Domain 1: CONTENT KNOWLEDGE AND 3.1. Learner gender, needs, interests.

PEDAGOGY experiences and

1.1. Content Within and Knowledge and Across 3.2. Learners. linguistic, culture, socio-
Application Its Application economic, and religious background
1.2. Research Bared Principles of Teaching 3.3. Learners with disabilities.
Knowledge and Learning
3.4. Learners in difficult circumstances
1.3. Positive use of ICT
3.5. Learners from Indigenous Group
1.4. Strategies for promoting literacy and
Domain 4: CURRICULUM AND PLANNING
numeracy
4.1. Planning and management of Teaching -
1.5. Strategies for developing critical creative
Learning Process
thinking as well as Higher Order Thinking Skills
4.2. Learning outcomes align with learning
1.6. Classroom Communication Strategies.
competencies.
1.7. Mother tongue, Filipino and English in
4.3. Relevance and Responsiveness
teaching learning
4.4. Professional collaboration to enrich
Domain 2: LEARNING ENVIRONMENT
teaching practice
2.1. Learner and Security
4.5. Teaching and learning resourcing including
2.2. Fair Learning Environment. ICT.
2.3. Management of and Activities Classroom Domain 5: ASSESSMENT AND REPORTING
structures
5.1. Design selection, organization and
2.4. Support for learner Participation utilization of teaching strategy
2.5. Promotion of purposive learning 5.2. Monitoring student achievement and
evaluation of
2.6. Management of learner behavior.
5.3. Feedback to improve learning
Domain 3: DIVERSITY OF LEARNER
5.4. Communication of learners, learners, - teaches students how to learn on their own
needs, progress and key stakeholders.
-deals on how one process information
5.5. Use of assessment data to enhance
- thinking of his ways to make his own learning
teaching and learning practices program.
process more effective

Domain 6: COMMUNITY ENGAGES AND

Effective - has result
PROFESSIONAL ENGAGEMENT
Efficient - ability to do something
6.1. Establishment of learning environment are
responsive to community context. that Metacognition consists of: (Flavell, 1979-1987)
6.2. Engagement of the parents 1. META COGNITION KNOWLEDGE - refers to
acquired knowledge about cognitive processes,
6.3. Professional Ethics
knowledge can be used to control cognitive
6.4. School policies and procedures. processez.
Domain 7: PERSONAL GROWTH AND 2. METACONITIVE EXPERIENCES OY
PROFESSIONAL DEVELOPMENT REGULATION - involve the use of intracognitive
strategies regulation that are sequential pieces
7.1. Philosophy of teaching
that one uses to control cognitive activities.
7.2. Dignity of teaching as a profession
3.
7.3. Professional links with colleagues
7.4. Professional reflection and learning to
Categories/Variables of Metacognition
improve practice
1. Person Variable - refers to knowledge about
7.5. Professional Development Goals
how human beings learned and process
information as well as individual knowledge of
METACOGNITION (thinking about thinking) one's own learning process.

- most important goal of education

2. Task Variable - it includes knowledge about constructing meaning from information and
the nature of the task as well as the time of the experience.
processing it demands.
2. Goals of the learning process
3. Strategy variable - involves awareness if
The successful learner, over time and with
strategy you are using to learn a topic.
support and instructional guidance, can create
meaningful, coherent representation of
knowledge.
Meta Attention - Awareness of specific
strategies so that you can give your attention
focus
Meta Memory - awareness of memory strategies
3. Construction of knowledge
that work best for you
The successful learner can link new information
ex. memorization
with existing knowledge in meaningful ways.
4. Strategic Thinking
Schema/schemata - prior knowledge
The successful learner can create and use a
repertoire of thinking and reasoning strategies
to achieve complex learning goals
1. Preview - see the whole chapter
5. Thinking about thinking.
2. Question
Higher order strategies for selecting and
3. Make Prediction
monitor mental operations facilitate creative
and critical thinking.
COGNITIVE AND METACOGNITIVE FACTORS 6. Context of learning
1. Nature of the learning Process Learning is influenced by environmental factors,
The learning of complex subject matter is most including culture, technology and instructional
effective when it is an intentional process of practices.
 when differential, physical, intellectual across
physical is taken into account.
MOTIVATIONAL AND AFFECTIVE FACTORS
11. Social Influences on Learning
7. Motivational and Emotional Influences on
learning Learning influence by social interactions
interpersonal relations and communication with
What and how much is influenced by the
others.
learner's motivation. Motivation to learn is
influenced by the individual’s emotional states,
beliefs, interests. and goals, avid habits of
INDIVIDUAL DIFFERENCES FACTORS
thinking.
12. Individual Differences on learning
Learners have different strategies, approaches
and capabilities for learning that are a function
of prior experience and heredity.
8. Intrinsic Motivation to Learn.
The learner’s creativity, higher order thinking, 13. Learning and Diversity
and natural to motivation stimulated by
Learning is most effective when differences in
curiosity all contribute to motivation.
learner's linguistic, cultural and social
9. Effects of Motivation on Effect backgrounds are taken into account.
Acquisition of complex knowledge and skills 14. Standards and Assessment
requires extended practice.
Setting appropriately high and challenging
standards and assessing the learner as well as
learning progress - including diagnostic process
DEVELOPMENTAL AND SOCIAL FACTORS
and outcome assessment - are integral parts of
10. Developmental Influences on Learning the learning process.
As individuals develop, there are different
opportunities and learning is most effective
THE PSYCHODYNAMIC PERSPECTIVE: Freud’s FREUD STAGES OF PSYCHOSEXUAL
view of the Mind DEVELOPMENT
1. Oral stage (18moths – 1 year)
Psychoanalytic Approach Pleasure is associated with sexual pleasure
comes from chewing, biting, sucking.
- Conscious – all the things we are aware of
at any given moment. 2. Anal Stage (1 year – 3 years) – toilet
training can lead to fixation if not handled
- Preconscious – everything that can, with a
correctly.
little effort, be brought into consciousness.
Anal Retentive – an obsession with cleanliness,
- Unconscious – thoughts, feelings urges and
perfection and control.
wishes are difficult to bring to conscious
awareness. Anal Repulsive – where the person may become
messy and disorganized.
3. Phallic stage (3 years – 6 years) –
masturbation and focus on genitals are the
Psychoanalytic Divisions of the Mind sources of core of pleasure awareness of
sexual differences.
- Id – operates according to the pleasure
principles. Oedipus Complex – involves becoming
subconsciously sexually attached to his mother.
- Ego – develops out of id in infancy;
understand reality and logic; operates Electra Complex – girl developing unconscious
using the reality principle. sexual attraction towards their father.
- Superego – the moral principle, 4. Latency stage (7 years – 13 Years) –
internalization of society and parental sexuality is repressed due to intense
moral standards, consider right and wrong. anxiety caused by Oedipus Complex; focus
on the acquisition of physical and
academic skills; boys usually relate more
with boys and girls with girls.
 5. Genital stage (Puberty – Death) – MALADAPTATION: Impulsiveness – a sort of
incestuous sexual feelings emerge but are shameless willfulness that leads you, in later
prohibited by the superego; sexual childhood and even adulthood to jump into
pleasure now becomes someone outside things without proper consideration of your
the family. abilities.
MALIGNANCY: person feels as if their entire
being rides on everything they do.
ERIKSON’S PSYCHOSOCIAL STAGES OF
DEVELOPMENT VIRTUE: Willpower or Determination.
Stage 1: Infancy (birth to 18 months) STAGE 3: Preschool (3-6 years old)
Crisis: Trust vs. Mistrust CRISIS: Initiative vs. Guilt
Significant Person: Adult, parents, Caregivers. SIGNIFICANT PERSON: Parents and Caregivers
Maladaptation. Ruthlessness – to be ruthless is
to be heartless or be “without mercy”.
Maladaptation: Sensory Maladjustment – over
trusting even gullible, this person cannot
believe anyone would mean them harm.
MALIGNANCY: Inhibition – person will not try the
Malignancy: Withdrawal – they will develop the things because nothing ventured nothing lost
malignant tendency withdrawal, characterized and particularly nothing to feel guilty about.
by depression, paranoia and possibly psychosis.
VIRTUE: Courage.
Virtue: Hope
STALE 4: Middle school (6-12 years old)
STAGE 2: Early childhood (18 months to 3 years
CRISIS: Industry vs. Inferiority
old)
SIGNIFICANT PERSON: Teachers and peers.
CRISIS: Autonomy vs. Shame & Doubt
MALADAPTATION: Narrow Virtuosity – we see
SIGNIFICANT PERSON: parents
this in children who are the ones that parents or
teachers push into area of competence without MALADAPTATION: Overextension
allowing the development of broader interest.
MALIGNANCY: Rejectivity
MALIGNANCY: Inertia – others never developed
VIRTUE: Caring.
social skills, the important skills of all, and never
go out in public, we become inverted. STAGE 8: Late adulthood or Maturity (65 years
old – Death)
VIRTUE: Competency
CRISIS: Integrity vs. Despair
STAGE 5: Adolescence (12-18 years old)
SIGNIFICANT PERSON: Grandchildren and
CRISIS: Identity vs. Role confusion
friends.
SIGNIFICANT PERSON: Peers and Role models
MALADAPTATION: Presumption – this is what
MALADAPTATION: Fanaticism – a fanatic happens when a person presumes ego integrity
believer is the only way. without actually facing old age.
MALIGNANCY: Repudiation – the reject in the MALIGNANCY: Disdain – the person becomes
world of adults and their membership even very negative and appears to hate life.
more, they reject their need for an identity.
VIRTUE: Wisdom
VIRTUE: Fidelity
Erik Erikson – Known for his theory on
STAGE 6: Young Adulthood (18-40 years old) psychosocial development of human beings:
CRISIS: Intimacy vs. Isolation - Healthy children will not fear lift if their
elders have enough integrity not to fear
SIGNIFICANT PERSON: Romantic Partners,
death
Friends and family
VIRTUE: LOVE
LAWRENCE KOHLBERG
STAGE 7: Middle Adulthood (40-65 years old)
CRISIS: Generativity us. Stagnation - Known for his theory of stages of moral
development.
SIGNIFICANT PERSON: Children and students
Right action tends to be defined in terms of They follow the norms to gain approval and
general individual rights and standards that avoid disapproval
have been critically examined and agreed upon
Stage 3: Interpersonal Relationships.
the whole society.
Individuals are motivated by maintaining trust,
loyalty, and harmony with family and friends.
THREE LEVELS OF MORAL DEVELOPMENT
Stage 4: Maintaining social Order
Level 1: Preconventional Level
Individuals feel moral obligation to adhere to
- Last until a year of age and is based upon the societal rules, even when it conflicts with their
expectations of life, in the child’s and teachers. personal desires.
- Child not aware of what is considered right or
wrong by society.
Level 3: Post-conventional Level
- The child makes moral decisions based on the
Individuals develop their own moral principles
award and punishment associated with their
that may go beyond societal norms
actions.
Stage 5: Social Contrast and Individual Rights
Stage 1: Punishment/Obedience Orientation -
Individuals follow rules primarily to avoid Individuals recognize that societal rules are not
punishment fixed and can be changed for the common
good.
Stage 2: Individualism and ExchangeIndividual
often engage in action with the expectations of Stage 6: Universal Principles.
receiving something in return. Represents the highest level of moral
development.
Level 2: Conventional Level
Individuals make moral decisions based on what Lev Vygotsky
society expects and the rules and norms set by Born on November 17, 1894 in Orcha, Belarus.
their community. Known for his sociocultural theory.
“The teacher must orient his work not on - Born on April 29, 1977 in Moscow, Russia
yesterday’s development in the child but on
- Died on September 15, 2009
tomorrow’s”
- Known for his Biological Systems Theory
BIOLOGICAL - points out that child’s own
SCAFFOLDING – systematic manner of providing
biological make-up impacts on his development
assistance to the learner.
BIOECOLOGICAL SYSTEM THEORY - presents
MORE KNOWLEDGEABLE OTHERS (MKO) - a
child development within the context of
person who has more knowledge or expertise
relationship systems that comprise the child’s
than the learner in a particular area.
environment.
ZONE OF PROXIMAL DEVELOPMENT (ZPD) -
MICROSYSTEM - refers to the immediate
Space able to do between what is the learner
surroundings that directly impact an individual.
without the assistance and what the learner can
do with assistance from more skilled person. MESOSYSTEM - focus on the interactions
between different. Microsystems
EXOSYSTEM - involves settings that indirectly
influence an individual, like the work place of a
parent or the local government’s policies.
MACROSYSTEM - includes the broader cultural
and societal factors that shape an individual’s
THE THREE STAGES
development such as beliefs, values and
1. Can’t do even with guidance customs.
2. Can do with guidance CRONOSYSTEM - recognizes that these systems
3. Can do alone change overtime, and the individual’s
development occurs within their evolving
contexts
URIE BRONFENBRENNER
FACTORS THAT BRING ABOUT STUDENT difficulty in focusing and maintaining attention,
DIVERSITY recurrent, hyperactive, and impulsive behavior.
1. Socioeconomic Stages Speech and Communication Disorders -
difficulty in spoken language
2. Thinking/Learning styles
3. Exceptionalities
SOCIAL, EMOTIONAL, AND BEHAVIORAL
DIFFICULTIES
LEARNERS WITH EXEPTIONALITIES.
Autism - a condition manifested by different
Disability - a measurable impairment or levels of impaired social interaction and
limitation that interferes with a person’s ability. communication repetitive, behaviors and limited
Individuals with Disabilities Education Act (IDEA) interests.
- the law that provides comprehensive service Mental Retardation - significant sub-average
and support for exceptional learners. intelligence and deficits in adaptive behavior.
Handicap - a disadvantage that occurs as a
result of inability or impairment.
PHYSICAL DISABILITIES AND HEALTH
IMPAIRMENTS
CATEGORIES OF EXCEPTIONALITIES (Omrods Physical and health Impairments - this involves
Educational Psychology, 2000) physical or medical condition “usually long
Learning Disabilities - involve difficulties in term” including one or more of these:
specific cognitive processes like perception, (1) Limited energy
language, memory or metacognition.
(2) Reduced mental alertness and/or
(3) Little muscle control
Attention-Deficit Hyperactivity Disorder (ADHD)
- either or both of these: manifested in either
Severe and Multiple Disabilities - refers to the This theory states that learning has taken
presence of two or more different types of place’s strong connection or bond between
disability at times at a profound level. stimulus and response is formed. He came up
with three primary laws:
Law of Effect
Sensory Impairments
Law of Exercises
Visual Impairments - these are malfunction of
the conditions when there are eyes or optic Law of Readiness
nerves.
Law of Intensity
Hearing Impairments - involves malfunction of
Law of Recency
the ear or auditory nerves that hinders
perception of sounds
Giftedness - involves a significantly high level of JOHN WATSON
cognitive development. First American psychologist to work with
PEOPLE’S FIRST LANGUAGE - This language Pavlov’s ideas.
trend involves putting the person first, not the He considered that humans are born with a few
disability. It tells us what conditions they have, reflexes and emotional reactions of love and
not who they are. rage.

BEHAVIORISM Gestalt Principles

Ivan Pavlov - Russian psychologist, well known Law of proximity - elements that are closer
for his work in classical conditioning or stimulus together will be perceived as a coherent object.
substitution.
Law of similarity - elements that look similar will
be perceived as part of the same form.
THORNDIKE’S CONNECTIONISM THEORY Law of closure - we tend to fill the gaps or close
the figures we perceive.
Law of Continuation - individuals have the STAGES IN THE INFORMATION PROCESSING
tendency to continue contours whenever the THEORY
elements. of the pattern establish an implied
Encoding - information is sensed, perceived and
direction.
attended to.
Law of Pragnanz - the stimulus will be organized
Storage - the information is stored for an
into a good figure as possible.
extended period.
Law of figure/Ground - we tend to pay attention
Retrieval - the true measure of effective
and perceive things in the foreground first.
memory.
Insight Learning - gestalt psychology adheres to
AUSUBEL'S SUBSUMPTION THEORY
the idea of learning taking place by discovery or
insight. The main theme is that knowledge is
hierarchically organized.
It is about how individuals learn large amounts
TYPES OF KNOWLEDGE
of meaningful material from verbal /textual
General vs. Specific - this involves when the presentations in a school setting.
knowledge is useful in many tasks, or only in
one.
DAVID P. AUSUBEL
Declarative - this refers to factual knowledge.
Born in 1918 and grew up in Brooklyn
Procedural - this includes knowledge on how to
do things. He proposed the use of Advance organizers as a
tool for learning.
Episodic - this includes memories of life events,
like your high school graduation.
Conditional - this is about "knowing when and Four Processes for Meaningful Learning
why" to apply declarative or procedural 1. Derivative Subsumption
strategies.
2. Correlative Subsumption.
3. Superordinate Learning.
4. Combinatorial Learning