PROF ED
PART 1: KOUNIN'S MGT MODEL (1970)
✔stimulus boundedness -- teacher's attention interru
pted by extrateneous stimulus
✔Thrust -- teacher interrupts students engaged in ac
tivities w/o considering whether the student is ready
or not.
✔Dangels -- teacher interrupts activity of student an
d return to it again.
✔Truncations -- teacher does not return to current a
ct. after being interrupted.
✔Overdwelling -- teacher focuses on a certian topic t
hat will lead to too much time consupmtion, the lesso
n will slow down.
✔Fragmentation -- chunks of lesson for students to u
nderstand his/her lesson effectively or breakibg down
of act. to cause too much time.
✔Flip Flop -- teacher changes its activity from curren
t activity to new one and vice versa
whenever he/she changes his/her mind.
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PART 2 PO.
THEORIES AND THEIR PROPONENTS
✔Wilhelm Woundt = german psycologist "founder of
modern psychology.
✔Titchener = structuralism psychology
William james, G. Stanley Hall, James M. Cattell.... t
hese three promote "functionalism psychology
✔Charles darwin = theories to mental characteristics
as human think, feel & behave(" evolutionary psychol
ogy")
✔Herman Ebbinghaus = associationism psychology
✔Edwin Guthrie = (stimulus and response ) :; tempo
ral conguity
✔Edward Lee Thorndike = "satisfaction" "the law of
effect".
✔Ivan Pavlov = involuntary behavior
✔Max Wertheimer = gestalt psychology
✔Otto Loewi = discovered "acetylchloline" respobsib
le in stimulation of muscles
✔Ulf von Euler discovered "norepinephrine" bringing
our nervous system into "high alert" ✔Arvid Carlsson
discovered "dopamine" the reward mechanisms in th
e brain
✔Jean Piaget -- cognitive dev't , info processing , dy
namic interrelation.
✔Sigmund Freud -- psychosexual , psychoanalytic
✔Erik Erickson -- psychosocial
✔Lawrence Kohlberg -- moral dev't,
✔Burrhus Frederic Skinner -- operant cond.
✔Ivan Pavlov -- classical cond.
✔Edward Lee Thorndike -- connectionism
✔Albert Bandura -- social learning, neo - behavioris
m
✔Robert Gagne -- sequence of instruction
✔Abraham Maslow -- hierarchy of needs , motivation
theory
✔William Kohler -- insight learning
✔Robert Havighurst -- devt task theory
✔Benjamin Bloom -- bloom's cognitive taxonomy
✔Simpsons / Anita Harrow -- psychomotor domain
✔David Krathwohl -- affective domain
✔Jerome Bruner -- constructivist, spiral curr, instrum
ental conceptualism
✔Lev Vygotsky -- socio-cultural theory of cognitive d
evt , linguistic theory, Scaffolding
✔Edgar Dale -- cone of exp. (20% remember)
✔kohler,koffka, weirtheimer -- gestalt psychology
✔John Locke -- tabularasa , empiricism
✔Howard Gardner -- multiple int.
✔Noam Chomsky -- language acquisition theory , fr
of linguistic, nativism
✔David Ausubel -- meaningful learning, graphic orga
nizer, assumption
✔Charles Cooley -- looking glass self theory
✔John Flavel -- metacognition
✔Sandra Bem -- gender schema theory
✔Elliot Turriel -- social domain theory
✔Robert Sternberg -- triachic theory of int.
✔Johm Watson -- behaviorial theory
✔Maria Montessory -- transfer of learning, kinder gar
ten preparation of children.
✔Edward Tolman -- purposive behaviorism and goal
oriented
✔Edward Torrance -- creative problem solving
✔Bernard Weiner -- attribution theory
✔Daniel Goleman/coleman? -- emotional intelligenc
e than civilization (NATURALESA ng isang BAGAY)
✔Wolfgang Ratke -- used vernacular for approachin
g the class.
✔mencius -- idealistic wing of confucianism
✔hzun tzu -- realistic wing of confusianism
✔taoism -- lao tzu
✔Herbart spencer -- moral devt
✔Pestallozi -- symmetrical and harmonious devt of c
hild
✔John Jacques Rosseau -- nature of child
✔Arnold Gesell - maturation theory
✔John Dewey - Learning by doing
✔David Froebel - Father of kinder garten
✔John Bowly - Attainment Theory
✔Edward de Bono - Six Thinking Hats Theory
✔Auguste Comte - Father of Sociology
✔Carlos Linnaeus - Father of modern taxonomy.
✔John Amos Comencius - Fr. of modern education.
✔Erasmus Desiderius - Fr. of humanism/ social hum
anism
✔William Kilpatrick - Project method.
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PART 3:
IDEALISM -- plato
REALIAM -- aristotle
EMPIRICISM -- locke
PRAGMATISM -- dewey
EXISTENTIALISM -- hegel
PHILOSOPHICAL ANALYSIS -- moore
ESSENTIALISM -- bagley
PERENNIALISM -- hutchins
PROGRESSIVISM -- dewey
RECONSTRUCTIONALISM -- brameld
BEHAVIORISM -- skinner or watson
STRUCTURALISM -- helmholts or wundt?
FUNCTIONALISM -- james,nugell, or carr?
PURPOSIVISM -- hormic
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PART 4 -ISM
✔NATURALISM -- only nature exist, nature is better
✔IDEALISM -- spiritual, values, moral, socratic meth
od
✔REALISM -- natural world, values arenatural and a
bsolute, reality exist undercieved
✔PRAGMATISM/-----EXPERIMENTALISM -- practic
al, problem solving research, knowledge is what wor
ks, values are related, truth is warranted assertion.
✔ESSENTIALISM -- 3r's (4r's ngayon), achievement
test, certain knowledge&skills are essential for ration
al being.
✔PROGRESSIVISM -- process of development, hig
her level of knowledge, the child's need and interest
are relevant to curriculum.
✔EXISTENTIALISM -- knowledge is subjective, man
shapes his being as he lives, we are what we do, dec
iding precedes knowing.
✔PERENNIALISM -- education that last for century,
universalist, knowledge is eternally valid.
✔SOCIAL RECONSTRUCTIVISM -- for better societ
y, community based learning
✔RECONSTRUCTUONALISM -- the school should
help rebuild the social order thus social change.
✔BEHAVIORISM -- learning is change in behavior,
S-R relationship
✔EMPIRICISM -- knowledge comes thru senses, 5 s
enses (observatory learning)
✔STRUCTURALISM -- complex mental exp. such a
s image,feeling and sensation
✔FUNCTIONALISM -- focus to motivation, thinking
& learning.
✔PURPOSIVISM -- individual hormones are respon
sible for the motive to strive towards fulfillment of his/
her objective.
✔PHILOSOPHICAL ANALYSIS -- reality is what veri
fiable, truth correspondes to reality, usage determine
s meaning
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PART 5: REPUBLIC ACTS
9155 -- Governance of basic educ. act of 2001
6728 -- GASTPE
7722 -- creating CHED
7784 -- " " of center of excellence
7796 -- creating TESDA
6655 -- Free public secondary act of 1988
4090 -- creating a state scholarship council to intergr
ate, systematize, administer and implement all progr
am scholarships and appropriating funds.
5447 -- creation of a special educ. fund act enacted i
n 1968
-- organization and extension of classes
-- adding classroom to remote areas,barrios and prov
incial schools
6139 -- regulated the secretarian schools/private sch
ool in charging higher tuition fee
7687 -- science and technology scholarship act of 19
94
7743 -- establishment of city and municipal libraries.
8292 -- higher educ. modernization act of 1997
6850 -- an act to grant Civil Service eligibility under c
ertain conditions to Gov. employees appointed under
provisionap or temporary status who rendered 7 year
s of efficient service
8545 -- amending RA 7628 Expanded GASTPE Act
8525 -- Adopt a school program
8491 -- Flag and Heraldic code of the Ph.
7797 -- lengthen the school prog. to 200 days and no
t more than 220 days
8190 -- act of granting priority to residents of the brgy
. where school is located in the appointment and assi
gnment of school.
6972 -- act of stablishing DAY CARE CENTER FOR
EVERY BRGY.
7624 -- integrating of drug prevention and control in t
he intermediate & secondary curricula and indigeneo
us learning system
7743 -- act providing libraries and reading centers thr
oughout the Ph.
7877 -- anti-sexual harassment act of 1995
9163 -- NSTP of 2001
6193 -- regulation of tuition fees of private educ. instit
ution
10627 -- anti-bullyinh act of 2013
10533 -- enhance basic educ. act of 2013 (K-12 PRO
GRAM)
9485 -- anti-red tape act
Executive Order (E.O.) 66 -- rule of cancellation of cl
asses due to typhoon, flooding and other calamities.
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PART 6
Philosophers Related to Learners Development
✔SIGMUND FREUD -- "the mind is like an iceberg, i
t floats with one-seventh of its bulk avove water.
COMPONENTS OF PERSONALITY
ID -- pleasure center
EGO -- reality center
SUPER EGO -- conscience / judgment center.
PSYCHOSEXUAL STAGES OF DEV'T
ORAL -- thumb sucking, biting
ANAL -- toilet training, control of their bowel.
PHALLIC -- sexual interest, genital stimulation.
LATENCY -- sexual urges & interest were temporary
GENITAL -- adult sexual interest and activities come
to dominate.
Odipus complex - son vs father towards mother/wife f
eelings . (excessive attachment)(Phallic stage)
Electra complex - daugther vs mother towards father/
husband feelings. (excessive attachment)(Phallic sta
ge)
Personality Dynamics
LIFE INSTINCT
DEATH INSTINCT
===================================
✔ERIK ERICKSON -- "healthy children will not fear i
n their elders have integrity enough to fear of death.
PSYCHOSOCIAL STAGES of DEVT
CRISIS -- a person goes through
MALADAPTATION -- result from failure to effectivity r
esolve the problem
MALIGNACY -- "
VIRTUE -- emerges when balance & resolution of cri
sis attained.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of perso
nal control over physical skills and a sense of indepe
ndence. Success leads to feelings of autonomy, failu
re results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control a
nd power over the environment. Success in this stag
e leads to a sense of purpose. Children who try to ex
ert too much power experience disapproval, resulting
in a sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and
academic demands. Success leads to a sense of co
mpetence, while failure results in feelings of inferiorit
y.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and
personal identity. Success leads to an ability to stay t
rue to yourself, while failure leads to role confusion a
nd a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving
relationships with other people. Success leads to stro
ng relationships, while failure results in loneliness an
d isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that
will outlast them, often by having children or creating
a positive change that benefits other people. Succes
s leads to feelings of usefulness and accomplishmen
t, while failure results in shallow involvement in the w
orld.
Stage: Maturity(65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and f
eel a sense of fulfillment. Success at this stage leads
to feelings of wisdom, while failure results in regret, b
itterness, and despair.
===================================
✔LEV VYGOTSKY -- "the teacher must orient his w
ork not on yesterday's devt in the childs but on tomor
row's.
SCAFFOLDING -- is the systematic manner of provid
ing assistance of the learners to effectively acquire s
kills.
MKO(More Knowledge Others) -- higher level of perf
ormance.
===================================
✔JEAN PIAGET -- " the school should be creating m
en & women who are capable of doing new things no
t simply repeating what other generation have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowle
dge.
PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but s
till struggle with logic,mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically,
hypothetically and concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reas
oning and understanding of abstract ideas, think sym
bolically.
===================================
✔LAWRENCE KOHLBERG -- "right action tends to
be defined in terms of general individual rights and st
andards that have been critically examined & agreed
upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- obidience & punishment (c
onsequences) , individualism & exchange
CONVENTIONAL --interpersonal relationship, mainta
in social order.
POST-CONVENTIONAL -- social contract and indivi
dual rights , universal principles, set of values and be
liefs.
===================================
✔URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- sorroundings of individual: family,
friends, neighborhood
MESOSYSTEM -- connections between context, sch
ool experiences to church experience.
EXOSYSTEM -- includes other people and places th
at the child herself may not interact with often herself
but that still have a large effect on her.
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3 years)
Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of perso
nal control over physical skills and a sense of indepe
ndence. Success leads to feelings of autonomy, failu
re results in feelings of shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control a
nd power over the environment. Success in this stag
e leads to a sense of purpose. Children who try to ex
ert too much power experience disapproval, resulting
in a sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and
academic demands. Success leads to a sense of co
mpetence, while failure results in feelings of inferiorit
y.
Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and
personal identity. Success leads to an ability to stay t
rue to yourself, while failure leads to role confusion a
nd a weak sense of self.
Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving
relationships with other people. Success leads to stro
ng relationships, while failure results in loneliness an
d isolation.
Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that
will outlast them, often by having children or creating
a positive change that benefits other people. Succes
s leads to feelings of usefulness and accomplishmen
t, while failure results in shallow involvement in the w
orld.
Stage: Maturity(65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and f
eel a sense of fulfillment. Success at this stage leads
to feelings of wisdom, while failure results in regret, b
itterness, and despair.
===================================
✔LEV VYGOTSKY -- "the teacher must orient his w
ork not on yesterday's devt in the childs but on tomor
row's.
SCAFFOLDING -- is the systematic manner of provid
ing assistance of the learners to effectively acquire s
kills.
MKO(More Knowledge Others) -- higher level of perf
ormance.
===================================
✔JEAN PIAGET -- " the school should be creating m
en & women who are capable of doing new things no
t simply repeating what other generation have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowle
dge.
PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but s
till struggle with logic,mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically,
hypothetically and concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reas
oning and understanding of abstract ideas, think sym
bolically.
===================================
✔LAWRENCE KOHLBERG -- "right action tends to
be defined in terms of general individual rights and st
andards that have been critically examined & agreed
upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- obidience & punishment (c
onsequences) , individualism & exchange
CONVENTIONAL --interpersonal relationship, mainta
in social order.
POST-CONVENTIONAL -- social contract and indivi
dual rights , universal principles, set of values and be
liefs.
===================================
✔URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- sorroundings of individual: family,
friends, neighborhood
MESOSYSTEM -- connections between context, sch
ool experiences to church experience.
EXOSYSTEM -- includes other people and places th
at the child herself may not interact with often herself
but that still have a large effect on her.
MACROSYSTEM -- which is the largest and most re
mote set of people and places and things to a child b
ut which still has a great influence over the child.
===================================
✔ALBERT BANDURA -- SOCIAL LEARNING THEO
RY
: environment affects child's personality : learninh oc
curs by simply observing people, people learned fro
m what they see and the consequences of what they
did
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PART 7
FOUR PILLARS OF LEARNING
✔LEANING TO KNOW -- focuses on combining bro
ad gen. knowledge and basic educ. with the opportu
nity to work on a small number of subjects in the light
of rapid changes brought about by scientific progress
ang new forms of economic and social acitivity.
❇Learning how to learn and to discover, as to benefi
t from ongoing educational opportunities continuousl
y arising throughout life.
❇Developing the faculties of memory, imagination, r
easoning and problem solving.
❇Understanding about one's environment.
❇Communicating with others.
✔LEARNING TO DO -- emphasizes on the learning
of skills necessary to practice a profession or trade.
❇applying in practice what has been learned.
❇developing vocational / occupational and technical
skills
❇developing social skills in building meaningful inter
personal relationships.
❇developing competence, social behavior, aptitude f
or teamwork
❇enhancing the ability to communicate and work wit
h others
❇managing and resolving conflicts.
✔LEARNING TO BE -- prioritizes the development o
f the human potencial to the fullest.
❇tapping the talents hidden with individual.
❇developing personal commitment and responsibilty
for the common good.
✔LEARNING TO LIVE TOGETHER -- emphasizes u
nderstanding of others, their history, tradition and cult
ures, and also living and interacting peacefully togeth
er.
❇appreciating diversity of human race
❇being receptive to others and encounter others thr
ough dialogue and debate.
❇caring about others
❇working toward common objectives in cooperative
undertakings.
❇managing and resolving conflicts.
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PART 8: COGNITIVE PERSPECTVE : GESTALT P
RINCIPLE
✅German word means "whole, form, pattern or confi
guration"
✅the focus of this theory is on Perception and how p
eople assign meaning to visual stimuli "The whole is
more than the sum of all parts"
LAW OF PROXIMITY -- elements that are closer tog
ether be percieved as a coherent object.
LAW OF SIMILARITY -- similar will percieved as part
of the same form.
LAW OF CLOSURE -- ignoring gaps in the figure.
LAW OF CONTINUATION -- patterns establish an im
pled direction, people tend a good continous line.
LAW OF PRAGNANZ -- stimulus will be organize int
o a good figure as possible.
LAW OF FIGURE/GROUND -- we tend to pay attenti
on and percieved things in the foreground first.
INSIGHT LEARNING -- Gestalt adheres to the idea o
f learning takes place by discovery.
PART 9
✔Ripple Effect -- spreading effect of series of conse
quences caused by singlr action or event.
✔Hawthorne Effect -- type of reactivity effect in whic
h individuals improve an aspect of their behavior in r
esponse to their awareness of being observed.
✔Halo Effect -- cognitive bias which an observer ove
rall impression of a person, influences the observers
feeling and thoughts about the entity's character or p
roperty
✔Pygmalion Effect -- Shows the teacher's expectatio
n (self-fulfillment)
✔Golem Effect -- low expection leads to decrease in
performance.
REINFORCEMENTS
Positive -- presence of stimulus
Negative -- absence of stimulus
Escape -- removes stimulus
Avoidance -- prevents stimulus
Reinforcement -- increase of behavior
Punishment -- weakens response.
....
PART 9
Ripple Effect -- spreading effect of series of consequ
ences caused by singlr action or event.
Hawthorne Effect -- type of reactivity effect in which i
ndividuals improve an aspect of their behavior in res
ponse to their awareness of being observed.
Halo Effect -- cognitive bias which an observer overal
l impression of a person, influences the observers fe
eling and thoughts about the entity's character or pro
perty
Pygmalion Effect -- Shows the teacher's expectation
(self-fulfillment)
Golem Effect -- low expection leads to decrease in p
erformance.
REINFORCEMENTS
Positive -- presence of stimulus
Negative -- absence of stimulus
Escape -- removes stimulus
Avoidance -- prevents stimulus
Reinforcement -- increase of behavior
Punishment -- decrease of behavior
Enculturation -- learning culture form one's group.
Acculturation -- process of learning some new traits f
rom other culture.
Assimilation -- changing of current culture by means
of adopting other.
Amalgamation -- adopt your beliefs, socialities of you
r partners/group/friends.
Immersion -- complete involvement.
Gemeinshaft -- community shared experiences, inste
ad of individual (collectivism)
Geselleshaft -- needs of individual instead of group (i
ndividualism)
Authoritarian -- make demands on weild manner pow
er but lack of warmth.
Authoritative -- establish restriction and explain with
what is the reason why.
Gudnight and sleepy time... tom. Thank you po teach
ers, bukas ulit. Hope mgamit nyo po.
1. There is a discussion on differences opinion conc
erning a situation. What type of discussion where is t
he large public gathering at which problems of gener
al interest are presented usually by a speaker expert
in this subject then follow by quest on period? A. Fo
rum C. Panel discussion B. Gro
up discussion D. Symposiums Letter B
is not the right answer because group discussion is c
ommonly used in classroom. Panel discussio
n in letter C means a small group discussion came o
n by small group before an audience while symposiu
m in letter D is somewhat like a panel and also Parta
kes the nature of lecture but several speakers presen
t their point so the correct answer is letter A.
2. The teacher wanted to get many ideas or views in
a short time so she divided the class into a small
group. The technique she used is.
A. Buzz session C. Philip 66
B. Debate D. Panel discussion.
Letter B is a discussion technique where there the to
pic to composition. Philip 66 of letter C means 6 pers
ons discussing answers questions for 6 minutes whil
e panel discussion of letter D takes two group one gr
oup ask questions and the other group serve as the
panel answering question so the correct answer is let
ter A.
3. The objective of the lesson is "Enumerate the diff
erent food preservation methods" Which of the follow
ing evaluation is the congruent object?
A. Checklist of the different methods of food preserva
tion B. Compare the different food preservation
methods C. Demonstration the different food pres
ervation methods D. Write the different food pres
ervation methods Letter A present a list of specific cri
teria Letter B is not yet the scope of the lesson. For l
etter C nothing is mentioned about showing the differ
ent method so letter D is the correct answer.
4. What test is given when the teacher wants to kno
w the learning abilities of the students? A. diagn
ostic test C. Rating Scale B. F
ormative test D. Summative test
Letter B - a formative test is given after instruction to
determined whether the student learned or master th
e lesson presented letter C rating scale- there are crit
eria that has to be met as agreed in the letter D- sum
mative test is given as the end of the unit after series
of activities has been undertaken so the right answe
r is letter A.
5. Construction of the bulletin board is one of instruc
tional aids to really serve the purpose there are princi
ples to follow. One of them is. A. Display of s
tudent work B. Arouses interest in a new unit
or activity C. It should be at eye level
D. Mount pictures and articles on pleasing color com
bination Letter A refers to used of bulletin board lette
r B refers to the purpose and letter D is one of the su
ggestion on how to put a bulletin board so letter C is t
he correct answer.
NOTABLE THINKERS / IMPORTANT PEOPLE IN E
DUCATION
ayoko na pong mag pm. copy nyu nalang, andami k
asi.. heheh salamat!!
Plato- considered education as the key in fashioning
and supporting his Republic-Author of the first educat
ional treaties in the history of education called Repub
lic- Philosophy is the Highest Music-
Idealist who views that man, in his earthly existence,
is only an imperfect image of his real self, a perfect b
eing in the realm of human thought
Aristotle -perhaps the greatest philosopher, originate
d the term Lyceum. Advocated rationalism with his vi
ew that man’s ability to reason is the one attribute wh
ich distinguishes him from other creation and places
him above all of them. Education and teaching are al
ways about an object and should have content. In th
e Aristotelian teaching act, the teacher instructs a lea
rner about some object, some body of knowledge, or
some discipline. Teaching and learning never repres
ent merely an interpersonal relationship or the expre
ssion of feelings. They are always about disciplined i
nquiry into some aspect of reality.... the school shoul
d cultivate and develop each person's rationality
Rudolf Steiner – Anthroposophy. Spiritual discipline,
a source of spiritual knowledge and a practice of inne
r development seeks to support individuals who are
working on their own inner development and who wis
h to bring the fruit of that inner work to benefit the wid
er world.
Socrates -He believed that we are here in this world t
o be happy and that the path of happiness is thru kno
wledge which leads to virtue that leads to happiness.
Learning is the seeking of truth in matters, and it occ
urs when after questioning and interpreting the wisdo
m and knowledge of others, one comes to recognize
their own ignorance. Skills and knowledge are acquir
ed by: (1) interpreting the statements of others; (2) te
sting or examining the knowledge or wisdom of those
reputed (by themselves or others) to be wise; (3) sho
wing those who are not wise their ignorance; (4 ) lear
ning from those who are wise; (5) examining oneself;
(6) exhorting others to philosophy; (7) examining the
lives of others; (8) attaining moral knowledge.
John Dewey - education is life itself and a continuous
reconstruction of experience for social efficiency.
The parson of practical (functional) psychology and
was principal delegate of the progressive association
in the US education throughout the first half of the 20
th century declared
Francis Wayland Parker - as father of progressive ed
ucation
Robert Hutchins- author of the Great Conversation
George Counts – Social Reconstructionist
Burrhus Frederic Skinner – Instrumental/Operant Co
nditioning Theory
Edward Lee Thorndike - formulated the three laws of
learning: readiness, reading exercise and effect
Formulated the Theory of Identical Elements, Law of
Belongingness
Ivan Pavlov - Russian physiologist who formulated th
e Classical/Respondent Conditioning Theory
Alfred Binet - author of the intelligence test
Albert Bandura - Social Learning theory, observation
al theory, self-efficacy theory
David Usubel - the proponent of meaningful learning
Herbart – Law of Apperception
David Hume - argued that there are only two kinds of
reasoning: probable and demonstrative
Blaise Pascal - a French mathematician, physicist, in
ventor, writer and Christian philosopher.
Michel de Montaigne - was one of the most influential
writers of the French Renaissance, known for popula
rizing the essay as a literary genre.
Sextus Empiricus- a physician and philosopher, and
has been variously reported to have lived in Alexandr
ia, Rome, or Athens. His philosophical work is the m
ost complete surviving account of ancient Greek and
Roman skepticism.
Immanuel Kant- advocate of transcendental idealism,
Law of Association
Carr - Law of Intensity
Ebbinghaus – Law of Forgetting
Clark L. Hull – Hull’s Drive Reduction theory means
learning as response reinforcement occurring as a re
sult of drive reduction.
Kurt Levin – Topological theory and vector theory
Charles Judd – Theory of generalization
Jerome Bruner - initiated the thought of discovery le
arning. Theory of Instrumental Conceptualism
Wolfgang Kohler, Max Wertheimer, Kurt Koffka – Ge
stalt theorists (theory of configuration)
St. Albert the Great - teacher of St. Thomas Aquinas
St. Thomas Aquinas - famous student of St. Albert t
he Great. Italian Medieval Theologian
Philosophical Orientation: Christian theology and Ari
stotelian (realist) philosophy
St. Dominic - a well educated Spaniard who founded
the Order of Preachers in 1216
St. Ignatius of Loyola - a Spanish knight from a local
Basque noble family, hermit, priest, and theologian,
who founded the Society of Jesus.
Benjamin Bloom – Mastery Learning Model. He belie
ves that teaching begins with the delivery of knowled
ge to comprehension, application, analysis, and synt
hesis. The end goal of this model is mastery; and th
us incorporates the value of education.
John Locke- Father of English Empiricism- Tabula ra
sa - mind is blank at birth- secondary qualities are qu
alities that we impose on an object: color, smell, text
ure, etc.
Francis Bacon- formulated Induction , a response ag
ainst deductive logic. Known by his fundamental th
esis in education known as, “Knowledge is power.”
Francis Fenelon - a French Roman Catholic archbish
op, theologian, poet and writer.
John Baptist de la Salle - a French priest, education
al reformer, and founder of the Institute of the Brothe
rs of the Christian Schools. He is a saint of the Roma
n Catholic church and the patron saint of teachers.
Henry Newman- was an important figure in the religio
us history of England in the 19th century
William James - an American philosopher and psych
ologist who was also trained as a physician. The first
educator to offer a psychology course in the United S
tates.
E. C. Tolman - Purposive Behaviorism
Maria Montessori - known for her philosophy: Respe
ct for the child’s individuality and encouragement of h
is personal freedom, a doctor of medicine who first tu
rned to educate handicapped and underprivileged yo
uth and later introduced a new pedagogy for teachin
g young children. This new pedagogy is characterize
d by freedom and individually prepared environment
and specific goals of developing the child.
Froebel- originated the concept of kindergarten or th
e father of kindergarten
John Watson - development does not proceed throug
h a series of stages, instead he pointed that develop
ment is a continuous process marked by the gradual
acquisition of new and more sophisticated behavioral
patterns or habits
Eric Erikson - proponent of the Theory of Psychosoci
al Stage of Human Development
Kohlberg - Theory of Moral Development of Humans
Thomas Hurley - coined the term agnosticism meani
ng not being able to know
Sigmund Freud -believed that all human being pass t
hrough a series of psychosexual stages of developm
ent
Jean Piaget - the exponent of the Cognitive Theory o
f Human Development
Jesus Christ -greatest Teacher of all time
William James - American psychologist and philosop
her who coined the term self-esteem as one of the ol
dest concepts in psychology.
Freire -celebrated for his strike on what he describes
the banking concept of education where the learner i
s believed to be a blank account to be stuffed by the
mentors
Lewis Terman - major proponent of Stanford-Binet In
telligence Scale which was published in 1916
Pedro Poveda - proposed the idea of what we descri
be today as Faculty Development Program
Charles Horton Cooley - advocate of self-concept ide
a
Edmund Husserl- founded that phenomenology pro
motes the idea that the natural world is largely shape
d by the human mind
Kierkegaard and Nietzsche - generally considered as
the Fathers of Existentialism
Thomas Reid - founder of the Common Sense Schoo
l of Philosophy
Karl Marx -author of the Communist Manifesto (1848
)
Rene Descartes -often called the father of Philosoph
y; his most important works are Principles of Philoso
Direction: Analyze the questions thoroughly and com
phy, Discourse on Method and Meditation
ment the CORRECT answers. ☺😉👍👊
John Donne -English poet who wrote “No man is an i
sland” I will reveal the answer after an hour with RATIONAL
E. ☺😉👊
Pierre Laplace -formulated Divine Calculator which is
a mathematical physicist of all sorts knowing the velo God bless teachers! 🙏☝
cities and positions of all the particles in the world at
a particular instant, could calculate all that had happe
ned and all that would happen 💓💓💓 CORRECT ANSWER
Thomas Huxley - asserted the propositions God exis
ts and God does not exist are meaningless
1. It refers to the nature of child, his psychological an
Kung Fu- Tsu – considered Ancient China’s greatest
d physiological endowments?
philosopher
A. Starting Principles💓💓💓
Kalki -a messiah in Hindu which will make his appear
ance on a white horse and brandishing a flaming swo B. Guiding Principles
rd and that this savior will save the righteous and des
troy the wicked at the end of the 4th world period C. Assessing Principles

Adolf Hitler -Everyone in Germany is a National Soci D. Ending Principles

alist the few outside the party are either lunatics or i
diots
RATIONALE: Types of Principles of Teaching; Starti
Abraham Maslow-The great cause of much psychol ng Principles-nature of child, Guiding Principles-meth
ogical illness is the fear of knowledge of oneself, of o ods of instruction, Ending Principles-education aims
ne’s emotions, impulses, memories, capacities and p and objectives
otentialities of one’s destiny
William Graham Sumner - coined the world Ethnocen
tricism 2. According to him, intelligence is the ability to adjus
t to new environment?
Auguste Compte -French founder of Positivism who
believes that individuals had a moral obligation to ser A. Stern
ve the interest of others for the greater good of huma
nity- Termed the word Sociology B. Colvin💓💓💓

Thomas Hobbes - authored the Leviathan, great poli C. Terman

tical treatise
Johann Heinrich Pestalozzi - developed the object le
sson method wherein it use concrete objects as the b
asis of form, number and name of lessons
Sophists members of a group of itinerant educators
in Ancient Greece during the period from 470 to370
BC who emphasized rhetoric, public speaking and ot
her practical skills
D. Gardner
RATIONALE: Colvin-ability to adjust new environmen
t, Stern-general capacity of an individual consciously
to adjust his thinking to new requirements, Terman-a
bility to learn in abstract ideas,
Gardner-MI

Ausubel - Expository testing

David MC Clelland - Need Achievement Theory 3. According to Thorndike's Classification of Intellige
nce, it is a capacity o respond symbols, letters, etc.?
Robert Gagne -advocated the employment of the tas
k analysis model in teaching A. Abstract💓💓💓

B. Mechanical
C. Concrete
D. Social

RATIONALE:Abstract-symbols, letters
PRINCIPLES OF TEACHING
Concrete or mechanical- capacity to manipulate and
dea with things such as art and music, Social-deal wi
8. Level of questioning uses "tying up" questions, wh
h other people
at is it?
A. Critical
4. It is the blending sensation caused by the profoun
B. Interpretative
d and widespread changes in the body?
A. Manipulation C. Integrative💓💓💓

B. Imitation D. Comprehensive

C. Emotion💓💓💓
RATIONALE: Integrative or application-tying up ques
D. Play
tions, compare and contrast, synthesized, Critical-opi
nion, reaction, fact or opinion, determined relevance,
Interpretative-think and search questions, Comprehe
5. He states that the mind has mental power such as
nsive-explain, predict
memory, reason, judgement, etc. ?

A. Cristian Wolf💓💓💓
9. It is a starting point of learning.
B. Thorndike
A. Lesson Plan
C. Watson
B. Objective
D. Pavlov
C. Questioning💓💓💓

D. Motivation
RATIONALE: Wolf-mind theory, Thorndike-connectio
nist Theory, stimulus and respond, Watson-behaviori
st, learning is any change in behavior, Pavlov-classic
RATIONALE: Questioning-people learn because the
al conditioning
y ask questions, Lesson Plan-statement of objectives
and methods to be used, Objectives-component of le
sson plan (SMART)
6. It is a natural desire of the individual to learn?
Motivation-under learning activities.in LESSON PLA
A. Extrinsic
N
B. Learning by conditioning
C. Insight
10. This is obtained from the sweet smile of the child
D. Intrinsic💓💓💓 who was helped from his daily contributions to the cl
assroom?
A. A process of praise and encouragement
RATIONALE: Entrinsic-natural desire, Extrinsic-rewa
rds and punishment, Conditioning-classical and oper B. An artistic achievement
ant conditioning, Insight-higher level of trial and error C. Self satisfaction and fulfillment💓💓💓

D. A process of transformation
7. It is a response which has been exercise and rewa
rded most recently is the one which likely to occur?
RATIONALE: Satisfaction and fulfillment-respond of t
A. Law of Recency💓💓💓 he child SWEET SMILE, Praise and encouragement-
B. Law of Effect includes loving, disciplining, helping, guiding, Artistic
Achievement-animation, creative
C. Law of Exercise
Transformation-guiding the child from legend to truth,
D. Law of Frequency unknown to known

RATIONALE: Recency-response which has been ex #September2016LETpassers

ercise and rewarded most recently, Effect-stimulus a
nd response, Exercise-repetition of a response, Freq
uency-often the response is repeated the greater its t
endency to use when right situation occur