PROFESSIONAL EDUCATION

Psychosexual Theory and Psychoanalytic Theory

Sigmund Freud  Father of Modern Psychology and Founding Father of
Psychoanalysis
 believes that all human beings pass through a series of
Psychosexual Development. This theory includes
pleasure-giving bodies per stage and may result in
“fixation” it cannot be able to move on
Psychosexual Theory  2 Theories of Sigmund Freud
and Psychoanalytic
Theory
Psychoanalytical Theory  understanding the hidden forces that shape our
thoughts, feelings, and behavior.
Psychosexual Theory  personality development in childhood
Erogenous Zone  Specific area of the body that is pleasurable
Fixation  Failure to satisfy the needs of a particular psychosexual
Oral Stage (Birth to 2  Erogenous zone: Mouth
y/o)  Fixation: Oral-Receptive and Oral-Aggressive
Oral Receptive  Overeating, Smoking, Drinking Alcohol
Oral Aggressive  Biting nails, Gossiping, Curse Words
Anal Stage (2-3 y/o)  Erogenous zone: Anus
 Fixation: Anal-Retentive and Anal- Expulsive
Anal Retentive  Cleanliness, Perfectionist, Organized Person
Anal Expulsive  Messy, Disorganized
Phallic Stage (3 to 6 y/o)  Erogenous zone: Genitalia/Genitals
 Fixation: Sexual Deviances (pedophile)
 Overstimulation - Pervert
 Understimulation - Frigid impotence, too shy
Pedophile  Old person who has affection for a young person
Oedipus Complex  Son who has affection for her mother
Electra Complex  Daughter who has affection for his father
Libido  First emerge in the Phallic stage, which means Sexual
Urges
Latency Stage (6-12 y/o)  Attraction to same-sex, libido is repressed, no Fixation
Hidden, Socialization,  Erogenous zone of the latency stage
Competition  Overstimulation - Workaholic
 Understimulation -Failing grades
Genital Stage (12 and  Erogenous zone: Genitalia
beyond)  Fixation: none
 Attraction to the opposite sex
 Libido is present again
 Charactersitics - Energy towards full sex maturity. The
reappearance of Oedipus and Elektra is complex but
directed to the opposite sex.
ID (Evil)  Pleasure Principle
 Immediate Gratification
 the “I” principle; self-centered)
Ego (Balance)  Self
 Reality Principle
 Practical
 Deciding Agent
Superego (Angel)  Morality Principle
 Development of Conscience and Angel

𝗧𝗵𝗲 𝗣𝘀𝘆𝗰𝗵𝗼𝗹𝗼𝗴𝗶𝗰𝗮𝗹 𝗗𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁 𝗧𝗵𝗲𝗼𝗿𝘆

Erik Erikson  proposed the Psychosocial Development Theory.
According to him under this theory, crisis must be
 resolved in order to develop a healthy direction. Take
note that the focus on Psychosocial Development
Theory is an important sociocultural determinance of
human development.
Infancy  Psychosocial conflict: Trust VS Mistrust
 Task: attachment to the mother/caregiver
 If successful: trust in persons/faith and hope about the
environment and future
 If unsuccessful: difficulties in relating to persons
effectively. Fear of the future
Toddlerhood (18 months  Psychosocial conflict: Autonomy vs. shame and
– 3 years) Doubt
 Task: gaining some basic control over self and
environment
 If successful: a sense of self-control
 If unsuccessful: severe feeling of self-doubt. Always
thinks that he cannot do something.
Preschool Age (3 – 6  Psychosocial conflict: Initiative VS Guilt
years)  Task: children are asked to assume more responsibilities,
becoming purposeful and directive
 If successful: ability to initiate one’s activities
 If unsuccessful: sense of inadequacy/guilt
School Age (6 – 12  Psychosocial conflict: Industrious VS Inferiority
years)  Task: developing social, physical and learning skills
 If successful: competence and ability to work and learn.
If unsuccessful: sense of inferiority or difficulty in
working and learning
Adolescence period (12  Psychosocial conflict: Identity VS Role Confusion
– 20 years)  Task: developing sense of identity
 If successful: sense of personal identity
 If unsuccessful: role confusion

Young Adulthood (20 –  Psychosocial conflict: Intimacy VS Isolation
35 years)  Task: establishing intimate bonds of love and friendship
 If successful: ability to love deeply and commit oneself
 If unsuccessful: emotional isolation, egocentric (self-
directed)
Middle Adulthood (35 -  Psychosocial conflict: Generativity VS Stagnation
65 years)  Task: fulfilling life goals (family, career, society)
 If successful: ability to give and care for others
 If unsuccessful: self-absorption, inability to grow as a
person
Late Adulthood (65  Psychosocial conflict: Integrity VS Despair
years – death)  Task: looking back over one’s life and accepting its
meaning
 If successful: a sense of fulfillment
 If unsuccessful: Dissatisfaction with life
 As professional teachers, we should know how to
prevent crises from occurring in every aspect of growth
and development, especially stages 1-5 for these are
the stages where an individual learner is at school. We
should make every task given in every aspect of the
learner‟ ‘s life successful.
Cognitive Development Theory
Jean Piaget  Proponent of Cognitive Development Theory
 developed the Cognitive Development Theory wherein
according to him, knowledge is based on prior learning
(schema). He also stressed that Constructivism
(relating past knowledge to new ones) is important
 to the learners‟ development.
Cognitive Development  Cognitive development process
Theory  Schema
 Assimilation
 Accommodation
 Equilibration
Cognitive development  Metacognitive. Mind, Thinking
process
Schema  Sometimes called Prior Knowledge or Cognitive
Structure.
 1st Knowledge
Assimilation  Adding/fitting new knowledge to previous
knowledge/Schema
Accommodation  Creating new knowledge and schema

Equilibration  Balancing the Assimilation and

 Accommodation

Stage in Cognitive  Sensorimotor

Development Theory of  Pre-operational
Jean Piaget  Concrete operational
 Formal operational
Sensorimotor  Exploring new things by the sense of touching, hearing,
Birth to-2 years old and smelling.
 Sensory organs and muscles become more functional
 Movements are primarily reflexive
 All are extensions of oneself
 Routines should be established
 Development of Object permanence
 Understanding that an object continues to exist even
when it can no longer be seen, heard, or perceived in
any other ways
 Ex. Peek-a-boo
Pre-operational  Able to pretend and make a mental presentation
2-7 years old  Mimic behavior
 Starts to think
 Cannot accept defeat
 Role of playing is emphasized (enhances imagination)
 No sense of conservation and reversibility
Pre-operational stages  Transductive Reasoning
If A causes B, then B causes A
Drawing a relationship between two separate events
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".
 Egocentrism
Young children think that everyone sees things in the
same way as they do. “selfish”
 Centration
refers to the tendency of the child to only focus on one
aspect of a thing or event and exclude other aspects
EXAMPLE:
when a child is presented with two identical glasses with
the same amount of water, the child 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 migh say that there is more
water in the taller glass.
 "The Child only Focus (centered)"
 Animism (considering that objects have life)

This is the tendency of children to attribute human-like

traits or characteristics to inanimate objects.
When at night, the child is asked, where the sun is, she
will reply, "Mr. Sun is asleep."
 Symbolic Functioning
Refers to the cognitive ability to mentally represent
objects that are not in sight.
For example, a child playing with a toy can mentally
picture and experience the toy even after it has been
taken away and they can no longer see it.
 Irreversibility
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
Concrete Operational  begin learning logical reasoning.
Stage Ability to understand how individual parts relate and
7 to 12 years old form a whole
Knows how to reason out
Learns the law of conservation
Learns to follow abstract reasoning but limited
They have problems with hypothetical reasoning
 Decentering
This refers to the ability of the child to perceive the
different features of objects and situations.
This allows the 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 numbers. Mass, Volume, or area do not
change even if there is a change in appearance.
Because of the development of the child's ability to
decenter and also reversibility, the concrete operational
child 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.
Formal Operational  Thinking becomes more logical. Can solve abstract
Stage problems and can hypothesize.
12 to onwards years old  Hypothetical reasoning
The ability to come up with different hypotheses about a
problem and to gather and weigh data in order to make
final decisions or judgments.
(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

𝗟𝗔𝗪𝗥𝗘𝗡𝗖𝗘 𝗞𝗢𝗛𝗟𝗕𝗘𝗥𝗚
Moral Development Theory
 based his ideas on the findings of Jean Piaget in
studying Cognitive Development and proposed the
Moral Development Theory. According to him, our ability
to choose right from wrong is tied with our ability to
understand and reason logically.
Level 1. Pre-  Stage 1. Punishment-Obedience Orientation
Conventional (Authority [if you do good, no punishment] [if you do wrong, there
figures are obeyed) will be punishment]
(birth – 9 years)  Stage 2. Instrumental-Relativist
[I will do good to you if you are good to me] [I will do
bad to you if you are bad to me]
Level 2. Conventional (9  Stage 3. Interpersonal Concordance
– 13 years) (Good Boy Nice Girl Orientation; Morality of
Cooperation)
[I am doing this because everyone is doing the same
thing]
 Stage 4. Law and Order Orientation Morality of
Constraints Behavior is right when it conforms to the
Law
Level 3. Post  Stage 5. Social Contract Orientation (Morality of
Conventional (13 years Cognition) Respect the differences in ideas, concepts,
onwards) orality, and religious affiliation It is wrong to violate
others‟ rights
 Stage 6. Universal Ethics Orientation
[I will do it because I know it is right to do it]
Knowing the Moral Development Theory, teachers can
be guided in making disciplinary measures in the
classroom and managerial processes.

𝗟𝗘𝗩 𝗩𝗬𝗚𝗢𝗧𝗦𝗞𝗬
Socio-Cultural Theory
 proposed the Socio-Cultural Theory. He emphasized that
social interaction plays a very important role in
cognitive development. He also believed that individual
development could not be understood without looking
into the social and cultural context within which

𝗦𝗰𝗮𝗳𝗳𝗼𝗹𝗱𝗶𝗻𝗴
development happens.
 is Vygotsky‟s term for appropriate assistance given by
the teacher to assist the learner in accomplishing a

𝗟𝗮𝗻𝗴𝘂𝗮𝗴𝗲
specific task.

𝗗𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁
 the best definition of the word is based on how it is
being used.
There are four (4) major  1. BURRHUS FREDERICK SKINNER
theorists on Language Proposed Operant Conditioning
Development. Involves reinforcements (rewards)
“Talk to the child in an adult way”
Playing Damn Technique – let the child talk
 2. NOAM CHOMSKY
developed the Language Acquisition Device or Mother
Tongue-Based Technique. He is also the major proponent
of the Innatist Theory, which postulates that humans
have the innate ability to acquire language; they are
genetically preprogrammed for it. All normally
developing children acquire language. He also maintains
that language and thought are separate.
 3. SOCIAL CONTEXTUAL THEORY.
 This theory is primarily proposed by Lev Vygotsky which
states that social interaction influences both language
and cognitive development.
 4. COGNITIVIST THEORY (Jean Piaget)
maintains that language acquisition cannot take place
until cognitive development has paved the way for it. It
asserts that children develop knowledge of the world
and then “map” this knowledge to language categories
and relations. From this viewpoint, language
development depends on cognitive development, but

𝗪𝗵𝗼 𝗮𝗿𝗲 𝘁𝗵𝗲

not vice versa.

𝗲𝘅𝗰𝗲𝗽𝘁𝗶𝗼𝗻𝗮𝗹 𝗰𝗵𝗶𝗹𝗱𝗿𝗲𝗻?
 They are children with the following conditions and
difficulties:
 1. Aphasia
impairment of any language modality (sound
production)
 2. Dysphasia
partial impairment of language
 3. Dyslexia
special learning disability with written language
 4. Dyscalculia
special learning disability with numerical operations
 5. ADHD (attention deficit hyperactivity disorder)
impulsivity in attention and hyperactivity.
Ritalin – medicine for ADHD. It makes the hyperactive
child more hyperactive to make him/her tired and tend
to take a rest.

𝗣𝗔𝗨𝗟𝗢 𝗙𝗥𝗘𝗜𝗥𝗘  was against the Banking Concept of Education.

According to him, a child is like a bank in which the
teacher deposits knowledge. This is almost the same as
John Locke‟s Theory of Tabula Rasa wherein the child is
like a blank tablet that during the learning process
becomes filled with knowledge. Jean Piaget opposed
these for according to him, the child has prior
knowledge already and the teacher gives new
knowledge then the child relates it to what he already

𝗦𝗖𝗛𝗘𝗠𝗔/𝗦𝗖𝗛𝗘𝗠𝗔𝗧𝗔 𝗧𝗛𝗘𝗢𝗥𝗬
knows (Theory of Constructivism).
Barlet
 Schema
refers to the prior knowledge
 Assimilation
This is the process of fitting a new experience into an
existing or previously created schema.
 Accommodation
This is the process of creating a new schema.
 Equilibrium
Achieving a proper balance between Assimilation and
accommodation.
If not match our schemata we experience

𝗚𝗘𝗦𝗧𝗔𝗟𝗧 𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘 𝗢𝗙 𝗩𝗜𝗦𝗨𝗔𝗟 𝗣𝗘𝗥𝗖𝗘𝗣𝗧𝗜𝗢𝗡

"Cognitive disequilibrium"
Gestalt
 determine what we see/perceive.
 Laws of Gestalt
Gestalt means "whole".
 Law of similarity -
Kapag kapareho
 Law of pragnanz or Law of Good Figure -
Symmetry orders
 the 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 curved lines.
 The law of proximity
refers to how close elements are to one another. The
strongest proximity relationships 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

Wolfgang Kohler 𝗜𝗡𝗦𝗜𝗚𝗛𝗧 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬

 sudden grasping of the solution, a lash of
understanding, without any process of trial and error.
 Learning happens in suddenly -"Eurika"
 (Aha moment)

 Experiment: monkey names (Sultan)

 Believes that the whole is more important than the part
of Learning that takes place as a whole.

Atkinson and Shiffrin 𝗜𝗡𝗙𝗢𝗥𝗠𝗔𝗧𝗜𝗢𝗡 𝗣𝗥𝗢𝗖𝗘𝗦𝗦𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬

 Sensory memory - it holds information that the
The mind perceives through various senses.
(small capacity).
 Short-term memory - lasts 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 general Facts, principles, and concepts.
 3. Procedural Memory

𝗖𝗨𝗠𝗨𝗟𝗔𝗧𝗜𝗩𝗘 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚
refers to "know-how" as opposed to "know-about".
Robert Gagne
 Gradual development of knowledge and skills that
improve over time
SOCIAL SCIENCE THEORIES
Social Science Theories  Structural Functional Theory
 Conflict Theory
 Symbolic Interactionism Theory

Herbert Spencer  Structural Functional Theory
Structural Functional  Society is made up of various institutions that work
Theory together in cooperation.
Karl Marx  Conflict Theory
Conflict Theory  Perpetual class conflict in society due to the unequal
distribution of resources
  Have rich and poor
George H. Mean  Symbolic Interactionism Theory
Symbolic Interactionism  People change based on their interactions with objects,
Theory events, ideal, and other people.
Philosophy of Education  Naturalism, Humanism, Behaviorism
Naturalism  “nature”
 Ex: Story of Tarzan
Humanism  “whole”
Dr. Maria Montessori  Montessorial Education
Behaviorism  “change”
 Objective is Behavioral
 Behaviors are Measurable
Idealism  “thoughts” – it exists in yourself
Realism  cannot sense – it doesn’t exist
Existentialism  “It’s your choice that will make anything exist”
 Freedom of Choose
Saint Thomas Aquinas  Referee of Idealism & Realism
 “Summa Theologica” -book
Pragmatism  Used and practiced, transfer of learning
Progressivism  Helping you with your development (self-improvement)

Utilitarianism  Greater goal for a greater number (best)

Social reconstructionism  The benefit of all reform - society
Perennialism  Thoughts are never changing – constant and permanent
Essentialism  Focus on the basic (3Rs)
Instrumentalism  Truth solves the problem
 Truths change
John Dewey  Proponent of Instrumentalism
 “Education is Life”
 Pedagogic Creed
 Democracy in Education
Proponent of Behaviorism
Ivan Pavlov CLASSICAL CONDITIONING
 Two stimuli are linked together one Neutral + one
Natural Response.
 Adhesive Principle
 response attached to stimulus to evoke a 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:
 evokes an emotional or Physiological response.
BF Skinner OPERANT CONDITIONING
 Experimentation: Skinner box (rat)
 Reinforcement – Increase behavior
Positive Reinforcement - may binigay na gusto ng
bata.
Negative reinforcement - taking something away for
the good of students.
  Punishment- Decrease behavior
Positive Punishment - may binigay na ayaw mo /
something unpleasant.
Negative punishment -tinagangalan ng bagay na
gusto ng bata.
Bandura SOCIAL LEARNING – MODELLING
 Experimentation: Bobo dulls
may pinaggagayahan
focus on observation learning
Social learning theory (modeling)
 Attention: focus
 Retention: store information
 Reproduction: to perform the observed behavior
 Motivation: be motivated
 Ex: Story of Badong
Edward Thorndike CONNECTIONISM THEORY
“REE”
 Law of Readiness – preparedness (hinahanda mo sila)
 Law of Exercise – practice (nagpapadrills)
 Law of Effect – result (satisfying effect)
THE SECONDARY LAW OF LEARNING “RRIP”:
 Law of Primacy - first impression (dapat tama ang tinurp
sa una)
 Law of Recency – most recent, material covered
previous knowledge (last) (mas natatandaan ang
previous)
 Law of Impact – most impactful person/event (dapat fun
ang learning)
 Law of Requirement – easy to learn, LET review/exam
OTHER LAW:
 Law of association By Aristotle
 Law of similarity - recall similar object
 Law of contrast - recall of opposite object
 Law of Contiguity – the recall of an activity that is

𝗣𝗨𝗥𝗣𝗢𝗦𝗜𝗩𝗘 𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗥𝗜𝗦𝗠 / 𝗦𝗜𝗚𝗡 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚

frequently related to the previous one.

𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬
Tolman

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

 According to Tolman, in all learning some intelligence is

at work. It is the learner who actively participates in the
act of getting new experiences. He organizes 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
a cognitive map of the maze.

𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗜𝗦𝗧
David Ausubel 𝗠𝗘𝗔𝗡𝗜𝗡𝗚𝗙𝗨𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬
 "Reception not discovery"
 advance organizer
 use of graphic organizer
Teaching and the School Curriculum

Curriculum  maybe defined from different perspectives.

  sub-total
 is everything
Currere  The Latin word means “a running course” (ongoing
process subject)
2 perspectives of  Traditional (Essentialism)
curriculum  Modern (progressivism)
Traditional  Course/Subject
(Essentialism)  Listing of Subjects

Modern (progressivism)  Experience

 Activities
10 Axioms for 1. Curriculum change is inevitable, necessary, and
Curriculum desirable
 Address the changing condition that requires a new
curriculum design.
2. Curriculum both reflects and is a product of its time
 Timeless
 Respond to changes that came from current social
forces, and educational reforms. Etc.
3. Curriculum changes made earlier can exist concurrently
with newer curriculum changes.
 The change that occurs in curriculum development
can co-exist; and oftentimes overlap for a long
period of time.
4. Curriculum change depends on the people who will
implement the change.
 It is best that teachers design and own the changes.
 Depending on people
 Societal level
 People change, society change.
5. Curriculum development is a cooperative group activity
 Any significant change in the curriculum should
involve a broad range of stakeholders to gain their
understanding, support, and input,
6. Curriculum development is a decision-making process
made from choices of alternatives
 A curriculum developer or designer must decide
what content to teach/what methods or strategies
to use.
 Careful analysis
 plans
7. Curriculum development is an ongoing process.
 As the needs of learners change, as society
changes, and as new knowledge and technology
appear, the curriculum must change.
 Cycle, continuous
8. Curriculum development is more effective if it is
a comprehensive process, rather than “piecemeal”
 A curriculum design should be based on a careful
plan, intended outcomes established, etc.
9. Curriculum development is more effective when it
follows a systematic process.
 A curriculum design should always be SMART
 Process- step by step – model
10.Curriculum development starts from where the
curriculum is.
 An existing design is good starting point for any
teacher who plans to enhance and enrich a
curriculum.
Steps in Curriculum 1. Planning
2. Organize
3. Implement
4. Evaluation
5. Monitor
6. Change/ improvement/ Modification
7. Repeat cycle
3 Models of systematic Tyler’s Rationale (4 basic principles and question)
process  For schools
 Background of schools
 Deductive
1. Determine the school’s purposes (aka objectives)
2. Identify educational experiences related to the purpose
3. Organize the experiences
4. Evaluate the purposes

Answers the question

1. What educational purposes should the school seek to
attain? Or what is the purpose of this school?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are
being attained or not?

*Remember: Objectives to evaluation (Tyler’s model)

Hilda Taba Model (Grassroots Approach)

 For learners need
 SSSInductive

*Remember: Diagnosis of learners need

(EVALUATION) – EVALUATION

Galen Saylor and William Alexander’s Curriculum Model

 Combination model of Tyler and Taba Model
 School + Leaners need = Inputs
 Remember: Goals, objectives and domains - Evaluation

7 types of Curriculums “WASH LTR”

1. Written Curriculum
 Written documents (textbooks, books)
2. Assessed Curriculum
 Evaluated (Exams, tests, quizzes)
3. Supported Curriculum
 Suppletory, help, aid
 Pantulong at pandagdag
4. Hidden Curriculum
 refers to the unwritten, unofficial, and often
unintended lessons, values, and perspectives that
students learn in school.
 E.g. Nature of interactions among all people in the
schools, extracurricular activities.
5. Learned Curriculum (Experienced Curriculum)
 It is the curriculum that a learner absorbs or makes
sense of as a result of interaction with the teacher,
class-fellows or the institution.
 This is what student learned, understood
 E.g. their Score after exam or quiz
6. Taught Curriculum
 is defined as that which teachers actually teach day-
by-day
 Action face, prime mover of curriculum is teacher
7. Recommended Curriculum
 This type of curriculum stems from what experts in
education suggest.
 Top-down, Prescribed. Suggested.
 CHED, TESDA, DEPED - Trifocalization

Roles of Teacher as “KIWI PIE”

Curricularist 1. Knower
 Knows the curriculum, simplifies, master’s the
curriculum, and mastery of subject matter.
2. Initiator
 Initiates curriculum
 Pagkukusa, Volunteerism
 The teacher is obliged to implement.
3. Writer
 Writes the curriculum
 E.g. books, modules, etc.
4. Innovator
 Innovates the curriculum
 Creativity and innovations
 Resourceful, creative thinking.
5. Planner
  Plans the Curriculum.
 In a systematic, organized way
 Constructive alignment resulting in validity
6. Implementer
 Implements the curriculum
 This is an action face and taught curriculum
 The heart of schooling is the curriculum.
 Teacher becomes the implementor of the curriculum
7. Evaluator
 Evaluate the Curriculum
 Assessed Curriculum
 Ensure the objectives are attainable
 Outcome-based oriented (manifestation of learning)
4 levels of curriculum 1. Societal
- The farthest from the learners since this is where
the public stockholders participate in
identifying the goals, the topics to be
studied, time to be spent in
teaching/learning, and materials to aid
instruction.
- Is designed by the public, including politicians,
representatives of special interest groups,
administrators at different levels, and
professional specialists.
2. Institutional
- Refers to the curriculum derived from the
societal level, with modification by local
educators or lay people; often organized
according to subjects and includes topics and
themes to be studied; may also include
standards, philosophies, lesson plans, and
teaching guides.
3. Instructional
- Refers to how teachers use the curriculum
developed in the societal level and modified at
the instructional level or what authorities have
determined; involves the teacher’s instructional
strategies style and materials used.
- One that teachers plan and deliver in
schools.
4. Experiential
- The curriculum is perceived and experienced by
each student and many, therefore, vary among
lessons because of individual differences.
- One perceived and experienced by
students.
Macro a. Societal
b. Institutional

Micro c. Instructional
d. Experiential
Point of View about the TRADITIONAL POINT OF VIEW
Curriculum  Body of subject matter prepared by the teacher for
the students to learn.
 Synonymous with “course study and syllabus”
 Most of the traditional ideas are viewed as written
documents or a plan of action for accomplishing
goals.
TRADITIONAL POINT OF 1. Robin M. Hutchins
VIEW  Permanent studies (basic education)
(all about  E.g. Transcript to record, cards
Course/subject)  Kapag naisulat/nailagay na ay hindi na pwedeng
baguhin.

2. Artur Bestor – an essentialist

- The mission of the school should be intellectual
training
- Should focus on “FUNDAMENTAL INTELLECTUAL
DISCIPLINES”
- FUNDAMENTAL – BASICS
- FUNDAMENTAL INTELLECTUAL DISCIPLINES These
are the core subjects: e.g. English, Mathematics,
Science, Filipino, and Makabayan.

3. Joseph Schwab
 Academic discipline (ruling doctrine) is the sole
source of curriculum and knowledge to their
nature/characteristics.
 Divided into chunks of knowledge.
 subjects/courses grouped according to their
nature/characteristics
e.g. in Business: Accounting, economics, Marketing, Financial
Basic Math (subjects)

4. Philip Phenix
 Consists entirely of knowledge
 Content or subject matter of instructions
 Have a topic, objectives
 Specific topic
 Need to teach “lesson by lesson. Topic by topic”
Progressive Points of  Listing of school subjects, etc….do not make a
View of Curriculum curriculum
(all about  can only be called curriculum if the written
the experience) materials are actualized by the learner
 It is learner-centered, having in mind that no two
persons are alike
 Listing of subjects, syllabi, courses of study, and
a list of courses or specific disciplines can only be
called curriculum if these written materials are
actualized by the learner.
 Total learning experiences of the individual
Progressive Points of 1. John Dewey’s definition of experience and education
View of Curriculum  Reflective thinking means unifying curricular
(all about the elements
experience)  Though is not derived from action but tested
application
 “Learning by doing”
 Learning activities
2. Hollis Caswell
 Set of well-organized experience
 Have lots of systematic subjects
3. Caswell and Campbell- all experiences of children under
the guidance of teachers
 Shared by Smith, Stanley, and Shores (sequence of
potential experiences set up in the schools for the
purpose of disciplining children and youth in group
 ways of thinking and acting).
4. Marsh and Willis- experiences in the classroom that are
planned and enacted by the teacher, and also learned
by the students.
Approaches to School 1. Content
Curriculum  Or body of knowledge to be transmitted
 topics
2. Process
 or the learning outcomes desired by learners
 curriculum is not seen as physical
 thing or a noun, but as a verb or an action
 scheme about the practice of teaching
 As a process, curriculum links to the content. While
content provides materials on what to teach, the
process provides curriculum on how to teach the
content
3. Product
 what happens in the classroom when the curriculum
is practiced.
 Besides viewing curriculum as content that is to be
transmitted, or process that
 gives action using the content, it has also been
viewed as a product. In other words,
 product is what the students desire to achieve as a
learning outcome.
 Curriculum product is expressed in form of
outcomes which are referred to as the
 achieved learning outcomes.


Content Criteria in the Selection of Content

1. Significance
 Content should contribute to ideas, concepts,
principles, and generalizations that should attain the
overall purpose of the curriculum.
 Relevant, meaningful, and constructivism

2. Validity
 The authenticity of the subject matter forms its
validity.
 Constructive alignment – LO (LEARNING OUTCOMES)
= TLA (TEACHING LEARNING ACTIVITIES) = AT
(ASSESSMENT TASK)

3. Utility
 Usefulness of the content in the curriculum
 Questions like:
 Will I use this in my future job?
 Will it add meaning to my life as a lifelong learner?
 Or will the subject matter be useful in solving
current concerns?

4. Learnability
 Appropriateness
 The complexity of the content to be learned within
the time allowed
 Questions like:
 Are there contents of learning that can be learned
 beyond the formal teaching-learning engagement?
 Are there opportunities provided to learn these?

5. Interest
 Hilig ng bata
 Questions like:
 Will the learners take an interest in the content?
Why?
 Are the contents meaningful?
 What value will the contents have in the present
and future lives of the learners?
 Interest is one of the driving forces for students to
learn better?

Dimensions and “BASICS”

Principles of Curriculum 1. Balance
Design  Breadth and depth should be equals
 Equitable assignment of content, time, experiences,
and other elements to establish balance is needed
in curriculum design.
 Too much or too little of these elements may be
disastrous to the curriculum.
 Keeping the curriculum “in balance” requires
continuous fine-tuning and review for its
effectiveness and relevance

2. Articulation
 This can be done either vertically or horizontally. In
vertical articulation, contents are arranged from
level to level or grade to grade so that the content
in a lower level is connected to the next level.
 Horizontal articulation happens when the
association is among or between elements that
happen at the same time as social studies in grade
six are related to science in grade six.

3. Scope
 Tyler in Ornstein (2004) defines scope as all the
content, topics, learning experiences, and
organizing
 threads comprising the educational plan.
 Scope does not only refer to the cognitive content
but also to the affective and psychomotor content.
 It is the depth, as well as the breadth of these
contents.
 The terms broad, limited, simple, and general are
a few of the words that can describe the scope.
 The scope of the curriculum can be divided into
chunks: units, sub-units, chapters, or sub-chapters

4. Integration
 Emerging themes. This is the essence of integration
in the curriculum design. Merging or integrating the
subject like math into science.
 Relate one to another

3 integrations
a. Interdisciplinary
  Integrating/ relating “Two topics”
b. Multidisciplinary
 Integrating/ relating “more than two topics”
c. Transdisciplinary
 Integrating/ relating “more than two topics to real
life”

5. Continuity
- This process enables the learners to strengthen the
permanency of learning and development of skills.
Gerome Bruner calls this “spiral curriculum” where the
content is organized according to the interrelationship
between the structure/ pattern of a basic idea of major
disciplines.
 Pre-requisite, mastery
 Example:
1. Concepts of living things in science that
continuously occur in the elementary curriculum but
with different complexity from level to level

6. Sequence
 Arrangement, order, organized
 To provide continuous and cumulative learning, a
vertical relationship among the elements of the
curriculum provides the sequence.
 Contents and experiences are arranged in
a hierarchical manner.
 Some schools formulate their curricular objectives,
content, and experiences by grade level and
consider the stages of thinking

Key component of Curriculum Map

curriculum design  Uses on entire school year
 Expert and teachers
 Competency Standard

“ISTA”

1. What learning outcomes need to be achieved?

(Intended Learning Outcomes)
2. What content should be included to achieve the
learning outcomes? (Subject Matter)
3. What learning experiences and resources should be
employed? (Teaching-Learning Methods)
4. How will the achieved learning outcomes be
measured? (Assessment of Achieved Learning
Outcomes or Evaluation)

Lesson Plan
 Uses in everyday teaching or day to day
 Only the teacher can use this

“OSLEA”
1. Objectives
 Parts of objectives
a. Audience
b. Behavior (CAP)
 (Cognitive, Affective, Psychomotor)
c. Criterion or conditions
d. Degree of acceptable performances
 2. Subject matter
3. Learning activities
4. Evaluation
5. Assignment

Foundation Of Curriculum
Philosophical foundation 1. It helps in answering what schools are for what subjects
are important, how students should learn, and what
materials and methods should be used.
2. All about wisdom
3. Wisdom is truth
4. Philosophy
a. Vision (long-term goal)
b. Mission (these are the actions and experiences)
5. Perennialism
 Aim of Education: To educate the rational person;
to cultivate the intellect
 Role of Education: Teachers help students think
with reason

Focus on the curriculum: Classical subjects,

literal analysis, and curriculum are constant
 Curriculum Trends: Use of great books and return
to liberal arts
6. Essentialism
 Aim of Education: To promote the intellectual
growth of the individual and educate a competent
person
 Role of Education: The teacher is the sole
authority in his or her subject area or field
specialization
 Focus on the curriculum: English, Science, History,
Math and Foreign Language
 Curriculum Trends: Excellence in education, back
to basics and cultural literacy
7. Progressivism
 Aim of Education: To promote democratic and
social living
 Role of Education: Knowledge leads to growth and
development of lifelong learners who actively learn
by doing
 Focus on the curriculum: Students’ interest,
human problems and affairs
 Curriculum Trends: School reforms, relevant and
contextualized curriculum, humanistic education
8. Idealism
9. Realism
10. Reconstructionism
 Aim of Education: To improve and reconstruct
society's education for change
 Role of Education: Teachers act as agents of
change and reform in various educational projects
including research
 Focus on the curriculum: Focus on present and
future trends and issues of national and
international interests
 Curriculum Trends: Equality of educational
opportunities in education, access to global
education
Psychological 1. Psychology provides a basis for the teaching and
Foundations learning process. It unifies elements of the
learning process.
a. Naturalism: Nature, genetic/genes
 Montessori (Play-based)
 John Locke (TABULARASA)
b. Behaviorism (Behaviorist psychology)
 Learning should be organized in order that students
can experience success in the process of mastering
the subject
 The mastery of the subject matter is given more
emphasis. So, learning is organized in a step-by-step
process. The use of drills and repetition are
common.
 Influences and nurture
Ivan Pavlov
 He is the father of “Classical Conditioning
Theory”
 The key to learning in the early years of life is to
train them what you want them to become.
 S-R theory (foundation of learning practices called
indoctrination.
Edward Thorndike
 He championed the “Connectionism Theory”
 He proposed the three laws of learning:
 Law of readiness (Prepared)
 Law of Exercise (Practice)
 Law of effect (Result)
 Specific stimulus has a specific response
Robert Gagne
 He proposed the “Hierarchical Learning theory”
 Learning follows a hierarchy
 Behavior is based on prerequisite conditions
 He introduced tasking in the formulation of
objectives.
c. Cognitive psychology (Mental process)
 Learning constitutes a logical method for organizing
and interpreting learning.
 focus on how individuals process information,
monitor, and manage their thinking.
 How do learners process and store
information?
 How do they retrieve data and generate
conclusions?
 How much information can they absorb?
Jean Piaget
 Theories of JEAN PIAGET
a. Cognitive development has stages from
birth to maturity:
b. Sensorimotor stage (0-2),
pre-operational stage (2-7),
concrete operations stage (7-11)
formal operations(11-onwards)
c. Keys to Learning
Cognitive (Mind, thinking, Metacognitive)
Schema (prior knowledge) (Cognitive Structure)
(First knowledge)
Assimilation (incorporation of new experience)
Accommodation (Learning modification and
 adaptation)
Equilibration (Balance between previous and
later learning)
Lev Vygotsky
 Theories of Lev Vygotsky
 Cultural transmission and development:
 Children could, as a result of their interaction with
society,
 actually, perform certain cognitive
 actions prior to arriving at the developmental stage
 Learning precedes development
 Sociocultural development theory
Howard Gardner
 Gardner’s multiple intelligences

 Humans have several different ways of processing

information, and these ways are relatively independent
of one another.
 There are eight intelligences:
 Linguistic, logic-mathematical, musical,
spatial, bodily/kinesthetic, interpersonal, intrapersonal,
and naturalistic
Daniel Goleman
 Emotion contains the power to affect action
 He called this emotional content.
d. Humanistic/Humanism
 focuses on personal needs, not on the
subject matter; and clarifies psychological
meanings and environmental situations
 learners are human beings who are
affected by their biology, culture, and
environment. They are neither machines
nor animals
Gestalt
 GESTALT THEORY
 Learning is explained in terms of the “wholeness” of
 the problem.
 Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli.
 KEYS TO LEARNING
 Learning is complex and abstract.
 Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
 Learners will perceive something in relation
to the whole. What/how they perceive is related to their
previous experiences.
Abraham Maslow
 He advanced the Self-Actualization Theory and
classic theory of human needs.
 A child whose basic needs are not met will not be
interested in acquiring knowledge of the world.
 He put importance to human emotions, based on love
and trust. KEY TO LEARNING: Produce a healthy and
happy learner who can accomplish, grow, and actualize
his or her human self.
 KEY TO LEARNING:
 Produce a healthy and happy learner who can
accomplish, grow, and actualize his or her human self.
Carl Rogers
  Nondirective and therapeutic Learning
 He established counseling procedures and methods for
facilitating learning,
 Children’s perceptions, which are highly individualistic,
 influence their learning and behavior in class
 KEY TO LEARNING:
 Curriculum is concerned with process, not product;
personal needs, not subject matter, psychological
meaning, not cognitive scores

Social Foundation or
educational foundation
Historical Foundation 1. History is the product of human activity as it results
through involvement in various events.
2. As a result, the historical basis of the curriculum tackles
the many stages of human growth. Students
understand that both cultural and personal events are
ongoing.
Franklin Bobbit
 Presented curriculum as a science that
 emphasizes a student’s need
 Believes that objectives with corresponding activities
should be grouped and sequenced
Werret Charters
 Agrees with Bobbit’s point of view
 The subject matter and the activities are planned by
the teacher
 Objectives and activities should match. Subject matter
or content relates to objectives.
William Kilpatrick
 Curricula are purposeful activities that are child-
centered.
 He introduced the project method where the teacher
and students plan the activities
 Believed that the curriculum develops social
relationships and small group instruction
Harold Rugg
 Believed that curriculum should develop the whole
child. It is child-centered.
 With the statement of objectives and related learning
activities, the curriculum should produce outcomes.
 Emphasized social studies and the teacher plans
curriculum in advance
Hollis Caswell
 Sees curriculum as organized around social functions of
themes, organized and learner’s interest
 Believes that curriculum is a set of experiences
 Subject matter is developed around social functions
and learner’s interests
Ralph Tyler
 Curriculum is a science and an extension of
the school’s philosophy. It is based on students’ needs
and Interests.
 Curriculum is always related to instruction. Subject
matter is organized in terms of knowledge, skills, and
values. The process emphasizes problem-solving.
 Curriculum aims to educate generalists and not
specialists
Hilda taba
  She contributed to the theoretical and pedagogical
foundations of concept development and critical
thinking in the social studies curriculum.
 She helped lay the foundation for a diverse student
population.
Peter Oliva
 He described how curriculum change is a cooperative
endeavor.
 Teachers and curriculum specialists constitute the
professional core of planners.
 Significant improvement is achieved through group
activity

Historical timeline Pre-Spanish

 Pegan
Spanish
 Religion Christianity
 “MEOW”
 Mysticism, eastern culture (Pre-Spanish era)
 Optimistic, Western Culture (Spanish era)
American
 Public Education
Commonwealth
 Manuel Quezon (1935, Tagalog as national
language)
Japan
 Techvoc, Blue collar job, and skills
3rd republic
Patriotism
New Society
 Law for Teachers (R. A 1005, Start for teaching
professions)
4th republic
 Pag-usbong ng iba’t ibang Republic Act
Curriculum Designs
Learner- centered  Active
design  students are the focus
Subject-centered design  Passive
 This focuses on the content of the curriculum. The
subject centered design corresponds most to the
textbooks, written for the specific subject
Problem-centered  Guide, to reconstruct, and Problem solver
design  Problem-centered design focuses on real-life problems
of individuals and society. (Problem-centered
curriculum designs are intended to reinforce cultural
traditions and address unmet needs of the community
and society.
Curriculum change
Substitution.  The current curriculum will be replaced or substituted
(pagpapalitan ng buo) by a new one. Sometimes, we call this a complete
overhaul.
 Example, changing an old book to an entirely new one
not merely a revision.

Alteration  There is a similar minor change to the current or

(pagpapalitan ng existing curriculum.
bahagi)  For example, instead of using a graphing paper for
mathematics teaching, this can be altered by using a
graphing calculator
Restructuring  Building a new structure would mean major change or
(Reorganization) modification in the school system, degree program, or
educational system. Using an integrated for K to 12
requires the primary and secondary levels to work as a
team.

Perturbations  These are changes that are disruptive, but teachers

(Rapid change) have to adjust to them within a fairly short time. For
example, if the principal changes the schedule because
there is a need to catch up with national testing time
or the dean, the teacher has to shorten
the schedule to accommodate unplanned
extracurricular activities

Value orientation  This is the type of curriculum change. Perhaps this

classification will respond to the shift in the emphasis
that the teacher provides which is not within the
mission or vision of the school or vice versa. For
example, when new teachers who are recruited in
religious schools emphasize academics and forget the
formation of values or faith, they need a curriculum
value orientation.

National Elementary  Ito ay nabuo bilang bahagi sapag-implement ng

School Curriculum PRODED
(NESC) 1983-2002  Introduced grade by grade
 It is an outcome-oriented and not subject-oriented
curriculum with its main focus being on the learning
process, and not on the subjects.
 The 3Rs is the core learning (reading, writing,
arithmetic)
The New Secondary  To improve performance in science, math and
Education Curriculum communication
(NSEC) 1991-2002  When the first batch of students who went through the
NESC graduated, the Bureau of Secondary Education
(BSE) implemented the NSEC in the schools. The
NSEC included the following learning areas to be taught
for 400 minutes daily from First Year to Fourth Year:
 Values Education, Araling Panlipunan, Filipino, Science
and Technology, English, Physical Education, Health
and Music, Mathematics, Technology and Home
Economics
REVISED BASIC  Upang magbigay ng kaalaman at mabasa ang
EDUCATION kanilang mga kakayahan at pag-uugali sa personal na
CURRICULUM(RBEC) pag-unlad na kinakailangan para sa pamumuhay at
nag-aambag sa isang pagbubuo at pagbabago ng
kaayusan ng kurikulum sa RBEC
K-12 Curriculum  Ang Kto12 Program ng gobyerno ng Pilipinas ay
tumutukoy sa pagkakaroon ng mandatory o required
nakindergarten at karagdagang 2 taon sa dating 10-
year Basic Education Cycle.
R.A 10533  Enchance Basic Educatop series of 2013
 K-12
 Under President Benigno Aquino III
R.A 10157  Kinder Garden Law
 Mother tongue Language
R.A 7836  Philippine Teachers Professionalization Act of 1994
R.A 7610  Anti-children Abuse Act
R.A 10931  Free Tertiary Education Law
R.A 6728  Government Assistance to Students and Teacher in
Private Education Act.

THORNDIKE’S LEARNING LAWS

Law of Readiness  Preparedness
Law of Exercise  Practices
Law of Effect  Satisfaction/Result
Law of Primacy  Learn/First impression
Law of Recency  Now/ most recent are best remembered
Law of Intensity  Impact/exciting
 Essentials
 E.g. Role playing
Law of Freedom  Right to freedom
Law of Importance  things or event that occur close to each other, tent to
get linked together in mind
Law of Contiguity  Relationship or attachments
Law of Belongingness  only relevant responses that "belong" to the learning
situation are learnt
Cognitive  Mental skills (knowledge)
Affective  Growth in feeling or emotional areas (attitude)
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 a variety of ways
j. Help students to productively manage their time
STAGES OF LEARNING
Acquisition Learning new skills
Fluency Practice for mastery of skill
Generalization Across time and situation/variety of setting
Adaptation Use for problem-solving
Maintenance Performance over time
BLOOM’S TAXONOMY (old)
Knowledge  recalling information or knowledge is the foundation of
the pyramid and a precondition for all future levels
Example: Name three common types of meat.
Comprehension  making sense of information
Example: Summarize the defining characteristics of
steak, pork, and chicken.
Application  using knowledge in a new but similar form
Example: Does eating meat help improve longevity?
Analysis  taking knowledge apart and exploring relationships
Example: Compare and contrast the different ways of
serving meat and compare health benefits.
Synthesis-abstraction-  using the information to create something new
generalization Example: Convert an “unhealthy” recipe for meat into a
“healthy” recipe by replacing certain ingredients. Argue
for the health benefits of using the ingredients you
chose as opposed to the original ones.
Evaluation  critically examining relevant and available information
to make judgments
Example: Which kinds of meat are best for making a
 healthy meal and why?
ANDERSON REVISED TAXONOMY (revised)
Remembering (lowest) recalling
Understanding making sense of the material you have learned
Applying Use knowledge gained in new ways (opposite of synthesizing)
(specifications) (breaking down ideas)
Analyzing Breaking the concept into part
Evaluating Making judgment (giving qualitative description)
Creating (highest) Putting information together in an innovative way

Kendell and Marzano taxonomy (new, updated)

Self-System (highest) Examining the importance, efficacy, and emotion
Metacognition Examining Motivation, Specifying Goals, Process Monitoring,
clarity, and accuracy
Knowledge Utilization Investigating, experimenting, problem-solving, and decision-
making
Analysis Specifying, generalizing, analyzing, classifying, and matching
Comprehension Symbolizing and integrating
Retrieval of information Executing, recalling, and recognizing

𝗔𝗦𝗦𝗘𝗦𝗦𝗠𝗘𝗡𝗧 𝗢𝗙 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚
(lowest)

Traditional Assessment  to ay tumutukoy sa paggamit ng pen-and-paper sa

isang objective test (e.g. multiple-choice tests,
true/false tests, essays, ect.).
Alternative Assessment  bukod sa pen-and-paper objective test ay maaari ding
maevaluate ang learning ng bata (e.g. projects,
portfolios, journals, and etc.)
Authentic Assessment  ito ay tumutukoy sa paggamit ng isang assessment
method na may kaugnayan sa totoong sitwasyon ng
buhay (e.g. performance-based activities, role-playing,
research, and etc.).

Assessment 𝐅𝐎𝐑 Learning

PURPOSES OF CLASSROOM ASSESSMENT
 isinasagawa before and during instruction.
1. Placement Assessment
isinagawa bago ang pagtuturo.
pag-assess sa needs ng mga estudyante
upang ilagay ang isang mag-aaral kung aling grupo
siya nabibilang na ayon sa kanyang learning style.
2. Formative Assessment
isinasagawa before, during, or after teaching.
patuloy na sinusubaybayan ng guro ang antas ng
kakayahan ng mga stuyante sa mga learning
objectives.
upang malaman ang lakas at kahinaan ng mga bata sa
pag-aaral.
3. Diagnostic Assessment
isinasagawa during instruction.
ginagamit ito upang matukoy kung saan bang area ng
aralin sila nahihirapan.

Assessment 𝐎𝐅 Learning  isinasagawa pagkatapos ng instruction. Ito ay

karaniwang tinutukoy bilang
SUMMATIVE ASSESSMENT
ginagamit upang patunayan kung ano ang natutunan

Assessment 𝐀𝐒 Learning
ng bata base sa mga tinuro ng guro.
 ginagawa ito para sa mga guro na maunawaan at
maayos ang kanilang papel na ginagampanan sa pag-
assess ng learning. Kung may mga kailangang baguhin
 para mas maging effective ang pagtuturo ay pwedeng
baguhin ng guro.
PRINCIPLES OF HIGH-QUALITY CLASSROOM ASSESSMENT
Clarity And  ang learning target ay na dapat na malinaw na
Appropriateness of nakasaad, tiyak, at sentro sa kung ano ang tunay na
Learning Target mahalaga.
Appropriateness Of  ang learning target ay sinusukat sa pamamagitan ng
Methods naaangkop na assessment methods. (Mode
Assessment: Traditional, Performance, and Portfolio).
Balance  nagtatakda ng mga target sa lahat ng domain of
learning; gumagamit ng pareho ng traditional at
alternative assessments.
Validity  sinusukat kung ano ang ninanais na sukatin; Ay
tumutukoy sa pagiging kapaki-pakinabang ng
instrument para sa isang naibigay na layunin.
Reliability  tumutukoy sa pagkakapare-pareho ng mga marka na
nakuha ng parehong tao kapag nag-retest gamit ang
pareho o katumbas na instrumento.
Fairness  ay nagbibigay sa lahat ng mga mag-aaral ng isang
oportunidad upang ipakita ang kanilang mga
achievements.
Practicality And  ang impormasyon na nakuha ay dapat na
Effeciency nagkakahalaga ng mga mapagkukunan at oras na
kinakailangan upang makuha ito.
Continuity  ang assessment ay magaganap sa lahat ng mga yugto
ng pagtuturo. Maaaring gawin ito bago, habang at
pagkatapos ng pagtuturo.
Authenticity  makabuluhang Gawain sa pagganap; Malinaw na
pamantayan; Mga dekalidad na produkto at pagganap;
Positibong pakikipag-ugnayan sa pagitan ng assessee
at assessor; Pagbibigay diin sa metacognition at self-
evaluation; Pagbabahagi ng kaalaman.
Communication  ang assessment targets at standards ay dapat na
ipaalam; Ang resulta ay dapat na ipaalam sa mga mag-
aaral sa pamamagitan ng direktang pakikipag-ugnayan
o regular na pagbibigay ng feedback sa kanilang
progress.
Positive Consequences  Positive consequences to student: nag-uudyok sa kanila
na matuto.
Ethics  ang mga guro ay dapat na palayain ang mga mag-aaral
mula sa kahihiyan at paglabag sa karapatan ng mga
estudyante o iba pang nakakapinsalang kahihinatnan;
Ang mga guro ay dapat na magabayan ng mga batas at
patakaran na nakakaapekto sa kanilang pagtatasa
(assessment) sa silid aralan;
Performance Based  ay isang proseso ng pagtitipon ng impormasyon
Assessment tungkol sa pag-aaral ng mag-aaral sa pamamagitan ng
aktwal na pagpapakita ng mga mahahalaga at
kapansin-pansin na mga kasanayan at paglikha ng mga
produkto na pinagbabatayan sa mga realidad na
konteksto sa mundo.
Portfolio Assessment  ito ay purposeful, ongoing, dynamic, at collaborative na
proseso ng pagtitipon ng maraming mga indicators ng
growth at development ng mga estudyante.
TYPES OF PORTFOLIOS
Working Portfolio  mga koleksyon sa araw-araw na Gawain ng mga
estudyante.
Show-case Portfolio  koleksyon ng mga pinakamagandang mga gawa o
projects ng mga mag-aaral.
Documentary Portfolio kombinasyon ng working at show-case portfolio.

Rubric ay isang measuring instrument na ginagamit sa pag-

rate ng isang performance-based task.
Checklist  nagtatanghal at sinusunod ang mga katangian ng isang
kanais-nais na pagganap o produkto.
Rating Scale  sinusukat ang antas ng kalidad ng gawa o pagganap.
TYPES OF RUBRICS
Holistic Rubric  inilalarawan nito ang pangkalahatang kalidad ng
pagganap o produkto.
Analytic Rubric  inilalarawan nito ang detalyadong katangian o kalidad
ng isang pangganap o produkto
PHILOSOPHIES OF EDUCATION (WESTERN PHILOSOPHIES)
IDEALISM  From The Word ‘Idea’ (hindi nakikita, hindi nahahawakan,
hindi naamoy)
It’s all in the mind (imagine, remember)
Lahat ng asa utak ay totoo (reality is mental)
Keyword
 Values (spirits, love, faith, hope)
 beauty in God
Heroes (freedom) e.g. Jose rizal
 mind, dreams, beliefs (pamahiin)
Realism From the word “real” (nakikita, nahahawakan, naamoy)
To see is to believe, outside of mind, external, and actual
Pursue dreams (natupad na ang pangarap)
Independent of the knower
e.g. apat kayo sa bahay at namatay ang isa, kaya tatlo nalang
kayo. (realism)
Pero may mga taong indenial na kung saan iniisip parin na
buhay pa ang isa, halimbawa sa hapagkainan imbis na tatlong
plato lang ang hihain ay gagawin paring apat dahil feeling niya
ay andyan parin. (idealism)
Perennialism Constant and permanent
Mga taong naniniwala sa FOREVER, ETERNAL
Keyword
Generalist (dapat lahat ng subject ay alam at pinag-aaralan, well
rounded people)
Humanities,
great books (bible, koran)
History (hinidi mababago pero nadadagdagan)
Tried and proven (e.g. Aristotle his works is tried and proven)
Pragmatism Change, practical, natural sciences, transfer of learning,
and useful
May pagbabagong nagyayari
No second chances
“habang may pakinabang ay gamitin kapag wala ay itatapon”
Essentialism Traditional (old curriculum, course)
Basics (3rs, reading, writing, and arithmetic)
Specialization (BSED)
Teacher-centered (corporal punishment
Uniform (parepareho, pantay-pantay)
“Essentialism believes there is no room for individuality”
AKA “essence precedes existence”
Progressivism From the word “Progress”
Learner-centered
Active learning (more on students)
“Learning by doing” John Dewey
Modern (k12 curriculum)
Hedonism Pleasure of the body (kapag gusto mo pero hindi mo
kailangan)
Material things (mga bagay na nahahawakan)
e.g. phone, car etc..
Epicureanism Pleasure of the mind (may natutunang bago, e.g. books)
Hindi nahahawakan
e.g. wisdom, knowledge etc...

Existentialism “I am the one who can control, decide, choose for

myself”
From the word “existence”
Choice, Freedom of choice
Self-Uniqueness
Responsibility (kapag nagdecide at nagkamali ang sisisihin ay
ang sarili)
Behaviorism Controlled by environment (family, friends, culture, beliefs)
The one who controls and decides for you.
Reinforcement (Reward and Punishment)
passive
Empiricism All about senses
Sense of sight
Sense of touch
Sense of smell
Sense of hearing
Sense of taste
Rationalism All about “Reason”
Rationalist (mental power)
Reconstructivism “Baguhin ang lipunan”
Change of Society (societal crisis)
How do you change society? Ans. “Change the Laws”
benefit of all
reform
Stoicism Sacrifices (hardships) lead to a better life
“Lahat ng sacrifices (hardship) will lead you to a better life”
3 DOMAINS OF LEARNING (CAP)
Cognitive Domain Ability to process information in a meaningful way
Affective Domain Attitudes and feelings that are a result of the learning process
Psychomotor Domain Ability to use motor skills to learn
AFFECTIVE DOMAIN OF PERSONAL VALUES OF A TEACHER
Buoyancy “Not giving up”
Ability to smile and laugh despite of difficulty
Compassion Two keywords
Empathy
“Putting a foot in other shoes” AKA “Iintindihin kita”
Compassion (being there with others)
“I will suffer with you, and I will celebrate with you”
“Iintindihin, Sasamahan, Dadamanayan, at tutulungan kita”
Innovativeness Thinking outside of the box
The creativity of the teacher
Reliability Being Trustworthy
“kung ano ang sinabi sayo, ibinigay ay iingatan at
aalagaan mo ”
REPUBLIC ACT 7832 Licensure Examination for Teachers (Let)
Board Licensure Examination for Professional Teachers
(Blept)
Before Pres. Anyone can teach
Ferdinand Marcos Sr.
During Pres. 1965
Ferdinand Marcos Sr. Purpose:
 Pagagandahin niya ang Quality and Priority sa pamamagitan
ng “prioritizing it by giving a higher budget” and “by giving so
many incentives and higher profit to teachers but to those who
deserve it” ito ang dahilan kung bakit mayroong LET or BLEPT
Propose:
PD 1006
PBET (Professional Board Examination for Teacher (first name of
LET)
The one who Administer/Implement PBET:
CSC (Civil Service Commission)
The one who created PBET:
NBT (national board of teachers)
Waiting for Result of the PBET
within 150 working days (lalabas ang result)
Passing rate
70%
When you passed ta PBE:
Certificate as eligibility
During Pres. Fidel During his time mababa parin ang Educational System ng
Ramos Pilipinas
EdCom (Congressional Commission of Education)
Purpose:
Evaluate the Philippine's Educational System
Propose:
RA 7836
Philippine (or Philippines) Teachers (or teacher)
Professionalization (or Professionalizing, Profession) Act of 1994
(LET AND BLEPT)
The one who Administers/Implement:
PRC (Professional Regulation Commission)
The one who created a LET: BPT (Board Professional Teacher
Waiting for the Results of LET:
Within 120 working days
Passing rate:
75%
When you passed the PBE:
Teacher License and Certificate
Need to Oath to be officially License professional teacher.
R.A 9293
Amendment (dinagdagan/dagdag)
Para teacher (70-74 rating bagsak)
Pwede magturo pero hindi ikaw ang mamimili ng school
Not practice
5 years kang hindi nagturo, kapag babalik para magturo ay
kailangang kumuha ng refresher course, 12 units (6 units of
specialization and 6 units of profed)
Special Permit
When the person is internationally known/acknowledges they
are exempted from taking the LET at ang pwede lang ituro ay
may kinalaman kung saan siya sumikat o kilala
E.g. Manny Paquio (boxing)
Lea Salonga (Music, acting)
Carlos Yulo (gymnastic)
18 units
Para ma-qualify sa pagtake ng board exam for teacher ay
kailangan muna kumuha ang 18 units ng professional education
ang mga taong hindi education ang kinuhang kurso
E.g. I.T course
Types and Distinction of Test
PURPOSE (layunin o a. Educational Test
goal) Measures the result of instruction
Academic Related test
b. Psychological test
Aims to measure student’s intelligence or mental ability
Emotional Related Test
Personality test
a. Emotional and social adjustments
Intelligence test
a. Measure mental ability
Aptitude Test
a. Potential for Success
b. Part of the admission process
Sociometric Test
a. Likes and dislikes
Career Test
Occupational Purposes

Interpretation a. Norm-referenced
Ranking
Comparing one’s performance with another student’s
performance (Student vs. student)
b. Criterion-referenced
Comparing one’s performance based on predefined
standard
Have target grades to determine if the learners have a
reward or honors

Scope a. Survey
Covers a broad range of scope
Lawak
broad
b. Mastery
Covers Specific objectives
Narrow

Difficulty/ Time a. Power

Items are arranged in ascending order of difficulty
Focuses on Difficulty level without time
Increasing difficulty (easy to hard)
b. Speed
Measures students’ rate and accuracy in responding
Time Pressure in terms of level of Difficulty

Administration a. Individual (isa-isa)

One at a time to take a test
Ex. Demo Teaching,
b. Group (sabay-sabay)
All at ones
Ex. Multiple choice
Languages a. Verbal
Words are used in responding to test items
Written and oral
b. Non-Verbal
It uses pictures and symbols instead of word
Ex. Abstract Reasoning Test
Test Constructor (the a. Standardized
one who creates a Uniform administration and scoring
test) Constructed by a trained professional
Ex. LET Examination
b. Informal
Teacher Made examination
Constructed by a classroom teacher
Can identify the Strengths and weaknesses of students
Influence a. Objective
The scorer’s Judgment does not affect the scoring
Single Infinite answer
Free from bias
For example, for multiple choice, matching type, fill in the
blanks
b. Subjective
Several answers are possible
Prone to Bias
Scoring Rubric
Ex. Performance examinations, essay
Format a. Selective
To measure higher-order thinking skill
There are choices for the answer
Ex. Multiple Choice, Matching type, True or False
b. Supply
There are no choices for the answer
Walang pagpipilian
Providing an answer
Ex. Identification

Principles of High-Quality Assessment

Assessment is based Learning targets
on are what students should be able to do after a lesson or
Clearly stated instruction.
learning targets. Characteristics
SMART (Specific, Measurable, Attainable, Relevant, Time-Bound)
Objectives
should compass the three-learning domains
Cognitive
Development of the mind
Affective (hardest to measure)
Development of emotion
Receiving, responding, valuing, organization, characterization.
Psychomotor
 Physical development
You do it
Appropriate Factors to consider:
assessment a. Students
methods/tools should b. Curriculum
be used. c. Personal abilities
d. Resources
e. Time-frame
Include objectives tests (multiple choice
True-false, matching or short answer) tests, essays, and
Written-response examinations.
instruments Assessing the various levels of the hierarchy of educational
objectives
Examples of products that are frequently rated are book reports,
maps, charts, diagrams, notebooks, etc.
It consists of a list of behaviors that make up a certain type of
Product rating scales performance. It is used to determine whether or not an
individual behaves in a certain way when asked to complete a
Performance checklist particular task.
Checklist
Most and easiest and simplest tools
Appropriate to assess student’s stock knowledge and determine
the student’s ability to communicate ideas.
Often employed by teachers if they want to diagnose or appraise
Oral Question the performance of students from the point of view of the
students themselves.
Observation and self- Written reflection or reflective journal are other terms for
reports self-report.
Varied Assessment It is not pedagogically sound to rely on just one source of data
methods/tools should gathered only by one assessment tool.
be used. Consider the multiple intelligences and learning styles
Naturalist
8 officials Multiple Intrapersonal
intelligences Verbal-linguistic
Theory of Howard Visual-Spatial
Gardner Musical
Logical-Mathematical
Interpersonal
Bodily-Kinesthetic
Assessment methods Validity
should be valid, Appropriateness, correctness, meaningfulness, and usefulness of
reliable, and practical the test
Reliability
The consistency of assessment results from one measurement
to another
Practicability
Administrability, scorability, and affordability of a test.
Assessment should be Practice record keeping
fair Set your criterion for success
Learners must be given feedback
Avoid the halo effect (favoritism) and stereotypes
Give the students the opportunity to lean
Assessment is a
continuous and
comprehensive
process.

Assessment should GOALS:

have positive To IMPROVE student learning
consequences

1. The idea of revisiting and Spiral Curriculum

elaborating to the level of full K-12 R.A 10533
understanding is achieved through
the
Theory of Jerome Brunner
He coined the Scaffolding
and the one who used it is Lev Vgotsky
the important in Vygotsky is Language and interaction
he is also a social cognitivist
Theory of David Ausuble Advance Organizer
a model for presenting new information to
students that aims to improve learning
Meaningful learning
GENS
Graphic Organizer
Expository (description giving)
Narrative (story telling)
Skimming (synopsis or main ideas)
2. When teachers conduct a series of Assessed Curriculum
evaluations to determine the extent
of teaching, what must be
implemented
3. Can Lea Salonga, be given a special Yes, she has excelled and gained
permit to teach music in High School? international recognition
R.A 9293 – SPECIAL PERMIT
For someone who is known, excelled for 5
years, and gained international recognition.
4. Why is the teacher’s authority To motivate the students to internalize self-
important in managing the classroom? discipline
-referent power
Teachers Power
Expert or mastery power Power that comes from other’s beliefs that
the powerholder possesses superior skills
and abilities
Ex.I know what I’m talking about
Coercive power The ability to dispense punishments
Ex.Teacher niyo ako, huwag Ninyo ako
sagutin!
Reward power The ability to distribute positive or negative
rewards
Ex. Mahalaga ang grado Ninyo, mag-aral
kayo ng mabuti
Referent Power Influence based on identification with,
attraction to, or respect for the powerholder
 Ex. Class can we agree na pagpaproject tayo
ng electricfan, mainit e
Legitimate Power Authority that comes from a belief on the
part of those being influenced that the
person has a legitimate right to demand
conformity.
Ex. I maintain complete and total control of
the classroom
5. The Professional role of teachers is not Teachers must act more as facilitators of
“the sage on the stage” but “the learning
guide from the side”. This implies
that the
6. Which is not evidence of a Adhering to the code of ethics for
pedagogical teacher? professional teachers
Pedagogical Art of teachers
Happening inside the classroom instructions.
Ex. Communication of the course objectives
to the students
Awareness of alternative instructional
strategies
Selection of appropriate methods of
instructions
7. Setting of learning objectives adopts Attainable
certain characteristics under the
acronym of SMART.
Identify the kind of objectives set by
SMART teachers. The A in SMART is?
Misosa Modified in-school approach
Divide the class in two groups
Ex. Group 1 sa school mag-aaral at ang
Group 2 ay sa bahay gamit ang module
E-impact Enhance, Instructional, Modification from
Parents Community Teacher
Participation of stakeholders sa pagkatuto ng
bata
OHSP Open High School Program
For those students who have disabilities and
those far from school
EASE Effective and Affordable Secondary
Education
This is for the gifted students
MGI Multi Grade Instruction/ mainstreaming
3 or more multigrade levels in the classroom
Halo-halo
Ex. Grade 1, 2 ,3 ay nasa isang classroom
Als Alternative Learning System
Parallel of formal education
Substitute in Formal Education
8. Identify the kind of objective set by Time-bound
SMART teachers. The T in Smart is
9. Teacher Mac recognizes the fact that Pleasure Values
learners have strong sensual
feelings, and so she explores the
learner’s
Max Scheler was a German philosopher and sociologist
who was influenced by phenomenology,
Catholicism, and vitalism. Foremost
exponent of Axiology
 Values of the Holy (highest)
Appear only in regard to objects intentionally
given as “absolute objects”
Spiritual Values
Independent of the whole sphere of the body
and the environment.
Spiritual acts of preferring loving and hating
Vital Values
Well-being either of the individual or of the
community
Pleasure Values (lowest)
The pleasant against the unpleasant
The agreeable against the disagreeable
10.The highest level in life of professional Distinguished
teacher as given in the PPST is:
PPST Congruent to PPSSH
Philippine Professional Standard for (Philippine Professional Standard for School
Teachers Heads)
Beginning Teacher
Mga Magtuturo, nakapasa sa let
First 2 years in teaching considered as
Beginning Teacher.
Proficient
nagmamaster
Highly Proficient (high level)
Nagmementor kay Beginning Teacher
Distinguished (highest)
Global Perspective
Highly Qualified
NCBTS Congruent to NCBSSH
National Competency-Based Teacher National Competency-Based Standards
Standards School Heads
11. In order to have effective teaching Supported Curriculum
and learning, there must be an
adequate utilization of learning
materials. What type of curriculum is
this?
12.Of subcategories of teacher Dangle/ Dangling
movement behavior what happens hanging activity by giving another
when the teacher goes from one topic
or activity to other topics or activities
Lacking clear direction and
sequence of activities?
TEACHER MOVEMENT/MOVEMENT MANAGEMENT
Thrust proceeding without assessing
TRUNCATION leaves activity
FLIP-FLOP returns to a left activity while currently
doing an activity
Dangle/ Dangling hanging activity by giving another
STIMULUS-BOUND distracted
OVERDWELLING overtime in one topic
OVERLAPPING multitasking results negatively
ISM’s IN EDUCATION
13.Teacher Danny targets to reach a Mission
mean Percentage Score of 90% in the
coming NAT. This scenario signifies
teaching as an
Profession Graduate ng 4 years degree at may sahod
How do you describe the teaching profession This is the noblest Profession
 14.Teacher M wanted his students to rate Applying
their own work using the scoring
rubric which he explained to the
class before the students began with
their task. Based on revised Bloom’s
Taxonomy, in which level of cognitive
processing are the students?
15.Which is/are true of a professional? Completed college/university degree
16.What principle was not being Connecting present to previous lessons
applied when teacher Rita made no
introductory orientation of
lessons in the curriculum agenda?
Constructivism Connecting prior knowledge to new
knowledge
17.Which of the following topics are Managing the basic needs of a community
appropriate for inviting a barangay
chairman to share ideas with
students and teachers in a school?
18.Robert took the LET in September Yes, if his LET rating is 70-74
2019. Unfortunately, he failed the
examination. Is he qualified for the
position of para-teacher?
19.What does Article XII of the Code Merit
of Ethics include other than
the quality of academic
performance?
20.Teacher Sony makes an effort for Affective Learning
students to discover personal
values applicable to life in her
lessons. What domain of learning is
served in this instance?
Skills learning Psychomotor
Cognitive Learning Mental Processes
Metacognitive Learning Thinking about thinking
Affective Learning Personal Values/ in heart
“ReResVOC”
Receiving/Receive
Responds
Value
Organize
Characterized
21.Teacher Liza is as she avoids out-of- Progressivist
context facts recall, but introduces
situations for learners to think and do
such as making picture folders, team
building on projects, etc.
22.In her Arithmetic class, teacher Inter-disciplinary (the task is incorporated to
Bambie makes her students use other subject matter) (outside)
numbers for various real-life tasks
like buying things in the store,
comparing distances of planets, Intra-disciplinary (inside)
budgeting a party, etc. What is
teaching-learning practice?
23.Mrs. Hernandez is evaluating a Accuracy
website for her literature class. She is
making sure that factual pieces of
information found on the site are well
documented and pictures and
diagrams are properly labeled. She is
 also checking that there are so
misspelled words or grammar errors.
Which criterion is she focusing on?
Accuracy 100% tama
Appropriateness Angkop o akma sa label ng bata
Clarity Klaro, kalinawan, malinaw
Motivation Mga rason ang bakit gusto matutunan ng
bata
Organization Nakaayos
Currency Up to date
24.If you want to determine if the Is the teaching profession a noble
education student truly values profession?
the teaching profession, which of
the following queries should you ask?
25.Why is empirical science inductive? it starts from observable evidence building
to a universal explanation or theory.
Empirical – Senses, Realist
26.From Revised Bloom’s Taxonomy of Creating
Cognitive Processing, at what level is
the teacher Sha’s asking her students
to formulate their personal
philosophy of education?
27.For those who successfully pass the Professional License
licensure examination for teachers the
signed by the chairman of the RC
serves as evidence for the lawful
practice profession
28.What type of education is giving Progressive Education
emphasis on learning by doing,
experiential learning, etc.?
29.A grade 7 social studies teacher gave Transformation- constructive
a project where her class in Manila will
work together with other grade 7
classes in their school campuses in
Visayas and Mindanao. They will
create posters and a video clip to
communicate a message about
peace. They will use social media to
spread their peace campaign. This
project involves technology
integration which is
Technology Integration Matrix SAMR model
Substitution (no functional change)
Augmentation (with Functional Change)
Modification (significant task redesigning)
Redefinition (formulation of new task)
30. Why is CPD necessary for professional I, II, AND III
teachers?
I. To continuously improve their
professional and personal
competence
II. To be at par with other
professionals
III. To abide by the CPD act of 2016
31.Miss Ramirez is evaluating an early Organization
literacy app for her class. She is
making sure that the app is
uncluttered in appearance, is
arranged in some order of
 difficulty, and that icons represent,
what they were intended to represent.
Which criterion is she focusing on?
32.On which theory is the logical Perennialism
sequencing of curriculum based?
33.Miss Navarro is evaluating an app for Appropriateness
her Grade 8 Class. She is finding out
whether the app taps the skills
found in the Grade 8 standards to
ensure that this app will be helpful in
meeting her objectives. She wants to
make sure it is not too easy or too
difficult for her students. Which
criterion is he focusing on?
34.How students learn may be more Knowing how to solve a problem
important than what they learn.
From this principle, which of the
following is particularly important?
35.One philosopher considers education A learner’s application of what she has
as the acquisition of the art of the learned is necessaryssary
utilization of knowledge. This
implies that