test, quizzes, recitation) Quizzes and
recitation are recorded but not graded - this is done for "teachers to understand and
c. Diagnostic- Done during instruction perform well their role of assessing FOR and
- This is used to determine the students' OF learning.”
RECURRING OF PERSISTENT - MONITORING OF OWN LEARNING
DIFFICULTIES - Assess student’s own learning, self-directed
- It searches for the underlying CAUSES of students'
learning problems that do not respond to first aid Examples, reflection and insights
treatment. - Assessment as learning occurs when students
- It helps formulate a plan for detailed REMEDIAL are their own assessors. Students monitor
INSTRUCTION their own learning, ask questions and use a
NOTE: Seatworks, q&a and quizzes are recorded but range of strategies to decide what they know and
not graded, occurs throughout a learning sequence, to can do, and how to use assessment for new
inform his/her teaching, progress and learning gaps learning.

a. Self-assessment- here we apply

metacognitive (metacognitive means
2. Assessment OF learning (AFL) Assessment NG
thinking abt thinking)
natutunan
b. Peer-assessment- One on one evaluation
 7

Formula: m = sum of the total math score

number of score test

MEDIAN is the middle number in a list of numbers that

have been arranged in order. To find your median math
test score, for example, your teacher would list all your
math test scores in order from smallest to largest or from
smallest to largest, and then find the number that appears
in the middle of the list. (If two numbers share the
middle of the list, the median is halfway between those
two numbers)

Formula: Median = (n+1)

2

If even or odd the set of number

Mode means the number that occurs most frequently To

find the mode of the your test scores, for example, your
teacher would list all your math test scores in order from
ASSESSMENT TEACHER OCCURS
FOR THROUGHOUT A smallest to largest or from smallest to largest, and then
LEARNING LEARNING find the number that appears on the list most frequently.
(AfL) SEQUENCE AND
IS PLANNED Standard deviation is the average amount of variability
WHEN TEACHERS in dataset. It tells you, on average, how far each value
DESIGN lies from the mean.
TEACHING AND
LEARNING Variability describes how far apart data points lie from
ACTIVITIES
each other and from the center of a distribution
ASSESSMENT TEACHER USES TEACHER
OF LEARNING JUDGEMENTS
- A high standard deviation means that values are
(AoL) ABOUT STUDENT
ACHIEVEMENT generally far from the mean, while a low standard
AT A POINT IN deviation indicates that values are clustered close to the
TIME AND IS mean. Standard deviation is a useful measure of spread
SUPPORTED BY for normal distributions.
EXAMPLES FOR
EVIDENCES
ASSESSMENT STUDENT INVOLVES
AS LEARNING STUDENTS IN
(AaL) SELF ASSEMENT

MEAN is the average of a group of numbers. To find the

mean of your math test scores, for example, your teacher
adds all your scores and then divides the answer by the
number of math tests you took.
 8

Usability is a measure of how well a specific user in a ESSENTIALISM

specific context can use a product/design to achieve a
Essentialists believe that there is a common core of
defined goal effectively, efficiently and satisfactorily.
knowledge that needs to be transmitted to students in a
systematic, disciplined way. The emphasis in this
Objectivity- Using of set of criteria
conservative perspective is on intellectual and moral
standards that schools should teach. The core of the
Reliability is the degree of consistency of a measure. A
curriculum is essential knowledge and skills and
test will be reliable when it gives the same repeated
academic rigor. It should focus on facts-the objective
result under the same conditions.
reality out there-and "the basics, training students to
read, write, speak, and compute clearly and logically.
Validity refers to how accurately a method measures William Bagley
what it is intended to measure
 SUBJECT CENTERED/TEACHER-CENTERED
 BASIC 3RS
Reliability and validity are concepts used to evaluate  ESSENTIALS
the quality of research. They indicate how well a  THE TEACHER IS THE AUTHORITY
method, technique. or test measures something.
Reliability is about the consistency of a measure, and PROGRESSIVISM
validity is about the accuracy of a measure.
Progressivists believe that education should focus on the
whole child, rather than on the content or the teacher.
This educational philosophy stresses that students should
WEEKLY ASSESSMENT: WEEK2 test ideas by activo experimentation. Learning is rooted
in the questions of learners that arise through
PERENNIALISM experiencing the world. It is active, not passivo. The
learner is a problem solver and thinker who makes
For Perennialists, the aim of education is to ensure that meaning through his or her individual experience in the
students acquire understandings about the great ideas of physical and cultural context. Effective teachers provide
Western civilization. These ideas have the potential for experiences so that students can learn by doing. John
solving problems in any era. The focus is to teach ideas Dewey was its foremost proponent.
that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds
at their most essential level, do not change. Advocates of  LEARNER-CENTERED
this educational philosophy are Robert Maynard
 LEARNING BY DOING
Hutchins who developed a Great Books program in
 STUDENT'S NEEDS, INTEREST AND
1963 and Mortimer Adler, who further developed this
READINESS
curriculum based on 100 great books of western
 TEACHER ACT AS A FACILITATOR
civilization.

 BOOK CENTERED, UNCHANGED, CONSTANT/ RECONSTRUCTIONISM/ RECONSTRUCTIVISM

UNIVERSAL
Social reconstructionism is a philosophy that emphasizes
 EVERLASTING
the addressing of social questions and a quest to create a
 AGELESS better society and worldwide democracy,
 GREAT BOOKS MOVEMENT Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education.
 9

Theodore Brameld was the founder of social  Response

reconstructionism, George Counts (1889-1974)
recognized that education was the means of preparing
people for creating this new social order CONSTRUCTIVISM
 SOCIETY-CENTERED  Prior Knowledge
 SOCIALLY-ORIENTED  Learner Construct Knowledge
 COMMUNITY INVOLVEMENT  Schema
 Builder
 Creator
EXISTENTIALISM

 Man is nothing else but what he makes of himself. REALISM (ARISTOTLE)

 Existence
Realism is the school of educational thought promoted
 free choosing
by Plato's student, Aristotle. Realism holds that the only
 FREE WILL
reality is the material world, that study of the outer
world is the only reliable way to find truth; the world is
an objective phenomenon that our minds must adhere to.
COGNITIVISM We achieve greater and greater knowledge through
 Believes that human mind functions like an proper study of the world. In Realism, a person is an
information processor or computer empty vessel for knowledge, which can only come from
 Believe that humans learn from thinking. outside of the self, through observation. This philosophy
 Learn from experiences and that change behaviors was the progenitor of the scientific method, a system of
based on new information Inquiry relying on objective facts.
 Knowledge is considered an internal process rather  Physical World
than a product.  Realistic Real
 Mental process.  Sensory Perception
 Reality As Perceived By The Individual

PRAGMATISM IDEALISM

is a philosophical tradition that considers words and Idealism is the school of educational thought promoted
thought as tools and instruments for prediction, problem by Plato in 400 B.C. Plats thought that humans could be
solving, and action, and rejects the idea that the function improved from within, by correcting their thoughts and
of thought is to describe, represent, or mirror reality discovering knowledge already there since birth.
Pragmatists contend that most philosophical topics-such Idealism focuses on reasoning and how a person can
as the nature of knowledge, language, concepts, bring knowledge up from inside of himself. In this view,
meaning, belief, and science-are all best viewed in terms the world exists solely in the minds of people and that
of their practical uses and successes ultimate truth relies on a consistency of ideas.

BEHAVIORISM  Mind Inspiration

 Faith, Love, Hope, Values And Spirit
 John Watson, B.F. Skinner  Absolute Ideas
 Rewards  Introspection
 Motivation (Praises)  Reality Of Everything Lies In Ideas, Thought
 Reinforcement And Mind Hot In Material Thing
 10

 Multicultural education is a field of study and an

emerging discipline whose major aim is to create
The School and the Curriculum equal educational opportunities for students from
diverse racial, ethnic, social class, and cultural
groups. States or reiterates that all culture should be
 Hidden curriculum refers to the unwritten,
respected in a way that in a lesson they are taught
unofficial and often unintended lessons, values and
well without bias
perspectives that students learn in school

 The spiral design is a curriculum design used in the

K-12 curriculum. Widens and deepens the
curriculum as they revisit each topic, theme or
concept. There is basic knowledge input in the
preceding years. As students progressed in their
developmental years knowledge is added further

 Differentiated instruction is the process of tailoring

lessons to meet each student’s individual interests,
needs and strengths. Teaching this way gives
students choice and flexibility in how they learn and
helps teachers personalize learning.

 An integrated approach creates learning

experiences that call on more than one discipline or WAPA NAHUMAN ANG WEEK 3
subject such as cross-discipline assignments or units,
project-based learning experiences, curriculum WEEKLY ASSESSMENT: WEEK4
developed across a number of disciplines, and/or CHILD AND ADOLESCENT DEVELOPMENT
curriculum tied together with overarching themes
 Development
and questions.
- increase in function and skill progression
- the behavioral aspect of growth
 Backward design
- involves both qualitative and quantitative
progression and decline of an individual's biological,
1. Identify Desired results- Big ideas and skills
cognitive, and socio-emotional attributes
2. Determine acceptable evidence- Culminating
- results from maturity and experiences
assessment task
3. Plan learning experiences and instruction-
Learning events
 Learning
 Seven types of Curriculum - a process that leads to change, which occurs as a
1. Recommended curriculum result of experience and increases the potential for
2. Written curriculum improved performance and future learning
3. Taught curriculum - Growth
4. Supported curriculum - is the quantitative attribute of an individual such as
5. Assessed curriculum their height and weight.
6. Learned curriculum - the act or process, or a manner of growing;
7. Hidden curriculum development;
- gradual increase.
- size or stage of development:
 11

- completed development.
- development from a simpler to a more complex
stage:  HYPOTHESIS
- Is an assumption, an idea that is proposed for the
sake of argument so that it can be tested to see if it
 Maturation might be true
- is the process of reaching a stage of full or - In the scientific method, the hypothesis is
advanced development. constructed before any applicable research has been
- The word is often used to refer to the done, apart from a basic background review. You
process of a person developing physically or ask a question, read up on what has been studied
starting to act more grown-up (more mature) before, and then form a hypothesis.
- changes that are independent of the
environment
- is the result of heredity  LAW
- Is a set of rules that are created and are enforceable
by social or governmental institutions to regulate
behavior
 FACTS
- something that actually exists; reality; truth:
something known to exist or to have happened:  METACOGNITION
- a truth known by actual experience or observation; - Metacognition is the process of thinking about
something known to be true thinking. It is the process of
- Scientists gather facts about plant growth. - developing self-awareness and the ability to self-
assess. It is contemplation about one's education and
- Something said to be true or supposed to have learning-past, present, and future.
happened: The facts given by the witness are highly - Since adults are largely self-determining, helping
questionable. them develop metacognitive
- skills is an essential element in any program
intended to increase their autonomy.
- The ability to understand and analyze one's own
 THEORIES learning is especially influenced by educational
- is a well-substantiated explanation of an aspect of background and previous experience.
the natural world that can incorporate laws,
hypotheses and facts.
- The theory of gravitation, for instance, explains why  Independent learning
apples fall from trees and astronauts float in space. is a method or learning process where learners have
Similarly, the theory of evolution explains why so ownership and control of their learning - they learn
many plants and animals-some very similar and by their own actions and direct, regulate, and assess
some very different-exist on Earth now and in the their own learning. The independent learner is able
past, as revealed by the fossil record. to set goals, make choices, and decisions about how
to meet his learning needs, take responsibility for
constructing and carrying out his own learning,
 CONCEPTS monitor his progress toward achieving his learning
- a general notion or idea; conception. goals, and self-assess the learning outcomes.
- an idea of something formed by mentally combining
all its characteristics or particulars; a construct.
- a directly conceived or intuited object of thought.  Monitoring own comprehension
 12

Comprehension monitoring is the cognitive act of being done in the classroom is a taught curriculum.
checking whether the text you are reading makes sense. So, when teachers give a lecture, initiate group
You stop to check what you understand and what you work, or ask students to do a laboratory experiment
don't understand. It is when a teacher checks if a learner with their guidance, the taught curriculum is
understood what they read. demonstrated. This curriculum contains different
and learning styles to address the students' needs and
interests.
 Factual and concrete thinking
Concrete thinking is reasoning that's based on what you
can see, hear, feel, and experience in the here and now. 4. SUPPORTED CURRICULUM
It's sometimes called literal thinking, because it's - This refers to the curriculum that is reflected on
reasoning that focuses on physical objects, immediate and shaped by the resources allocated to support
experiences, and exact interpretations. or deliver the official curriculum.

 Problem-solving 5. ASSESSED CURRICULUM

Problem solving is the process of identifying a problem, - When students take a quiz or the mid-term and
developing possible solution paths, and taking the final exams, these evaluations are the so-called
appropriate course of action. assessed curriculum. Teachers may use the
pencil and paper tests and authentic assessments
like portfolio and performance-based
assessments to know if the students are
progressing or not.
TYPES OF CURRICULUM

6. LEARNED CURRICULUM
1. RECOMMENDED CURRICULUM
- This type of curriculum indicates what the
- For example, in the Philippines, the curriculum
students have learned. The capability that
being implemented by the Department of
students should demonstrate at the end of the
Education (DepEd) or the Commission on
lesson can be measured through learning
Higher Education (CHED)
outcomes. A learning outcome can be
manifested by what students can perform or do
either in their cognitive, affective, or
2. WRITTEN CURRICULUM psychomotor domains. The test results can
- refers to a lesson plan or syllabus written by determine the learning outcome, and the
teachers. students can achieve it through learning
- Another example is the one written by objectives.
curriculum experts with the help of subject
teachers.
- This kind of written curriculum needs to be pilot
tested or tried out in sample schools to 7. HIDDEN CURRICULUM
determine its effectiveness. - The hidden curriculum refers to the unplanned
or unintended curriculum but plays a vital role in
learning. It consists of norms, values, and
3. TAUGHT CURRICULUM procedures.
- This is about the implementation of the written
curriculum. Whatever is being taught or an activity
 13

Criteria for the Selection of Subject-Matter or - Another criterion is the usefulness of the content or
Content of the Curriculum subject matter. Students think that a subject matter or
some subjects are not important to them. They view it
useless. As a result, they don't study. Students only value
 Curriculum continuity and sequence the subject matter or content if it is useful to them.
- can refer to the transitions pupils experience
from one stage of schooling to another; it can
refer to the
- continuity of curricular experience which 6. Learnability
teachers try to provide for their pupils through a - The subject matter or content must be within
school year; and it can refer to the transitions the schema of the learners. It should be
within a school as children move from class to within their experiences. Teachers should
class. apply theories on psychology of learning in
order to know how subjects are presented,
sequenced, and organized to maximize the
1. Self-sufficiency learning capacity of the students.
This means that students should be given chance to
experiment, observe, and do field study. This allows
them to learn independently. 7. Feasibility
- It means that the subject matter can be fully
implemented. It should consider the real
2. Significance situation of the school, the government, and
the society, in general, Students must learn
In short, select a content or subject matter that can
within the allowable time and the use of
achieve the overall aim of the curriculum. Validity
resources available. Do not give them a topic
refers to the authenticity of the subject matter or
that is impossible to finish.
content you selected. Make sure that

WEEKLY ASSESSMENT: WEEK5

3. Validity
Wala pa ang week 5 na vie nako nag vid
- the topics are not obsolete.
- Modern curriculum exports are after current trends,
relevance and authenticity of the curriculum; otherwise,
your school or country will be left behind. AIMS OF ERAS
 Pre-Spanish
4. Interest
- Survival and conformity
- This criterion is true to learner-centered curriculum.
- Survival in their everyday living using bow
Students learn best if the subject matter is meaningful to
and arrow
them. It becomes meaningful if they are interested in it.
- Conformity of laws, people tend to side with
But if the curriculum is subject-centered, teachers have
groups nga daghan because the more the
no choice but to finish the pacing sCHEDule religiously
merrier
and teach only what is in the book.
 Spanish
- Christianity
5. Utility
 American
- Democratic ideals and way of life
 14

- They help us gain freedom and they try to Psychological Theory

colonize us
- Psychological- behavior and mind
 Commonwealth
- Carl Jung’s theory is the collective
- Moral character, efficiency
unconscious. He believed that human
 Japanese beings are connected to each other and
- Progress their ancestors through a shared set of
- They are into tech development, more on experiences. We use this collective
developing high technologies consciousness to give meaning to the world.

Confucius

- Is a Chinese philosopher
- Education for all
- Golden rule “Do not impose on others what
you do not wish for yourself”

EDWARD LEE THORNDIKE

- Connectionism
- SR or Stimulus Response
- Learned before and repeated to recall
PROFESSIONAL EDUCATION
PROPONENTS
Erik Erikson
BURRHUS FREDERIC SKINNER
- Psychosocial
- Operant conditioning - How to socialize with others
- Reinforcement STAGES:
- Reward motivation 1. Trust vs. Mistrust
- Behaviorism - Basic virtue: Hope
- Focus is elementary graders - Age: 0 – 1½
2. Autonomy vs. Shame
- Basic virtue: Will
ALBERT BANDURA - Age: 1½ – 3
3. Initiative vs. Guilt
- Modeling
- Basic virtue: Purpose
- Social learning, through the environment
- Age: 3–5
maka learn
4. Industry vs. Inferiority
- Emodel sa learner ang makita sa
- Basic virtue: Competency
environment
- Age: 5 – 12
- Learn through social interaction
5. Identity vs. Role Confusion
- Basic virtue: Fidelity
ALBERT BANDURA & JAME DONALD - Age: 12 – 18
WALLACE
6. Intimacy vs. Isolation
- Social Learning - Basic virtue: Love
- Age: 18 – 40
7. Generativity vs. Stagnation
Carl Jung
- Basic virtue: Care
 15

- Age: 40 – 65 3. Symbolic representation (language-based)- reality,

8. Ego Integrity vs. Despair experience, modeling
Basic virtue: Wisdom
Age: 65+ JOHN DEWEY

- Learning by doing
Ivan Pavlov - Progressivism
- Classical Conditioning
- Condition stimulus, condition response JOHN LOCKE
- Condition to stimulus and respond to it in a given
- Tabula Rasa (Blank sheet)
time
- If nay key or clue word na maka paremind niya, the WOLFGANG KOHLER
learner will recall the answer
- Insight learning
JEAN PIAGET - Emphasis on giving alternative ideas on how to
solve problems
- Cognitive Development Theory
- Options and solutions on how you can carry out a
- children's intelligence undergoes changes as they
decision
grow
- Simple to complex LAWRENCE KOHLBERG
STAGES:
1. From birth to 18-24 months: Sensorimotor stage (Object - Moral development
permanence) STAGES:
2. From 2 to 7 years: Preoperational stage (Symbolic 1. Preconventional Morality
thought) Age: 0 to 9
3. 7 to 11 years: Concrete operational stage (Logical
Stages in this level:
thought)
Stage 1: Obedience and punishment
4. age 12 and above: Formal operational stage
Stage 2: Individualism and exchange
(Symbolic reasoning)
2. Conventional Morality
Age: Early adolescence to adulthood
FRIEDRICH WILHELM AUGUST FROEBEL Stages in this level:
(Froebel) Stage 3: Developing good interpersonal
relationships
- Father of Kindergarten
Stage 4: Maintaining social order
JOHANN HEINRICH PESTALOZZI 3. Postconventional Morality 
Age: Some adults; rare
- Realia
- Froebel’s protégé Stages in this level:
- Reality/ real world Stage 5: Social contract and individual rights
stage 6: Universal principles
JEROME BRUNER
LEV VYGOTSKY
- Instrumental conceptualism
- Social Cognitivist
THREE MODES OF REPRESENTATION:
- Scaffolding
1. Enactive representation (action-based)- languages - Child support/guide
and observation - Childs need a knowledgeable person who is
2. Iconic representation (image-based)- symbols supporting and guiding
 16

SIGMUND FREUD - Offer incentives to those public-school teachers

RA 10533
- Psychosexual
K-12 Law (Enhanced Basic Education Act)
STAGES:
1. Oral Stage RA 7722
2. Anal Stage
3. Phallic stage CHED (Commission on Higher Education)
4. Latency stage 5. Genital Stage RA 7796
WILLIAM SHELDON “TESDA Act of 1994” (Technical Education and Skills
Development Authority)
- Physiological
- Appearance Offer technical skills
- certain body types ("somatotypes")
RA 7836
TYPES:
Phil. Teachers Professionalization Act of 1994
1. Endomorph- fat. Underdeveloped muscles, round
shaped RA 9293
2. Mesomorph- hard, muscular body
Teachers Professionalization Act
3. Ectomorph- thin, flat chest
- same2 sya 7836
LAWS IN EDUCATION
- Amendment: RA 7836
PRC BR (board resolution) 435
RA 9155
Code of Ethics for Professional Teachers
BEGA (Basic Educ.) or DepEd Law
Legal basis legalization of forming code ethics for
professional teachers (do and donts, limitations when COMMONWEALTH ACT 578
working in profession)
Persons in authority
PD 1006 (Presidential Decree)
PROKLAMA BILANG 12
Decree Professionalizing Teachers
Linggo ng Wika (Balagtas)
Established through professionalized teachers in their
PROKLAMA BILANG 186
field to practice their profession
Linggo ng Wika (Quezon)
ACT NO. 2706
PROKLAMA 1041
“Private School Law”
Buwan ng Wika (Ramos)
RA NO. 1425
PHILIPPINE CONSTITUTION ACT 14
inclusion of the works of Jose Rizal
ESTACS (Education, Science and Technology, Arts,
Culture and Sports)
RA NO. 4670
RA 1079
“Magna Carta for Public School Teacher”
No limit of Civil Service Eligibility
- social and economic benefits for teachers
 17

RA 6655 Pilipino National Language

Free Public Secondary Education Act of 1988 SB 1987 ART. 14. Sek 6-9
(Saligang Batas 1987 Artikulo 14, Seksyon
6-9)
Filipino (National Language

RA 6728 EDUCATION ACT OF 1982 (BATAS PAMBANSA

232)
Act providing government assistant to student and
teachers in private education An act providing for the establishment and maintenance
of an integrated system of education
RA 7277
The right to form, establish, join and participate in
Magna Carta for PWD organizations and societies recognized by the school to
foster their intellectual, cultural, spiritual and physical
RA 7610
growth and development, or to form, establish, join and
- Anti-child Abuse Law maintain organizations and societies for purposes not
contrary to law.
Amendment: RA 9231
MAGNA CARTA FOR PUBLIC SCHOOL TEACHER
RA 9231 (RA 4670)
as outlined in section 4
Special Protection Of Children Against Child Abuse,
Exploitation And Discrimination Act No probationary period preceding regular appointment
shall be imposed if the teacher possesses the appropriate
RA 7743 civil service eligibility. A person who owns the
minimum educational qualifications hereinabove set
Establishment of Public Libraries
forth but lacks the appropriate civil service eligibility
RA 7877 shall be appointed on provisional status and shall
undergo a probation period for not less than one year
Anti-Sexual Harassment Act of 1995 from and after the date of his provisional appointment.

RA 7880

Fair and Equitable Access to Education Act EDUCATION ACT OF 1982

(BATAS PAMBANSA 232)
RA 8049

Anti- Hazing Law In additional to other rights provided for by law, right
RA 8187 shall be enjoyed by all school personnel (section 10)

Paternity Act (incentives for Male Teachers)

RA 11210

Maternity Act (for pregnant teachers with compensation)

RA 10627
KOHLBERG’S THEORY OF MORAL
Anti – bullying DEVELOPMENT
KAUTUSANG PANGKAGAWARAN BILANG 7 Level 1: PRE-CONVENTIONAL MORALITY
 18

Stage 1: Obedience And Punishment - Done on a scale of one to 10 where each

Orientation successive number corresponds to an increase of 10
Stage 2: Individualism And percentage points.
Exchange
- This type of data ranking is performed a part of
Level 2: CONVENTIONAL MORALITY
many academic and statistical studies in the finance and
Stage 3: Good Interpersonal economics fields.
Relationships
Stage 4: Maintaining The Social QUARTILE
Order - A statistical term that describes a division of
Level 3: POST – CONVENTIONAL MORALITY observations into four defined intervals based on the
Stage 5: Social Contract And values of the data and how they compare to the entire set
Individual Rights of observations.
Stage 6: Universe Principles - Divides into 4 equal groups.
ASSESSMENT - The quartile data into three points – a lower
quartile, median, and upper quartile – to form four
 CENTRAL TENDENCY groups of the dataset.
(Central (Middle Location) Tendency) - Along with the minimum and maximum values
of the data set, the quartile divides a set of observations
help you find the middle, or the average, of a dataset.
into four sections, each representing 25% of the
The 3 most common measures of central tendency are
observations.
the mode, median, and mean.

 MEAN – Average PERCENTILE

 MODE – Most occurring
 RANGE – Highest score minus lowest score Divides data into 100 equal parts.
 LOW SD – Homogenous, scores near to mean REDRESS
(almost same)
 HIGH SD – Heterogenous, scores far to mean remedy or set right (an undesirable or unfair situation).
(scattered)
GRIEVANCE
 DECILE – 10 GROUPS (D1 … D10)
 QUARTILE – 4 GROUPS (Q1 … Q4) an official statement of a complaint over something
 SUSPENSION – TIME believed to be wrong or unfair.
 REVOKATION – CONDITION

DECILE

- A quantitative method of splitting up a set of

ranked data into 10 equally large subsections or divide
data into equal parts

- Is a form of a quantile that divides a set of

observations into samples that are easier to analyze and
measure.

- A decile rank arranges the data in order from

lowest to highest