Professional Education Reviewer

P ro fe ssio n al E d u catio n

Foundations o f Education Prepared by: Prof. Maville Alastre-Dizon

Competencies: 1. Interpret educational problems in the light of philosophical and legal foundations of education.

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2. Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change. •.

Prof, M aville.Alastre-Dixon

F o u n d atio n s o f Ed ucatioo t&BSBSBBS

PART I - CONTENT UPDATE I.

HISTORICAL FOUNDATIONS

1. EARLY CONCEPTIONS OF EDUCATION 1.1. EduntlorifffGdnfom i^/FM m f^Educaaon Aims: To survfve and to conform to the tribe to which they belong Contents: Practical and Theoretical Education Methods: Tell me and show me, trial and error, enculturation, indoctrination Proponents: Primitives 1.2. Education for the Preservation of Social Stablflty/Oriental Education Aims: To Impress traditional Ideas and customs In order to maintain : and perpetuate the long established social ortier Contents: Moral and Theoretical Training llniM»«i4> Imllwrtiiit ionmnnn nil i »i Memoos: tnwHuon, mofnoftzsuon Proponents: Orientals (Chinese, Indians, Egyptians) 1.3. Education for the Developn^ of Individuality/Greek Education Aims: To promote Individual success and welfare through the harmonious development of the various aspects of human personality Spartan: To develop a good soldier in each citizen Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness Contents: Spartan- Military and physical training Athenians- Liberal education Methods: AlhMiian> Prlndple of Spartan- Competition and rivalry Proponents: Greeks 1.4. Education for Utilitarianism/Roman Education . Aim: To educate the Roman youth for realizing national ideals Content Physical training (martial arts, use ofWar ___ ;___ «_________________ ______* PHD LET Reviewer

Fo u n d atio n s o f E d u catio n

weapons) Methods: Elementary - memorization, imitation Secondary - literary exercises, intensive drill'on speech, grammar proponents: Romans 2. MODERN CONCEPTIONS OF EDUCATION 2.1. Education for Rich, FuHLife / Italian or Individualistic Humanism Aim: To secure rich and full life for each individual through contacts with the ancient Contents: Gramma’, Literature and Mathematics Methods: Text study, written themes, self-activity and self-expression Proponent: Vittorino da Fettre 2.2. Northern dr Social Humanism Aim: For social reform Contents: Classical and biblical literature (Religious) Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards Proponent: Desiderius Erasmus 2.3. Reformation Aim: Religious mora»sm Content Physical education, Character education. Math, History, Science Methods: Memorization, religious indoctrination Proponent: Martin Luther 2.4. Counter-Reformation Aim: To develop an unquestioning obedience to the authority of the church Content 4R’s (religion included) Methods: » adapting the losson to the abilities, needs,.and interests ofchildren * reviewing the previous lessons ♦ repetition for mastery PNU LET Reviewer

P ro fe ssio n a l E d u c a tio n

2.5.

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♦ memorization with understanding ♦ use of textbooks Proponents: Christian Brothers, Jansenists, Jesuits Education as Training of the Mind / Formal Discipline Aims: Totrain the mind through rigorous exercises in order to develop intellectual capacities To form character (mental, physical and moral) Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and moral (good conduct) Methods: Formal- sensation, memory and reasoning, Drill method Proponent John Locke Rationalism Aim: To enable man to think for themselves Contents: philosophical/scientific knowledge, ethics and morality Methods: critical analysis, application of reason Education in Harmony with Nature / Naturalistic Conception of Edu­ cation Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man Contents: Holistic education (physical, moral, intellectual) Proponent: Jean Jacques Rousseau Education for Patriotic Citizenship / Nationalistic Conception Aim: To develop military preparedness and aggressiveness for the preservation and glorification of the State Content Social Studies Methods: Practical Education as Psychological Development Aim: To direct and control growth and development through appro­ priateeducatignat procedures JOHANNHEINRICHPESTALOZZI-Social regeneration of humanity FRIEDRICHFROEBEL - Development of the child JONATHANHERBART- Moral development Prof. Maville Alisrre-Diy.on

P ro fe ssio n al E d u catio n

EQWARDLEE THORNDIKE- realize the fullest satisfaction,of human wants •Contents: Math, science, language, arts, history, literature Methods: Principles and Laws of Learning 2.10. Education as a Scientifically Determined Process Aim: To mate education a science Content Science. Methods: Experimental, problem-solving, scientific method and research. 2.11. Education as Social Reconstruction / Social Experimentalism Aim: Prepare for a progressive rebuilding of the social order Content Social Studies; Intellectual - critical examination of the social conditions and social problems Civic - intelligent participation and cooperation in civic affairs Vocational - social relationships ofone’s Job Methods: Guidance (including social guidance), intelligent and co­ operative participation; Field Trips, Directed Classroom Study (community life)

II. PHILOSOPHICAL FOUNDATIONS 1. MAJOR PHILOSOPHICALTHOUGHTS 1.1. Idealism ' - '■ fi'x C O ♦ adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super or supra-natural realm ♦ idealists believe that Ideas and knowledge are enduing and can change fives Aims: ♦ to develop the individual spiritually, mentally, morally ' (mind, soul and spirit) __________ Prof. Mavilie Alastrc-Dizon

Fo u nd atio ns o f E d u c atio n

♦ to discover and develop each Indvidual's abilities and full moral excellence in order to better serve society Methods: Critical discussions, lecture, Socratic method, introspec­ tion, imitating models, reflection/reflective thinking, Content: Literature, History, Philosophy, and Religion The Learner: ♦ imitates the teacher who. is an exemplar of an Ideal person ♦ tries to do the very best he can and strive toward per­ fection The Teacher: ♦ excellent example/ role model for the student - intellec­ tually and morally ♦ exercise great creative skill In providing opportunities for the learners' minds to discover, analyze, synthesize and create applications of krwwtedge to life and behavior ♦ questioner- encourages students to think and ask more questions and develop logical thinking The School: ♦ train future leaders ♦ develop morality and to distinguish right from wrong ♦ maintain and transmit values ♦ place emphasis on developing the mind, personal disci­ pline, and character development Proponent Piato - "In order to know something, we need-to withdraw from the use of our senses and reiy on a purely intellectual approach*. 1.2. Realism ♦' Stresses that the world is made up of real, substantial and material entities , ♦ Knowledge is derived from sense experience. Aim: To provide students with essential knowledge to survive the . natural world PN U L E T Reviewer

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Foundations o fE d u c a t io n

Methods: lectures, demonstrations, and sensory experiences, Inductive logic Content: Science and Mathematics The Teacher: ♦ a guide,' a demonstrator, who has full mastery of Ihe knowledge of the realities of life ♦ requires the learner to recall, explain, and compare facts; to interpret relationships, and to infer new mean­ ings ♦ rewards the success of each learner and reinforces what has been learned ♦ utilizes learner's interest by relating the lessons to the learner's experiences, and by making the subject matter as concrete as possible The Learner: ♦ sense mechanism, a functioning organism which, through sensory experience, can perceive the natural order of the wortd. ♦ can team only when he follows the laws of learning The School: ♦ transmits knowledge ♦ classrooms are highly ordered and disciplined Proponents:Aristotle,Harbart,Comen/us . •. -L . 1.3. Pragmatism/ExperimentaHsm * ♦ Pragmatists believe that the curriculum should reflect the society, emphasizing the needs and interests of the •children. : Aim: To teach students how to think so that he can adjust to the demands of an ever changing world Content: Practical and utilitarian subjects Methods: Project method, free and open discussion, individual • problem-solving research

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P ro fe ssio n a l E d ucatio n

The Learner: • • ♦ learn from experiences through interaction to the. en­ vironment The Teacher: ♦ capture the child's interest and build on the natural mo­ tivation ♦ use varying teaching methods to accommodate each individual learning style ♦ helper, guide, and arranger of experiences Proponent John Dewey 2. MODERN PHILOSOPHICAL THOUGHTS 2.1. Perennialism -tii^ L c £■ ♦ Knowledge that has endured through time and space should constitute the foundation of education ♦ Perennjalists believe that when students are immersed in the study of profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. Aim: To develop power of thought Proponent: Robert Hutchins TheTeacher: ♦ Interprets and tells eternal truth ♦ spends more time teaching about concepts and explaining how these concepts are meaningful to students The Learner: Passive recipients _ . v 2.2. EBMfltfafem - • • ♦ Teaching the tjasic7essentta) knowledge and skills Aim: To promote the intellectual growth of the learners. Proponent: William Bagley The Learner: * . ♦ receives instruction in skills such as writing, reading, measur&nent/arithmetic (3Rs) Prof. M iville Alaj.rre-Dfcr.on

P ro fessio n al Education

•The Teacher: . • ♦ focuses heavily on achievement test scores as a means of evaluatingprogress. 2.3. Progressivism ♦ Education is always in the process of development ♦ Focused on the whole child aod the cultivation of indi­ viduality ♦ Centered on the experiences, interests, and abilities of students ♦ ProgressMsts strive to make schooling both interesting and useful. Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment Proponents: John Dewey.Johann Pestalozzi The learner: ♦ Learns through experiences, by doing The Teacher: ♦ plans lessons that arouse curiosity and encourage the students to develop a higher level of knowledge 2.4. Existentialism ♦ Man shapes his being as he lives. ♦ Knowledge Is subjective to the person's decision, and varies from one person to another. Aim: To train the individual for significant and meaningful existence Proponent: Jean Paul Sartre The Teacher: ♦ Assists students in their personal journey ♦ Aids children in knowing themselves The Learner: ♦ Determines own rule 2.5. Social Reconstructionism ♦ Emphasizes the addressing of social questions and a quest to create a better society i Prof.MavilleAlastre-Dir.on

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Fo u n d atio n s ofEcJucacion

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Social reconstructionists believe that systems must be changed to overcome oppression and improve human conditions. * Curriculum focuses on students' experiences Aim: Education for change and social reform Proponent: George Counts The Learner: ♦ takes social action on real problems such as violence, hunger, international terrorism, Inflation, discrimination and inequality, and environmental problems The Teacher: * Uses community-based learning and brings the world into the classroom }. EASTERN PHILOSOPHIES 3.1. Hinduism * Emphasizes a commitment to an ideal way of life char­ acterized by honesty, courage, service, feitft, self-cootroi, purity and non-violence which can be achieved through YOGA Proponent: Mahatma Gandhi Hinduism in Education: ♦ The teacher shows the way and imparts knowledge by his own example, responsible for the students' spiritual welfare. ♦ The students aim to remember everything by heart and gain mastery of every subject learned. * Teaching methods are oral and memory intensive, dis­ cussion and debates 3.2. Buddhism ♦ Believes in the FOUR NOBLETRUTHS ♦ Believes In the LAW Of KARMA Proponent; Siddharta Gautama

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F o u n d a tio n s o f Education

Buddhism in Education:. ♦ Education Is rooted on faith ♦ Continuing educational astern- to receive additional teaching and learn from each other during class dis­ cussions • 3.3. Confucianism Teaches moral He through devotion to the family, loyalty to Vie elders, love of learning, brothertwod, civil service, and universal kwe and justice. Stresses the FIVECARDINALVIRTUES (benevolence, righteousness, pro­ priety! wisdom and sincerity). Proponent Confucius Confucianism in Education: ♦ CM service exams ♦ Religious rituals in the schools 3.4. Taoism TAO: a way of life, a philosophy advocating simplicity, frugality, and the Joys of being close to nature and being in harmony with the whole universe Strongly believes in WUWEI (Let things come naturally.) Proponent: Lau-Tzu Taoism in Education: ♦ Taoist ethics emphasize compassion, moderation and humility. ♦ Physical exercises involve slow arid controlled body movements to achieve mental stillness. 3.5. Zen Buddhism (Japanese version) ♦ Belieyes in the THIRD EYE(to see things which are invis­ ible,to the naked eyes and to get attuned to the things around us). ♦ Encourages meditation (mind-awakening). ♦ Teaches that the entire universe Is one’s mind, and if _ one cannot realize enlightenment in one's own mind now, one cannot ever achieve enlightenment. .

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P ro fe ssio n a l E d u c atio n T

3.6.

Islam Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and • pilgrimage). Proponent: Muhammad / Mohammed Islam in Education: ♦ Useful knowledge is necessary for the benefit of the self . and of humanity. ♦ A truly Islamic government is required to provide all means to promote adequate education for its citizens, to the best of Its ability.

III. PHILIPPINE EDUCATIONAL SYSTEM Education during the Pre-Soanish Period Aims: For Survival, Conformity, and Enculturation Contents: Informal Education, Religion-oriented Methods: tell me and shew me, observation, trial and error Education during the Spanish Period Aim: Topropagate Christianity Contents: Religious Education, Vocational courses Methods: Dictation and memorization *■ The vernacular was used as the medium of instruction in the parochial schools. ♦ The religious orders introduced the parochial school. * Education Is suppressed, exclusive (for the elite), and a inadequate. Education during the Amartean Period . Aim: To teach democracy as a way of life Methods: Socialized recltatton.Student's participation Contents: Reading, writing, arithmetic, language, GMRC, civics, hy­ giene and sanitation, gardening, domestic science, American . ' ■ History, and Philippine history * . ssssagsssass&aaasBsaBgHBBCsaasaaMBnMMammMEnHMBMaaoRSMsBEasnssMaaBssMsnBSBaaaEssEaB

Prof, Mavitle AlastroDi/.on

P ro fessio n al E d ucatio n

♦ Fprmal Education was established. ♦ Education during the Commonwealth Period (1935 1942) Aims: (as provided for in the 1935 Constitution) ♦- to devetopmoral character, personal discipline, ciyk ' conscience, and vocational efficiency ♦ to teach the duties of citizenship ♦ to continue the promotion of democratic ideals and wa; of life. Content- Character education and citizenship training. ♦ Education under the Commonwealth helps prepare fo the coming independence of a new Filipino nation. Education Purina the Japanese Era (1943-45) Alms: To strive for the diffusion of the Japanese language in the Philippine: and to terminate the use of the English language in schools To stress the dignity erf manual labor Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and singing Japanese songs, health/vocational education Education Purina the Republic (1943-1972) Alms: ♦ Full realization of the democratic ideals and way of life ♦ Promotion of equal educational opportunities for all Contents: ♦ Social orientation as manifested by the conservation ol the Filipino heritage ♦ fra/ning for occupation ♦ promotion of democratic nation building . ♦ a new thrust on community development Education Purina the New Society M972-19861 Aim: For national development

Prof. Maville Alastrt-Dizon

F o u n d atio n s o f Education

♦ Curricular changes in Elementary Education a) focused on the 3fis b) integration of values in all learning areas c) emphasis on mastery learning . ♦ Curricular changes in Seawdary Education a) Increased in time allotment b) YDTand CAT introduced as new courses c) Elective offerings as part of the curriculum ♦ Made education relevant to the needs of the changing world ♦ Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning areas Aims of education in the Philippines based on the 1973 Constitution: ♦ Foster love of country; ■ teach the duties of citizenship; and ♦ develop moral character, self-discipline, and scientific, technological and vocational efficiency Education Purina 1986-2000 Aim: To promote national development and values education ♦ The national government appropriates the highest bud­ getary allocation to education ♦ Promotion and improvement of the public school teach­ ers ♦ Implementation of NESC-addressed to civic, intellectu­ al, and character development of the child. Its features are: - Emphasis on mastery learning; Focused on fewer learning areas - Focused on the development of the 3Rs - Emphasis on the developrnent of intellectual skills which are as important as work skills - Multi-disciplinary treatment of curriculum content . *

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fo u n d a tio n s o f E d u c a tio n

- Student-centered - Cognitive-affective manipulative based curriculum - Values education offered asseparate subject area - Emphasis on Science and Technology - Bilingual policy - Entyhasls on Critical linking ♦ The Congressional Commission on Education (EDCOM), In Its report In 1991, recommended the following: a) trifocalizatfon of DECSInto the Department of Education (DepEd), Technical Education and Skills DevelopmentAuthority (TESDA), and Commission on Higher Education (CHED); b) establishment ofTeacher Education Council and Centers of Excellence; c) professlonaBzation of teachers; and cQ Technical-Vocational Education retorn. Education Purina the 21stCenturv Aim: To provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens. ♦ RepublicAct 9155 (Governance of Basic Education Act), was passed transforming ihe name of the Department of Education, Culture and Sports (DECS) to the Depart­ ment of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). The act provides the overall frame­ work for: - school head empowerment by strengthening their leadership roles * school-based management within the context of trahsparency and local Accountability. The KM2 program • ‘ ♦ implementation started on SY 2012-2013 C F M p w irI FT BnvlflW fir

P ro fe s sio n a l E d ucatio n

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kindergarten is now a part of the compulsory education system * a new curriculum for Grade 1 and Grade 7 pupils and students, respectively was introduced bySY 2016-2017, Grade 11/Year 5 w ill be introduced, and Grade 12/Yfear 6 by SY 2017-2018; * the phased implementation of the new curriculum will be finished by the SY 2017-2018

IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION Sociology • The science of man and society • Study of patterns of human behavior • Study of groups and societies and how they affect the people Society - a group of organized individuals who think of themselves as a distinct group, and who live together sharing the same culture occupying the same territory, who interrelates and Interacts with one another, recruits itsmembers by inter group sexual reproduction and has a shared comprehensive culture, with common shared attitudes, sentiments, aspirations and goals Socialization ♦ A process of adapting or conforming to the common needs and interests qf a social group » A process whereby People ieam the attitudes, values and actions appropriate to Individuals as members of a particular society, where a member of a group learns • and internalizes the norms and standards of the other member ameng whom she/he lives

Prof. Mavilie Alasrre-Di/.on

P ro fessio n al E d ucatio n

Agents of Socialization: a) Family - smallest social institution whose members are united by blood, marriage or adoption, constituting a household and having a common culture. . b) School / Education - established by society for the basic encultur- ation of the group; an agency which makes student learns how to value oneself and eventually others; an agency organized by society for the basic function of teaching and learning. c) Church d) Mess media Institutional Group Agencies for Education Three (3) very important groups that serve as agencies for learning:

1. Family • smallest social institution Educative Functions of the Family (Home) • Health Education -proper food to eat, proper hygiene • Ethics, Morality, Religion - spiritual, moral, and desirable social values - Socialization - rotes and status in society • Psychomotor and manipulative skills-how to walk, dance and to use prop­ erly kitchen tools, utensils, etc. • Recreational skills • Academic-reading, writing, arithmetic 2. School • an Institution, center of learning, established by society in which the accu­ mulated experiences of the past generations are passed on to the incoming generation by means of systematized programs of instructions.

Roles of the School: 1) The school as an agent of socialization » Children learn how to get along with other students in the school. m Social ethics are taught in the schools. ■» The student government trains the students to become good leaders and followers. Prof. M avillc Alasrrc-Dixon

Fo u nd atio ns o f E d u catio n

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The school prepares the IndWdua) to become worthy members of the society by making them aware of their responsibilities. 2) The school as an agent of cultural transmission • Culture can be transferred through: a) Enailturatkm - the passing on of group's custom, beliefs and tra­ ditions from one generation to the next generation b) Acculturation - teaming other culture; the passing of customs, beliefs and tradition through interaction/reading/inter marriages, etc. » Values and attitudes formation are easily transmitted through lessons provided by the teachers. » Culture can be transmitted through field trips, experiential learn­ ing, experimentation, group dynamics, cooperative learning, peer learning, rote playing and dramatization. *» Knowledge about the latest development in science and tech­ nology, and about the nations and people of the world can be acquired through different learning activities. 3) The school as an agent of cultural change ■» Cultural changes are best discussed in the school. 4) The school as agent of modernization • Educational systems are focused on future needs of the stu­ dents. ■* Changes which are mostly attempts to modernization are being. discussed in the school. » The elements of cultural change which lead to modernization: - Development of oral and written communication and other modern means of communication - Improvement of science and technology in all fields 5) Other functions of the schools: «* Serves as a multi-purpose institution » Provides .training of the mind, teaches the basics PNU L E T Reviewer

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» Develops problem solvingand critical thinking » Promotes social integration, enculturation and cultural perception » Accelerates adjustment of society 3. Church • a lifetime school of teaming Education from the Church (through the bible): * History Ex: Persia (now Iran), Mesopotamia (now Iraq) Prophecies Ex: Earthquake, Famine, Calamities s Divine Values Ex: Love, Hope, Faith, Wisdom Sociology of Education - provides a study of the relationships between society and the educational processes which contribute to the analysis aid solution to problems con­ fronting the educational system. M u m lm ■ science that studies the origin and development of man, his work and achievements which includes the study of physical, intellectual, moral, social and cultural development of man, including his customs, mores, folkways and beliefs Culture • The shared products of human learning, the set of learned behaviors, be­ liefs, attitudes, values, and ideals that are characteristics of a particular society or population .■ The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other capabilities and habits acquired by man as a member of society

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P ro fessio n al Ed ucatio n

Characteristics.of Culture: CULTURE is • Transferable ■ Continuous ■ Symbolic

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• Dynamic • Shared ■ Adaptive

■ Learned • Universal ■ Borrowed

Elements of Culture Language - an abstract system of word meanings and symbols for aU as­ pects of culture; the foundation of culture; verbal and nonverbal Norms - are established standards of behavior maintained by a society; it must be shared and understood Sanctions-penalties or rewards for conduct concerning social norms a) positive sanctions- pay, promotion, medals, word of gratitude b) negative- fines, Imprisonment, threats, stares, ostracism Values - are collective conceptions of what is considered good, desirable and proper or bad, undesirable and Improper in a particular culture. Change • An enduring force in history; is inevitable, takes place from time to time • The adjustment of persons or group to achieve relative harmony Forms of Change: a) Cultural change - refers to aUalteration affecting new bait or trait complexes to change the culture’s content and structures b) Technologicalchange - revision that occur in man's application of his technical knowledge and skills as he adopts himself to environ­ ment Examples offechnotogical changes in education: . . ♦ Introduction of new methods of learning ♦ Vocational education, computer education, and practical arts in the curriculum . ♦ Inclusion of information and communication technology in the curriculum • Prof, Maville Ala.srrc-Qi7.0n

Professional Education

ssEassmssasamaeassasanaBssBs c) Social change - refers to the variation or modifications in the patterns of social organization, of such groups within a society or of the entire society Exampleof social changes in education: * Revival of nationalism themes in literature, music and arts,ete. • Anthrooolooical-Sociolooical Implications to Education: • The curricular program of all learning institutions should be examined by the Commission on Higher Education (O fD ) and the Department of Edu­ cation (DepEd) so that those w ill be responsive to the needs of the society. • Parents should be involved In the school projects and activities, and in enculturatlon and socialization processes. SOCIAL CONCEPTS: 1. Values ■ generally considered as something - a principle, quality, actor entity - that is intrinsically desirable 2. Justice ■ giving others what is due to them; rendering to every man that exact mea­ sures of his due without regard to his personal worth or merit 3. Freedom, Rights arid Responsibility ■ Freedom is not absolute, it is not doing something without restrictions or . reservations or interference and influence of others. • Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something that is owed or due to others. ■ Rights and responsibility come in pairs. If one waits more'rights and free­ dom, s/he shall also have to. accept more responsibility. A right is abused when it Interferes with the rights of others ■ The reciprocation of rights and duties is the true foundation of social order. • Duties - refer to those tha't are due justice, to another individual or collec­ tive persons and to God. Prof. Mavilie Alasvrc-Dixon

F o u n d atio n s o f E d u catio n

■ Authority- refers to the right given to give commands, enforce Jaws, take action, make decisions, and exact obedience, determine or judge . • Accountability - means to be answerable for; emphasizes liability for some­ thing of value either contractually or-because of one's position of authority • Responsibility - refers to trustwerthy performance of fixed duties and con­ sequent awareness of the penally for falure to do so. 4. Ethics/Moral law . Ethics Is based on one's station in life: to each station corresponds a certain behavior according to which a person must five. THEORIES OF ETHICS: 1) Coosequentiaflsm - claims that the morality of an action is deter­

4) 5) 6)

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mined by its consequences a) Hedonism - views that only pleasure is good as an end; pleasure is the highest good b) Utilitarianism - believes that the greatest happiness of the greatest number is the test of right or wrong c) Self-reallzationism - holds that the ultimate end ids the full development or perfection of the self Non-consequentialism - claims that the morality of an action de­ pends on its intrinsic nature or on its motives' Divine Command Theory - claims that the morality of an act de­ pends on whether it is in accordance with the will of God Categorical Imperative Theory - holds that fa one's action to be morally right, s/he must be willing to have everyone act In the same way Egoism - claims that an action is right only if It is in the interest of the agent Situation Ethics - claims that the morality of an action depends on the situation and not on the application of the law Intuitionism-claims that one's knowledge of right and wrong is im­ mediate and self-evident PN U L E T Reviewer

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10) Emotive Theory -* claims that moral judgmente do not'state anything that is capable of being true or false but merely express emotions like oaths or exclamations 11) Ethical R e la tn ^ -holds the view that there is no one correct moral code for all times and peoples, that each group has its own morality relative to its wants

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P ro fe ssio n a l E d u catio n

PART II - ANALYZING TEST ITEMS

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D ire c tio n s: Read and analyze each Item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. e1. The Department of Education gives greater emphasis on the development of basic skils. What is the philosophical basis for this? Essentiallsm C, Perennialism a. Existentialism 0. Pragmatism The correct answer Is A-Essentialism which focuses on basic skills and knowledge. Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of the children. • 2. Teacher M views his students as unique, free-choosing and responsible individuals. AH classroom activities revolve around the said premise. What theory underlies this? A-Essentialism C. ProgressMsm ^B/Existentialism D. Realism The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option | A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism focuses on the whole child and the cultivation of individuality. Option D-Realism emphasizes that knowledge is derived from sense experience. 3. Religious rituals in the classroom and in the school programs prove the deep natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this tradition? k Buddhism , C. Hinduism ( g ) Confucianism D. Islam

Prof. MaviUe Alastre-Oizon

P ro fe ssio n al E d u catio n .

The correct answer is B-Confucianism which advocates the religious rituals in the schools. Option A-Buddhism influences the idea on continuing educational system. Option C-Hinduism emphasizes a commitment to an Meal way of life. Option D-lslam advocates that useful knowledge is necessary for the benefit of the self and of humanity. 4. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught? A. Taught in the students' native dialect B. Taught interestingly through the play way method C. Related and linked to the events happening in everyday life D. Practiced at home under the guidanceof their respective parents The correct answer is C. Utilitarian education focuses on the usefulness of the | lessons to the daily life of the students. Options A, B, and D do not adhere to | utilitarian education. I 5. Which influenced the military training requirements among students in the secondary and tertiary levels? Chinese C. Orientals (O G ree ks D. Romans The correct answer is D-Greeks. They focus on military training. Option A-Chinese focuses on the preservation of culture. Option C-Otlentals focus on preservation of social stability. Option D-Romans focus on the usefulness of the individuals. 6. Which philosophy has the educational objective to indoctrinate Filipinos to accept the teachings of the Catholic church which i ...................iGod? A. Realism B. Pragmatism D. Existentialism 7. Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty consistent with the good and beauty in God. What philosophy supports this? • C. Progressivism A: Existentialism B. Idealism D. Social Reconstructionism ProlVMaville A lastre-D iion

- Foundations o f E d u catio n

8. Giving education the highest budgetafy allocation, the Philippine government recognizes the possible contribution of its future citizens to the national de­ velopment goals of the Philippine society. Which stressed tfiis gofil of education for social transformation? A. Athenian education C. Greek education ‘ 8. Followers of Christ. D. Roman education 9; The progressivists emphasized the individuality of the child. What Is the concern of the reconstructionists? . A. Experiential learning (_Qy Social problem B. Socialization 0. Values Education 10. One of the following quotations does not conform to the Christian doctrine of Edu­ cation for Humanitarianism.Which one is it? A. Do unto others as you would like others do unto you. B. Love thy neighbor as thyself. (fTp>Not on bread atone is man to live but on every utterance that comes from the mouth of God. 0. Whatever good things we do to our poor, helpless brothers, we do it for God. 11. Scouting and Citizen's ArmyTraining (CAT) give training in character-building, citi­ zenship training, etc. which leads to the creation of a new social order and a new society eventually. What philosophy supports this? A. Existentialism C. Progressivism B. Perennialism . D. Social reconstructionisni 12. Teacher V demonstrated the technique on how to group students according to their needs and interests and how to use self-paced instructional materials. Which phlosophy is manifested in this activity? A. Essentiallsm C. Realism B. Progressivism 0. Social Reconstructionisin 13. Teacher. G, a Christian Living teacher, puts so much significance on values development and cSsapline. What could be her educational philosophy? A. Idealism C. Progressivism B. Pragmatism D?. Readism'

PNU LET Reviewer

19

F o u n d a tio n s o f Ed ucation '

14. Which one does NOTillustrate the principle that rights and duties are correlative? A .. The right of an unmarried Qregnant teacher to abort her baby in relation to ' . her duty to protect hername and her job as a teacher. B. The right of a state to compel students to military service is reciprocated by the duty of the state,to protect them. C. The right to a living wage involves fte duty ofthe school administrators to give the salary agreed upon and the duty of the teachers to give a fair amount of woric • 0. The right to life of chidren and to be given respect of such right. 15. Why should a teacher take the obligation upon himself to study and understand the custom and traditions of the community where he worths? A. To change the culture of the community. (B ) To have a sympathetic attitude for the people of the community. C. To identify the weaknesses of the culture of the community. D. To please the people of the community. 16. A teacher who is a recognized expert in carpentry works, taught his students how to prepare and construct good and aesthetic furniture from local resources. What cultural transmission process is this? Acculturation C. Indoctrination Enculturation 0. Observation 17. Every first day of the school year, Miss Bautista prepared activities which will make her Grade IHchildren sing, play, learn and introduce themselves to the class. What process did the teacher emphasize? A. Acculturation C. Indoctrination B. Enculturation D. Socialization 18. Which program in the educational system seems to be aligned to the Christian humanitarian principle respect for the human personality? A. The alternative learning system defivery B. The functionaf literacy program for the out-of-school youth and adults C. The promotion of the basic human rights of the Filipino • D.‘ The study ot the Phiiipptne Constitution

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PN U L E T Reviewer

P ro fe ssio n a l E d u catio n

19. With a death threatover his head, Teacher Myra is directed to pass an undeserving student. If she is a hedonist, which of the following yvili she do? A. Don’t pass him, live by her principle of Justice. She wiH get reward, if not in this life, in.the next. B. Don’t pass him. She surely will not like someone to give you a death threat in order to pass. C. Pass the student. That will be of use to her, the student, and his parents. ( d) Pass the student Why suffer the threat? 20. Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of grammar? A. Existentialism C. Pragmatism ( if ) Idealism D .. Realism 21. In a study conducted, the pupils were asked which nationality they would prefer if given a choice. Majority of the pupils wanted to beAmericans. In this case, in v^iich obligation relative to the state are schools seemed to be failing? A. Instill allegiance to the constitutional authorities B. Promote national pride C. Promote obedience to the laws of the state D. Respect for all duly constituted authorities 22. Which subject in the elementary and Ifcewise in the secondary schools are similar to the goal of Rome to train the students for citizenship? A. Communication Arts C. Science B; MAPE/PEHMS ( 6 } THE/TLE 23. Which of the following school practices Is NOTbased on Social Reconstructionism? A. Establishment of SOF B. Exemption of Scouts from CAT C. Promoting culture and arts in schools D. Promoting project WOW

Prof. Maville Alasrrc-Dizon

P ro fessio n al E d u catio n

24. Which of the following is the focus of the Japanese education in the Philippines? A. DenwratJc (deals and nationalism B. Love and service to one’s country C. Religion and love for Asian brothers Development • Involves Increase In the complexity of function and skill progression • The capacity and skill of a person to adapt to the environment • Pertains to the behavioral aspect of growth > Maturation • Consists of changes that occur relatively independent of the environment • Usually considered to be genetically programmed-the result of heredity

> ZPD • Zone of proximal development wherein the child acquires new skills and information with the help or assistance of an adult or an adult peer

> Heredity • The process of transmitting biological traits from parents to offspring through genes, the basic units,of heredity > Environment • Refers to the surrounding condition that influences growth and develop-. ment

Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

P ro fessio n al Education

>

Theory ’ . . • ideas based on observations and other Kinds of evidences which are orga­ nized in a systematic manner ■ Used to exjpiain and predict the behaviors and development of children and

> EthologicalTheory s€ - ^ • Views development In terms of evolutionary concepts ^ v H v v r-e *. > Attachment ■ Refers to the emotional bond to another person • Lasting psychological connectedness between human beings ' . — • An innate human survfvai mechanism • A control system that achieves these specific goals: 1. Helps the infant maintain proximity (closeness to the caretaker) 2. Provides the young child with security as base from which to explore the world 3.. Helps the child regulate his/her emotions • John Bowly focused on how attachment difficulties were transmitted from one generation to the next . _ > Psychosexual Theory — mu r o > r '^ ' • Sigmund Freud’s theory of personality development that focuses on the { changing seat of sensual pleasure of ttie individual Psychosocial Theory — E r ik t r i - Erik Erlkson's theory of personality which focuses on the individual's interactions with the society. 1 ’> Ecological Theory • Eric Brofenbrenner's theory of development in which the process is a joint function of the person and all levels of the environment > Sociohistoric-Cognitive/ Linguistic Theory _ W fs . ■ Lev Semanovich Vygotsky's belief that the child is socially dependentat the beginning of his cognitive life • Development is concerned as dependent on social interaction

Dr. Ciinchica O. Manuel and Prof. Sheila Marie B. Adona

C h ild an d A d o lescen t D evelo p m en t

ENVIRONMENT SYSTEM The Microsystem- the setting In which the Individual lives The Mesosystem- relations between the Microsystems or connections between contexts Exosystem-when experiences in another social setting In whteji the individual not have an active rote influences what s/he experiences in an immediate context -The Macrosystem- involves the culture in which individuals live • Culture refers to the behavior patterns, beliefs and ail other products of a group of people that are passed on from generation to generation. -The Chronosystem- the patterning of environmental events and transitions over one's

THEORIES

0?a B l« c 4 V r> ! 1. Freud’s Psychosexual Development Theory

STAGE Oral

Anal Phallic Latency

Genital

CHARACTERISTICS AGE Center of pleasure: mouth (major source of gratifica­ y » 'i ” "o v J tions and exploration) Birth to 136 y/o Primary need: security Major conflict: weanino v 1 ■■ -I Source of pleasure: anus and bladder {sensual satisfac­ 1)4to3y/o v tion and self-control) Major conflict: toilet training Center of pleasure: child’s genital (masturbation) 4to6y/o Maior conflict: Oedpus and Electra Complex Energy directed to physical and intellectual activities 6 y/o to puberty Sexual Impulses repressed Relationship between peas of same sex i\'. - Energy directed towards full sexual maturity and func­ Puberty onwards tion and development of skills to cope with the. envi­ ronment PNU LET Reviewer

C h iJd an d A d o le sccn t D evelo pm ent

2. Erikson’s Stages of Psychosocial Development Theory I

STAGE

AGE

CENTRAL TASK

(+) RESOLUTION

Birth-18 Trustvs. Mistrust Learn to bust others Infancy months Self control w/o loss of Autonomyvs. self-esteem 1>4to 3 Early Shame and Abity to cooperate and Childhood .y/o Doubt express oneself

H RESOLUTION

Mfs&ust, withdrawal, estrangement GomptAira, s k restraint • or compliance WHuhtss and defiance

Lackof self-confidence Learnsto become Pessimism, fear of assertive Late wrongdoing 3 to 5 y/o Initiative vs. Guilt AbWyto evaluate one's Childhood Over-control and over-re­ own behavior striction Learns to create, develop Lossof hope, sense of and manipulate Developssense of com­ beingmedocre petence and persever­ Withdrawal from school ance *Parents, teachers andpeers 6 to 12 Industry vs. School who support, reward Thom who Ignore, rebuff, Inferiority y/o Age and praise children are deride ttieir effort are encouraging and helping strengthening feelings of children develop their inferiority sense of Industry

Adoles­ cence

26

12-20 y/o

Coherent sense of self Plansto actualize one's abilities ^Seeking to find an iden­ Identity vs. Role tity, adoiesoents try on Confusion manynew roles. If they experience continuity In their perception of self, identity develops.

PNII LET Reviewer

FeeJngsof confusion, indedsiveness and possfcle antl-sodai behavior "Whenthe adolescents fail to developa sense of identify, he/she experi­ encesroie confusion or a "negative Identity".

P ro fe ssio n a l E d u catio n

18-25 Msung’ Adulthood y/o

Intimacyvs. Isolation

Adulthood

25-65 y/o

Generatfvity vs. Stagnation

Maturity

65- y/o to Integrity vs. death Despair

Impersonal relationships Intimate relationship with Ayoidanctfof relation­ another person ship, career or lifestyle Commitment to work commitments and.relationships 'Failure to establish close “Center to intimacy is the and intimate relationship ability to share witfi and results to a feeling of Isolation care for others. Creativity, productivity, concern for others

Self-Indulgence, selfconcern, lack of interests and commitments

Acceptance of worth and uniqueness of one's Sense of loss, contempt own life for others .......... Acceptance of death

3. Havlghurst’s Developmental Stage and Tasks DEVELO PM EN TAL STAGE

Infancy vs. Early Childhood

DEVELOPM ENTAL TASK

• • • • • ■

Eat solid foods Walk Talk Control elimination of wastes Relate emotionally to others Distinguish right from wrong through development of con­ science • Learn sex differences and sexual modesty • Achieve personal Independence ■ Form sim D le concents of social and physical reality

Or. ConcRita O. Manuel and Prof. Sheila Marie B.Xdona

Professional Education

............... ................. > • Learn physical skills required for games • Build healthy attitudes towards oneself • Learn to socialte wtthpeers • Learn appropriate masculine or femln/ne.roie • Gain basic reading, writing and mathematical skills Middle OiMhood • Develop concepts necessary for everyday living • Formulate a conscience based on a value system • Achieve personal independence • Develop attitudes toward social arouos and institutions 1 1A '^ • Establish more mature relationships with same-age indi­ A* viduals of both sexes • Achieve a masculine or feminine social role • Accept own body / ■ Establish emotional independence from parents Adolescence • Achieve assurance or economic independence • Prepare for an occupation ■ Prepare for marriage and building of family • Acquire skills necessary to fu lfill civic responsibilities • Develop a set of values that guides behavior ■ Select a partner • Learn to live with a partner • Starta family Early Adulthood • Manage a home • Establish self in a career/occupation ■ Assume civic responsibilities • Become part of a social group Fulfill civic and social responsibilities. Maintain an economic standard of living Assist adolescent children to become responsible, happy Middle Adulthood adults • •Relate one's partner Adjust to physiological changes 1 Adjust to aging parents * Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona

C h ild a n d A d o lcscciw D evelopm ent

• Adjust to physiological changes and alterations in health status • Adjust to retirement and altered income • Adjust to-death of spouse • Develop affiliation with one's age group • Meet civic and social responsibilities ■ Establish satisfactory living arraraements

Later Maturity

4. Sullivan’s Interpersonal Model of Personality Development 1

DESCRIPTIO N

AGE

STAGE

Infancy

Birth toteyrs

Childhood

1 fcto6yrs

Juvenile Preadolescence

6 to 9 yrs 9to 12 yrs

Early Adolescence 12 to 14 yrs Late Adolescence

14 to 21 yrs

Infant learns to rely on caregivers to meet needs Sdesbes. Child begins toJeattL and.to detayjmmediate gratification of needs & desires Child forms fuifillina deer relationship. Child relates successfully tosame-sexpeers. Adolescent learns to be jgdependent & forms relationships with members of the opposite sex. Person establishes an Intimate, long lasting rela•lionstiia with someone of the .oDbosftesex*

5. Piaget’s Phases of Cognitive Development '

PHASE

A ?^fteerim otor

AGE

DESCRIPTIO N

Sensory organs & muscles become more Birth,to 2 years functional

Stage 1: Use of Birth to 1 month reflexes Stage 2: Primary 1 - 4 months circular reaction ' Stage 3: Secondary 4 -8 months circular reaction

Movements are ijrfrnarily reflexive r Perceptions center around one’s body. Objects are perceived as extension of the self. Becomes, aware of external environment Initiates acts to change the movement. PN U L E T Reviewer

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C h ild an d .A d o ie scc n t D evelo p m en t

Stage 4: Coordina­ tion of secondary 8-12 months schemata Stage 5: Tertiary 12-18m ontfis circular reaction • Stage 6: Invention of new means fcoinSi'n B. Preoperational Pre-conceptual staae

•

Intuitive stage

C. Concrete Operations

__--L e a ’c^oi D. Formal Opera­ tions

.. .: ,.v - - ■

28

Differentiates goals and goal-directed activi­ ties

Experiments with methods to reach goals Develops rituals that become sianificant Uses mental imagery to understand the envi­ 18-24m onlhs ronment Uses fantasy Emerging ability to think *Children use symbolism (images and 2 -7 years language) to represent and understand various aspects of environment Thinking tends to be egocentric 2 -4 years Exhibits use of symbolism Unable to break down a whole into separate 4 -7 years parts Able to classify obiects accordina to one trait Learns to reason about events between here-and-now *Can understand the basic properties of and relations among objects arid events In 7-11 years the everyday world *Able to solve concrete (hands-on) prob­ lem in logical fashion Able to see relationships and to reason in the abstract *Becomes more scientific in thinking 11 + years •Capable of systematic, deductive rea­ soning

PNU LET Reviewer

P ro fessio n al E d ucatio n

6. Kohlberg’s Stages o f M oral Development I

LEVEL AMD STAGE

DESCRIPTION

Level 1: Pre-Conventional (Birth to 9 years) Stage 1: Punishment and Obedience Orientation

Authority figures are obeyed. Misbehavior is viewed in terms of damage dona A dead is perceived as ‘wrong" if one is punished; the activity is right If one is not punished. -Right* is defined'as that which is acceptable to Stage 2: Instrumental-Relaand approved by the self. . tfvist Orientation When actions satisfy one's needs, they are' right Cordial Interpersonal relationships an Level il: Conventional maintained. Approval of others is sought through one’s acfion (9-13 years) Stage 3: Interpersonal Authority is respected. Concordance Individual feels "duty bound" to maintain socil Stage 4: Law and Order order. Orientation Behavior is ■’right'' when it conforms to the rules. Level lit Post - Conventional Individual understands the morality of haviq (13+years) democratically established laws. Stage 5: Social Contract It is “wrong" to violate others' rights. Orientation The person understands the principles of huma Stage 6: Universal Ethics rights and personal conscience. The persa Orientation believes that trust is a basis for relationship. I

7. Gllllgan’s Theory of Moral Development LEVEL A N D STAGE

DESCRIPTION

L Orientation of indi­ Concentrates on what Is best for self vidual Survival Tran­ Selfish sition Dependent on others

-

Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adnix "

P ro fe ssio n al E d ucatio n

Transition 1: From Selfishness to Re­ sponsibility 11. Goodness and Self-sacrifice Transition 2: From Goodness to Truth

II. Morality of Nonviolence

Recognizes connections to others Makes responsible choices in terms of self and others Puts needs of others ahead of own Fe8ls responsible for others' Is independent May use quilt to manipulate others when attempting to help Decision based on intentions are) consequences, nrt on others’ responses. Considers needs of self and others Wants to help others while being responsible to self Sees self and others as morally equal Assumes responsMes for own decisions Basic tenet to hurt no one Including self Conflict between selfishness and selflessness Self-judgment is not dependent on others' perceptions but rather on consequence and intentions of actions.

8. Fowler's Stages of Faith STAGE

AGE

Pre-Stage: Undifferen­ Infant tiated Faith Stage 1: Intuitive-Pro­ Toddler-Prejective Faith schooier

Stage 2: Mythi­ cal-Literal Faith

I School-Aged Child •

DESCRIPTION

Trust hope and love compete w iti environ­ mental inconsistencies or threats abandon­ ment Imitates parental behaviors and attitudes about religion and spirituality Has no real understanding of spiritual concepts Accepts existence of a deity Religious and moral beliefs are symbolized bystorles ■. ' Appreciate others',viewports Accepts concepts of reciprocal fairness •

Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona

C h ild an d A d o lcsc cn t D evelopm ent .

Stage 3: SyntheticConventional Faith

Adolescent

Questions values and religious beliefs in an' attempt to form own identity

Stage4:lndMduative-Reflective Faith

Late Ado­ lescent and Young Adult

Assumes responsibility for own attitudes and beliefs

Stage 5: Conjunctive Adult Faith Stage 6:Universalizing Adult Faith

Integrates others perspectives about faith into own definition of truth Makes concept ofT

Principles of Growth and Development 1. Nature aid Nurture ■ Development is Influenced by both heredltyfnature) and environment (nurture). • The nature (heredity) is responsible for many of our physical characteristics such as hair, and eye color, facial features and to some extent the height and weight • Many of our characteristics can be influenced by environment (nurture). 2. Growth and development is a continuous process. ■ As a child develops, he or she adds to the skill already acquired and the new skills become the basis for further achievement and mastery of skills. • Most children follow a similar pattern. • Also, one stage of development lays the foundation for the next stage of development 3. Development proceeds from the head downward. • This is called the cephalocaudal principle. • This principle describes the directions of growth and development. • According to this principle, the child.gains control of the head first, then the arms and then the legs. 4. Development proceeds from the center of the body outward. . . ■ This is the principle of proximodistal development that also describes the* • direction of development. PNU LET Reviewer

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C h ild an d A d o le sce n t D evelopm ent

• This means that the spinal cord develops before outer parts of the body. The child's arms develop before’ the hands and the hands and feet develop • before the fingers and Joes.. 5. Development depends on maturation and learning. • Maturation refers to the sequential characteristics of biological growth and development. . ■ The biological changes occur in sequential order and give children new. abilities, Changes in the brain and nervous system account largely for maturation. 6. Development proceeds from the simple (concrete) to the more complex. • Children use their cognitive and language skills to reason and solve prob­ lems. For example, learning relationships between things (how things are similar) or classification, is an Important ability in cognitive development. 7. Growth and development proceed from general to specific. ■ In motor development, the infant will be able to grasp an object with whole hand before using only the thumb and forefinger. ■ The Infant's first motor movements are very generalized, undirected and reflexive, waving arms or kicking before being airte to reach or creep toward an object • Growth occurs from large muscle movements to more refined movements to more refined (smaller) muscle movements. 8. There are indMdual rates of growth and development • Each child Is different and the rates at which individual children grow Is different. Although the patterns and sequences for growth and development are usually the same for an children, the ra te at which Individual chHdren reach developmental stages will be different.

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PNU LET Reviewer

P ro fe s sio n a l E d u catio n

S tages o f Hum an D evelopm ent: These pertain to the number of period in a man's life cycle. Although the focus of discussion is on individuals of school age, a brief description of those in other stages of development is ateo given.

1.‘ Prenatal Stage (confceptien-blrth) The prenatal period In many aspects is considered as one of the most- if not the most important period ofallfnthe fife span of a person. This person begins at conception and ends at birth and approximately 270 to 280 days in length or nine calendar months. Prenatal period is divided into three majorphases. a. Germinal Stage (fertilfeation to 2 weeks) • This is also known asthe period of the zygote. • Zygote refers to thenewly formed ceB after the union of the egg ceil and the sperm cell, a process which is also known as fertilization. • (M dMtion begins in a lime no longer than 36 hours after fertilization, • Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the faHopian tube and then tothe uterus where the Implantation begins. b. Embryonic Period (2 weeks to 2 months or 8 weeks) • Also known as the period of the embryo • The cell known as zygote before is now known as embryo. • By the 14“ day after fertilization, the blastocyst is already implanted in the uterus. • The umbilical cord attaches the placenta functionally to the mother ■ The foundations for the eyes, ears, nose, mouth extremities (upper and lower) and the digestive sy^Bm have been laid on the 8* week • The 1 H inches long embryo, weighing one-tenth to one-fifteenth ofan ounce, develops at the end of the first month • This period is considered as the most critical period for the reason thathe embiyo is most vulnerable to damage and defect • During the first trimester (3 months of pregnancy) almost ail birth defects . occur and chances are, the defects will be permanent

Dr. Cbnchica O. Manuel and K o f. Sheila Marie B. Ada*

P ro fessio n al E d u catio n

c. Fetal Period (8 weeks to birth) ■ Also called as the period of the fetus • The embryo before is now known as fetus In this stage The fetal stage begins with the formation of the first bone cells. • Various organs grow functionally and take the appearance of the human body. • The fetus can now kick and can manipulate its extremities (upper and tower) and can open Its mouth, frown, and turn its head, as welt as take a few 'breaths' by the end of the third month. • By the end of the fifth month, the fetus Is one foot long and weighs a pound. • At the end of the sixth month, the fetus'eyelids can be opened; it develops grasps and more than enough taste buds. • The fetus weighs two pounds and its all organ systems have become func­ tional at the end of the seventh month. • During the eighth and ninth month, the fetus becomes round and heavy and is able to lift its head.

2. Infancy Stage (birth-two weeks of life) Infancy is the transition period intervening between birth and two weeks of life and identified as the shortest of ail developmental period. ■ The word "infant" suggests extreme helplessness. • Subdivisions of Infancy include the a) period of the partunate or from the time the fetal body has emerged from the mother's body and lasts until the umbilical cord has been cut and tied; and the b) period of the neonate or from the cutting and tying of the umbilical cord to the end of the second week of the postnatal life .■ Newboms up to two days are typically unattractive and are extremely feeble due to regular muscular restraints. • Most often, he is asleep, drowsy, cries, and gets excited easily. • The neonate is sensitive to brightness a§ Indicated by his papillary response • to'change in illumination, his visual images are likely to be bluiTed because of failure of the lens to focus on the otyect. -■ The roots of language’are crying, cooing and babbling. Or. Conchita O . Manuel and Prof. Sheila Marie B. Adoiia

__________■

m

'

.

__________________

“ C h ild an d A d o le s c e n t D ev elo p m e n t

3. Babyhood Stage (2* week to second year of life) Compared to infancy, babyhood stage is characterized by decreasing dependency for the reason that this is the time when babies achieve enough body control to become independent. • Developmental tasks Include: learning to walk, learning to take solid foods, having organs of elimination under partial control, achieving reasonable psychological stability especially in hunger rhythm and sleep, relating emo­ tionally to parents and siblings, and learning the foundations of speech • Babyhood skills fall under two categories: hand skills and leg skills. ■ Crying, cooing, babbling, gesturing and emotional expressions are exam­ ples of prespeech forms of communication. • Common emotional patterns involve anger, fear, curiosity, joy and affection. ■ Babies are also capable of establishing or forming friendships. • Considered non-moral due to their lack of a scale of values and conscience and they demonstrate obedience to rules without question

4. Early Childhood Stage (two to six years of life) Names given to describe the stage are: problem or troublesome age, toy age, preschool age, pre-gang age, exploratory and the questioning age ■ Developmental tasks Include: controlof elimination, self-feeding, self-dress­ ing and doing some things without much help, development of motor skills that allow him to explore and do things to satisfy his curiosity and acquisiflon of adequate vocabulary to communicate his thoughts and feelings with . those around him ■ Intellectual development as described by Piaget encompass the two sub­ periods: (a) the precooceptual period (2-4 years) and includes egocentrism, - animism and transductive reasoning; and (b) intuitive period (4-6 years) and includes inattention to transformations, centratlon and Irreversibility. • Early chSdhood is also characterized by heightened emotionality. • The presence of the significant others or the primary group is also given im­ portance because they serve as models for the child who usually identifies . wi9) them and patterns his behaviour after them. • The preschool child should be given as much as physical experience as f>NU L E T Reviewer

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C h ild an d A d o lesccn t D ev elo p m e n t

•

•

• •

possible and play activities to learn by doing and to develop his intellectual capacity. . . This stage is also regarded as the teachable moment for acquiring skills because children enjoy the repetition essential to learning skills; they are adventuresome and like to try new things and have already learned skills to interfere with the acquisition of the new ones. • Because speech development advances rapidly this time, as seen in the Improvement in comprehension as well as in the different speech skills, talking to young children w ill leave a strong impact. The concept of morality emerge as a result of interactions with adults and peers. Other common interests include interest in religion, in the human body, in self, in sex and in clothes.

5. Late Childhood Stage (six to ten or twelve years of life) Late childhood is the period for learning the basic skills in life. • It coincides with the child's elementary school years, entering Grade 1 atsix years and graduating at age 12. • Names used to describe the stage are: troublesome age, sloppy age, quar­ relsome age, elementary school age, critical period in the achievement drive, gang age and age of conformity. • Physical growth is at slow and relatively even rate because of the influence of health, nutrition, immunization, sex and intelligence. • Children in this stage win recognition by being able to do things. • Developmental tasks include: learning physical skills necessary for group and organized games; teaming to get along with age-mates and members of his family and community; learning fundamental skills in reading, writing and numeracy; develop appropriate masculine or feminine social roles; de* velop healthy self-concept and conscience; achieve personal independence by being able to perform life skills; learn to perform the different roles ex­ pected of him and think rationally to adjust to situations; make decisions and solve problems. ■ There is a rapid increase in understanding and in the’ accuracy of concepts

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iPNU LET Reviewer

P ro fe ssio n a l E d u catio n

during this stage as a result of increased intelligence and partly as arSsult . of increased teaming opportunities, . j • . The child’s social development is enhanced by his interaction with his peers in work or in play. ■ In resolving moral conflicts, it is necessary for the significant others to teach the child the values of respect for others and set themselves as examples or models. • Most children develop moral codes influenced by moral standards of the groups with which they are identified, and a conscience which guides their behaviour in a place of the external controls needed when they were younger. • It is also necessary for parents and teachers to understand the child's think­ ing and to facilitate his intellectual growth and development • Healthy relationships with himself and others could be brought about by the child's understanding of his emotions and his ability to express his emo­ tions, as well.

6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen yean of life) Derived from the Latin word pubertas which means age of manhood • The word growth spurt refers to the rapid acceleration in height and weight that marta the beginning of adolescence. ■ Considered as unique and distinctive period and characterized by certain developmental changes that occur at no other time in the life span • An overlapping period because it encompasses the closing years of child­ hood and the beginning years of adolescence • A relatively short period, lasting from two to four years or less . • Manifested in both internal and external changes in Ihe body with both the primary and secondarysex characteristics • Primary sex characteristics .include the menarcfie for the girls or the first menstrual flov/and the nocturnal emissions for the boys. ' • Secondary sex characteristics on the other, hand include the physical fea­ tures which distinguish males from females and may be Ihe source of ap­ peal among the members of the opposite sex. Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

P r o fc ss io iia lju liic a tio n

• Puberty is the divided into three stages: (a) prepubescent - secondary sex -characteristics begin their development but their reproductive organs are not yet fully developed, (b) pubescent - characterized by menarche for girls and nocturnal emissions in boys, (c) post pubescent - secondary sex characteristics become wet developed and the sex organs begin to func­ tion in a mature manner. • The onset of puberty has an important implication in the personality de­ velopment of the Individual. • A critical period for the development of positive attitudes towards one's body and oneself in general

7. Adolescence Stage (thirteen or fourteen to eighteen years of life) Adolescence is the age when the Individual becomes integrated into society of adults; the age when the child no longer feels that he Is below the level of his elders but.equal, at feast in rights. • Came from the Latin wordaob/escere meaning to grow or to grow to ma­ turity ■ • Early adolescence extends roughly from thirteen to sixteen or seventeen years, and late adolescence covers the period then u n i eighteen, the age of legal maturity. • The developmental tasks of adolescence are focused on the developing independence in preparation for adulthood and in establishing a sense of identity. • Adolescence is a period of heightened emotionality, a time of "storm and stress”. • The important social changes in adolescence include increased peer-group .influence, more mature patterns of social behaviour, new social groupings and new values in the selection of friends and leaders and social accep­ tance. • Relationships between adolescents and members of their families tend to deteriorate in early adolescence though these relationships often improve as adolescence grows te dose, especially among adolescent girls and their family members l.)r. CunchiraO. M anud anil Prof. Sheila Marie B. Adona

C h ild an d A d o lesccnt D evelopm ent

■ Peer groups becomes the general source of behaviour; desire for greater ' independence shown. • Great concern about jvhat others think of them • Have increased ability to engage in mental manipulations and test hy­ potheses; Blinking becomes more abstract, liberal and knowledge

I. Adulthood Stage (twenty to sixty-five years of life) ■ The need for love and intimacy are met in adult life, becomes more fulfilling in marriage, with the involvement of commitment • The need for generality ®through achievement • Bum out and alienation become a problem with work. • Moral development possesses responsibility for the welfare of others. ■ Changes In the primary senses and the organ reserve decline upon growing older. • Menopause for women and climacteric for men signify the decline of sex and reproduction.

. Old Age (sixty-five years of life) ■ Composed of individuals at and over the age of 65, most of whom have retired from work ■ Most individuals in this late years begin to show slow, physical, intellectual and social activities. • While there is a gradual decline of cognition in older life, older people see art and nature in a deeper, more appreciative way. ■ Symptoms of senility which Include severe memory loss, rambling conver­ sation, disorientation, and personality change occurs because of dementia, a pathological loss of intellectual functioning. • In late adulthood, affiliation needs are more important than achievement needs.

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C h ild a n d A d o lc» cen t D evelopm ent

PART II - ANALYZING TEST ITEMS

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D ire ctio n s: Read and analyze each item and select the correct option that answers each question; Analyze the Hems using the first 5 items as your sample. Write only the letter of your choice in your answer sheet. • 1. Dr. Escoto, the schoolphysician conducted a physical examination in Ms. Manuel’s class. What concept best describes the quantitative increase observed by Dr. Es­ coto among the learners in terms of height and weight? A. Development C. Learning 6. Growth D. Maturation

Analysis: Option A Is not the correct answer because development refers to the systematic and orderly changes in organisms' experiences Option B: The best answer because ft refers to the quantitative changes or the observable changes in humans Option C: Anincorrect answer because it refers to the portion of development that is the result of experience and the interaction with the environment Option D: Not the correctanswerbecause maturation refers to the unfolding of traits potentially present in the hdMduai because of heredity 2. Which situation best illustrates the conceptof growth? A. A kinder pupil gains 2 pounds within two months. B. A high school student gels a score of 85 in a mental ability test C. An education student has gained knowledge,on approaches and strategies in teaching differentsubjects. D. An elementary grader has learned to play piano.

Analysis:

'

Option A: This is the best answer because it refers to the progressive Increase and continuous advancement of the child from birth to maturity

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PNU LET Reviewer

P ro fe ssio n a l E d u c atio n

Option 8: is not a correct answer because it (toes not refer to any iocrement or increase in human beings • Option C: An incorrect option because it refers to the development of learning as a result of experience Option D: Cannot be considered because this refers to a skill 3. Which statements below best describesdevelopment? . A. A high school student’s height increased from 5'2" to 5'4" B. A high school student's change in weight from 110 lbs. to 125 lbs C. A student had learned to operate the computer. --«-------- a* jor fcXW Ima --I--*»—enlargement nips____ D . Aa sajoenrs Analysis: Options A and B: Both options cannot be considered because these refer to the quantitative and continuous changes from birth to maturity Option C: is the correct answer because development is the process in the life of a human being by which the individual's potentialities unfold and appear . Option D: Cannot be considered as the correct answer because it refers to the Increment of the bodily parts_________ ___________________________ 4. What concept can best describes Francisco's ability to walk without a support at age of 12 months because of the “internal ripening'' that occurred in his muscles, bones and nervous system development? A. Development C. Learning B. Growth D. Maturation____________________

Analysis: Option A: This is refers to the qualitative increase in human functioning through the lifespan Option B: is not a correct answer because it refers to the easilymeasurable and some­ times obvious features of human beings Optiori C: An Incorrect option becaUse it raters to the acquisition of knowledge, emo­ tions, values and skMs Option D: This is the best answer because it refers to the state of the body and its readiness for the behavior "Or. Conchica O. Manuel and Prof. Sheila Marie B. Adona

P ro fessio n al E d u catio n

5.

Teacher Jesus in now 69 years old has been observing changes In himself such as the aging process. Which term refers to the development change in the individual? A._ Development C. Learning B.' Growth ' D. Maturation

Analysis: Option A: Not a best option because this pertains to the continuous qualities that occurred in our advancement from birth to maturity Option B: Is not a correct answer because this refers primarily to the physical changes such as increase In height weight and size Option C: An Incorrect option because learning refers to the change In behavior as a result of some form of experience Option D: This Is the best option because maturation refers to the state of the body and its readiness for behavior. 6. Manuel, a five-year old boy can hold his pen and write his name with his right hand. Which term describes Manuel's action/behavior? A. Development Learning B. Growth D. Maturation 7. Which of the following theory can help Miss Samson determine the readiness of her learners by administering a readiness test? A. Conditioning Theories (£? Maturation Theory Cognitive Development Theory D. Ethological Theory 8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend of him says that certain behavior among infants. Who presented that notion that certain behavior like thumb-sucking is normal behavior? A. Sigmund Freud C. John Bowlly B. Erick Erickson. Urte Bronfrenbenner 9. A newborn intent move his whole body at one time, instead of moving a part of it Which of the following principles is illustrated by this behavior? A. Development proceeds from specific to general. B. Development proceeds from general to specific. • C. Development follows an orderly pattern. __________ '__ D. Development follows a general pattern. . Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adona

" C h ild an d A dolescen t D evelo p m en t

10. Train up a child In the way he should be; when he grows up*, he win not depart from it”. Which principle supports this? A, Development Is determined by the heredity. • Devetopment Is detemined by Ihe environment C. Eartydevelopmsnt Is mae critical than the late development D. Early development is less critical than. late development 11. Which stage of the psychosexual theory does young boys experience rivalry wilh their father for their mother’s attention and affection? A. Oral C. Phallic B. Anal 0. Latency 12. .Angela focuses her attention on the school work and vigorous play that consume most of her physical energy. Which stage of psychosexual theory Illustrates her behavior? A. Oral C. Phallic. B. Anal D. Latency 13. Which of the following Is likely to be developed If infants are shown genuine affectlon? Trust C. Initiative. B. Autonomy 6. Industry 14. Christian develops an Integral and coherent sense of self. Heseeks answers to the question. "Who am IT Wilchof the following is Christian likely to develop? A. Initiative C. Intimacy B. Identity and Role confusion D. Autonomy 15. Ms. Cruz uses images and language to represent and understand her various lessons to preschool learners. What stage In the cognitive theoiy of development explains this? A. Sensorimotor C. Concrete operation B. Preoperatlonal D. Formal Operation 16. Connie develops concepts necessary for everyday living, builds healthy attitudes towards oneself, and achieve personal independence. These are among the attri­ butes of anincflvfduai in what particular stage? . 'A . Infancy and early childhood C. Adolescence 0 . Middle childhood D. Earfy adulthood PNU LET Reviewer

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C h ild an d A d o le s c e n t D evelo pm en t

17. Some-children are more active than ottlers, as everyone knows- extremely high levels of activity or hyperactivity are considered problematic. How may a teacher heft) a child who is hyperactive?' A. Make him the leader of the class. B. Transfer him to another class. C. Give him challenging activities that are appropriate to his ability level and interests. D. AHow him to spend longer at the playground u ni he gets tired. 18. Marivic gets jealous whenever she sees her father showing love and affection to her mother. Which of the following is she showing according to Freud? A. Complex C. Electra Complex 8. Phallic (Ip)' Oedipus complex 19. In Piaget’s Theory of Cognitive Development, which of the following statements would illustrate Edward who is 11 years old? A. Able to see relationships and to reason In the abstract. B. Unable to breakdown a whole into separate parts. C. Differentiates goals and goal-directed activities. D. Experiments with methods to reach goals. 20. Violeta goes with her mother in school. She enjoys the workplace of her mother. Which of the following ecological theories is illustrated by the situation? A. Microsysytem C. Exosystem B. Mesosystem D. Macrosystem 21. Danilo, a student in the secondary level tends to spend more time withhis friends than his family, thus,his behaviour is greatly affected by them. In which stage in teftPsychosocial Stages of Development does Danilo belong? jtotonomous vs Shame and Doubt NJf^dentity vs Role Confusion C. Intimacy vs Isolation ( v ) Initiative vs Guilt

|P N U L E T Reviewer.

P ro fe s sio n a l E d u c a tio n

22. Anna believes that authority is respected. She is now In what particular level in the jnpral development theory of.Lawrence Kohlbera? iS ? Social contract Interpersonal concordance B. Law and order orientation -y fo Universal ethics orientation 23. What level has a four year old learner like Mafyann reached when she acquired new skills such as putting the same shapes and the same colors together? • Development .C. Zone of Proximal Development Maturation D. Learning 24. Which of the following principles can be the basis of the growing realization of the significance of the early childhood education? A. Hie young children are capable of doing many things at an early stage. H & . The child should be seen and should learn. The first five years of life are the formative years of the child. D. Early childhood experiences can be interesting and challenging. 25. Which of the following learner's characteristics will affect most of the learners learning in tfie academic areas? A. His affective characteristics ffy\ U|- ---- til--- nhnmtilnrlnlirin (p. \ his cognitive cnaractsnsocs ^ His psychon^ characteristics D. His sodo-emotional characteristics

•

Dr. Conchita O. Manuefand Prof. Sheila Marie B. Adona

Professional Ed ucation

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the Items betow. Write only the letter of the best answer. 1. Which of the following is true about human development? A. Human development considers both maturation and learning. B. Development refers to the progressive series of changes of an orderly coherent type toward tie goal of maturity. C. Development is the gradual and orderly unfolding of the characteristics of the individuals as they go through the successive stages of growth. D. Alloftheabove. 2. What do you call the quantitative increase in terms of height and weight as ob­ served by the school physician during the physical examination of the students? A. Development C. Learning B. Growth ' D. Maturation 3. Mrs. Alvarez conducts research on the psychosocial domain of development. In what particular area of the child's development is Mrs. Alvarez most likely to be interested with? A. Perceptual abilities ( c / Emotions B. Brain-wave patterns D. Use of language 4. Which of the following is the correct order of psychosexual stages proposed by Sigmund Freud? A. Oral stage, anal stage, phallic stage, latency stage, genital stage B. Anal stage, oral stage, phallic stage, latency stage, genital stage C. Oral stage, anal stage, genital stage, latency stage, phallic stage . D. Anal stage oral stage, genital stage, latency stage, phallic stage 5. What is the best description of Erikson's psychosocial theory of human development? ( f t j Eight crises all people are thought to face b. Four psychosocial stages in thefetency period 6. The same number of stages as Freud's, byt with different names D. A stage theory that is not psychoanalytic Or. Conchira O. Manuel and Prof. Sheila Marie B. Adona

C h ild an d A d o le s c e n t d e v e lo p m e n t

6. In Erikson's theory, what is the unresolved crisis of an adult who has difficulty establishing a secure, mutual relationship with a life partner? A. Initiative vs. Guilt' C. Intimacy vs. Isolation ■B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust 7. Alyssa is eight years old, and although she understands some logical principles; she still has troubles in understanding hypothetical concepts. According to Piaget, Alyssa belongs to what particular stage of cognitive development? A. Sensorimotor C. Concrete operational B. Preoperational D. Formal operational 8. Which of the following provides the best broad description of the relationship between heredity and environment in determining height? Heredity is the primary influence, with environment affecting development only in severe situ ate . B. Heredity and environment contribute equally to development. C. Environment is the major influence on physical characteristics. D. Heredity directs the individual's potential and environment determines whether and to what degree the individual reaches that potential. 9. What is the correct sequence of prenatal stages of development? A. Embryo, germinal, fetus C. Germinal, embryo, fetus B. Germinal, fetus, embryo . D. Embryo, fetus, germinal 10. When a baby realized that a rubber duck which has fallen out of the tub must be somewhere on the floor, he is likely to achieved what aspect of cognitive development? Object permanence C. Mental combinations a Deferred imitation . D. Goal-directed behaviour 11. Which of the following will be Freud's description of the child's behaviour if he has a biting, sarcastic manner? A. Anally expulsive B.. Anally retentive C. Fixated in the oral stage D. Experiencing the crisis of trust vs. mistrust

PN U L E T Reviewer

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C h ild aod A d o lescen t D e v e lo p m e n t

12. Whaj; is Freud's idea about a young boy's guilt feelings brought about by jealousy of his father’s relationship with his mother? A. Electra complex C. Phallic complex B. Oedipus complex 0. Penis envy complex 13. When a little girl who says she wants her mother to go on vacation so that she can marry her father, Freud believes that he is voicing a fantasy consistent with?' A. Oedipus complex C. Theory of the mind B. Electra complex D: Crisis of initiative vs. Guilt 14. Which of the following can best describe the preschooler's readiness to leam new flasks and play activities? (ft) Emerging competency and self-awareness B. Theory of the Mind C. Relationship with parents D. Growing identification with others . 15. Erikson noted that when the preschoolers eagerly begin- many new activities but are vulnerable to criticism and feelings of failure, they are experiencing what par­ ticular crisis? A. Identity vs. role confusion C. Basic trust vs. mistrust B. Initiative vs. Guilt 0. Efficacy vs. helplessness 16. What stage of Piaget's Cognitive Development does a person belong to when he can understand specific logical ideas and apply them to concrete problems? A. Preoperational thought (Q Concrete operational thought B. Operational thought D. Formal operational thought 17. What is the best explanation of Piaget's concrete operational thought to describe the school-age child's mental ability? A. Achild can reason logically about things and events he or she perceives. B. A child’s ability to think about how he thinks (Cl Can understand that certain characteristics of an object remain -the same when other characteristics are changed D. Can understand that moral principles may supersede the standards of . society.

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PNU LET Reviewer

P ro fe s sio n a l Education

18. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral reasoning at which Kohlberg's stage? . • A. Pre-conventional C. Post-conventional B; Conventional • . 0 . noneof the above 19. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is ^at which level of moral reasoning? • ( \ ) Pre-conventional Stage One C. Conventional ’"Tf. Pre-conventional Stage Two D. Post-conventional 20. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers. Her teacher wants to help Joy increase her self-esteem and social acceptance. What can Joy's teacher suggest to her parents? A. Transfer her to a different school B. Help their daughter improve her motor skills C. Help their daughter learn to accept more responsibility for her academic failures D. Help their daughter improve her skills in relating to peers 21. What is the most accurate definition of the puberty stage? A. Rapid physical growth that occurs during adolescence ■B. Stage when sexual maturation is attained rfD Rapid physical growth and sexual maturation that ends childhood H i Stage when adolescents establish identities separate from their parents 22. fifteen year old Marie is preoccupied with her 'disgusting appearance* and seems depressed most of the time. What is the best thing her parents can do to help her get through this difficult time? . A- Ignore her self-preoccupation because their attention would only reinforce it B. Encourage to “shape up" and not give in to self-pity C. Kid her about her appearance in the hope that she will see how silly she Is acting. ( j j ) Offer practical advice, such as clothing suggestions, to improve her body image.

Dr. Ccmchita O. Manucl’and I’ rof. Sheila Marie B. Adona

P ro fessio n al

E d u c a tio n

23. What can be the best comparison of the behaviour of a 17-year- old girl to that o f. . her 13-year-old brother? A. She is more likely critical about herself. B. She tends to be more pgocentric. C. She had less confidence in her abilities. (0 ^ She is more capable of reasoning hypothetically. 24. According to Erikson, what is the primary task of adolescent? A. To establish trust Known for his “Bobo doir experiment » People team through observation, simulation, modeling which means watching (observing), another called a model and later imitating the model's behavior. • Concentrates on the power of example Models are classified as: Real life - exemplified by teachers, parents and significant others Symbolic - presented through oral/written symbols Representational - presented through audio-visual measures 4 Phases of Observational Learning a) Attention - mere exposure does not ensure acquisition of behavior. Observer must attend to recognize the distinctive features of the niodel’s response. - . b) Retention - reproduction of the desired behavior implies that student symbolically retains that observed behavior

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c )' Motor Reproduction Process - after observation', physical skids and coordination are needed for reproduction of the behavior learned. d) Motivational Process - although observer acquires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are.favorable B. Cognitive Theories and Metacognition - Main focus is on memory (the storage and retrieval of information) - Prefer to concentrate on analyzing cognitive processes - Believe in the non-observable behavior 1) David Ausubel's Meaningful Reception Theory ■* Meaningful learning occurs when new experiences are related to what a learner already knows. May occur through: ♦ reception ♦ rote learning ♦ discovery teaming TWO DIMENSIONS OF LEARNING PROCESSES: Ti-" first (ill! i

r io i.N i-'e '

i t )

!

1. Meaningful Reception

Learning 2. Rote Reception Learning

T no SO! find dimension rrln trs to fiii: o !;■/ -.vl,K n t'lf li.w r'in If"'.'! •n '.v ir■')' n mon r r o hS

1. Meaningful Discovery Learning 2. Rote Discovery Learning

. Prof. Marivilla fcydia B. Aggarao and Dr. BectinaPhilomenaM. SediIJa

Professional Education

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2) Jerome Bruner's Discovery Learning Theory or Inquiry Method/ Theory of Instruction » Posits that learning is more meaningful to learners when they have the opportunity to discover on their own the relationships among the concepts or to actively search for a solution to a problem • An approach to instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies or performing exper­ iments. The idea Is that students are more likely to remember concepts they discover on their own. » Calls his view of learning "instwimntal conceptualism" 3) Wolfgang Kohler's Insight Leaning/Problem - Solving Theory Insight - the capacity to discern the true nature of situation -imaginative power to see into andunderstand immediately » Gaining insight is a gradual process of exploring, analyzing, and structuring perception until a solution is arrived at 4) Richard Atkinson's and Richard Shlffrin's Information Processing Theory The Individual learns when the human mind takes In Information (en­ coding), performs operation in it, stores the information (storage), and retrieves it when needed (relileval) Memory - the ability to store information so that it can be used at a latertime. STAGES OF HUMAN MEMORY a) Sensory Memory-information stores that hold an exact copy of stimuli for a very short period of time. ' Ex! color, shape, blowing of fiom .

Prof.Marivilla Lydia B. Aggarao and Or. Benina Philoiuena M. Sedilla

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P rin c ip le s an d T h e o rie s o f L e a r n in g an d M o tiv atio n

b) Short Term Memory (STM) -the information store that retains the information as we consciously work on it. Ex. telephone number c) Long Term Memory (LTM) - information store that is permanent - Minutes to lifetime - Information on The LTM, If not rehearsed, can be for­ gotten through - Trace decay structure of LTM > episodic, semantic Forgetting The inability to recall (something previously known) to the mind Causes of Forgetting a) Retrieval Failure- forgetting is due to inability to recall the information. b) Decay Theory - Information stored In LTM gradually fades when it is not used. c) 3. Interference Theory-forgetting in LTM is due to the Influence of other learning Retention - the ability to recall or recognize what has been teamed or experienced. Interference - the act or an instance of hindering, obstructing or impeding. Teaching for Transfer (Gagne) • • ■• Transfer - when something previous learned influences the new material.

P*JU LfcL rflk-tew er

P rinciples an d T h e o r ie s o f L e a rn in g an d M otivatio n

*""".* ... ........................... ..........

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' » .................. —

TRANSFER OF LEARNING Types: . a) Lateral transfer -occurs when the Individual is aj)le to perform a new task about the same level, (e.g, solving word problems given In text and iater solving a similar problem on the board) • . * b) Vertical transfer - occurs when Ihe individual.Is able to learn more advanced/complex skills (e.g. being able to add and multiply; being able to read and write) c) Specific Transfer - when a specific skill, fact or rule is appted to a similar situation. d) General Transfer - applying principles previously leaned to dissimilar situations. 5) Robert Gagne's Cumulative Learning - any task or skill can be bro­ ken down to simpler skills which can still be further broken down to move simple tasks or skills. Hierarchy of Learning

1. Signal Learning - responding to a signal, response Is conditioned 2. Stimulus-response Learning - voluntary responses are learned. . 3. Chaining/Motor - two or more separate motor/verbal responses,may­ be combined or chained to develop a more complex response 4. Verbal Association - verbal connections are used to create asso­ ciations. 5. Discrimination Learning - learner selects or distinguishes a response which applies to stimuli. 6. Concept Learning - gives common response to an entire class of stimuli 7. Principle Learning (Rule Learning) - involves combining and relating concepts 8. Problem Solving-considered the most complex condition that leads to the discovery of higher order rules

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Professional E d u catio n

Wine Events of Instructions

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1. 2. . 3. « 4. 5. 6. 7. 8.

Gain Attention Inform Learner of Objective Recall Prior Knowledge Present Material • ' Provide Guided Learning Elicit Performance Provide Feedback AssessPerformance

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9. Enhance Retention and Transfer 6) Howard Gardner's Multiple Intelligences Intelligence - refers to general mental ability of a person - capacity to resolve problems or to fashion - products that are valued in a more cultural setting Achievements - refers to the previous learning of a person in a certain subject area. Multiple Intelligence - capacity of a person to possess and adapt■ two or more intelligences. Examples

Intelligence

Competence

1. Linguistic-sensitivity to spo­ ken and written language

- Ability to learn language - Capacity to use language to accomplish certain goals

2. Logical/mathematical- ana­ lyzes problems logically, carry out mathematical operations, and investigate issues scientifically.

- Ability to detect patters, Scientists, reason deductively and mathema­ ticians think logically.

Writers, poets, lawyers, speakers

Prof. Marivilla Lydia B. Aggarao and Dr. Betti ru Philomcha M. Sedilla

P ro fe ssio n al E d u catio n

3. Musical-skill in the perfor­ mance, composition and appre­ ciation of musical patterns. 4. Bodily kinesthetic - using one’s whole body or body parts to solve and convey ideas. 5. Spatial - recognize and use. patters of wide space and more confined areas.

6. Interpersonal-working effec­ tively with others

7. Intrapersonal - working effec­ tively with oneself

8. Naturalist-appreciation of the environment/nature.

- Capacity to recognize and compose musical pitches, tones and rhythms. * - Ability to use mental abilities to coordinate bodily movements.

- Capacity to understand the intentions, moti­ vations and desires of other people. - Capacity to understand oneself, appreciate one's feelings, fears and motivations - AUlity to recognize, categorize and grow upon certain features of the environment

Musicians, composers Athletes, dancers

Educators, sales people, religious counselors, politicians

Nature lover, environ­ mentalist

7) Kurt Lewin's Field Theory » view - focused on the psychological field of life space of an Individual. ■» Life space concept - draw accurate conclusions tiy observ­ ing both overt and covert behavior ' •* An individual must see things from the subject's point of view at a given moment

Prof. MarivilU Lydia B. Aggarao and Dr. Bettina Philomena M. Sedilla

P rin c ip les an d T h e o rie s o f L e a r n in g an d M o tiv atio n

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8) Urie Brofenbrenner's Ecological Systems Theory/Environmental Contexts - Learning is greatly affected by the kind PNU LET Reviewer m

P rin c ip les a n d T h e o rie s o f L e a rn in g an d M otivatio n

Scaffolding - competent assistance or support through mediation - of the environment {significant others) in which cognitive, socio-emotional and behavioral development can occur. Davitl Kolb’s Learning Styles ’ Learning Styles - are tools utilized by learners to cope and adjust to the learning environment I

Learning Stylus

1. Convergers-rely on abstract conceptualiz­ ing and experimenting • they like to find specific, concrete an­ swers and move quickly to solution • unemotional, since they prefer to deal with things rather than with people. 2. Assimilators - rely most on abstract concep­ tualizing and reflective observation • interested in theoretical concerns than in applications. ' 3. Divergers - rely on concrete experience and active participation • generate ideas and enjoy working with people. 4. Accommodators- rely on concrete experience and active experimentation ■ risk - taking, action oriented, adoptable In new situations.

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Educational Im plications

Teacher should provide learning tasks that have specific answers like num­ bers and figures/units. Teacher should provide learning tasks that call for integration of materials/ situational activities Teacher should provide group activities since learners enjoy working in groups. Teacher should provide teaming tasks that call for hands-on approach.

Professional E d u catio n

Types of Learners I I

Types of Learners/ P erceptual Channel

Educational Im plications/ Learning Preferences

1. Auditory teamens - prefer to team by listening/auditory per­ ceptual channel.

- Lecturing is the teaching approach that works best for them. - Songs/poems are useful and effec­ tive learning tools.

1. Visual learners - prefer print materials/visual perceptual channel

- Reading/responding to visual cues, such as the chalkboard or transpar­ encies - Textbooks and pictures are useful and effective learning tools..

3. Tactile learners - like to ma­ nipulate objects/tactile percep­ tual channel

- Hands-on or laboratory methods of teaming are most appropriate for learners. - Tracing diagrams- or using texture examples.

4. Kinesthetic or whole body learners - like to learn through experiential activities/kines­ thetic perceptual channel.

- Simulations, exploratory activities and problem-solving approach of teaching. Pacing or dancing white teaming new material.

Prof. Marivilla Lydia B. Aggaraoand Dr. Becrina Philomena M. Sedilla

P ro fessio n al E d u catio n

II. MOTIVATION

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Motivation ^ - An internal state or condition (sometimes described as a need, desire or want) that serves to activate or energize behavior and give it direction. Two Kinds of Motivation: 1. Extrinsic Motivation - when students work hard to win their parents' favour, gain teachers' praise or earn high grades; their reasons for work and study lie primarily outside themselves. - is fuelled by the anticipation and expectation of some kind of payoff from an external source 2. Intrinsic Motivation - when students study because they enjoy the subject and desire to learn’ it, irrespective of the praise won or grades earned; the reasons for learn­ ing reside primarily inside themselves - Fuelled by one's own goal or ambitions Principles of Motivation • The environment can be used to focus the student's attention on what needs to be learned. • incentives motivate learning • Internal motivation is longer lasting and more self - cHrecWvethan Is exter­ nal motivation, which must be repeatedly reinforced by praise or concrete rewards. • Uaming is most effective when an individual is ready to learn, that is when one want to know something.' ■ Motivation Is enhanced'by the way in which the instructional material is organized. '

Prof. Marivilla Lydia B;'Aggarao and Dr. Benina Philomena M. Sedilla

P rin c ip le s an d T h e o r ie s o f L c a rn in g a r id M otivatio n

Theories of Motivation 1. Drive Theory (Clark Hull) ■ Drive is a condition of amusaLfloiension that motivates behavior ■ Drives most typically have been considered to involve physiological survival needs; hunger, thirst, sleep, pain, sex. • A drive results from the activation of a need ■ Need - a physiological deficiency that creates condition of disequilibrium in the body ~ 2. Self-Efficacy (Albert Bandura) Self - efficacy - it is the belief that one has capabilities to execute the courses of actions required to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence competence) self - efficacy is the belief (whether or not accurate) that one has Ihe power to produce that effect Self - efficacy relates to a person's perception of his/her ability to reach a goal while, self - esteem relates to a person’s sense of self - worth. 3. Self - Determination (E. Deci) Self - determination - comes from the sense of autonomy that a person has when it comes to things that he does and the choices he makes. ♦ Tasks for a long period of time ♦ To think meaningfully and creatively about those tasks ♦ To experience pleasure in ones activities ♦ To achieve at higher level ♦ We have the capacity to take risks or challenges that can enrich our lives and develop ourselves more 4. Expectancies and Values (Atkinson) • Motivation to perform-is affected by two variables • Expectancy - people must believe than they can accomplish a task, that Is, they should lave expectancy about what ttwy wart toachieve. • V&lue - they should place an importance or value in what they are doing. . PNU L E T Reviewer

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P rin cip les and. T h e o rie s o f L e a rn in g an d -M o tivation

5. Attribution Theory (B. Weiner) * People’s various explanations for successes and failures - their beliefs about what causes attributions. • Dimensions underlying people’s attribution. People can explain events in many different ways. F5r example, a tennis player may attribute his/her wins and successes In matches to things like - luck, health, effort, mood, strengths and weaknesses of his/her opponents, climate, his/her fans etc. TECHNIQUES IN MOTIVATING LEARNERS

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Challenge them - offer student’s opportunities to undertake real challenges. Encourage them to take intellectual risks. Build on strengths first - Opportunity to use their talents to achieve success. Offer choices - offering choices develop ownership. When child makes deci­ sions he/she is more likely to accept ownership and control of the results. Provide a secure environment which permits children to fail without penalty. Learning how to deal with failure is critical for developing motivation and suc­ cessful learning.

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- f*

f

io :individual teams when the human mind takes in Infor­ mation, perform operation in it and retrieve when needed Option C - it discusses how prior knowledge helps the learner understand new information in the learning process .........

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...

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Prof. M arivillj Lydia B.Aggarao and. Or. Bectina Philoruena M. Scdiila

P rin c ip le s an d T h e o r ie s o f L e a r n in g an d M o tiv atio n

Option D - is the correct answer. It tells about how people team through observa- . flan, imitation and modeling . 5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a leash. What feature of classical conditioning is exhibited? (S i Discrimination C. Generalization K Extinction D. Practice Analysis Option A Option B Option COption D -

is the correct answer. Responding differently to similar stimuli process where the conditioned response Is lost responding the same way to a similar stimuli this is not a feature of classical conditioning

6. A Music teacher is careful in planning activities for each lesson. He praises liberally and rewards correct answers. What view of taming is exhibited? A. classical conditioning /Cy* operant conditioning 8. meaningful learning social learning 7. Which of the theories of learning presents or states that learning skills are hierar­ chically arranged? Cumulative Learning C. Social Cognitive Learning B. Meaningful Learning 0. Theory of Instruction 8. Which of the following best describes what meaningful learning is? A. When what is to be learned is new and easy for the students 8. Materials presented are difficult and challenging to the students C. When the materials to be learned is related to what students already know 0 Students find the lessons easy and relevant, to what was assigned to them 9. Manessa easily remember dates and events in history, What component of LTM does Vanessa have? jg g U ^ A. Creative th in k io g - r ^ ^ J f t ) Reflective thinking B. Critical thinking v0; Logical thinking ' •

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* P rin cip le s a n d T h e o rie s o f L earn in g-an d M o tiv atio n

10. An Earth Science teacher has Just completed a unit on the sun. As she organizes her next unit on other stars, she uses the sun as a frame of reference. What view of learning was used? A. Discovery learning _ ing B. Information teaming 11. Which is an application of cognitive approac A Explain the reasons for studying the topic ^ Create a supportive classroom climate for students C. Provide clear and prompt feectoack on assignments 0. Begin lessons with challenging questions and conflicting events 12. The first people power was held in February 25,1986. What kind of knowledge ispresented? C. domain-specific knowledge D. procedural knowledge _____ s were not able to team the concepls that she presented 13 yesterday so she taught the same concepts again but this time using a different teaching method. What principle of teaming was applied? ( a) Concepts should be presented in varied and different ways B. Effort was put forth when tasks are challenging C. Learning by doing is more effective than just by sitting and listening D. Learning is aided by formulating and asking questions 14. Alvin Is a transferee and feels uneasy with his new school. His teacher is very accommodating, warm and caring. Alvin felt comfortable with the teacher's display of genuine warmth. The teacher is consistent in his manner and AMn begaff to r's warmth. Which theory is being illustrated? Classical conditioning D. Observational learning 15. After Just being introduced to another guest in the party, Tom cannot remember the name of the-guest he was introduced to. in what memory stage was the infor­ mation stored in? • ft episodic memory sensory memory t. semantic memory D. Working memoiy

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16. Vygotsky claimed that social interaction Is important for teaming. What does this imply? Aq Children are independent'problem solvers & Children learn from adults arid other children C. Children learn well by passive presentation of information 0. Children In the crib has no learning yet since they are not capable of interaction 17. How would you help a student who is intelligent but is underachieving in class? A. Provide challenging activities which he / she can accomplish B. Recognize his talents by asking him/her to help other students with their ^ .w o r k "(g j) Identify the immediate causes of difficulties that cause his/her being an un­ derachiever. 0. Allow him/her to work with the slow learner group to cope with the academic needs of the lesson. 18. Mrs. Corpuz always makes sure that her pre-school classroom is well organized and clean. She puts up interesting and colorful visuals on the bulletin boards. What principle of motivation was applied? A. Incentives motivate learning B. Internal motivation Is longer lasting and more self-directive than is external motivation C. Motivation is enhanced by the way in which instructional material is organized 0 The environment can be used to focus the student's attention on what needs to be learned. 19. For eveiy correct answer the teacher would give a star to her students. What schedule of reinforcement was used? $ fixed interval G. variable Interval 8^ fixed ratio ■0. variable ratio 20. Marga, a six year oid, always asks her playmates to sit in front of her small black­ board aqd she plays teacher. Her mother is a teacher. What theory explains Margas' behavior? Classical conditioning JL Social learning w Operant conditidning D. Information Processing Prof. MariWlla Lydia B. Aggarao and Dr. Bectina Philonwna M . .Sedilla

P ro fessio n al Education

21. What should the teacher do to help students learn psychomotor skills? A. Teacher uses verbal explanation and description erf the movements in addition to live demonstration of the movements B. Teacher provides feedback to the learner about his/her progress C. Teacher encourages the learner to practice, in order to maintain his/her sharp^ ness of the movements. (D /A ll of the above 22. The teacher presented a new lesson where in the students were asked to work on a new project which was somewhat complicated. The students showed interest while working on the project. What principle applies to the situation? A. Effort was put forth when tasks are challenging Lessons should be presented in varied and different ways Meaningful materials are readily learned than nonsense materials D. Teachers shouldprovide opportunities for meaningful and appropriate practice 23. Maturation should precede certain types of learning. How is this applied in the classroom? (fih concepts should be taught from simple to complex Consider the age level of students in teaching certain concepts C. Follow the Interest of students in assigning tasks D. Give the same task to aHstudents in a particular grade d 24. Luz easily learns a lesson when she is working w it laboratory equipment but hardly remembers a lesson the teacher lectured on. What type of learner is Luz? A. Auditory Learner Tactile Learner B. Kinesthetic Learner ID. Visual Learner 25. Which ofthe following statements about motivation is false? n u External motivation is longer lasting and more self-directive than internal mo­ tivation B. Internal motivation is fueled by one's goals or ambitions C. Motivation is enhanced by the way in which the instructional material is or___ t_—^ * gantzed D. Motivation to perform is affected by expectancy'and value

.Prof. Mirrrilla Lydia B. Aggarao and Or. Betcina Philomeoa M. Sedilla

P rin c ip le s an d T h e o rie s o f L e a r n in g an d M otivatio n

PART 111- ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the items below. Write only the letter of the best answer. . 1. Based on Bandura's theory, which conditions must be present for a student to leam from a model? I. attention II. ■retention 111. motor reproduction IV. motivation A. I and II I, II and III I, II, III, and IV III and IV 2. Which of the following principles of learning applies to considering student's age in anting certain content and cognitive processes? Principle of readness Principle of teaming by doing C. Principle of presenting challenging tasks 0. Principle of teaming aided by formulating and asking questions 3. in classical conditioning, which are paired together in order to elicit the desired response? L UCSandNS UCSandCS B. CSandNS T). UCHandNS 4. According to Thorndikewhat law states that the strength of a connection is influenced by the consequences of the response? A. Law of disuse Law of exercise B. Law of effect D. Law of readiness 5. A burglary occurred in Jason's neighborhood. Since then, Jason is very careful of locking their doors and closing windows. What theory best explains Jason’s behavior? . A. Observational learning X . Self-regulated learning B. Imitation learning ( & ) Vicarious learning PNU L E T Reviewer

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P rin c ip le s aiid T h e o rie s o f L earn in g and M otivatio n

6. In observation and imitation learning, what should Be the learner’s response when the teacher initially models the behavior?

A. reproduce and match n p imitate and practice j3. pay attention u. shows satisfaction . 7. What is the correct sequence of information processing? (fT/Sensory register-STM-LTM a STM-sensory register- LTM C. Sensory register-LTM-STM D. LTM-sensory register-STM 8. What should be the hierarchy of the types of learning according to the cumulative learning theory? 1. problem solving learning 2. rule learning 3. discrimination learning 4. concept learning A. 2-1-3-4 C. 2-3-4-1 (g ) 2-1-4-3 _D. 2-4-3-1 9. Which is essential in meaningful reception learning? Concepts are presented to learner and received by them, a Concepts are discovered by the learner jC, Concepts are related to one another. D. Concepts are solicited from the learners. 10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to Study Spanish and immediately recognizes many similarities between the Spanish and Filipino languages and uses this information to acquire the new language iter. What kind of transfer was Grace able to use? ■ Lateral transfer ^ Specific transfer General transfer D. Vertical transfer 11. Cristina is almost asleep when she felt the need to go to the bathroom. She fried to sleep it off but after a while she was forced to stand up and go to the bathroom. ’ What theory of motivation explains Cristina's behaviour? Attribution Theory . C. .Expectancies and Values theory Drive Theory D. Solomon's Opponent Theory PNO L E T Reviewer

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P ro fessio n al Education

12. Marko excels in adding numbers. He learnetf this skill in his Math class. He is now able to apply this skill in his Music class.,Whayype of transfer was used? A. Lateral transfer " (CJ Specific transfer B. General transfer D. 'Vertical transfer 13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of . reinforcement is used by Mr. Lotenzo?. Fixed interval ,C. Variable interval 1Fixed ratio D. Variable ratio 14. To remember the six digits 8,4,3,9,4.5, the Math teacher grouped the numbers in two's 84, 39, 45 or, in threes, 843, 945. What control process of retaining information is referred to? w Chunking C. Rehearsing B. Interfering D. Remembering 15. Rob regularly practice playing the guitar so he can finish Book I. His mother mised to buy him a nintendo vyhen he finishes Book I. How is Rob motivated? Extrinslcally C. with Self-Determination

f

Intrisically D. with Self-Efficacy .16. Lara excels in dancing and in certain sports. According to Gardner what intellince is dominant in Lara Bodily kinesthetic C. Musical

f

Intrapersonal D. Spatial 17. According to Bronfenbrenner, what system contains structures that has direct con­ tact with the child? A. Chronosystem C. - Mesosystem B. Exosystem /(^/Microsystem 18. Some learners like to find specific and concrete answers. What kind of learners are they? A. Accommodate (C J Convergers B. Assimilators V- Divergers

P ro i. M arivilla (.ydia B. /Vj'garao and D r. B cciin a P h iro m cn a M . S e d illa

P ro fessio n al E d ucatio n

19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to her pupils while practicing a sewing skid. What is the value of giving verbal guidance in improving pupils learning behavkx? A. It promotes the growth of interest in the new learning tasks jj, It serves as informational feedback C. It facilitates perfection of skills {0 ) It directs pupils' attention to more adequate and better techniques 20.Why should learning be aided by formulating and asking questions? A. students will have a grade In recitation students will develop their self-confidence the teacher will know who among the students can communicate very well p. the teacher will not always do the talking but the students will be given a chance to do the same thing. 21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept honesty, agreed that no cabinets and book cases would be locked throughout the day. Which principle in affective learning Is being implemented? A. provide exemplary models fc ) provide for appropriate practice C. provide for pleasant emotional experience D. provide for independent attitude cultivation 22. Instead of asking her students to write about their reaction to a story, the teacher asked her students to interpret the story in dance form. What principle of learning jsconsidered? Concepts should be presented in varied and different ways }£ Effort if put forth when tasks are challenging C. Learning by doing is more effective than just by sitting and listening 0. Learning is aided by formulating and asking questions 23. In performing the njnuet, first raise your heel, second make three steps forward, • third step makeja point. IMiat kind of knowledge was exhibited?

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A. conditional knowledge B. declarative knowledge

' C. dontain-specific knowledge (5 ) procedural knowledge

Pro£ MariviiU Lydia B. Aggarao and Dr. Betting PhiJomena M. Sedilla

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P rin cip le s an d T h e o r ie s o t'L c a rn in g anil M otivation

24. Why should teachers provide positive feedback and realistic praise? Q y to motivate the students to study 6. so the students will know what to do C. to be liked and loved by the students D. so the students will praise him/her 25. Which statement does not refer to cognitive theories? . A. prefer to concentrate on analyzing cognitive process B. conclusions are based on observation of external manifestations of teaming £. study of tfie structures and components of information processing believe in npn-observable behavior

PNU LET Reviewer

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- Principles

and

Strategies o f T eac h in g

Principles and Strategies o f Teaching Prepared by: Or. Ma. Corazon B. Sigua and Prof. Celia M. llanan

Competencies:

1. Employ activities, teaching methods, instructional materials & technology, classroom management techniques appropriate for chosen subject areas 2. Apply appropriate principles in the preparation and utilization of the conventional and non-conventional technology tools as well as traditional .and alternative teaching strategies PNU L E T Reviewer

P ro fessio n al Education

PART ! - CONTENT UPDATE I. LEARNING TO TEACH Learning to teach Is a life-long process. To become an expert teacher is a complex,. .It f||H | guyilQ WffiVIVI iw[matter, •*' i miw— knowledge about schools and classrooms within them and knowledge of students and an understanding of how teachers can help in this process (Kauchack 1993). A. Teaching - refers to the management

_____ Content knowledge

Pedagogical knowledge

B. Content knowledge - understanding of content + ability to translate, into meantogful form for students based connections between teaching and learning D. Strategies - research-based plans for action

II.FIVE KEY BEHAVIORS CONTRIBUTING TO EFFECTIVE TEACHING pyO/1r s tf A Lesson Clarity/• Teachers make their points explain concepts clearly so oints understandable and expl their students can follow in a logical step by step order. • Teachers oral delivery is clear, audible and free from distracting mannerisms. B. Instructional Variety . ■ Refers to the variability or flexibility of delivery during the presentation of •the lesson ________ ________ Dr. Mil. Corazon B. Sigua and Prof. C elia M . Hunan

P ro fessio n al E d u catio n '

• Includes the use of teaming materials, equipment, displays and .space in the classroom • • Involves asking questions and discrimination of different question formats C. Teacher Task Orientation ~ tfrc b w jp (fjfis m J ■ Refers to how much classroom time theneacher devotes to the tasks of teaching academic subjects ' a n c w d 0& ■ Takes place in a classroom where teacher-students interaction focuses more on intellectual content that allows students an opportunity to learn and have higher rates of achievement ■ Makes classroom instruction parallel to the instructional goals and curricu­ lum that guide the construction of assessment of student progress D. Engagement in the Learning Process • Refers to the amount of time students devote to learning an.academic sub­ ject ; : ■ Is also considered as the amount of time spent tv the students in actively teaming the material a.k.a. the engagement rate (the percentage of time devoted to learning when the student is actually on task, engaged with instructional materials and benefiting from the activities being presented). E. Student Success Rate ~ tfy d t/® ' ■ Refers to the rate at which students understand and correctly complete exercises and activities • Consists of teacher's task orientation and student engagement as they are closely related to student success rate • Involves organization and planning of instruction that yields moder­ ate-to-hlgh success rates but then challenges the learner to go beyond the information given

1. According to John Dewey Teaching is considered good when: • • ■ the child isTnade the center of the educative process; ____ ■ it is well-planned; ' Dr. Ma. Corazoo B. Sigu&and Prof. CcJta M. I la nan

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P rin c ip le s an d S tra te g ic s o f T each in g

■ the learner is made conscious of the goals or aims to be accomplished; • ■ it provides learning experiences; • there is provision to meet individual differences; ■ it utilizes the past experiences of the learner; • the learner is stimulated to think and reason; ■ it is governed by democratic principles; • the method used is supplemented by another method and instructional devices; • evaluation is made an integral part of the teaching process; and • drill or review is made an integral part of teaching and learning. 2. According to James Mursell Teaching becomes a success when it fakes into consideration the following: a. Principle of Context-setting and use of appropriate materials Level I-Textbookonly. . Level II - Textbook together with supplemental materials Level III - Non-academic and current materials Level IV- Mirti-sensory aids Level V - Demonstration and presentation by experts Level VI - Field experiences b. Principle of Focus -subject matter/lesson Level I - Page assignment Level II - Announced topic together with page or chapter references • Level III-Broadconcepts Level IV- Specific concepts, problem, skills acquisition . c. Principle of Socialization - social setting in the classroom Level I-Submission Level II-Contribution Level Id - Cooperation and collaboration d. Principle of Individualization -learner's purposes, aptitudes, abilities and experimental procedures Level I - Uniform tasks" Level II - Homogeneous grouping Level'll! - Contract ptyi PNU L E T Reviewer

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P rin c ip les a n d S tra te g ie s o f T eac h in g .

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Level IV- Individual Instruction • •• Level V - Large units with optional related activity Level VI-Individual undertakings • ' e. Principle of Sequence - order/arrangement of learning tasks Level I ~ logical successl6n of blocks erf content L'evel II - Connecdng'leamlng/lesson/course through introductions, reviews Level III - Building learner’s readiness Level IV - Building from emerging meanings f. Principle of Evaluation-appraisal Level I -Through testing . Level II- Related to objectives and processes Level III ~ Total learning process and results

III. MANAGING INSTRUCTION A. Deteirnining ln ^ rtio h s j Objectives are specific statements of intermediatej ^ r i ^ oirtcomes necessary for acis to do atihe end of ins^ucQon), • Taxonomy of dbjectives , 1) Cognitive &orfta1n-4erf|amin Bloom- describe the knowledge that learners are to acquire; ; Oriqinat

Revised Taxonomy

Uke the original taxonomy, the revision is hierar­ chical in the sense that the six major categories of the cognitive process dimension are believed to differ in their complexity. a. Knowledge 4 recalling previously leanrted material

ffiH P N U LET Reviewer

from tong-term memory. ■ Recognizing

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Professional E d u catio n

b. Cton^h8t$or^- restating previous^teamed material c. Application!- using the knowledge Jqto a rjew situ. attoriorproblwt- > d. AnatyS&jr breaking the knoyise^'into.pafis and ‘ mak^sffilMoti^iipamong ideasr * e. Synftesi? r producing wtioies from the parts or ' producing a r ^ whote j f. Evaiuatioi-judging the value pf toorted^iofflie^ material learnt . *

b. Understand'* Determining the mealing. .of ins^etiooaLrriessages/lr^loding oral, written;-^i%)hlccommunicafion. i ■ Interpreting * Exemplifying • Classifying • Summarizing ■ Inferring ■ Comparing •Explaining c. Apply -JCanying out or using a procedure

insgim:s$jefk)n,y ■ Executing ■ Implementing d. Analyzes Breaking material into ils constituentfHflsjfxJ.detecting howthepartsrelate ta 0(9an#er and to an overall structure orpurpoise. ■ Differentiating • • Organizing

■ Attributing a Evaluate - Making^udgmentstased on crrterla and^tgndards ■ Oiecking ■ Critiquing f. Create* Puffing elements together to : form w&hflrMt whote*br make an original: '■^nerating • Planning • Producing

Dr. Ma. Corazon B. Sigua and ProC. C elia M. Ilanan

Prof'cssional E d u catio n

2) Affective D pifi^rtfD avld^tfw oW - describe thef.$itu

Learners - the stakeholders of the curriculum, whose needs and abilities are the basis of curriculum content solution and whose achievement level mea­ sures the effectiveness of the curriculum > Teachers - establish direction and Implementation of a particular program - select content to be given emphasis - assist/ contribute in the preparation of the scope and sequence of the program - attend to the pedagogical concerns such that they modify the curriculum to suit the needs of the teamens help in evaluating the effectiveness of the curriculum

>

School administrators -

supervise curriculum implementations. select, recruit and hire qualified teachers admltstudents take charge jp the procurement of school equipment and instructional materials needed for the effective delivery of instruction

a Communltv-based >

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Parents - support and participate in parent-school organizations where prjprities for the cunicuiunf are set

Publishers

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■ - 'provide/ develop instructional materials based on the prescribedcurriculum Dr. M a. C orazon B. Sigua and Prof. Bert J. Tuga

P ro fessio n al E d ucatio n

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Law makers/government officials - authorize school budget ^ • - enact legislation to effect curriculum change or improvement - issue guidelines in designing and implementing curriculum > Community-at-large - often dictates the purpose, goals and content of school curricula -.recommend directions and Ranges in the curriculum

V. CURRICULUM PROCESS

A.

Curriculum Planning 1. Determinants for Curriculum Planning the consumer of education ty to progress economically must progress c) ^Krtov^edgij - set up an environment which will challenge all stuBwts to master knowledge

2. Needs Assessment m ib ^ s m ie n t Is completed to Identify the strengths and weaknessesof tfid s tln g cunlculumsttuatlons and tcfcprovlde dfrections fortheirlrryrove^ l | ^ l t is a ^steniatic exploration of the way thfrigTarelind the way they

3.

Jprmutertlnfl Sods Go^s are Statement^ of endpoints or outcomes of educatfon - statement of purposes. By analyzing school goals, we can determine the scopeoffts entire

defined as desirable by a given shape tbe goals of educatfon in that society

Dr. Ma. Corazon B . Sigua anil Prof. Bert J. Tuga

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C u rric u lu m D evelo pm ent

e) fend of Knowledge - huingn knowledge that has been jfcrafnul# 6 Jd and organfced tor universal useand should be taken Into aefcouot in shaping the goals. Levels of Goals a) Institutional Goals b) School Level or Department Goals c) Program or Curricular Goals d) Classroom or Institutional Level

B. CurrtcuiumOeslgnlng (Curriculum Organization) C^rffeuliiw desfgn is concerned with the nature and arrangement of the % b^fcBm ciilar parts. (Also called components or elements).

The Components of Design

Adapted from Exploring the Curriculum H.H. Wes 1942p2

PNU L E T Reviewer m

C u rricu lu m D evelo pm ent

1. Sources of Design

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a) Science - The scientific method provides meaninglor the curricu­ lum design. b) Society-School should draw its ideas for the curriculum from the analysiyof the social situation. c) Eternal and Divine Sources - Designers should simply draw on the pad for guidance as to what Is appropriate content d) Knowledge-’What knowledge Is of most worth?" ej Learner - Curriculum should be derived from what we know about the learners, how he a she teams, forms attitudes, generates inter­ ests and develops values 2. Dimensions of Curriculum Designs (BASICS)

Basics - equitable distribution of content, time, experiences and other elements of design Articulation - interrelatedness of various aspects of the curriculum (vertical and horizontal) Scope - the breaths and depths of the curriculum Integrations - refers to the linking of all types of knowledge and experiences contained within the curriculum plan Continuity - vertical repetition and recurring of the content

Sequence- provide continuous and cumulative teaming Principles for Sequence a) simple to complex b) prerequisite learning cj whole to part d) chronological 3. Selection of the Curricular Elements .

1) Selection of Objectives - should describe behavior - stated analytically and specifically [PNU L E T Reviewer

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P ro fessio n al E d u c atio n

- developmental rather than terminal • - SMART - considers the 3 objective domains 2) Selection of Content - -criteria for selecting content^ a ). V alidity-if It is authentic b) Significance/ relevance - consistent with social realities, e) Balance of breadths and depths - coverage d) Leamability - adjustable to learner's a S ility 'T v ^ T e) Appropriateness-parallel with ieamer needs and interest f) Utility-useful on the performance of life activities 3) Selection of Learning Experiences - criteria for selecting experiences a) Appropriateness - should be appropriate and suitable to the content, activities and level of development of the learners b) Variety - should include minds on, hands on, and authentic learning experiences c) Optimal value- should encourage the learners to continue teaming on their own d) Feasibility- in terms of human, physical and financial resources 4. Grade Placement - Involves allocation of content to definite grade capable of learning - Considers such factors as: child's ability, difficulty of item, Importance of content, maturation, mental age, experiential background 5. Time Allotment • - Refets to specification of definitetime for subject/course; amount of time given to a subject - Considers such factors as: importance of subject; child’s ability; grade level average number of days/hours

Dr. M a. Corazcm B . Sigua and Prof. B ert J . Tuga

P ro fe s sio n a l E d u catio n

C. Curriculum Implementation ' Implementation is an interaction between those who have created the pro; gramme and those who are charged to deliver it. According to Ornstein and Hunkins (1998), implementation: ■ requires educators to shift from the current programme which they are familiar with to the new or modified programme. • Involves changes in the knowledge, actions and attitudes of people • can be seen as a process of professional development and growth involv­ ing ongoing Interactions, feedback and assistance. • is a process of clarification whereby Individuals and groups come to un­ derstand and practice a change in attitudes and behaviors; often involving using new resources. • involves change which requires effortand will produce a certain amount of anxiety m i to minimize these, it is useful to organize implementation into manageable events and.to set achievable goals. • requires a supportive atmosphere in which there is trust and open commu­ nication between administrators, teachers educators, and where risk-taking Is encouraged.

D. Curriculum Evaluation • The process of delineating, obtaining and providing useful Information for judging decision alternatives • involves value judgment about the curriculum • 'Did we do what we wanted to do?'

Types of Evaluation 1.

According to approach . Humanistic vs Scientific 2.* According to scope

Evaluation of-Learning vs Program Evaluation 3.

According to tWng

Formattve vs Summative

Or. M a. Coraxon B . Sigut ind Prof. Bert J . Tuga

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C u rric u lu m D e v elo p m e n t

Why Evaluate

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1) Meet demands that current educational reforms have made 2) Provide directions, security, and feedbacks to all concerned

3) Determine appropriate and available resources, activities, content, method or whether curriculum has coherence, balance, articula­ tion, scope, integration, continuity and sequence in order to meet curriculum goals/ objectives What areas in curriculum are qualified for evaluation? 1} mission statement (philosophy)

2) sequence (order) 3) continuity (without disruptions) 4) scope (depth/ variety of content) 5) articulation (how parts fit) 6) balance (quantitative and qualitative aspects of content) 7) coherence (relationships among different components)

E. Curriculum Improvement -

Enriching, modifying certain aspects without changing fundamental con­ ceptions/elements/ structure Levels of Operations for Improvement 1) Substitution - substituting a new book for the current series 2) Alternation - adding to instructional time 3) Variations-transferring a successful program

4) Restructuring-organizing teams for teacher and specialists 5) Value orientation change - shifting from routine instruction to com­ puter assisted instruction

Actions that Facilitate Curriculum Improvement 1) ‘ Change climate and woridng condition to encourage improvement 2) Maintain appropriate tempo - ' 3) Arrange for variety of activities * 4) Bulk! evaluation procedure

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F. Curriculum Change- Refers to the basic alteration in the structure and design of learning ex­ periences based on conceptions which may be at the school, district or national le\fei

- To make different by shifting to new goals and means Principles that Guide Change Process 1) People improve when they detect the desire of the stimulator to im­ prove himself. 2) Direction of improvement should be determined cooperatively. 3) People must identify and examine each others centrally held values. 4) People Improve through experience. 5) Divide time between contact individual and with group. 6) People's resistance to efforts of others constitutes major individual differences. 7) Create a dimats of freedom. 8) Keep channels of communication open.

9) Use power with great care. 10) Operate on a limited number of fronts at a given time. VII. CURRICULUM ALIGNMENT Curriculum Alignment - alignment between curriculum and one or more of the following elements, state standards, standardized test/state test, curriculum embedded tests, student's assignments, lesson plans, textbooks and instruction • Vertical Alignment - planning curriculum across the grade levels from kindergarten through high school, building upon insbuction based upon standards • Horizontal Alignment - alignment of the curriculum being taught by teachers in common grade level Written Curriculum - specifies what Is to be taught ?nd is produced by the state, the school system, the school and the classroom teacher Taught Curriculum - what the teacher actually teach in tffe classroom .

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ALIGNM ENT TR IA N G LE

Curricuhimlilangle Tasted Curriculum - provides valuable feedback about each student’s under-

Benefits of Curriculum Alignment 1) Improves students test scores by making sure the Information a teacher teaches in her classroom lines up with the Information cov­ ered on standardized test 2) Teachers can coflaborate together more effectively of they all have the ' same basic goal for their classrooms. 3) Helps a school or Individual teacher prove the students are learning material that lines up with state standards. 4) Students can travel from school to school and still have the same basic instruction. • 5) Ensures an increased In the students academic performance. Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.

P r o fe s s io n a l E d u c a t io n

PART II - ANALYZING TEST ITEMS ' D ire ction s: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 Items as your sample. Write only the letter of your choice in your answer sheet.

1.

Which is NOT a provision for the development of each learner in a good curriculum? A. Extensive arrangements are made for the educational diagnosis of Individual learners. B. Self-directed, Independent study is encouraged wherever possible and advisable. C. Self-motivation and self-evaluation are stimulated and emphasized through­ out the learning opportunities of the school. D. The program provides a wide range of opportunities for individuals with same abilities, needs, and interests.

Analysis: Option D is CORRECT. Notice the word NOT in the question above. This entails that the answer to the question Is a provision or activity which does not promote the development of each learner. While option D mentions of a program which provides a wide range of opportunities for individuals, it only focuses on Individuals with the same level of abilities, needs and interest It fails to consider individual differences. Option A Is INCORRECT. The provision of extensive educational diagnosis of learn­ ers will really help address the specific needs of children. Options B and C are INCORRECT. Self-directed, independent study and self-mo­ tivation and evaluation highlight the ability of children to construct and direct, their pwn learning. These enable them to develop their potentials to the fullest.

2.

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Teacher Lily would like to take part in developing a subject-centered curriculum •because she believes that all subjects in this type of curricuiuifi are geared towards the holistic development of the learner, is her belief about the subject-centered curriculum true? - ■--

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Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a

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C u r r ic u lu m D e v e lo p m e n t

A. Yes, because the subject-centered curriculum focuses on the learners needs, interests, and abilities. • 8 . No, because itjs the experience-centered curriculum that emphasizes the teaching of facts and knowledge for future use. C. Yes, because the subject-centered curriculum involves cooperative control.. D. No, because it is the experience centered and not the subject-centered curriculum that emphasizes integration of habits and skills in teaming the knowledge component of a subject areas. Analysis: Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric­ ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men­ tal and moral development of learners. This is possible under an experience-centered curriculum. Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con­ ception about the subject-centered curriculum is not true, this option could not be accepted because It presents conflicting information. It is' subject-centered curric­ ulum, not experience-centered cunriculum, which emphasizes the teaching of bets end knowledge. Option A and C are INCORRECT. The consideration of learners' needs, interests, and abilities including cooperative practices in the classroom are seme of the im­ portant traits of experience-centered curriculum. 3. In the elementary level, English literature and Social studies relate well. While his­ tory is being studied, different literary pieces during the historical period is being studied as well.What curriculum design is shown here? A. Separate Subject design C. B. Correlation design -D.

Analysis: Option C is CORRECT. Subjects are related to one another but individual subject, maintains its identity. In the question above, English literature and-social studies corP W L E T Reviewer

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| relate well. The literary pieces being studied in English literature reflect the culture, social activities even the problems and issues in each historical period. Options A and B are INCORRECT. Both separate subject design and discipline design are compartmentalized. They stress so much on cluster of topic, content and academic disciplines. . Option D is INCORRECT. Like correlation design, .broadfiejd design was made to prevent compartmentalization of subjects. However, unite correlation design, broad field considers wider integration of subjects that are fused into one subject. Thus, | the identity of each subject combined is lost. 4. This phase of curriculum development involves decisions, among other things, on grade placement and sequencing of content. Which phase is this? A. Curriculum planning C. Curriculum organization B. Curriculum evaluation 0. Curriculum implementation Analysis: Option C Is CORRECT. Decisions on sequencing of content and grade placement are done on the level of curriculum organization/design. In this level, the curriculum developer determines the scope and sequence of content in each subject based on the design of the curriculum. Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of needs and social demands which will make up the goals/objectives of the curric­ ulum. This is done at the Initial phase of curriculum development process. Imple­ mentation is more concern on the actual delivery of the curriculum in the schools/ classrooms. This process is conducted after the content, grade placement, etc. had been finalized. Evaluation is the terminal part of the curriculum development process where the'efficiency, effectiveness, aria impact of the'curriculum are measured. 5. One example of this design of subject-centered curriculum is that which shows social studies being combined with geography, civics and culture, and history to ■ comprise one subject area. Which design is this? A. Correlated C. Separate Subject •B. Broadfletds ' D. Core K

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Analysis; . Option B Is CORRECT. Broadfield design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. Thus geography, civics and culture, and history are fused into one subject-called social studies. Eventually, the identity of each subject is lost. Broad field draws around themes and integration. Option A is INCORRECT. Correlated design relates the content of two subjects in order to reduce fragmentation. However, the identity of each subject is maintained. This is not the case in the question above. Option C is INCORRECT. Separate subjects design is highly compartmentalized and fragmented. Option D is INCORRECT. Core design revolves around general education and the problems are based on common human activities.

6.

Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identi­ fying related concepts in Math. Whatpattern of organizing subjects did Ms. Ortiz consider? A. Broadfield C. Cere B. Correlated D. Separate Subject 7. Which design is easy to deliver because complementary books and materials are commercially available? A. Experience centered design C. Process design B. Problem design D. Subject centered design 8. What refers to the matching between the curriculum and the test to be used to assess the learners? -A. Alignment . C. Articulation B. Auditing D. Delivery 9. Ms. Mateo, a History teacher considers the element of time in arranging the con-, tent of her lessons in World History. What way of establishing sequence is given ■ emphasis by Ms. Mateo? . . A. Simple to complex C. Concrete to abstract B. Part to whole 0. Chronological . Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga

P ro fe ssio n a l Education

v s a B S K s s s s a & a s te s s a s s jB s s s s

10. Mr. Rivera, a new teacher believes that education is a process of development and is life Itself; therefore, experience related to the child’s need and interest should be given primary consideration. What educational philosophy is being exhibited by Mr. Rivera? A; Idealism C. ProgressMsm B. Reconstructionism D. Realism 1 1 , A stakeholder in curriculum development, Mr. Cruz, a district supervisorand a member of the school board has one ofthe following primary roles. Which one is this? . A. Support and participate in parent-school organization activities. 0 Authorize school expenditures for curriculum development, implementation and evaluation. a Enact legislations to effect curriculum improvement. W&Recommend changes In curriculum. 12*!me schools in the 1“ District plan to adopt the reading program used in the 3"* District What level of curriculum improvement is used? A. Variation C. Substitution B. Value orientation D. Restructuring 13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is better that throughout the high school years, economic geography concepts be used to recur and be repeated with depth for effective learning. What criterion in content selection is shown here? A. Validity C. Significance • ( f ) Continuity D. Leamabillty 14. ine Filipino learners envisioned by the Department of Education in the light of the K-12 Curriculum Is A. Technologically literate or toQtsticaHy developed Filipino B J Functionallyliterate or logtsflcaHy developed Filipino .C. Scientifically Advanced and Values Oriented Filipino ‘ D. National Oriented and internationally Competitive Filipinos . •

Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga

s^

8Ba* W Bga' -

|IJ!

Curriculum Developmcni

............

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15. Teacher Dominguito believes that a new respect for the child is fundamental In cur' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl of the child - the center of the educative process. To which approach in curriculum does Teacher Dominguito adhere? Learner-centered C. Problem-centered Subject-centered D. Pragmatic 16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in the school to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge In the community. What is shown in this situa­ tion? A. Community members as supporters of curriculum 0 } Community members as curriculum resources C. Community members as managers of curriculum 0. Community members as beneficiaries of curriculum 17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu­ dents and not on the anticipated needs and interests. What type of curriculum does teacher Bert adheres? A. Subject-centered C. Bqaerience-centered B. Learner-centered D? Culture-based 18. What type of curriculum divides the school day into different periods such as lan­ guage arts, social studies, science and health, arithmetic, etc.? A. Correlated C. Integrated 8 . Broad fields D. Separate Suttfect 19. Which curriculum design element is taking place when Eduardo, a 4* year student can connect the lessons he learned in a subject area to a related content in an­ other subject area? A. Artculation . C. Continuity ’ B. Balance • D. Integration

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20. The following curricular changes took place in what particular period? Restore Grade VII, double'-single session was abolished and more textbooks were written by Filipino authors. A. American Period - C. Japanese Occupation B. Philippine Republic D. New Society 21. This concept includes the sub-processes of curriculum planning, organization, im­ plementation and evaluation. Which concept is this? A. Curriculumdevelopment C. Curriculum management IS. Curriculum assessment D. Curriculum and instruction 22. If curriculum is the *means", what Is the "end'? • A. Strategies C. Technique B. Instruction D. Approaches 23. The curriculum used during this period in Philippine history terminated the use of English as a medium of instruction. What period was this? A. American C. Commonwealth B. Spanish D. Japanese 24. Which of the following statements about the concept of curriculum is NOT quite acceptable? A. It refers to all Ihe experiences that both the school and the teacher provide the students with. B. It is the set of acquired knowledge, habits, and skills. C. It consists of everything that goes within the school. DL It Is a planned action for instruction. 25. What process is being undertaken by curriculum developers when they enrich, or modify certain aspects of a particular program without changing Its fundamental conceptions? , A. Curriculum improvementC. Curriculum, design B. Curriculum changeD. Curriculum implementation

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PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skftls by answering the items below. Write only the letter of the best answer. 1. What design element establishes the vertical linkage from level to level to avoid glaring gaps and wasteful overlaps? ^ Articulation C. Scope B. Balance D. Sequence 2. What refers to the authenticity of the content selected by the curriculum developer? A. Feasibility C. Significance B. Leamability. 0. Validity 3. What do we cal the allocation of content to a definite grade capable of learning? A. Time allotment C. Grade level B. Grade placement D. Maturity level 4. 'Which pattern of experience centered curriculum centers around the normal activities of children and Is based on each child's needs, Interests and potentials? A. Child centered C. Social function B. Activity 0. Specific competencies 5. Which curriculum development phase focuses on the change which will take place in certain aspects of the curriculum without changing the fundamental conceptions? A. Curriculumplanning C. Curriculum improvement B. Curriculumdesign D. Curriculum evaluation 6. Which is not a component of curriculum designing? A. Objective . C. Learning experiences B. Leamtng content D. Diagnosis of needs 7. Which type of curriculum design serves as a response to society's demand for in­ tegration of knowledge and enables the learner to see relationship among various aspects? . A. Broadfield C. Core B. Correlated. • .D. Separate subjects Or. M a. Corazon B . Sigu a and Prof. B e n J . Tuga

P r o f e s s i o n a l E d u c a tio n

8.

Who controls the subject centered curriculu'm? ‘ A. LearnerC. Parent B. Teacher D. eacher and parent 9. To provide for individual differences in the classroom, how is curriculum designed? A. Minimum learning competencies are included B. Realistic and meaningful experiences are provided C. Some degree of flexibility is provided a Social skills are emphasized 1 0. To ensure success in curriculum development, which of the following specific ac­ tions should a curriculum leader avoid? A. Work with people not over them. B. Use your status frequently to establish discipline. ~C. Keep channels of communication open. D. Show that you too desire to improve. 11. Which of the following is a reason for the continuous appraisal of the existing curriculum in all levels? A. New national policies in government B. Changing needs and condition of society C. Economic status of the people D. Political trust of the country 12. Which of the following best defines curriculum development? A. Hie total mental phenomena directly received at any given time. . B. The planning of learning opportunities intended to bring about certain desired changes in pupils and the assessment erf the extent to which these changes have taken place. C. A continuous cycle of activities in which all elements of curriculum are considered. D. Education is aiding each child te be socially creative individuals.

Or. M a. Coraxon B . Sigua and Prof. B u t J.T u g a

C t t r r ic u J a in D e v e lo p m e n t •

. 13. To build a sense of pride among Filipino.youth, which should be done in the cur­ riculum? A. Re-study our history and stress on our achievements as a people. B. Re-study our history from the perspective of our colonizer. C. Replace the study of folklore and mythswith technical subjects. D. Set aside the study of local tiistory. 14. What do you call the curriculum when the teacher puts into action all the different planned activities in the classroom? A. Recommended Curriculum Taught Curriculum B. Written Curriculum D. Supported Curriculum 15. Which statement about the subject-centered cuiriculum is NOT true? ,J k. There is a high level of cooperative interaction. H . It covers much content in a short period of time. C. The teacher has full control of the classroom activities. D. The main task is mastery of learning. 16. Schools divide the school hours to different subjects such as reading, grammar, literature, math, science, history and geography. What curriculum design is ____ referred here? A. Problem-Centered C. Subject-Centered B. Learner-Centered 0. Culture-Based 17. Which is NOT a description of the learner-centered curriculum? A. Emphasis is on the total growth and development of the learners B. Controlled and cooperatively directed by learners, teachers and parents C. Education is a means to develop socially creative individual 0: Emphasis upon facts and knowledge for future use 18. The K-12 curriculum is otherwise caSed as A. 2002 Basic Education Curriculum B. Revitalized Basic Education Curriculum C. Enhanced Basic Education Curriculum • 0. Extended Basic Education Curriculum

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19. What refers to an individual or group of individuals who have a direct and indirect influence in curriculum development? ' • ' . A. Stockholders C. Promoters B. Stakeholders D. ^corporators 20. What' refers to the appropriateness of the content In the light of the particular students who are to experience the curriculum? A. Significance C. Interest B. Validity Leamability 21. Which of the following statements is NOTacceptable? A. Instruction is the actual engagement of learners in the planned learning activities. B. Curriculum determines what assessment should be done, and how to do it. C. Instruction requires teachers to use a variety of action to accomplish a variety . of functions. j l Assessment establishes what is to be accomplished in teaching and learning. 22. Which characteristic of a good curriculum highSghts the psychological nature of the learner? A. Provisions are made for the smooth transition and continuing achievement ofpupils. B. Curriculum plans in areas which extend over several years are developed vertically. C. Classroom practices give attention to the maturity and learning problems of each pupil. 0. Cooperative planning and teaching provide for exchange of information about pupil's learning experiences. 23. Objectives must be evaluated in the light of practical considerations, including teacher competence, availability of instructional materials, time allotment etc. What characteristic of educational objective is defined by the aforementioned statement?A. Comprehension B. Attainability

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C. Consistency- . 0. feasibility'

P r o fe s s io n a l E d u c a t io n

24. ‘Knowledge is true if it is workable." What philosophical foundation supports this statement? ’ ■ A. idealism C. Pragmatism 6 . Realism . 0. Essendalism . 25. As a member of the curriculum committee; your chief concern is to give the child freedom to choose what to leam and believe, as you allow them to set their own identities and standards. What philosophy will you consider? A. Existentialism C. Idealsm B. Realism D. Pragmatism

Dr. M a. C orazon B . Siguaand Prof..Bert J,.T u ga

P ro fessio n al E d u catio n

P repared b y: Prof. Ju d y C . Bautista and P ro f. M erry Ruth M . Gutierrez

j Competencies:

i 1. ; i ? 2. | i '

Use activities that enhance critical, creative, and metacognitive reading skills. Analyze extrinsic and intrinsic factors that affect reading performance

Prpf. Judy C . Bautista and Prof. M erry Ruth M . Gutierrez

D e v e lo p m e n t a l R e a d in g

. Theoretical Models in Reading 1. Bottom-up - depicts reading starting with the input of some graphic signals or stimulus. The role of the reader is to get meaning romthe text based on the stim­ ulus or the words used. This is also called data-driven processing. Dechant (1991), citing Gove (1983), claims that the adherents of the BOTTOM-UP MODEL of reading put forward the idea that: a) it is imperative for readers to recognize every word in a selection so that they can comprehend it; b) word and sound-letter cues should be the primary tool that readers should use so that they can identify unrecognized words; c) the mastery of a series of word-recognition sklls Is the primary requirement for reading acquisition; d) instruction should focus principally on the teaching of letters; letter-sound relationships, and words; e) accuracy in recognizing words is significant; and 0 it is important for readers to have the knowledge of discrete sub-

2. Top-down - oepicts reading beginning with tbe cognitrye processes occurring in the reader's mind as he. or she. reads! The role of the reader is to give meaning to the text based on the information already held within the reader?store of prior knowledge. This is also called concept-driven processing. Supporters of•theTOP-DOWN MODEL of reading, according to Decfiant (1991), pot forward that: a) even though readers do not recognize each word, they may be able to comprehend a selection; PNU LET Reviewer

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b) meaning and grammatical cues primarily.assist readers to identify unrecognized words; c) the mastery of a series of word-recognition skills takes a back seat in comparison to the use of meaning activities; d) . the reading of sentences, paragraphs, and whole selections should be the principal focal point of instruction; e) reading for meaning is the central objective of reading rather than the mastery of letters, letter/sound relationships, and words; and f) the iamount and kind of information obtained through reading is the most important aspect of reading. 3. Interactive - depicts reading as the process of constructing meaning through the dynamic interaction among the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation. . ' The third model of reading, which is the INTERACTIVE MODEL, neither accepts nor rejects the pure and extreme betefs of the iwo earlier models. The advo­ cates of this model put forward the idea ttiat a) readers process letters and words at the same time as they formu­ late hypotheses about the meaning of what is on the printed page (Dechant, 1991); ^ b) meaning simultaneously comes from a combination of different sources like logographic knowledge, graphemic knowledge, phono­ logical knowledge, orthographic knowledge, morphemic knowledge, grapheme-phoneme correspondence, lexical knowledge, semantic Knowledge, syntactic knowledge,'and schematic knowledge (De­ chant, 1991); and c) Instruction should give a balanced emphasis to the teaching of whole texts and phonics.

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A Reading teach er should be... A. aware of one's thinking process B. careful in examining one’s thinking process and the thinking process of others C. practicing one’s thinking abilities When teachers do these, the learners are expected to benefit from them so that they may also be developed to become critical, creative, and metacoanitive readers. The reading teacher should bear in mind that a CRITICAL reader: > must carefully examine his/her thinking and the thinking of others, in order to clarify and improve own understanding > should examine and test suggested solutions to see whether they will wori< > need to fest ideas'for flaws or defects and must not be inhibited by fear of being aggressive and destructive, nor have fear of retaliation, and over-eval­ uation > should engage in critical thinking activities such as thinking actively, carefully exploring situations with questions, thinking for oneseif, viewing situations firom different perspectives, and dtecussing ideas in organized ways Critical thinkers are • Skeptical (Just because it's in print doesn't mean it is right) ■ Fact-oriented (Give me the facts and convince me that they are the relevant ones) ■' Analytic (How has the worktjeen organized? What strategies has the writer used?) * Open-minded ( Be prepared to listen to different points of view; do not be restricted by personal biases) ’ • Questioning (What other conclusions could be supported by the evidence?) ■ Creative (What are some entirely different ways of looking at the. problem orissue?) * • Prof. Ju d y C . Bautista and Prof. M erry Ruth M . Gutierrez

P r o fe s s io n a l E d u c a tio n

• Willing to take a stand (Is the argument convincing? What is my position on the issue?) • Show the ability to separate fact from opinion; recognize propaganda techniques, compare-different sources of information; recognize important missing information; draw inferences that are not explicitly stated, and iden­ tify the author's background and purpose The reading teachershould take into consideration that a CREATIVE reader: > uses his/her cognitive processes to develop ideas that are unique, useful,. and worthy of further elaboration > discovers a new or improved solution to a problem, or a set of new ideas > organizes ideas In different ways, and makes unusual comparisons > is not inhibited by conformity, censorship, rigid education, and desire to find an answer quickly The reading teacher should also remember that a METACOGNIT1VE reader > is aware of one's mental processes such that one can monitor, regulate, and directthem to a desired end > has the ability to think about and control own learning > practices self-regulation and monitoring comprehension by answering the following questions: 1) Are there any words I don't understand? 2) Is there any information that doesn't agree, with what I already know? 3) Are there any ideas that do not fit together because I can't tell who or what is being talked about? 4) Are there any ideas that do not fit together because I can't tell how the ideas are related? • 5) Are there any ideas that don't fit together because I think the ideas are contradictory? • 6) - Is there any information missing or not dearly explained?

Prof. Judy C . Bamista'and Prof. Merry Ruth M . G utierrez

D e v e lo p m e n t a l R e a d in g

Dechant (1991) claims that a reading teacher has to have a comprehensive view that • That includes the Reading is .. .enabled by the factors and skills... task of..-. a... • letter recognition • in visual processes, eye-movement skills, aid word recog­ visual perception, left-to-right progression, nition and kinesthetic perception. SENSORY • the association PROCESS of 90und with the • of hearing and auditory perception symbol... • such as, one's world experience, concepts and conceptual systems, culture, fund of PERCEPTUAL- • the association linguistic experience, topical knowledge, and of meaning with COGNITIVE vocabulary and word meaning; and printed symbols PROCESS • the within-text context, and the wHhinf-mind context ■ in listening and speaking proficiency, and • having the facility ■ in understanding the phonological, syntactic, In language . and semantic systems • the communica­ ■ such as, commonality of experience and LANGUAGEtion of meaning similarity of personal schema; COMMUNICA­ from writer to • familiarity with writer's mode of expression; TIVE PROCESS reader and the and apprehension of • adequacy of cues in the text to assist the the meaning by reader in matching personal schemata with the reader text schemata. • the registration of • selective attention; the visual features • rehearsal; • chunking; of the word irr MEMORY the.sensory store • organization; PROCESS and In long-term •. semantic decoding; and • retrieval memory

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■"The preparational strategies 1 ) previewing 2 ) -activating prior knowledge 3), setting purpose and goals.4) predicting . ; . •. The organizational strategies 1 ) comprehending the main idea 2 ) determining important details 3) organizing details 4) sequencing 5) following directions 6) summarizing • The elaboration strategies 1 ) making inferences 2 ) imaging 3) generating questions 4) evaluating (critical reading) ■ The metacognitive strategies 1 ) regulating 2 ) checking 3) repairing

•

Stages of Reading Development Stage One. Emergent Literacy (Birth to Five Years) > learn primarily through direct sensory contact and physical manipulation > perception based conclusions' > experience difficulty putting experiences into words > rapid language growth > explore writing in the form of scrftables, letter-like forms, or invented spelling > egocentric > love being read to and cannot hear their favorite tales often enough 8 8 |PNU LET Reviewer

P ro fe ssio n a l E d u catio n

. > have poorly developed concept of causation . • > like the elements of rhyme; repetition, and. alliteration Stage 2.-Early Reading (Kindergarten and First Grade) > manipulate objects and ideas mentally > can reason logically " > have difficulty compreliending underlying principles ■ > have evolving grasp of the alphabetic principle Stage Three. Growing Independence (Grades Two and Three) > develop evolving fluency > extensive reading of both fiction and nonfiction > become more appreciative of stories involving the lives of others > judge their reading affectively and personally rather than by' using standards > may have difficulty explaining why they like a selection Stage Four. Reading to Leam (Grades Four through Six) > wide application of word-attack and comprehension skills > much greater emphasis is placed on grasping informational text > vocabulary and conceptual load increase significantly > words in listening vocabulary increase Step 5. Abstract Reading (Grades Seven and Up) > can construct multiple hypotheses > become more elaborate in evaluation of readings and reflect an evolving > set of standards forjudging

A reading teacher has to be familiar with > Factors that Help Emergent Literacy Learners' Reading Development • • Background of experiences-exposure to various experiences, opportu­ nities (oral expression, listening, writing) and materials • Language facility - opportunities for oral expression (conversation, dis­ cussion, oral reports, storytelling, drama, etc.), listening, writing.

Prof.’ju d y C . Baurisra and Prof. M erry Ruth M . Gutierrez

P ro fe ssio n a l E d u c atio n

• Interest in reading-oral reading, free silent reading, recreational reading, close reading/study of literature, book clubs, paperbacks, magazines, and newspapers, poetry reading, poetry etc.. • Social and emotional development- Individual and group communica­ tion and participation; structured ei$eriehces so the child feels accepted and secure and develops desirable attitudes toward himself and others (Language is a prime catalyst in social and emotional development). • Physical development - Other thangood general health, vision and hear­ ing acuity are most important Auditory discrimination of speech sounds suggests ideas like rhyming words and initial sounds in words. The child’s need to make fine visual discrimination is obvious, suggesting early ac­ tivities with forms and shapes, and letter recognition, words beginning or ending alike, etc. ■ Intelligence - data attest to the importance of mental age, but do not es­ tablish a particular point on the mental age, continuum as the point below which children will not achieve success in reading. Pre-reading activities, socioeconomic factors, teachers, methods, and materials must be consid­ ered in each individual situation. > Beginning Reading 1. Who are beginning readers? - Kinder to grade 1 (Gunning, 2003) - Anyone who have not been taught the conventional reading (Sav­ age,.1994) - A person learning to read in the second language (Folse, 1996) What are their characteristics? - problem solvers - needing plenty of opportunities for choice - motivated through novelty - ■ • - retaining information better if given a chance to master a few thingswell ^ - needing TIME for learning' - bringing more thjn an empty shell to school _ Prof.-Judy C . Bautista and Prof. M erry Rath M. G u rierr«

D ev elo p m e n ta l R e a d in g

2. When is the right time to teach beginning reading? - A child is never totally ready or unready to read. - When learners have achieved unity of their capabilities, abilities with their interests (Hfttteman, 1978). 3. Appropriate approach in teaching beginning reading > “Balanced Reading Instruction in Practice"

FOUR CUING SYSTEMS IN READING

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Graphophonic Cues

Schematic Cues

Semantic Cues

Syntactic Cues • Start with whole text Grounding instruction in whole texts provides the basis for meaningful literacy activities. Examples include the shared reading of poems or stories using big books or charts. An active demonstration of the teacher's own composing and spelling processes s extremely powerful, as he or she models at the chalkboard, thinking aloud about what word will come next or how a word is spelled. • Focus on knowledge about the parts o f language that may be useful for reading and writing. Responding to all texts only at the holistic level is not enough. Instruction should 'include a planned, systematic effort to highlight specific textual features and literary devices as a variety of mate­ rials are read, mitten, and discussed over time. Highlighting specific textual features helps children form generalizations about language that they.can apply to their own independent-efforts to-read and write. * • Return to whole texts for application and practice.- Planned opportu­ nities to apply what has'been learned about the parts of language allow students to move, from simply knowing about a, generalization to using PNU L E T Reviewer

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that knowledge in a purposeful'way. This also acknowledges the"fact that isolated language elements behave differently depending on. context. For . example, the letter s behaves differently when paired with t as oppos&l to .h. Words such as lead or wind not only mean different things in different contexts, they may be pronounced differently. Effective teginning readers use word meaning and sentence structure, along withsound-ietter relation­ ships, to approach unknown words. > The Four-Pronged Approach ( a literature-based integrated approach to teaching beginning reading) ' 1) The goal of this approach is the development of: s a genuine love (or, habit and enjoyment of reading s critical thinking skills, starting with noting the important details of a selection, making interpretations, making judgments and valuing. s oral language and using the grammatical structures correctly. * decoding and encoding skills 2) Characteristics: ■» ft is literature-based - uses a story or a poem (aside from a springboard for the other skills) for developing genuine love for reading. » It integrates literature and skills ■» It Is a balanced approach - uses whole language approach and explicit instruction » tt is made up of four components: D Genuine Love for Reading (GLR) O Critical Thinking (CT) D Grammar and Oral Language Development (GOLD): has the following parts: • Presentation lesson or introduction - uses the story as a springboard ♦ Teacher Modeling or Direct Instruction '

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♦ Guided Practice ♦ Individual Practice » Transfer Stage (TS)

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• - > How can teachers heipimprove comprehension? • assess prior knowledge and help them.relate -it to new ideas in the texts • teach words in the texts that label schemata important to the writer's message • help students sharpen cognitive skills they may need to comprehend the texts ■ show students the way writers organize printed texts to help them ‘read the blueprints" more accurately

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> WHATARE EFFECTIVE COMPREHENSION STRATEGIES? • Before Reading - activities that can activate students' prior knowledge,. ^ 1 while extending, refining, and sometimes building the schemata 1) Overview- a strategy in which teachers tell students about the selec’ tion or assignment prior,to reading, serves to activate'relevant sche! mata that students hold in long-term memory aid often enrich and refine those schemata. Advance organizers and structured overviews are examples of this strategy. 2) Vocabulary Preview- a strategy (hat starts from identifying and se­ lecting words that may cause problemsrtfi«iproceeds to explaining iri advance these unfamiliar words to students. Teaching problem words provides ‘ anchors for new information“, provides opportunities to relate unfamiliar concepts to familiar ones, and is one aspect of . developing the general background knowledge necessary for com. prehension. 3) Structural Organizer- a strategy that teaches students to focus at-, tention on Hie ways passages are organized. Before students read 1 an assignment, teachers should point out the basic rhetorical framef

•* Prof. Judy C. flaurisra and Prof. Mcrrv Rufh M. Gutierrez

Professional E d u c atio n

works underlying the discourse (enumeration, time order, cause-effect, problem-solution, comparison-contrast), call attention to specific .plans of paragraph organization, signal words, main idea sentences, headings, and subtitles. ' 4) Student-Centered Study Strategies - PQRST, Triple S’Technlque, 0K5R, PQ4R, S4R, P05R are some strategies that provide for pre­ viewing, student-centered questions, and establishment of purpose,, as well as during- aid post-reading activities. 5) Teacher-Directed Lesson Frameworks- Directed Reading Activity (ORA), Directed Reading-Thinking Activity (DRTA), Guided Reading Procedure, Reciprocal Questioning (ReQuest) are examples of strate­ gies that give teachers a plan on which they can build lessons while some give students strategies for approaching the texts. • While or During Reading • activities that can guide reader-text interac­ tions, while reading Is taking place ♦ Question Answering ♦ Inserted Questions ♦ Immediate Oral Feedback ♦ Time Lines and Charts ♦ Listing main Ideas ♦ Outlining ♦ Paraphrasing ♦ Summarizing • After or Post Reading- activities that help students remember new ideas and information, while providing teachers with feedback on how well texts . lave been understood 1) Follow-up pre- and durlng-reading activities ' 2) Have students tafl< about what they read. 3) Have students write about what they read 4) Have students make up tests on their reading .. 5) Encourage students to respond to reading *creativelyl‘

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Prof. Judy C. Bautista and Prof. Merry Rath M. Gutierrez

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• Teaching Guidelines ■ * -. 1) Show students what to do'before they begin to read in order to im­ prove their comprehension. * . 2) Plan activities to promote active involvement with texts while students read. 3) Help students sharpen, develop and remember their interpretations of a text with appropriate after-reading activities. ' , 4) Take steps to help students internalize Instructional strategies so that they become for them learning strategies.

• Steps in Applying Selected Strategies A. Vocabulaiy Previews 1) Check the assignment and list words that may be important for stu­ dents to understand. 2) Arrange these in a schema that shows the interrelationships particular to the learning tasks. 3) Add to this seherna words students probably already understand in order to highlight relationships between the new and the known. 4) Double-check the overview to make sure that major ideas are dearly shown and In a way that students will understand. 5) Share the structured overviewwiti students, teffing them whywordswere placed where they were and asking them to contribute other words. 6} As students read, have them relate other new words and Information to the graphic overview. B. Directed Reading-Thinkfrtg Acttvfty (DRTA) 1) The teacher has students survey an assignment using Sties, headings, and pictures Tifget a general idea of what the author is discussing. The teacher regularly asks, "What do you think this section will be about? Why?* 2) The students read up to a point predetermined by the teacher. ' 3) The teacher asks similar questions but posed to reflect the reading; that is, ’ What was it about? Were you correct? Why did you predict . incorrectly?' * PNU LET-fleviewer

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. 4) The group then reads on to the next stopping point, once again read­ ing to find answers to their questions. 5) The process continues until the completion of the assignment. C. Guided Reading Procedure 1) Prepare students by explaining important concept, building appro­ priate background knowledge, and providing directions for the actual reading. • 2) Students read, trying to remember all they can. 3) • Students him their books over on their desks and repeat all they can remember while the teacher records this on the board. 4) The teacher calls attention to information not remembered and suggests that students reread to discover more. 5) Students reread. 6) Their new recollections are now recorded on the board but now in outline form. 7) The teacher asks more questions to help students recall more from their riding and tries to synthesize the new information with the Information obtained by the first reading. 8) Immediate feedback is given to students through a quiz. 0. Request 1) teacher and students read together a section of the text, usually the first sentence. 2) The teacher closes the book and invites questions from the group. 3) Nextthe students dose their books, and the teacher asks them ques­ tions about what they have read. 4) When the teacher believes that students understand that much of the text, toe next section is read and steps 1 and 2 are repeated. 5) Once students become familiar with ReQuest and with the text, the teacher Incaporates predictions (as In DRTA). 6) The group rereads the re n tin g sections. 7} The teacher checks out the predictions: ‘Were your guesses right? Where do you think you went wrong?’

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E. Encouraging Students to Talk About What They Read 1) Have students pretend to be television reporters who. must sum up • a “stay' in two minutes. After allowing few minutes for preparation, ! they can have individuals tell the central idea to the group. 2) Students can be encouraged to explain what an in-class reading was ■ all about to another student absent the day it was read. 3) Teachers can ask, ‘What do you think are the (four) main ‘important Ideas of this text?" 4) Students can be asked to use the “5W’s plus H" model for some selections. > • OHier Strategies in Reading in the Content Areas 1) Clink and Clunk • Click and Clunk Is an excellent means to assess what Informa­ tion the students have learned and what Information needs to be covered in more depth. This strategy helps students recognize the information they do not understand, and assists them in get­ ting the Information they need. It motivates students as they attempt to increase the information they understand fdinks^ and decrease what they do not understand (’clunks'). » Procedure Have students create two columns on their paper and label them ‘ Clink- and "Clunk.' Next have the students read a passage, then Itet wrfiat they really understand (Clink) and what they do not understand (Clunty As a group, discuss the ‘ Clunks’ and try to clarify the information. This can be done through direct teacher Instruction or ty allowing students who understand the issue to explain it to the class.

Prof. Judy C. Bautista and Prof. Merry Ruth M. Gucicrrei

P ro fe ssio n a l Education

LANGUAGE ARTS Topic: Parts of Speech Clunk adverbs

Clink nouns verbs adjectives pronouns

interjections.

SCIENCE

SOCIAL STUDIES Topic: Roman Republic Oink • dictator republic veto why it collapsed

Clunk plebeian patrician consul why a republic was formed

MATH Topic: Equations and Inequalities

Clink Concentrated Matter

Clunk saturated diluted colloid •

Clink solving equations operations

Clunk polynomials function notation

Assessment After covering the material, discuss the Clink-Clunk list again to see if all the ’ Clunk* items can be moved to "Clink.'Those terms In the “Clunk’ column that are clearly understood can be moved to the “Clink’ column and any terms remaining in the “Clunk" column should be explained further.

2) Circle-Seat-Center This strategy allows students to work in small peer groups and go over all the information he teacher would like to cover. The strategy is an excellent way to reinforce information in a vari­ ety of ways: The Circle group focuses on verbal learning, the Seat group focuses on visual learning, aid the Center group fo­ cuses on tactile learning. This also allows students who learn through different modalities the opportunity to learn through their strength.

Prof. Judy C. fl.iutisca and Prof. Merry Rath M. Gutierrez

D ev e lo p m e n ta l R e a d in g

» Procedure First, instruct students to read the text. Following this, divide the classinto three groups based on instructional needs. Give each group an assignment: Circle, Seat, or Center. The Circle group covers information in the text with your assistance. The Seat group members work individually or withfn-their group to go. over the text information using worksheets and study sheets. The Center groups works on projects, individually or In the group, related to the information covered in the SOCIAL STUDIES text. After a designated amount of time, Topic: Fall of Rome students rotate to another group. Circle: Discuss text, including reasons for the fall of Rome. LANGUAGE ARTS Seat: Respond to questions and do Topic: Parts of Speech worksheets. Circle: Discussion and clarify the Center: Create a timeline of the Roman topic for students. Empire. Seat: Students work identifyfng the parts of speech using SCIENCE worksheets or sWBs sheets. Topic: Matter in Solution Center: Students create cards to be Circle: Discuss the types of solutions. used in a game. Seat: Complete worksheets or respond to questions at end of section. Center: Create charts to classify types of solutions. » Assessment Use teacher observation of information covered during discus­ sion, correct answers on worftsheets, and evaluate of informa­ tion covered in projects to determine students' level of compre­ hension.

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• 3) Jigsaw Jigsaw allows students to work with their peers and to learn information from one another. This strategy allows for all members of the class to receive information about an entire section In a text. It is a collaborative strategy that ensures the participation of all students. . » Procedure First, group three to six students in teams. Give each team member a topic on which to become an ’ expert" The teams then split up and find (he students from the other teams who are working on their topic, After working in the topic groups, students return to their SOCIAL STUDIES teams and present the information they gained. When studying the five themes of geography, assign each member of LANGUAGE ARTS a team one of the topics: location, place, human-environment When reviewing a specific story, interaction, movement and regions. assign team members with a component such as character, plot, MATH setting, problem, or resolution.

SCIENCE Gave each member of a group a topic such as adds, bases, and salts.

Use as review. After studying fractions, dMde into groups and assign each member atopic such as adcSng, subtracting, dividing, and multiplying.

Assessment Determine students' level of comprehension by the correct num­ ber of responses In a quiz or through discussion of information presented by each team. IP N U L E T Reviewer

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4) Partner Prediction . ■ This strategy gives students the opportunity to work.with-their peers and make predictions about as story or section. Because students are sharing their ideas with a partner, more students will be able to discuss prediction and they will not feel self-conscious about •speaking in front of the entire class. If a student is having difficulties with prediction, partner him or her with someone who is able to dd it, and he or she will have the opportunity'to see how the process is done. » Procedure First, identify places in the text to stop and predict what might happen next. Then read the title and first portion aloud and. ask what students think the story will be about Students should be seated next to partners so they can share their ideas with each other. This process is repeated throughout the reading. When the end of the selection is near, stop and ask how students think itw ill end. LANGUAGE ARTS Topic: “Cats on the Run" Students dtecuss what this story may be about As reading begins, students discuss what might happen in the story.

SOCIAL STUDIES Topic: “Cats on the ftun” Students discuss what this story may be about As reading begins, students efceuss what might happen in the story. .

SCIENCE topic: Plants Students discuss what they know. Beading covers types of trees and flowers. Students discuss how to te8 the ‘ difference and ttMch ones they have seen, and they ' discuss what else might be covered in the text Prof. Judy C. Biurisra and Pro/. Merry Ruth M. Gutierrez

P ro fessio n al E d u catio n

Assessment Through teacher observation and discussion/determine accuracy of student predictions. Monitor the involvement of individual, . students during the paired retelling. Discussion can be used to determine students' level of comprehension by assessing their responses after reading. Encourage responses from students who appear off task. Students should correctly respond to 80% of the questions during a discussion. Change partners to increase accuracy if necessary. 5) Reciprocal Teaching This strategy allows students to begin to work together and to ‘ teach" each other as they take over the discussion. m Procedure Begin by dividing the class into small groups. Each group should then read and discuss a short section from the text After all the groups have completed this, bring the entire class together and discuss the information that was covered. Start by leading the discussion, then gradually decrease your input and allow student Input to increase. Encourage the participation of all students.

LANGUAGE ARTS

SOCIAL STUDIES

Topfc: Short Section of a Story AskHie following questions; Why did tie main character react as he or die did?What is&ie importance of the se&ing h tffe story?

Topic: Earth’s Human Geography Ask fte following questions Were do people Sve?Why do they migrate? Whatproblems wfll the growing population cause? • -

S C IE N C E _____________________ Goover types of matter, or ask, What is an ecoiystefn?

Prof. Jfudy C . Bautista and Prof. M

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Ruth M. Gutierrez

D evelo p m en tal R e a d in g

■ » Assessment Use discussion, quizzes, and observation to determine if materi­ al is understood. Observation should Include monitoring the in­ volvement of Individual students and their responses. Discussion can be used to determine students' levels of comprehension by assessing their responses after reading. Encourage responses from students who appear off task. Students should correctly respond to 80% of the question during a discussion or given on a quiz. Encourage students to assist one another. 6) Think-Pair-Share/Think-Pair-Square This Is a partner or group activity that allows students to work together to check for comprehension. • Procedure After reading a story or section of text, students should think of things they already know, decide what the reading reminds them of,.and determine what might happen next Students then ‘Pair and Share* (two students) or ‘ Pair and Square' (four students) and discuss the things they have thought about.

LANGUAGEARTS

SOCIAL STUDIES

After covering a short story or selection, dscuss character, plot, motivation, setting, and resolutioh.

After covering SouthAmerica, discuss people, culture, religion, land, climate, and resources.

sciacE

________ MATH After readng a word problem

Aftercovering animal habitats, discuss what animals need to sutvive and how diferent animals adapt.

what information is given, and vtfiat mathematical function or formula is needed to solve the problem.

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» Assessment Use discussion, quizzes, or tests during or following the activity. Discussion can be used to determine students' level of compre­ hension by assessing their responses after reading. Encourage responses from students who appear off task. Students should ' correctly respond to 80% of the questions during a discussion or given on a quiz or test.

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D irections: Read and analyze each item and select the correct option that answers each question. Analyze the Hems using the first 5 items as your sample. Write only the letter of yourcholce in your answer sheet . 1. Mrs. Manuel believes in the power of environmental print to develop the pupils’' sight word recognition, print orientation, and even comprehension in a meaningful way. Which of the following materials is NOT an example of environmental print? A. Old boxes of powdered milk B. Chocolate bar wrappers This question is ail about the development of children's literacy through exposure to authentic print, which is referred here as environmental print. ChoiceA, B, and C, are all examples of authentic materials because they are made not for instructional pur­ poses but for real-life purposes. Since the question demands to Identify the non-exampie of environmental print it clearly Implies that choice D is the correct answer. 2. Ms. Custodio teaches preschool. She is preparing to employ a shared book expe­ rience activity for her kindergarteners. Which of the following materials should Ms. Custodio probably need? A. Flashcards C. Basal texts Big books 0. Word lists This question demands for the materials that the teacher should be using in a shared book experience activity. Choice A and choice D should be eliminated because the materials are dearly non-examples of books. Leaving B and C as the remaining options, one has to eliminate choice C because learners are assumed to have the same basal tads or textbooks- Choice B is the correct answer because big books ' are appropriate for sharing through read-atoud—something which characterizes a shared book experience activity.

Prof. Judy C. Bautista and Prof. Merry Ruth M”. Gutierrez

P ro fe ssio n a l E d u catio n

3. Ms. Adona asks her pupil to point to the first word that should be read In the big book. Then, she asks the pupil to point to the last word to be read. Which of the following assessment measures does Ms. Adona employ in this situation? A. Assessment of Reading Comprehension Ji. Assessment of Spelling Ability ( c \ Concepts about Print Test IT Vocabulary Test This question asks for the assessment measure that the teacher clearly employs to her student. Choice A should be eliminated since reading comprehension measures the ability to answer questions through the information gleaned from the premises of the text with interaction to the existing schema of the reader. Choice B should also be eliminated because the assessment measure described does not state that the read­ er was made to spell words. Choice 0 should also be eliminated because the Ieamer was not made to define, or at least tell the meaning of the words that were pointed. Choice C is the correct answer because Concepts of Print Test measures the knowl­ edge of readers about reading directionality, upper- and lower-case letters, first and last words in sentences or paragraphs, and other conventions of printed texts, 4. Ms. Padilla is a Grade 1 Teacher who is concerned with building letters into words and words into sentences. She uses flashcards so the pupils can sound out syllables and words correctly. What reading model is reflected in Ms. Padilla's instruction? . ® ) Bottom-Up model C. Interactive model B. Top-Down model D. Schema model This question shows the theoretical bases of Ms. Padilla's reading instructional prac­ tices for teaching beginning reading. Choice B,.which is the top-down model, is obviously not the answer because the practice using this model starts with the teaching of whole texts rather than building on isolated parts. Choices C and 0, recognize the teaching practice of Ms. Padilla, however, the emphasis of these models focus on the use of relevant prior experiences, which are considered whole. Therefore, since the practice of Ms. Padilla isolates the teaching of beginning reading

Prof. Judy C. Bautista and Prof. Merry Ruth M. Gutierrez

D ev e lo p m e n ta l R e a d in g

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by having the smallest element of language and building itjnto bigger segments, the answer must be choice A.

5. Ms. Torres believes ttiat her pupils need direct sensory contact and physical ma­ nipulation in the dassroom'so that they learn easily and recall input effortlessly. What is the grade level of Ms. Torres’ class? C. Intermediate D. High School This is a.question on stages of reading development. Choices C and Dare obviously not the correct answers because students in the intermediate and high school levels generally use abstract thinking. Choice'B may be taught through concrete experi­ ences. Nevertheless, primary students already begin to grasp the alphabetic principle so that they could start learning the abstract symbols of the graphemes and the phonemes. The pupils under Ms.' Tomes' class obviously need concrete experiences through direct sensory contact sothat later on, they will use these experiences to recognize the formal aspects of thelanguage. Therefore, the correct answer is choiceA. 6. Mr. Morauda is a Grade 1 Teacher who plans reading instruction as a part of the language block. He provides varied reading experiences that involve children sitting quietly, silently reading library books or making a book based on their own experi­ ences. What theoretical model erf reading does Mr. Morauda show? A. 8ottom-Up model C. Interactive model © Top-Down model D. Schema model 7. One Grade 3 teacher of English to multilingual learners has just finished reading a story aloud to he class. Which of the following is the best post - reading activity . for the learners? A. ' Provide students with a guide for reader-text interactions. EL Have students write about itfrat they have read. (5? Give them comprehension questions. 0. Let them rest for a while. .

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8. Mr. German is a teacher handling English for a culturally-diverse class. He would regularly read aloud to his pupils, would provide time for free silent reading, recre'ational reading*and .would lend them magazines and newspapers. What factor in reading does Mr. German want to cultivate among his pupils? A. Emotional/social development B. Physical development Interestin reading' Intelligence 9. Mr. Arce is a new grade 1 teacher who is unsure whether the pupils are ready for beginning reading instruction. What must he observe before he begins his lessons? The pupils are emotionally prepared for social interaction and competition. I The pupils have achieved unity their capabilities with their interests. The learners can respond to simple questions and instructions. D. The learners show desire to team in class. 10. Teacher Millicent knows well that the text or the print material is one factor that affects reading. So she tries to match the text with the ease or difficulty of stu­ dents’ comprehension based on the style of writing. What text factor does Teacher Millicent consider In the choice of reading materials for her class? A. Organization (£} Readability B. Format lT Content 11. Ms. MdraHos teaches her grade 6 class how to write a summary of an expository text. In her discussion, she explains what it is, models it through think aloud, and Informs her pupils when and how this skill learned in the classroom can be used even during their own free silent reading. She provides them with guided and inde­ pendent practice before she conducts an evaluation. What approach to teaching is reflected in Ms. Morales’ practice? Indirect Instruction C. Intrinsic Instruction 0. Independent Instruction (£ )lE xiM Instruction

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12. ReQuest is a strategy used to develop learners' ability in asking significant ques­ tions. llte teacher needs to model questioning skills and let the pupils practic§ 4% same until the learners are ready to use the skill automaticalMWhat is the best reason for teaching the learners this skill? I k S Learners become purposive when they set their own questions while reading, f r Teachers become confused by the questions asked by the teamens. C. Teachers find time to review the questions of the learners. 0. Learners feel important when they make questions. 13. Mr. Gutierrez is planning to have a list of 200 words in Science for the school's vocabulary development program. After going through all the books used by his fourth grade pupils, he Is still in the dark as to what words need to be included in his list Which of the following criteria should NOT be the basis of Mr. Gutierrez for word selection?^ (£ ) High frequency w ordsv'"^ C. High utility words B. Content area words D. Difficult words 14. Mr. Malaya is teaching a 3* year high school class in world history. The students need note taking, outlining, and study skills. If he wants to help the students team itese strategies, which of the following skills should he model to them first? VO Getting main idea B. Sequencing events C. Reciprocal teaching D. Rhetorical patterns of expository texts 15. Which of the following beliefs is consistent with the bottom-up perspective in reading? A. A reader could read a text when he/she uses his prior knowledge to make sense of the text B. A reader could read a text when he/she selects only the meaningful seg­ ments In the text C. A reader could read a text when he/she relates the text to other texts prevl• ouslyread. . . ( p \ A reader could read a text when he/she can translate the visual symbols to . —' their aural equivalent

Prof. Judy C. Bautista and P.rof. Merry Ruth M. Gutierrez

P r o fe s s io n a l E d u c a tio n .

16. Which of thg following reading skills or strategies utilizes a bottom-up procedure in dealing with unfamiliar words? • • C. Predicting outcomes D. iking contextual dues 1; -ead the WORD,-he/she must learn to read the WORLD first. What does this imply? • A. Students or readers must know the names of the letter first before they w i know what the word means. B. Readers must know the sounds of the letters first before they will know what the word means. ( y Words are only representations of the concepts that the child or reader knows before encountering the print. D. The text supples the readers with the necessary knowledge they need to make sense of the print. 18. Mr. Velasquez explicitly teaches his students thejhetorical patterns of an informational text taken from a science textbook. Which of the tosowing ooes me teacher want to develop in the reader? A. Print skill Formal schemata B. Content schemata • D. Vocabulary knowledge 19. Ms. Rebolledos usesthe timfilinp. as a yanhir nmanl7flr tn taarti the readers to'un­ derstand a given expository texl Which of the following organizational structures might be the one used in the exposition of the text's information? Enumeration-description A. Cause and effect B. Comparison and contrast Sequential or chronological 20. Which of the following Is theBESI reason gresston is a good metacognitive reading technique?^ A. Headers useTfto search for keywords in a text. B. Readers use it to read a passage all over again. ■ & Readers use it to highlight important lines In the text for retrieval purposes. $ Readers use it to monitor comprehension when the text seems not to make sense.

Prof. Judy C. Bautista and Prof. Merry Rath M. Gurierrex

D evelopm ental- R e a d in g

21. Edward is reading a book and he neec$ to know the meaning of the word ‘ obliter­ ate.* However, the passage doesrot give enough clues for him to figure out what the word means. He decided to use his pocket dictionary so he would know what the word means. Which of the following strategies should he use so that he would •know the meaning of the unfamiliar vyord?. * Seaming Close reading B. Skimming U vD. Careful slow reading 22. Ms. Sigua entered the classroom and posted images that she has taken from the story she is about to tell the students. Before she started telling the story to the class, she grouped the students and asked them to make a story out of the pic­ tures posted on the board. Which of the following approaches reflects the practice of the teacher? A. Explicit Phonics C. Embedded Phonics B. Basal Approach $ Language Experience Approach 23. Mrs. Dizon entered the classroom and showed a list of word families like cat, mat, fat, rat, pat, and bat What approach Is descrbed in this situation? A. Whole-language approach B. Language experience approach C. Literature-based approach Phonics approach 24. Mr. Palo distributed a K-W-L chart to his students so they could fill up the K and W columns. Which of the following reasons DOES NOTjustify such activity? A. Setting a purpose for reading B. Activating prior knowledge (W Confirming, revising or rejecting an earlier assumption about a topic D. Sharing assumptions related to the topic of the text to be read

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25. Mr. Lilang wants to develop creative thinkinnJn his students even before he asks his students to silently read the short story for the day's reading lesson. Which of the following activities should he provide the students so he could achieve his aim? Unlocking of'vocabulary words by finding their meaning in the dictionary ■Asking the students to write story impressions out of the posted pictures of scenes taken from Ihe story to be read C. Pronouncing five unfamiliar vocabulary words that will be encountered in the story D. Asking the students to list down certain experiences they had, which may be related to the main character in the story to be read

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PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering the Items below. Write only the letter of the best answer. . 1. Which of the following results of an IRI graded reading passages is used to predict a learner's functional reading level? A. Scores in a series of spelling tests B. Number of words correctly pronounced per minute Percentage of oral reading miscues and sight word recognition scores Percentage of oral reading miscues and percentage of correct answers to comprehension questions. Mrs. Sabate handles fourth grade English and is currently teaching simile and metaphor using short stories ter children. Which of the following lessons does she want the students to better understand? Author's use of figurative language Author's point of view C. Use of text structure D. Tone and mood 3. Mr. Salvador notices that his student, Robert, cannot decode sight words that are supposed to be easy for students of his age. Which of the following activities, then, should Mr. Salvador provide for Robert? A. Constructing mental maps and graphic organizers B. Answering comprehension questions using OAR P Phonemic awareness activities Dl Spelling drills and games 4. be ready for abstract reading. Wiat does this imply? A. Learners on this stage are able to grasp Informational texts. Learners on this level can construct multiple hypotheses. Readers on this stage can manipulate objects andideas mentally. u M . UbjAa and P ro f. Jo h n P. N icividad

E d u c a t io n a l T e c h n o lo g y I Sc 1

Categories of Computer-Assisted Instruction (CAll.Jhelr (Jses and Features I Categories

Use/Purpose

• Memorize and recall information Drill and Practice ■ Increase proficiency in a newly learned skill or refresh an existingone. Tutorial

■ Assume the primary instruc­ tional role of teacher or tutor.

Simulation

• Represent or model a real system, situation, or phenom­ enon.

Instructional • Add an element of fun in CAI. Game • Promote students' higher-order thinking skills, such as Problem Solving logic, reasoning, pattern rec­ ognition, and strategies.

Features

• Interactivity • Immediate feedback • Infinite practice ■ Variable level of difficulty ■ Motivation • Embedded question ■ Branching ■ Dynamic presentation ■ Recordkeeping • Control of multiple variables - Dynamic presentation • Time control • Effects of chance ■ Motivation. • Game structure • Sensory appeal ■ Focus on specific problems types • Quantity • Variety

2. RoJes of Computer as a Tool 2.1. Informative Tools are applications which provide vast amounts of infor­ mation in various formats (e.g., text, sound graphics or video, Multimedia encyclopedia^. 2.2. Communicative Tools are systems which enable easy communication be­ tween the teacher and the students or among students beyond physical barrier of the classroom, (e.g., email, electronic bulletin boards, chat, teleconferencing and electronic whiteboards.) . • PNU L E T Reviewer-

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‘ Two categories of Communicative Tools 2.21. Synchronous (ag., chat or videoconferencing) enables real time (that is, simultaneous).communication. 2.2.2. Asynchronous (e.g, email and electronic bulletin boards), on the other hand, are messaging systems in which the exchange of information between people is not 'live*, but is somehow delayed. 2.3. Productivity/Constructive Tools are general-purpose tools that can be used for manipulating information, constructing one's own knowledge or visualizing one's understanding. Common examples of productivity tools are shown below.

■ prepare letters, memos, reports, flyers, rubrics, lesson plans, forms, newsletters sheets, posters, study guides, Word processing class notes • help students prepare stories, essays, group reports • use In language exercises (writing and outlining skills) • create class lectures support that features text, audio Presentation software and visual elements with special effects • create student worksheets to accompany class lectures ■ provide students with method for tracking and analyzing Spreadsheets data and creating charts for it ■ demonstrate what-If analyses visually • organize and provide easy access to lists of academic resources Databases • provide support for students tracking data • prepare teacher resource inventories, personalized letters, Desktop publishing ■ create newsletter, brochure, flyers, posters, books . software • create test item banks, Test generator/test • generate various versions of tests item banks • administer test online

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• • P r o fe s s io n a l E d u c a t io n ’

' Image processing tools • Used to illustrate documents, web pages Video development / Create * deo tom ents tools 2.4.

Situating Tools are systems whicPi situate users in an environment where they may 'experience' the context and happenings, (e.g., Simulations, Vir­ tual Reality). A flight simulation program is an example of a situating Tool because it places the user in a simulated flying environment.

INTEGRATION OFTHE INTERNET AND DISTANCE EDUCATION TOSUPPORTTEACHING AND LEARNING Internet - consists of thousands of connected computer netwod. Variety

Prof. Marilou M. Ubin.i ami Prof. John P. K niividad

P ro fessio n al E d u catio n

5. With the increasing use.of edocatiflnal technology inside the classroom, what role tefixpected of the teacher? '^ .fa c ilita to r C. knowledge giver Researcher D. Source of information 6. It is impractical to bring real objects to the classroom so Aaron constructed a three-dimensional visual instead.Which of the followhg did he construct? A. Chart ' ■ C.; Model B. Cartoon "O'. Graphic organizer 7. You asked your students to show a two-dimensional illustration of what they have understood from what they have read. Which of the following non-projected visuals are you referring to? .AT -Graphic organizer C. Model iT Print materials D; Reaiia 8. There are several reasons why teachers are reluctant in using electronic media in Hie teaching-learning process. Which is the most common reason? A! The limited exposure of teachers to new equipment S. Their incompatibility to diverse needs of the learners C. The difficulty in integrating technology in the curriculum D. The excessive availability of local technology in the community 9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino. In which activity in the teaching-learning process is It very effective? In developing listening skills . C. in composing poems . B. in teaching creative writing ' 0. In building concepts 10. Plants, pebbles, and blocks are just some of the effective instructional materials readily found in the environment if they are utilized properly. Which of the following is lNCORRECT about their classroom use? 'K. \Pass a single object around the class. B. ’Familiarize yourself with the object or model before its actual utilization. C. Use-tbe objects as springboard in encouraging students' active participation. D. Make sure that the reaiia and model are large enough to be seen by the whole class, •

Prof. M arilou M . Ubinu and Prof. Joh n

P. Nacindad

E d u catio n al T e c h n o lo g y ] &

1

11. Prof. Ruiz uses projected visuals such as Digital Liquid. Prqector (DIP) in presenting her lesson. What could be her main reason for'using it? .A ^ T h e projected materials are readily available. V They are more abstract than any other visuals. C. Most projected visuals can be obtained at no cost. D. She can easily prepare her own transparencies in advance. 12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year High School class. However, she found out that it was ineffectively used in the classroom. When is technology considered INEFFECTIVE? A. When it promotes mastery of the lesson B. When it makes viewing more interesting C. When it helps attain the objectives of the lesson D. When it induces alienation on the part of (he learners 13. Your principal purchased new computer units for your Learning Resource Center. Which of the following should be your last consideration in using the technology? A. Computers can be used for entertainment. 3 . Computers can be used for research activity. C. Computers can be used for interactive presentation. D. Computers can be used to reinforce discussion of difficult concepts in class. 14. Computers can be classified according to the roles they play namely communica­ tive tool, informative tool, and constructive tool. What is the other role of computes not mentioned in this item? Instructional tool $5.. Starting tool

C. Utility tool D. Application tool

15. Which of the following categories of CAl will you use in your class if your objective is to increase proficiency in a newly learned skill or refresh an existing one? A. Tutorial t . b ill and practice Bk Simulation Cr Instructional game 16. Which of the following is an ineffective use of Presentation software? A. Darken the roan. C. Read directly from the slides. B. Use appropriate pacing. D. Allow interaction with the learner.

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5. With tbe increasing use of educational technology inside the classroom, what role E xp ected of the teacher? % .facifitator C. Knowledge giver B .' Researcher D. Source of information 6. It IS impractical to tiring real objects to the classroom so'Aaron constructed a three-dimensional visual, instead.Which of the following did he construct?

A. Chart

. c. v Model

B. Cartoon 'D . Graphic organizer 7. You asked your students to show a two-dimensional illustration of what they have understood from what they have read! Which of the following non-projected visuals are you referring to? Graphic organizer C. Model B.’ Print materials D. Realia 8. There are several reasons why teachers are reluctant in using electronic media 1ft the teaching-leaming process. Which is the most common reason?

A: The limited exposure of teachers to new equipment 3 Their incompatibility to diverse needs of the learners C. The difficulty in integrating technology in the curriculum

0. The excessive avaSabSityof local technology in the community 9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino, in which activity in the teaching-leaming process is it very effective? In developing listening skills C. In composing poems B. In teaching creative writing D. In building concepts

10. Plants, pebbles,-and bloctcs are just some of the effective instructional materials readily found in the environment if they are utilized properly. Which of the following Is INCORRECT about their classroom use? . A:\Pass a single object around the class. ' ’ . 'B. -'Familiarize yourself with the object or model before its actual utilization. C. Use the objects as springboard in encouraging students’ active participation. 0. Make sure that the realia and model are. large enough to be seen by the whole class. .

Prof. Marilou M. UbiAa and P rof. John P. h'arividad

E d u c a t io n a l T e c h n o lo g y

1 8c 2

11 .-Prof: Ruiz uses projected visuals such as Digital Liquid Projector (DIP) in presenting her lesson. What couW be her main reason for using it? A i-T h e projected materials are readily available. .§ . / They are more abstract than any other visuals, u Most projected visuals can be obtained at no cost. D. She can easily prepare her own transparencies in advance. 12. Ms. Samonte used a film clip in teaching Social Studies conceptsto her First Year High School cfeiss. However, she found out that it was ineffectively used in the classroom. When is technology considered INEFFECTIVE? A. When it promotes mastery of the lesson B. When it makes viewing more interesting C. When it helps attain the objectives of the lesson D. When it induces alienation on the part of the learners 13. Your principal purchased new computer units for your Learning Resource Center. Which of the following should be your last consideration in using the technology? A. Computers can be used for entertainment. 8 . Computers can be used for research activity. C. Computers can be used for interactive presentation. D. Computers can be used to reinforce discussion of difficult concepts in class. 14; Computers can be classified according to the roles they play namely communica^ tive tool, informative tool, and constructive tool. What is the other role of computers not mentioned In this item? £ Instructional tool 5 . Situating tool

C. Utility tool D. Application tool

15. Which of the following categories of GAI will you use in your class if your objective ' is to increase proficiency in a newly learned skijl or refresh an existing one? A. Tutorial . it. jferill and practice B. Simulation IT Instructional game 16. Which of the following is an ineffective use of Presentation software? A. Darken the room. , . C.' Read directly from the slides. . B. Use appropriate pacing. _ D. Allow interaction witti the (earner.

PNU LET Reviewer 1 2 1

E d u c a tio n a l T ech n o lo gy ] & 2

17. Which of the Mowing is NOT an example of a communicative tool? • A. Chat *. C. Teleconferencing • -B- Electronic mail D. Multimedia encyclopedia 18. Why is one-way cfelivefy of information a misuse of communication tools? A . Because the teacher expects the student to study more B. Because it requires activities that focus on thinking than responding . C. Because It enables the usersto focus more on higher level cognitive activi­ ties • ’ D. Because this kind of practice lessens interaction capabilities of communica­ tion tools 19. Internet consists of thousands of connected computer networks around the world. Which term does NOT refer to Internet? A. NET C. “Cyberspace" £ . On-line D. 'Information Superhighway" 20. Which technology tool can Prof. Soriano use to communicate asynchronous^ with her students?

A. Chatandblog B. Chat and instant messaging C .. Blog and video conferencing 0 . Electronic bulletin board and email 21. In your computer subject, you allow your class to chat as part of your' motivation before discussing to them the roles of computer as a tool. How is chat used in this context? A. Informative tool C. Communicative tool B. Application tool 0 . Situating tool 21 Which statement is INCORRECT about computer conferencing? A- It refers to live student interaction with an expert. 8 . It is also known as discussion forum or bulletin board. C: It also refers to online class discussions, forums or debates. D. It permits two or more individuals to engage in asynchronous text-based dialogue.

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23. Which instructional tool application will you introduce to your glass if your objective is to help them find and use information resources available in the internet? A.. Webquests Scavenger Hunt B. Hybrid course D. Distance education 24. ' In the delivery of distance education; what-computer application is used to orga­ nize instructions and track students records and progress? A. Computer-baBe

11. Mr. eidto wants to test students’ knowledge of the differ* nt places in the Philippines, meir capnai ana rneir products and so he gave his s udents an essay test. If j were the teacher, will you do the same? No, the giyinQ pt iiri otsfective rrK>re apfropriate than the use of essay., 8 .^suchi^tior^essinebtisjnappropriatebecauseessayis difficult. C, Yes, essay test could measure more than what other tests could measure. D. Ybs, essay test is the best in measuring any type of knowledge. 12. What type of validity does the Pre-board. Examination possess if its results can explain how the students will likely perform in their licensure examination? A. conopent C: construd ^ pwdjefly*. * . ■ D. content 13. Ms! AMz wants to determine if the students’ scores In their Final Test is reliable. However, she has only one set of test and her students are already on vacation. Wiat test of reUabiifty can she

Equivalent Forms est-Retest with Equivalent Forms

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Refer to thi»cas§ In answering items 14-15 Twoteacher? of the samegrade level haveset the following objectives for the day's lesson: . At the end of the period, the students should be able to: A. construct bar graph; and B. interpret bar graphs; ' To assess the attainment of the objectives, Teacher A required the students to construct a bar graph for the given set of data then she asked them to interpret this using a set of questions as guide. Teacher B presented a bar graph then asked them to interpret this using also a set of guide questions. 14. Whose practice is acceptable based on the principles of assessment? TeacherA Teacher B C. Both Teacher A and B D. Neither TeacherA nor Teacher B 15Jfl/hieh is true about the given case? (fh ) Objective A matched with performance-based assessment while B can be assessed using the traditional pen-and-paper objective test. B. Objective A matched with traditional assessment while B can be assessed using a performance-based method. C. Berth objective A and B matched with performance-based assessment. D. Both objective A and B matched with traditional assessment. 16. In the context of the Theory of Multipie Intelligence, which is a weakness of the paper-penc# test? (P ) It puts non-linguistically intelligent at a disadvantage. E It Is not easy to administer. C. ftutfflzessomuchtime. ■ 0. It lacks reliability.

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Dr. Marilyn Ubiiu-Balagtas and Prof. Antonio G. Dacanay

P ro fe ssio n a l E d u c atio n

17. Mr. Umayam is doing a performance-based assessment for the -day’s lesson. Which of the following will most likely happen? A. Students ar.e evaluated (n one sitting. 6 ^)Students do an actual demonstration of their skill. CT Students are evaluated in the most objective manner. D. Students are evaluated based on varied evidences of learning. 18. Ms. tfel Rosario rated her students in terms of appropriate and effective use of some laboratory equipment and measurement tools and the students ability to follow the specified procedures. What mode of assessment should Miss del Rosario A. Portfolio Assessment ^ Traditional Assessment B. Journal Assessment Perfprrnarice^BasedAssessment 19. Mrs. Hilario presented the lesson on baking through a group activity so that the students will not just learn how to .bake but also develop their interpersonal M s . How should this lesson be assessed? ' I. She should give the students an essay test explaining how they baked the cake. II. The students should be graded on the quality of their baked cake ' using a rubric. III. The students in a group should rate the members based on their ability to cooperate in their group activity. IV. She should observe how the pupils perform their task.

r

l, II, and lUonly ;u, HI, and fV only

C. D.

I, II, IV only I, II, III, and IV

a teacher has setobjectives in ail domains or learning targets and which could be assessed using a single performance task, what criterion in selecting a task should she consider? . . nM GeneraHzability ' O f MtilSpiefocl : j K Fairness 0. Teachability 21. Which term refers to the collection of students' products and accomplishments in a given period for evaluationpurposes? Diaiy • C. Anecdotal record jflflfb ljp * ■ D. -Observationreport-________ Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay

A ssessm en t a n d E valu atio n o f L e a rn in g

1

22. Mrs. Catalan allowed the students to develop their own portfolio In their own style as long as they show all the non-negotiable evidences of learning. What principle in portfolio assessment explains-this practice? A. Content Principle • jj^ ) | t ^ ?rihciple s B. Learning Principle Dr iPircxJocf Pffnc^Jle 23. How should the following steps in portfolio assessment be arranged logically? I. Set.taqjets II. Select evidences III. Collect evidences IV. Rate Collection V. Reflect on Evidences A. I, H, 111,1V, V C. I, II, III, V, IV 0 I,111,II, V, IV D. I, III, V, II, IV 247wiich could be seenin a rubric? I. Objectivein a high-level of cognitive behavior H. Multiple criteria in assessing teaming III. Quantitative desertions of the quality of work IV. Qualitative descriptions of the quality of work. A. 1, and II only JL I, II, and III ^ 8 . j t l|l,ffl«i»dnly ■'/> I, II, III, and 25. The pupils are to be judged individually on their mastery of the singing of the national anthem and so their teacher let them sing Individually. What should the teacher use in rating the performance of the pupils considering the fact that the teacher has only one period to spend in evaluating her 20 pupils? Analytic C. Bther holistic or analytic Holistic D. Both holistic and

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PART III - ENHANCING TEST TAKING SKILLS Direction: Enhance your test taking skills by answering the items below. Write only tie letter of the best answer. 1. Mrs. Pua Is judging the worth of the project of the students In her Science class based on a set of criteria. What process describes what she is doing? A. Testing • . f ^ f ^ jn ^ B. Measuring D. Assessing 2. Mrs. Acebuche is comparing measurement from evaluation. Which statement ex­ plains the difference? ( f ) Measurements ^ 8 giving meanir B Measurement is the process of gathering data wtiiieevaluation is the process of quaiittfymy the data gathered. C. Measurement is the process of quantifying data while evaluation is the process of organizing data. D. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing.

3. Ms. Rfcafort uses alternative methods of assessment Which of the following will she NOT likely use? C. Oral Presen iW lecii^ Journo VVriting D. Developing Portfolios s. Camba aims to measure a product of lemming. Which of these objectives will she most likefy set tor her insbrubtBrli? . A. Show positive attitude towards learning common nouns B. Identify common nouns in a reading selection using (^m onhbuiW ; TTTW Yfiam nw noun in a sentence •

|P N U LET Reviewer

P ro fessio n al E d u catio n

5. The students of Mrs. Valino are very .noisy. To keep them busy, they were given ' any test available in the classroom and then the results were graded as a way to mnish them. Which statement best explains if the practice is acceptable or not? QC/The practice is acceptable because the students behaved well when they were given a test B. The pracfice Is not acceptable because It violates the principle of reliability. £ p r^ c ^ : a^ptabte.te D. The practice is acceptable since the test results are graded. 1 6. Ms. CWosAngeles advocates assessment FORlearning. Which will she NOTlikely do? 4. Placement Assessment B7 Diagnostic Assessment / ^ ^ iM ^ t iv e i^ 7. At the beginning of the school year, the 6-ye5rold pupils were testefto find out who among them can already read The result was used to determine their sections. What kind of test was given to them? A. Diagnostic B. Formative a Summative" 8 . The grade six pupils were given a dbgriosicjest in addition and subtraction of whole numbers to find out If they can proceed to the next unit. However, the results of the test were very low. What shocM the teacher do? A. Proceed to the next lesson to be able to finish all the topics in the course. B. Construct another test parallel to the given test to determine the consistency the scores. ^wAcount the frequency of errors to find out the lessons that the majority of students need to raleam. D. Recoiri the scores then inform fa parents about the very poor performance of their chVd ln mathematics. # 9 . Mrs. Nogueras Is doing an assessment OF learning. At what stage of instruction should she do it? A. before instruction C. prior to Instruction |^ ,e ft^ |is tn p b n | * _D, during the iristnjctional process

Dr. Marilyn Ubifia-Bala gras and Prof. Antonio G. Dacanay

P ro fe ssio n al Ed ucation

*10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she finalized the test, she examined carefully If the test items were con-

* C. predictive validity BT owiaBent validity ■ D. construct validity 11. Mrs. Robles wants to establish the teliabi|jty pf lier jifi^ e ie ih t M in English. Which of the following activities will fielp achieve her purpose? A. ; C. Administers single test but to tfo different groups of students. /^Adm inister two different tests but to the same group of students. Refer to the situation below in answering items 12 and 13. A teacher set the following objectives for the day's lesson: At the end of the period, the students should be able to: A. Identify the parts of a friendly letter; B. construct a friendly letter using the MSWord; and C. stow interest towards the day's lesson To assess the attainment of the objectives, Ms. Cidro required the students to con­ struct a friendly letter and have it encoded at their Computer Laboratory using the MS Word. The letter should inform one’s friend about what one has learned In the day's lesson and how one felt about it. 12. Which is NOT true about the given case? A. Ms. Cidro practices a balanced assessment B. Ms, Cidro's assessment method is performance-based. Ms. Cidro needs a rubric In scoring the work of the students. (p.JM s. Cidro's assessment targets are all in the cognitive domain.

Dr.'Marilyn Ubina-Balagtas and Prof: Antonio G. Dacanay

Assessm ent a n d E v alu atio n o f L earn in g 1

13. If Mr. Paraiso vyill have to make a scoring rubric for the student's output, what for­ mat is better to construct Considering that the teacher has limited time to evaluate theirwork? Analytic Rubric C. Either A or B ^ ^ ’ f+itolfcsrttcfftitwig; D. Neither A nor B sctM pnnclpal has 3 teacher applicants all of whom graduated from the same institution and are all licensed teachers. She only needs to hire one. What should she do to choose the best teacher from the three? I. Give them a placement test. II. Interview them on why they want to apply in the school. III. Let them demonstrate how to teach a particular lesson. IV. Study their portfolios to examine the qualifies of the students' outputs when they were in College. A. I and II. ( lS la n d ll.IV . ft II and M. ■ W - ll/^ a id W ' ? 15. What should be done first when planning lor a performance-based assessment? D^grmine Jthe "table..of spedflcations1'of the tasks. Set the criteria in scoring the task. D. Prepare a scoring rubric. 16. To maximize the amount of time spent for performance-based assessment, which jn e should be done? n tij Plan a iask that can be used for Instruction and assessment at the same Jtfme. . B. Assess one objective for one performance task.. C. Set objectives only for cognitive domains. D. Limit the task to one'ijieeting only.

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17. Who among the teachers below gave the most authentic-assessment task for the objective “Solve word problems involvir® the four basic operations? A. Mis. Juliano who presented a word probleminvolving the four fundamental operations and then asked the pupils to solve it. B. Mrs. Mandia who asked her pupils to construct a word problem for a given nuftber sentence that involves four fundamental operations and then asked them to solve the word problem they constructed. C. Mis. Malang who asked her pupils to construct any word problem that involves the four fundamental operations and then asked them to show how to solve it. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the four fundamental operations then formed them by twos so that each pair exchanged problems and helped solve each other's problem. 18. Which is WRONG to assume about traditional assessment? A. It can assess individuals objectively. EL It can assess individuals at the same time. (B It is easier to administer than performance test r jL Itcan assess fairly all the domains of intelltgence of an individual. 19. which statement about fjerforjnar^e-basKi assessment is FALSE? |t erftph^sizes merely process B. It also stresses doing, not only knowing. C. It accentuates on process as well as product /( d) Essay tests are an example of performance-based assessments. 20 /Tjnder which assumption is portfolio assessment based? . 3Sj) Portfolio assessment is a dynamic assessment. Assessment should stress the reproduction (rfkrowledge. C. An individual learner is adequately characterized by a test score. £> An 21: Whlch is a gciod portfolib evidence of a student's acquired knowledge and writing

skll,s?

A Project B. Test Results

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Reflective Journal viJ? Critiqued Outfits

P ro fess ion ai Education

22. When planning for portfolio assessment, which should you do first? /V O setB ie tanjets-fprportWioas^ment. ^ N rExhibitdnefow oitf M l tie proud of isle’s collection. C. Select evidences that could be captured in one's portfolio. D. Reflect on one's collection and identify strengths and weakness. 23.'Which kind of rubric is BEST to use in rating students’ projects done for several

J

* ; Analytic v > Holistic

C. Either holistic or analytic D. Both holistic and analytic

24.

Which Is NOTTRUE of an analytic rubric? It Is time consuming. It is . e ^ ^ f ^ ^ s M ji^ t iie hpiistiq: njbric■ t T It gives' one's level of performance per criterion. D. It allows one to pinpoint the strengths and weaknesses of one's work. 25. Ms. Bacani prepared a rubric with 5 levels of performance described as 5- excel­ lent, 4-very satisfactory, 3-satisfactory, 2-needs improvement 1- poor. After using this rubric with these descriptions, she found out that most of her students had a rating of 3. Even those who are evidently poor in their performance had a rating of satisfactory. Could there be a possible error in the use of the rubric? A. Viw, the teacher could have CQf(Wt|^, the flirKri^lty ^rgr. 3L. Yes, the ieachef Could have committed the central'tendency source of errpr. - 0 No, Itls jiB t common to see more of the students having a grade of 3 in a 5-point scale. D. No, such result is acceptable as long as it has a positive consequence to the students. k

Dr. Marilyn l/bma-Balagcas and Prof. Anconio G. Dacanay

P ro fessio n al Education

Assessment and Evaluation of Learning 2 Prepared by: Or. M arilyn U bina-Balagtas and Prof. A n to n io G . D acanay

Competencies:

1. Apply principles in constructing and interpreting traditional forms of assess­ ment. 2. Utilize processed data and results in reporting and interpreting learners' performance to improve teaching and learning. 3. Demonstrate skills in the use of tech­ niques and tools in assessing affective learning. Or. Marilyn Ubma-Balagcas and Prof. Anronio G. Dacanay

A ssessm en t a n d E v alu atio n o f L earn in g 2

PART I - CONTENT UPDATE WHAT 18 A TEST? • It is anrinstrument or systematic procedure which typically consists of a set of ques­ tions for measuring a sample ofbehavlor. • It is a special form of assessment made under contrived circumstances especially so that it may be administered • it is a systematic form of assessment that answers the question, "How well does the individual perform - either in comparison with others or in comparison with a domain of performance task. • An Instrument designed to measure any quality, ability, skill or knowledge.

PURPOSES I USES OF TESTS s Instructional Uses of Tests • grouping learners for instruction within a class • identifying learners who need corrective and enrichment experiences • measuring class progress fa any given period • assigning grades/marks • guiding activities for specific learners (the slow, average, fast) V Guidance Uses of Tests • . assisting learners to set educational and vocational goals • improving teacher, counselor and parents' understanding of children with problems '* • preparing Information/data to guide conferences with parents about their children ■ determining Interests in types of occupations not previously considered tr known by the students ’ • predicting success in future educational or vocational endeavor

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v'Administrative Uses of Tests • • determining emphasis to be given to the different learning areas in the curriculum ' . • measuring the school progress from year to year . • determining how well students'are attaining worthwhile educational goals ■ determining appropriateness of the school curriculum for students of dif­ ferent levels of ability • developing adequate basis for pupil promotion or retention

Classification of Tests According Format I.

Standardized Tests - tests that have been carefully constructed by experts in the light of accepted objectives.1. Ability Tests-combine verbal and numerical ability, reasoning and computations. Ex.: OLSAT- Otis Lennon Standardized Ability Test 2. Aptitude Tests - measure potential In a specific field or area; predict the degree to which an individual will succeed in any given area such art, music, mechanical task or academic studies. Ex.: OAT- Differential Aptitude Test II. Teacher-Made Tests - constructed by classroom teacher which measure and appraise student progress in terms of specific classroom/instructional objectives. 1 . Objective Type-answers are in the form of a single word or phrase or symbol a Limited Response Type - requires tie student to select ttie answer from a given number of alternatives or choices. I. Multiple Choice Test - consists of a stem each of which presents three to five alternatives or options in w h ic h only one is correct or definitely better than the Q ther. The correct option choiceor alternative • in each iterfi is merely called answer and the rest of the alternatives are called distractprs or decoys or foils, ii. True - False or Alternative Response - consists of declarative statements that one has to respond or mark true 6 r; false; right or wrong, correct or incorrect, yes or no, fact or opinion, agree or dis­ agree and the. like. It is a test made up of items w h ic h allow dfchoto-

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tnous responses. iii. Matching Type - consists of two parallel columns with each word, ' ' number, or symbol in one column being matched to a word sentence, or phrase in the other column. The items in Column I or A for which a match is sought are called premises, and the items in Column II or.B from which the selection is made are called responses, b. Free Response type or Supply Test- requires the student to supply or give the correct answer. i. Short Answer - uses a direct question that can be answered by a word, phrase, number, or symbol. ii. Completion Test-consists of an incomplete statement that can also be answered by a word, phrase, number, or symbol 2. Essay lype- Essay questions provide freedom of response that is needed to adequately assess students' ability to formulate, organize, integrate and evaluate ideasand information or apply knowledge and skills. a. Restricted Essay-lim its both the content and the response. Content is usually restricted by the scope of the topic to be discussed. b. Extended Essay - allows the students to select any factual information v hat they think is pertinent to organize their answers in accordance with * their best judgment and to integrate and evaluate ideas which they think appropriate. '

Other Classification of Tests ■ Psychologlcat Tests - aim to measure students' intangible aspects of behavior, i.e. intelligence, attitudes, interests and aptitude. . > Educational Tests - aim to measure the results/effects of instruction. • Survey Tests - measure general level of student's achievement ova- a broad range of learning outcomes and tend to emphasize norm - referenced interpretation • Mastery Tests-measure the degree of mastery ol a limited set of specific-, learning outcomes and typically use criterion referenced interpretations. D r. Marilyn Uhifu-Baiagt.is and Prof. Antonio G. Dacanay

P ro fessio n al E d u catio n

■ Verbal Tests -one in which words are very necessary and the examinee should be equipped with vocabulary in attaching meaning to or responding to test items. ' • Non -Verbal Tesls1- one in n$ich words are not that important, student responds to test items in the form of drawings, pictures or designs. ■ Standardized Tests - constructed by a professional item writer, cover a large domain of learning tasks with just few items measuring each spe­ cific task. Typically items are of average difficulty and omits very easy and very difficult items, emphasize discrimination among individuals in terms of relative level of learning. Teacher-Made-Tests - constructed by a classroom teacher, give focus on a limited domain of learning tasks with relatively large number of items measuring each specific task. Matches item difficulty to learning tasks, without alternating item difficulty or omitting easy or. difficult items, em­ phasize description of what learning tasks students cari and cannot do/ perform. ■ Individual Tests - administered on a one - to - one basis using careful oral questioning. ■ Group Test - administered to group of individuals, questions are typically answered using paper and pencil technique. Objective Tests - one in which equally competent examinees will get the ( same scores, e.g. multiple - choice test • Subjective Tests - one in which the scores can be Influenced by the opinion/judgment of the rater,_e.g. essay test • Power Tests - designed to measure level of performance under sufficient time conditions, consist of items arranged in order of increasing difficulty. • Speed Teste - designed to measure the number of items an individual can complete in a give time, consists of items approximately of the same level-of difficulty. • . •

Dr. Marilyn Ubina-Balagcai and Prof. Antonio G. Dacanay

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Assessment of Affective and Other Won - Cognitive Learning Outcomes Affective and Other Non-Cognitlve Learning Outcomes Requiring Assessment Procedure Beyond Paper-and-Pencii Test Affective/rJon-cognitive Learning Outcom e

Sample Behavior

Social Attitudes

Concern for the welfare of others, sensitivity to social issues, desire to work toward social improvement

Scientific Attitude

Open-mindedness, risk taking aid responsibility, resource­ fulness, persistence, humility, curiosity

Academic seif-concept

Expressed as self-perception as a learner in particular subjects (e.g. math, science, history, etc.)

Interests

Expressed feelings toward various educational, mechani­ cal, aesthetic, social, recreational, vocational activities

Appreciations

Feelings of satisfaction and enjoyment expressed toward nature, music, art, literature, vocational activities

Adjustments

Relationship to peers, reaction to praise and criticism, emotional, social stability, acceptability

Affective Assessment Procedures/Tools » Observational Techniques - used In assessing affective ami other non-cognitive learning outcomes and aspects of development of students. ■ Anecdotal Records - method of recording factual description of students' behavior. • .• '« Effective use of Anecdotal Records 1. Determine in advance what to observe, but be alert for unusual behavior. 2. Analyze observational records for possible sources of bias. . 3. • Observe and record enough.of the situation to make the behavior meaningful. ■ 4. Wake a record of the incident right after observation, as much as possible. 1

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5. Limit each anecdote to a brief description of a single incident. Keep the factual description of the incident and your interpretation of it, sep­ arate. 7. Record both positive and negative behavioral incidents. 8 . Collect a number of anecdotes on a student before drawing inferences con­ cerning typical behavior. 9. Obtain practice in writing anecdotal records.

6.

■ Peer appraisal - is especially useful in assessing personality characteristics, social relations skills, and other forms of typical behavior. Peer - appraisal methods include the guess - who technique and the sodometric technique. Guess* Who Technique - method, used to obtain,peer judgment or peer ratings requiring students to name their classmates who best fit each of a series of behavior description, the number of nominations students receive on each characteristic indicates their reputation in the peer group. Sodometric Technique - also calls for nominations, but students indicate their choice of companions’for some group situation or activity, the number of choices students receives serves as an Indication of their total social acceptance. • Self •' repent techniques - used to obtain information that is inaccessible by other means, including reports on the students’ attitudes, interests, and personal feelings. • Attitude scales - used to determine what a student believes, perceives.or feels: Attitudes can be measured toward self, others, and a variety of other activities, Institutions, or situations.

Types: " I.

.

Rating Scale - measures attitudes toward others or asks an. individual to rate another individual on a number of behavioral dimensions on a continuum from gbod to bador excellent to poor; or on a number of items by selecting the most appropriate response category along 3 or 5 point scale (e.g., 5-exeellent, 4-above average, 3-average, 2-beiow average, 1-poor) II. Semantic Differential Scale - asks an individual to give a quantita-

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tive rating to the subject of the attitude scale'on a number of bipolar adjectives such as good-bad, friendly-unfriendly etc. III. Llkert Scale - an assessment instrument which asks an individual to respond to a series pf statements by indicating whether she/he strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or strongly disagrees (SO) witti each statement Each response is asso­ ciated with a point value, and an individual's score is determined by summing up the point values for each positive statements: SA - 5, A - 4, U- 3, D - 2, SD - 1 . for negative statements, the point values would be reversed, that is, SA -1 , A - 2, and so on. » Personality assessments - refer to procedures forassessing emotional adjust­ ment Interpersonal relations, motivation, interests, feelings aid attitudes toward self, others, and a variety of other activities, institutions, and situations. • Interests are preferences for particular activities. Example of statement on questionnaire: I would rather gook ten write a letter. ■ Values concern preferences for “life goals* and "yvays of life’ , in contrast to Interests, which concern preference for particular activities. Example: I consider it more important to have people respect me than to admire me. • Attitude concerns feelings about particular social objects - physical objects, types of people, particular persons, social institutions, government policies, and others. Example: I enjoy solving math problem, a. Nonprojective Tests S Personality Inventories • Personality Inventories present lists of questions or statements describ­ ing behaviors characteristic erf certain personality traits, and the indi­ vidual Is asked to indicate (yes, no, undecided) whether the statement describes her qr him. . ' • I t may be specific and measure only one trait, such as introversion extroversion, or may be general and measure’s number of traits. Dr. Marilyn Ubina-Balagtas and Prof. Anconio G. Dacanay

P r o fe s s io n a l E d u c a tio n

✓ Creativity Tests characteristics that are related to creative behavior. One such trait is referred to as divergent thinking. Unlike convergent thinkers who tend to took for the right answer, divergent thinkers tend to seek alternatives. .

✓ Interest Inventories

An interest Inventory asks an individual to indicate personal like, such as kinds of activities he or she likes to engage in.

A ssessm en t a n d E valu atio n o f L e a rn in g 2 .

Projective Tests • ■ Projective tests were developed in an attempt to eliminate some.of the. major problems inherent in the use of self - report measures, such as the tendency of some respondents to give ‘socially acceptable* fesponses.• The purposes of such tests are usually not obvious to respondents; the individual is typically asked to respond to ambiguous items. • The most commonly used projective technique is the method of asso­ ciation. This technique asks the respondent to react to a stimulus such as a picture, inkblot, or word. _______ :______________ ,

STAGES IN THE DEVELOPMENT & VALIDATION OF AN ASSESSMENT INSTRUMENT

• Checklist -an assessment instru­ ment that calls for a simple yes-no judgment It is basically a method of recording whether a character­ istic is present or absent or wheth­ er an action was or was not taken i.e. checklist of student's daily activities

*Note: Hemswith difficulty index within .26 to .75andwith discrimination index from .20 andabove are to be retained. Items with difficultyindex*within .25 to .75 tu t with (Sscrimination indexof .19 and belowor with discrimination index of .-20and abovebut with difficulty index not within .26 to .75 shouldbe revised, items with difficulty index not within .26 to ,7Sand with discrimination index of .19 and below should be rejected/discarded. Dr. Marilyn Ubina-Balagras and Prof. Anronio G. Dacanav

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A s s e s s m e n t aud Evaluation of L earn in g

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General Suggestions for Writing Assessment Tasks and Test items 1. Use assessment specifications as a guide to item/task writing. 2 . Construct more items/tasks than needed. 3 . W rite the items/tasks-ahead of the testing date. 4 . W rite each test item/task at an appropriate reading level and difficulty. 5 . W rite each test item/task in a way that it does not provide help in answering other test items or tasks. 6. W rite each test item/task so that the task to be performed is clearly defined and it calls forth the performance described in the intended learning outcome 7. W rite a test item/task whose answer is one that would be agreed upon by the experts. 6. Whenever a test is revised, recheck its relevance.

Specific Suggestions A. Supply Type of Test 1. Word the item/s so that the required answer is both brief and specific. 2. Do not take statements directly from textbooks 3. A direct question is generally more desirable than an incomplete statement. 4. If the item is to be expressed in numerical units, indicate the type of answer wanted. 5. Blanks for answers should be equal in length and as much as possible in column to the right of the question. 6. When completion items are to be used, do not include too many blanks.

B. Selective Type oTTests 1 . Alternative - Response . a

Avoid broad, trivial statements and use of negative words especially dou­ ble negatives. • b. Avoid long and complex sentences, . c. Avoid multiple facts or including two ideas in one statement, unless cause effect relationship is being measured.

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d. If opinion is used, attribute'it to’some source unless the ability to identify opinion is being specifically measured. e. Use proportional number of true statements and false statements. f. ' True statements and false statements should be approximately equal in ' length. 2. Matching Type a. Use only homogeneous, material in a single matching exercise. b. Include an unequal number of responses and premises and instruct the pupil that responses may be used once, more than once, or not at all. c. Keep the list of items to be matched brief, and place the shorter responses at the right. d. Arrange the list of responses in logical order. e. Indicate In the directions the basis for matching the responses and premises, . f. Place all the items for one matching exercise on the same page. g. Limit a matching exercise to not more than 10 to 15 items. 3. Multiple Choice a. The stem of the item should be meaningful by itself and should present a definite problem. b. The item stem should include as much of the item as possible and should be free of irrelevant material. c. Use a negatively stated stem only when significant learning outcomes require it and stress/highlight the negative words for emphasis.. d. All the alternatives should be grammatically consistent with the stem of the item. e. An item should only contain one correct or clearly best answer. f. Items used to measure understanding should contain some novelty, but not too much. g. All distracters should be plausible/attractive. h. Verbal associations between the stem and the correct answer should be avoided. ,• .* i. The relative length of the alternatives/options should not provide a clue ‘ .to the answer. .

Dr. Marilyn Ubiria-Bniagcas and P rof. A nton io G . Dacana

Profcssioriiil Education

j. The alternatives should be arranged logically. . k. The correct answer should appear in each of the alternative positions and approximately equal number of times but in random order. I. Use of special alternatives such as “none of the above" of “all of the above-’ should be done sparingly: m. Always have the stem and alternatives on the same page. n. Do not use multiple choice items when other types are more appropriate. 4. Essay Type of Test a. Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items. b. Construct questions that will call forth the skills specified in the learning standards. c. Phrase each question so that the student’s task is clearly defined or in­ dicated d. Avoid the use of optional questions. e. Indicate the approximate time limit or the number of points for each ques­ tion. f. Prepare an outline of the expected answer in advance or scoring rubric.

Qualities/Characteristics Desired in an Assessment Instrument Major Characteristics a. Validity - the degree to which a test measures what it is Supposed or intends to measureJt is the usefulness of the test for a given purpose, it is the most important quality/characteristic desired in an assessment instrument. b. Reliability - refers to the consistency of measurement; i.e., how consistent test scores or other assessment results are from one measurement to ahother. It the most important characteristic of an assessment .instsument next to validity.1 ■ • -

■ H E H aB n aM M B M H M n B S B aaB aaaw saR n M H M M B M an ai

Dr. Marilyn Ubiria-Balagtas and Prof". A nton io 0 . Dacanay

A ssessm en t and E v alu atio n o f L ea rn in g 2

. Minor Characteristics c. Administrability - The test should be easy to administer such that the di­ rections should clearly indicate how a Student should respond to the test/ task items and how much time should be spent for each test item or for this whole test. d. Scorability - Tfie test should be easy to score such that directions for scor­ ing are clear, point/s for each correct answer(s) is/are specified. e. Interpretability - Test scores can easily be interpreted and described in terms of the specific tasks that a student can perform or his/her relative position in a clearly defined group. f. Economy - The test should save time and effort spent for its administration . and that answer sheets must be provided so it can be given from time to time. Factors Influencing the Validity of an Assessment Instrument 1. Unclear directions. Directions that do not clearly indicate how to respond to . the tasks and how to record the responses tends to reduce validity. 2. Reading vocabulary and sentence structure are too difficult Vocabulary aid sentence structure that are too complicated for the students would result in the assessment of reading comprehension; thus, altering the meaning of assessment result. 3. Ambiguity. Ambiguous statements in assessment tasks contribute to misin­ terpretations and confusion. Ambiguity sometimes confuses the better stu­ dents more that it does the poor students. 4. Inadequate time limits. Time limits that do not provide students with enough time to consider the tasks and provide thoughtful responses can reduce the va­ lidity of interpretation of results. Rather than measuring what a student knows or. able to do in a topic given adequate time, the assessment may become a measure of the speed with which the student can respond. For some contents (e.g., a typing test), speed may be important. However, most assessments of achievement should minimize the effects of speed on student performance.

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5. • Overemphasis of easy - to assess aspects of domain at the expense of important, but hard - to assess aspects (construct underrepresentation). It is easy to develop test questions that assess factual knowledge or recall and • generally harder to develop ones that tap conceptual understanding or higher • - order thinking processes such as the evaluation of competing positions or arguments. Hence, it is important to guard against undenrepresentation of tasks getting at the important, but more difficult to assess aspects of achievement. 6. Test items inappropriate for the outcomes being measured. Attempting to measure understanding, thinking skills, and other complex types of achieve­ ment wth test forms that are appropriate only for measuring factual knowl­ edge wli invalidate the results. 7. Poorly constructed test items. Test items that unintentionally provide clues to the answer tend to measure the students’ alertness in detecting clues as well as mastery of skills or knowledge the test is intended to measure. 8. Test too short If a test is too short to provide a representative sample of the performance we are interested in, its validity will suffer accordingly. 9. Improper arrangement of items. Test items are typically arranged in order of difficulty, »fith the easiest items first. Placing difficult items first in the test may cause students to spend too much time on these and prevent them from reaching items they could easily answer. Improper arrangement may also . influence validity by having a detrimental effect on student motivation. 10. identifiable pattern of answer. Placing correct answers in some systematic pattern (e.g., T, T, F, F, or B, B, B, C, C, C, D, 0, D) enables students to guess the answers to some items more easily, and this lowers validity.

- Improving Test Reliability Several test characteristics affect reliability. They include the following: 1. Test length. In general, a longer test is more reliable than a shorter one be­ cause. longer tests sample the instructional objectives more adequately. 2. Spread of scores. The type of students taking the test can influence reliability. A group’of students with heterogeneous ability will produce a larger spread of

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test scores than a group with homogeneous ability. 3. Item difficulty. In general, tests composed of items of moderate or average difficulty (.30 to .70) will have more influence on reliability than those com­ posed primarily of easy or very difficult items.. . . 4. Item discrimination. In general, tests composed of more discriminating items will have greater reliability than those composed of less discriminating items. 5. Time limits. Adding a time factor may improve reliability for lower - level cognitive test items. Since all students do not function at the same pace, a time factor adds another criterion to the test that causes discrimination, thus improving reliability. Teachers should not, however, arbitrarily impose a time limit. For higher - level cognitive test Items, the imposition of a time limit may defeat the intended purpose of the items.

levels or Scales of Measurement 1 Level/Scale

1. Nominal 2. Ordinal

3. Interval

4. Ratio

C h ara cteris tics

Exam ple

Merely aims to Identify or label a class of variable Numbers are used to ex­ press ranks or to denote position in the ordering.

Number reflected at the back shirt of athletes

Oliver ranked t" In his class while Donnaranked 2* hahrenheit and Centigrade mea­ Assumes equal intervals or sures of temperature. distance between any two 'Zero point (toes not mean an ab­ points starting at an arbi­ solute absence of warmth or cold trary zero. . or zero in the test does not mean complete absence of learning. Has all the characteristics Height, weight of the Interval scale except *a zero weight means no weight that it has an absolute zero at all point

Dr. Marilyn Ubina-BaJagrasand Prof. Aruunio G. Dacanay

P r o fe s s io n a l E d u c a tio n

Shapes, Distributions and Dispersion of Data

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1. Symmetrically Shaped Test Score Distributions A. Normal Distribution or Bell Shaped Curve

B. Rectangular Distribution

i 0> *D c a> 3 cr a;

Test Scores C. U-Shaped Curve

Df. Marilyn Ubmn-Balagcas and Prof. Anronio G. Dacanay

A ssessm en t a n d E v alu atio n o f L earn in g

2. Skewed Distributions of Test Scores

Numbci ol studem

A. Positively Skewed Distribution

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— ... ■ ■■ ■ — ►

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Mumb«, of Sludwts

B. Negatively Skewed Distribution

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3. Unimodal, Bimodal, and Multimodal Distributions of Test Scores A. Unimodal Distribution

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B.

C.

Bimodal Distribution

Multimodal Distribution

4. Width and Location of Score Distributions A. Narrow, Tail Distribution: Homogeneous, Low Performance

B. Narrow, Tali Distribution: Homogeneous, High Performan

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C. Wide, Short Distribution: Heterogeneous Performance

Descriptive Statistics Descriptive Statistics - the first step In data analysis is to describe or summarize the data using descriptive statistics 1

D e sc rip tiv e S ta tistics

When to use and C h aracteristics

1. Measures of Central Tendency - numerical values which describe the average or typical performance of a given group in terms of certain attributes. - basis in determining whether the group is performing better or poorer than the other groups Arithmetic average, used when the distribution is nor­ a. Mean mal/symmetrical or beH-shaped. Most reliable/stable Point in a distribution above and below which are 50% of the scores/cases; b. Median Midpoint' of a distribution; Used when the distribufion Is skewed Most frequent/common score in a distribution; Oppo­ site of the mean, unreliable/unstable; Used as a quick c. Mode description In terms' of average/typical performance of the group. . •

Dr. Marilyn Ubifia-Balagtas and Prof. Anconio G. Dacanay

P ro fe ssio n al Educatio/i

II. Measures of Variabilityindicate or describe how spread the scores are. The larger the measure of variabil­ ity the more spread the scores are and the group is said to be heterogeneous; the smaller the measure of variability the less spread the scores are and the group is said to be homogeneous. ' The difference between the highest and lowest score; Counterpart of the mode it is also unreliable/unstable; a Range Used as a quick, rough estimate of measure of variabllity. The counterpart erf the mean, used also when the dis­ b. Standard Deviation tribution is normal or symmetrical; Reliable/stable and so widely used Defined as one - half ofthe difference between quartile 3 (75* percentile) and quartile 1 (25% percentile) in a c. Quartile Deviation or distribution; Seml-inter quartile Range Counterpart of the median; Used also when the distri­ bution is skewed. ’ HI. Measures of Relationship - describe the degree of relationship or correlation between two variables (academic achievement and motivation). It is expressed in terms of correlation coefficient from -1 to 0 to 1. Most appropriate measure of correlation when sets of data are of Interval or ratio type; Most stable measure a. Pearson r of correlation; Used when the relationship between the two variables is a linear one Most appropriate measure of correlation when variables b. Spearman-rank-ofder are expressed as ranks Instead of scores or when the Conrelation or Spearman data represent an ordinal scale; Spearman Rho is also Rho interpreted In the same way as Pearson r IV. Measure of Relative Position . - indicate where a Score is in relation to all othier scores in thedistribution; they make it possible to compare the performance of ao individual in two or moredifferent tests. t

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A ssessm en t an d E v a lu a tio n o f L e a rn in g 2

a. Percentile Ranks

b. Standard Scores

c. Stanlne Scores

d.T-SCores

Indicates the percentage of scores that fall below a given score; Appropriate for data representing ordinal scale, although frequently computed for interval data. Thus, the median of a set of scores corresponds to the 50* Dercentlle. A measure of relative position which Is appropriate when the data represent an Interval or ratio scale; A z score expresses how far a score is from the mean in terms of standard deviation units; Allows all scores from different tests to be compared; In cases of neg­ ative values transform z scores to T scores ( multiply z score bv 10 plus 50) Standard scores that tell the location of a raw score in a specific segment in a normal distribution which is divid­ ed into 9 segments, numbered from a low of 1 through a high of 9 Scores falling within the boundaries of these segments are assigned one of these 9 numbers (standard nine) Tells the location of a score in a normal distribution having a mean of 50 and a standard deviation of 10.

Interpreting Te«t Scores Type of Score

Interpretation

Percentiles

Reflect the-percentage of students in the norm group surpassed at each raw score in the distribution

Linear Standard Scores (z-scores)

' Number of standard deviation units a score is above (or below) the mean uf a given distribution.

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Stanines

Location of a score in a specific segment of a nor­ mal distribution of scores. Stanines 1, 2, and 3 reflect below average perfor­ mance. Stanines 4,5, and 6 reflect avera'ge performance. Stanines 7,8, and 9 reflect above average perfor­ mance.

Normalized Standard Score (T-score or Location of score in a normal distribution having a normalized 50 ± 10 system) mean of 50 and a standard deviation of to.

GIVING GRADES Grades are symbols that representa value judgment concerning the relative quality of a student's achievement during specified period of instruction. Grades are important to: ■ inform students and other audiences about student's level of achievement • evaluate the success of an instructional program ■ provide students access to certain educational or vocational opportunities • reward students who excel Absolute Standards Grading or Task - Referenced Grading - Grades are assigned by comparing a student's performanpe to a defined set of standards to be achieved, targets to be learned, or knowledge to be acquired Students who complete the tasks, achieve the standards completely, or learn the targets are given the better grades, regardless of how weil other students perform or whether they have worked up to their poteofial. ■ # • Relative Standards Grating or Group - Referenced Grading - Grades are assigned on the basis of student's.performance compared with others in class. Students'performing better than most classmates receive higher grades.

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Student Progress Reporting Methods Name

Type of code used

Letter grades

A, B, C, etc., also'+ ” and *-* may be added.

Number or percentage grade

Integers (5 ,4 ,3 ,...) or percentages {99,98,...)

Two-category grade

Pass - fail, satisfactory - unsatisfactory, credit - entry

Checklist and rating scales

Checks ( V ) next to objectives mastered or numerical ratings of the degree of mastery None, may refer to one or more of the above but usually does not refer to grades

Narrative Report

Guiding Principles for Effective Grading 1. Discuss your grading procedures to students at the very start of instruction. 2. Make clear to students that their grade will be purely based on achievement. 3. Explain how other elements like effort or personal-social behaviors will be reported. 4. Relate the grading procedures to the intended learning outcomes or goal/ objectives. 5. Get hold of valid evidences like test results, reports presentation, projects and otherassessments, as bases for computation and assigning grades. 6. Take precautions to prevent cheating on test and other assessment measures. 7. Return all tests and other assessment results, as soon as possible. . . 8. Assign weight to flie various types of achievement included in the grade. 9. Tardiness, weak effort, or misbehavior should not be charged against achieve­ ment grade of student. 10. Be judicious/falr and avoid bias but when in doubt (in case of borderline student) ’ review the evidence. If still in doubt, assign the higher grade.. 11. Grades are black and white, as a rule, do not change grades. 12. Keep pupils ’informed of their class standing or performance. Dc. M arilyn U biru -B alagtas and Prof. Antonio G. Dacanay

Pro fessio n al Education

CONDUCTING PARENT - TEACHER CONFERENCES .The following points provide helpful reminders when preparing for and conducting parent-teacherconferences. 1. Make plans for the conference. Set the goals and objectives of the conference ahead of time. 2. Begin the conference in a positive manner. Starting the conference by making a positive statement about the student sets the tone for the meeting. 3. Present the student's strong points before describing the areas needing Improvement. It is helpful to present examples of the student’s work when discussing Ihe student's performance. 4. Encourage parents to participate and share information. Although as a teacher you are in fcharge of the conference, you must be willing to listen to parents and share information rather than "talk at” them. 5. Plan a course of action cooperatively. The discussion should lead to what steps can be taken by the teacher and the parent to help the student. 6. End the conference with a positive comment At the end of the conference, thank the- parents for coming and say something positive about the student, like ‘Erfc has a good sense of humor and I enjoy having him In class." 7. Use good human relation skills during the conference. Some of these skills can be summarized by following the do’s and don’ts.

Dr. Marilyn Ubiha-Balagtas and Prof. A nronio G . D acanay

A ssessm en t a n d E v alu atio n o f L earn in g 2

D irections: Read and analyze each item and select the correct optionthat answers each question. Analy2e the Items using the first 5 items as your sample.Writeonly the letter of your choice in your answer sheet. 1. In a positively skewed distribution, the following statements are true EXCEPT' A. Median is higher than the Mode. 6. Mean is higher than the Median. C. Mean is lower than the Mode. D. Mean is not lower than the Mode. The correct answer Is C since what is asked is not true about positively skewed distribution. Option A Is true about positively skewed distribution, that is median is greater than the mode. Option 8 is also true, mean is greater than the median. Option D is also true, that mean is greater than the mode. 2. Which of the following questions indicate a norm - referenced interpretation? A. How does the pupils' test performance in our school compare with that of other schools? B. How does a pupil's test performance in reading and mathematics compare? C. What type or remedial work will be most helpful for a slow - learning pupil? D. Which pupils have achieved mastery of computational skiHs? The correct answer is A because the performance of the pupils in the test is compared with othef schools. Option 8 is wrong because what is being compared . is the pupil's performance In reading and math. Option C is wrong there is no men­ tion of one's performance compared with others. Option D is also wrong because what is implied is the pupils' achievement or mastery in relation to the domain of performance task. ■ •

PNU L E T Reviewer m

a

Ms

cssmcnt and Evalua tio n o f L e a rn in g 2

.I What is fhe performance of a student in the National Achievement Test (NAT) if-he obtained/got,a stanine score of 5? A. Between average and above average B; Between average and below average ■ C; Belowaverage ___________ '__________. . 0. Average I He correct answer is D, stanine 4, 5, 6 reflect average performance, while sln ine 1,2,3 reflect below average performance and stanine 7,8,9 reflect above I aitrage performance. There is no such thing as between average and above aver| age a between average and below average in stanine scores. So options A, B, and I Cre all wrong.

I

4. Based on the figure, which is true about the distribution? A. Mean = 55, median = 48, mode = 34 B. Mode =46, median = 40, mean = 37 y C. mean = 63 median = 63 mode = 63 0. The (fetribution is mesokurtic. — ____ Thecorrect .answer.is option C because the figure is an illustration of a normal disWbution (bell - shaped). Option A describes a positively skewed distribution. Opfon B illustrates a negatively skewed distribution and option D is wrong because tfie ijgure is bell-shaped or a normal distribution. 5. I quartile deviation is to median, what is to mean? A. standard deviation C. range B. mode D. variance

'

The correct option Is Option A, standard deviation is the counterpart of the mean. However, Option B, Just like the mean Is a measure of central tendency. C range is a measure of variability and the counter part of mode, and option 0, variance is simply standard deviation squared.

152

PNU LET Reviewer

P ro fe ssio n a l Ed ucation

6. In a normal distribution, which of the foltowing is true? • -A. median= mode * mean C. median * mode * mean ' B. median * mode = mean - if f f l mean - median = mode 7. Which of the following situations may lowenfie validity of a test? A. Mrs. Josea increases the number of items measuring each specific skill from three to five. B. Mr. Santosa simplifies the language in the directions for the test. fc ) Miss Lopeza removes the items in the achievement test that everyone would be able to answer correctly. J). None of the above. . .8. In a negatively skewed distributionwhich of the following statements is true? A Mode is lower than the mean. C. Median is higher than mode. wS Mean is lower than the mode. D. Mode is lower than the median. 9. m a negatively skewed distributionthefollowing statements are true EXCEPT A. Mean is'not higher than the median. B. Median is lower than the mode. £ . Mean Is lower man the mode, n j/ Mode is less than the median. 10. Miss Cortez administered a test to her class and the result Is positively skewed. What kind of test do you think Miss Cortez gave to her pupils? Posttest C. Mastery Test Pretest 0. Crtterton-referenced Test 11. The result of the test given by.teacher A showed a negatively skewed distribution. What kind of test did teacher A give? A. The test is difficult It is moderately difficult B. His not too easy nor too difficult sQ f It is easy 12. When the distribution is skewed to the right, what kind of test was administered? A. Difficult • Avefege/moderately difficult B. Easy DCPartly easy - partly difficult

Dr. Marilyn Ubina-fialngtis and Prof. Antonio G. Dacanay

P ro fessio n al E d ucatio n

13. In a negatively skewed distribution, what kii eacher B have? A. Very good B. Very poor 14. In a positively skewed distribution the students are A. Very good ‘ C. Average • ( f) Very poor D. Normally distributed 15. In a positively skewed distribution, which of toe following statements is true? A. Mode = 67 while Median = 54 Mean = 73 while Mode = 49 B. Median = 53 while Mean = 41 jf . Median = 34 while Mode = 42 16. Which statements represent criterion - referenced interpretation? A. Lucresia did better in solving the linear equation than 80% of representative Algebra students. B. Lucresia's score indicates that she is able to solve about two thirds of all one - variable linear equations of such complexity. C. Students who have reached Lucresia's level on linear equations usually succeed In the subsequent unit on simultaneous equations with special help or extra time; i.e., Lucresia is ready to move ahead. 7 H All of the above. 17/wnard obtained a 97 percentile rank in an aptitude test. This means 1 $ He answered 97% of the items correctly. B. He belongs to the 97% of the group who took the test. C. 79% of the examinees did better than her on the test. 0. He surpassed 97% of those who took the test. 18. Which set of scores has the least variability? Set 1 0, 5, 10, 15. 20 Set 2 25, 35, 45, 55 Set 3 0, 2, 8, 15, 26 Set4 505, 501, 503. D. Set 4 © S e t1 B. Set2 C. Set3 19. Standard deviation is to variability as mode to______ A. Correlation Cental tendency B. Discrimination . M3. Level of difficulty Dr. Marilyn Ubina-Balagcas and Prof. Antonio G. Dacanay

A ssessm en t a n d Evsrluacion o f L e a rn in g 2

20. Goring performed better than 65% of the total number of examinees in the district achievement test. What is his percentile rank? P35

?•

P05

P66 P75

)ich is a guidance function of a test? ' Identifying pupils who need corrective teaching Predicting success In future academic and vocational education Assigning marks for courses taken Grouping pupiis for instruction within a class 22. Mr. Labalanga, an elemetary school teacher in Science found out that manyof his pupils got very high scores in the test. What measure of central tendency should he use to describe their average performance the subject? .• A. Mean Mode J . Median '“ (I. Range 23. Which o# the following indicates how compressed or expanded the disiribuSon of scores is? A. Measures of position C. Measures of correlation B. Measures of central tendency Measures of variability 24. TTie proportion passing the upper and lower group is .80 ami .35, nespectivjy. What is the index of difficulty? A. .38 • @ .40 C. .58 D. 1.02 25. Mr, Gringo tried to correlate the scores of his pupils in the Social Studies test vti their grades in the same subject last 3rd quarter. What test validity is he trytg to establish? A. Content validity 'Q j Concurffent validity B. Construct validity D. Criterion-related validity to

- F '.

PNU L E T Reviewer

153

A ssessm en t an d E valu atio n o f L e a rn in g 2

PART III - ENHANCING TEST TAKING SKILLS D irections: Enhance your test taking skills by answering me items below. Write only the letter of the best answer. 1. If a test item has a difficulty index of 0.06, how would you describe the test item? It is very easy. It is very difficult. It moderately difficulty. D. It is difficult. 2. Two sections have the same mean but the standard deviation of section 2 is higher than section 1. Which of the two sections is more homogeneous? A, Section 1 C. BothAandB (Bt) Section 2 D. None from the above 3. Miss Corteza administered a test to her class and the result is positively skewed. What kind of test do you think Miss Corteza gave to her pupils? /^ P o s tte s t C. Mastery Test ( j y Pretest D. Criterion-referencedTest 4. In his second item analysis, Mr. Gonzales found out that more from Ihe lower group got the test item 15 correctly. What does this mean? The item has become more valid B.TTte Item has become more reliable. The item has a positive discriminating power. D. The item has a negative discriminating power. 5. is 25th percentile as median is to what percentile? WU 40th percentile _C. 50*1percentile o. 60*1percentile D. 7&b percentile 6. Which is implied by a positively skewed scores distribution? A. The mean, the median, and the mode are equal. EL Most of the scores are high. w !) Most of the scores are low. . o. The mode Is high.

154

IPNU L E T Reviewer

* P ro fe s sio n a l E d u catio n

7. In a normal distribution curve, what does a T score of 60 mean? A. Two SDs below the mean G. One SOM ow the mean 8. Two SDs above the mean One SD above the mean

©

For items 8 to 13; what does each figure/disiribution on the right indicate?

mean > median > mode mean< mode> median mean >mode < median mean < median cmode 9. / aJ *-ft C. D.

mode < mean < median mode > mean >median median < mode > mean none of the above

10 .

equal (mans, unequal standard deviations equal means, equal standard deviations unequal means, equal standard deviations D. unequal means unequal standard deviations

$ 11A. ’’T L /D tI 12. A. B. & D.

unequal means, equal standard deviations unequal means, equal standard deviations equal means, equal standard deviations _ equal means, unequal standard deviations unequal variability, equal means, different shapes unequal means, equal variability, different 3hapes _ equal variability, equal means, different shapes unequal variability, unequalmeans, different shapes Dr. Marilyn Ubifia-Baiagtas and Prof. Anconio G. Dacanay

P ro fe s sio n a l E d u c a tio n

13.

unequal means, equal standard deviations equal means, unequal standard deviations C. equal means, equal standard deviations 11_ unequal means, unequal standard deviations 14. In conducting a parent - teacher conference, which of the following is NOTtrue? A Be friendly and Informal C. Be willing to accept suggestions Be a kn ow -it all person D. Be careful In giving advice 15. In a frequency distribution, what is the midpoint of the class Interval whose lower and. upper limits are 99.5 and 109.5? & < r\ A. 107.0 B. 105.0 " fc /^ 0 4 .5 D. 102.5 16. In a frequency distribution, what is the intervSTsize of the class whose lower and upper limits are 9.5 ajjd 19.5? A. 11.0 10.0 C. 9.0 D. 5.0 17. Given a mean of 55~aml a standard deviation of 8, what two scores indude one standard deviation below and above the meatf A. 46and63 B. 47and64 ( d ) 47and63 D. 46 and 6 18. Given the same mean of 55 and standarda5watkm of 8, wfiat score corresponds to two standard deviation above the mean? A. 70 J3. 71 C. 72 W 73 19. What principle of test qonstruction is violated when one places very difficult items at the beginning; thus creating frustration among students particularly those of average ability and below average? All the items of particular type should be placed together in the test The items should be phrased so that the content rattier than the form of the statements will determine the answer. . C. All items should be approximately 50 percent dfficutty. 0. The items of any particular type should be arranged in an ascending order ■ " v of difficulty. 20. Mrs. Del Salvatier would likq to find out how well her students know each other, what assessment Instrument would best suit her objective? A. Self-report Instrument Guess-who technique B. Sociometric technique /u /A I I of ttie above • Dr. M arilyn U bitia- Balagtas and Prof. Antonio G . Dacanay

A ssessm en t an d Evaluation o f Learning 2

21. Mr. Lapromeso asked his pupils to indicate on a piece of paper I k names of their classmates whom they would like to be with for some groupacfiiity, what assessment technique did Mr. Lapromeso uge? A. Self-report technique ~ ( 3 Sociometric tecMque B. Guess-who technique D. Anecdotal technique 22. Which of the following assessment procedures/tools is useful in assessing social relation skills? A. Anecdotal record T^P eer appraisal B. Attitude scale QT^Anyof foeatw* 23. If the proportion passing for the upper and lower group is .90 and 30 respecfcvely, what is the discrimination Index? A. .40 B. .50 7 a ).6 0 ft .TO 24y.W(iich Is an example of affective learning oJrane? , Interpret stimuli from various modalities to provide data neededin noting adjustments to the environment B. Judge problem and issues in terms of situations involved thanin ions of fixed dogmatic thinking C. Appreciate the quality and worth of the story read 0. None of the above 25. Mr. Mirasol who is a high school teacher in English conducted antm jmfesfe of her test. She found out that four of the items of the test obtained fe Mowing difficulty and discrimination indices and as follows: Item Number 1 2 3 4

Difficulty Index .58 .92 .09 .93

DIscrmaHcBlula M M .32 .15

Which of the above items should she discard In her item pool? Item 1 • C/ Item 3 Item 2 J L Item 4 PNU L E T Reviewer

155

Teachipg P ro fessio n

Teaching Profession P repared b y: D r. D an ilo K . V iJIcna and P ro f. C elia M . Ilanan

Competencies: ■ Determine ways and means to ensure the high stan­ dards of personal and professional development • Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens • Apply the four pillars of learning in responding to the aspirations of the community: learning to know, learning to do, learning to live together, and teaming to be ■ Apply ethical standards on situations involving teacher’s • relationships with various groups of people. ' • Reflect on professional teacher's accountability to the learners’ performance and achievement and to the teacher’s total involvement in the teaching profession.

156

PNU L E T Reviewer

Professional Education

I. BASIC CONCEPTS Relevant laws

Teaching

)

Relevant Laws: refers to legal acts, decrees, ordinances, ordere, memoranda, circulars and the like that were approved by proper authorities and have become legal bases In the conduct of educational prooess, in general, and of teaching, in particular, In the Philippine setfing. Teaching: refers to the profession concerned with classroom nstrudion at the elementary and secondary levels in accordance w ii the curriculum prescribed by the Department of Education w M cr obpart-time or full­ time basis in public or private schools (R. A. 7836 :fWSpptoe Teachers' Professionalization Act of 1994) Teachers: refers to all persons engaged in teaching atftedementary and sec­ ondary levels, whether on full-time or part-time tais.Jndudmg industrial arts or vocational teachers aid all other peraons performing supervisory and/or administrative functions in aH schools In theaforesaid levels and qualified to practice teaching under this Act (R A 7836 FWppineTeachers ProfessionalizationAct of 1994)

Dr. Danilo K . Villena and h a C

C

d i M.

Uatua

Professional Education

•• II. LEGAL BASES FOR PROFESSIONAC.IZING TEACHING IN THE PHILIPPINES • ' A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Profes­ sionalization of Teachers, Regulating their Practice in the Philippines and for other Purposes. Some of the provisions are as folows: • Teachers have significant and imperative role in building a strong nation, more specifically in developing proper and desirable attitudes among the citizenry whom they have direct and continuing interaction • Incentive and motivation that may increase teachers' morale must be pro­ vided them. • Like all other professions, teaching also requires a number of years of high­ er education studies. B. Philippine Teachers Professionalization Act of 1994 (R. A. 7836): An Act Strengthening the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and Otter Purposes: It was promulgated for: • the promotion, development and professionalization of teachers and the teaching profession • supervision and regulation of the licensure examination.

III. VARIED ROLES OF TEACHERS t . i|f^ l|re c to n > f | ;| Plan£ and otgahizes learning activities m Leads pupils/students through the learning episodes » Controls the whole learning situations » Appraises the effectiveness of the learning situations . 2. | As-an Information Processor ■* » Aralyzeff iriformatiai and events * ’ Dr, D anilo K . Villena and’Prof. C elia M. Italian

T e a c h in g P r o fe s s io n

m Makes information and events » Makes information readily learnable » Facilitates the comprehension of information and events » Interprets information to learners - m Communicates information in a manner that pupils/students . comprehend 3. ASa Knower 4 » Knows much about the general fields of knowledge Masters thoroughly, the subject matter of his/her field of spe­ cialization » Brings learners to the world of ideas » Provides accurate information to pupils/students » Answers readily pupils/students'questions 4. sAsa Pl(w^r ^ Ideas* » Carries stiKfents to new insights and knowledge • leads children to wide ranging and unlimited inquiry » Develops new ideas and practices to meet the needs and demands ofthe.time 5.' ^ a Q e c fs ^ M ^ :; ■» Deckles on what objectives should be established Decides on the type of instructional program that could best achieve the objectives ■* Decides on what body of information should be conveyed » Decides on the most effective methods, techniques, approaches and materials that will facilitate the attainment of the objectives. ■» Decides on the most appropriate grouping that would best ben­ efit the learner. ■ 6 .' As a Judge ^Achievement lD^n%s' fs Worth achtevirYg . • Defines ability levels of pupils/students Evaluates pupils/students/levels of achievement » Determines who will be promoted or retained

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T each in g P ro fessio n

7. As aGounselor Establishes effective relationship with'the individual pupil/stu­ dent • ■ _ . ■* Collects pertinent information about each pupil/student • Receives confidences » Guides pupil/student in understanding himself » .Gives advices • » Assists pupils/students to find solutions to his/her own problems 8. As h " » Develops a functional moral and ethical code » Creates acceptable moral atmosphere .» Establishes norms for behavior within and outside the classroom

9. As a Model fof the Youth | m Exemplifies the scholarship and ideals valued by society • Demonstrates acceptable sets of values

10. Asa Personal Culture * '

^-Po&esses a broad general cultural education » Is well-informed of current developments in various fields of science •» Appreciates arts and literature • Demonstrates adequate skills in the use of language

1 1 . A? aiGom eiiflittyiin#

» Participates actively in ttie life of the community • Interprets the school program to the public » Brings parents to participate in school activities Utilizes the resources of the community to develop significant (matter Articulates social, political, and economic traditions Develops cultural values Transmits culture Enriches cultural growth pf pupils/students

158

PNU LET Reviewer

P ro fe ssio n a l E d u c a tio n

IV. RELEVANT LAWS

'

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•

A. Article XIV, 1987 Philippine Constitution ( Education, Science & Technology, Arts, Culture & Sports) - This is the very fundamental legal basis of education in the Philippines. It stipulates the following: • The right of all citizens to quality education at all levels ■ Provision for complete, adequate and integrated system of education • Free public education in the elementary and secondary levels • Availability of scholarship grants, loan programs, subsidies and other incen­ tives for deserving students in the public and private schools ■ Provision for non-formal, informal and indigenous teaming systems - Inclusion of the study of Constitution in the curriculum • Education to put emphasis on the inculcation of nationalism & patriotism as wet as other values deemed important in developing better person and responsible dtlzen • Supervision and regulation of all educational institutions by the state • Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen ■ Tax exemptions for. non-stock and non-profit educational Institutions • Enjoyment of academic freedom (teachers, students, Institutions) in all institutions of higher learning • State's protection for academic, non-academic and non-teaching personnel • Highest budgetary allocation for education • Filipino as the national language; Filipino and English as official languages for use In communication and instruction • Creation of National Language Commission • Promotion of science and technology • Preservation and anijchment of Filipino culture . • Promotion of physical education and other related programs ,* < ~ \/O c T E c H

TKt FO c A l - t e ^ - D 4 > - c .r te r >

v e p b t

Dr. Danilo JC. Villciu and Prof. Celia M. Ilanan

^ P ro fe ssio n a l E d u c a tio n

B. Education Act of 1982 (Batas Pambansa 232, September 11,1982); An Act Providing For The Establishment And Maintenance Of An Integrated System Of Education: Declares/defines/describes among all. others the following: > Aims of Philippine Educational System: (Section 4) 1) Provide for a broad general education that will assist each individual in the peculiar ecology of his own society to: a) attain his potentiate as a human’being; b) enhance the range and quality of individual and group participation in the basic functions of society: and, c) acquire the essential educational foundation of his development into a pro­ ductive and versatile citizen; 2) Train the nation’s manpower in the middle-level skills for national de- . velopment 3) Devfelop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and 4) Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation. > "Educational Community"refers to those persons or groups of persons as such or associated in institutions involved in organized teaching and learning systems (Definition and Coverage, Section 6). The members or elements are: 1) "Parents" or guardians or the head of the institution or foster home which has custody of the pupil or student 2) “Students" are ftose enrolled in and who regularly attend educa­ tional institution of secondary or higher level of a person engaged in formal study. "Pupils'’ are those who regularly attend a school of elementary level under tbe supervision and tutelage of a teacher. 3) /:%n5onne/,'or aHpersons working for an educaScnal bislHution, which includes Bie fotowing: a) "Teaching or academic staff’’ or all persons engaged In actuaheaching and/or research assignments, either on full-time-or part-time basisjn all .levels of the educational ' system. Dr. DaniJo K. ViMcna and Prof. Celia M, Ilanan

T each in g Profession

■

b) “School administrators" or ail persons occupying p implementing positions having to do with the functions of the schools in all levels. c) "Academic'non-teaching personnel" or those persons ’ holding some academic qualifications and performing academic functions directly supportive of teaching, such as registrars, librarians, research assistants, research aides, and similar staff. . d) “Non-academic personnel” or all other school personnel not falling under the definition and coverage of teaching and academic staff, school administrators and academic non-teaching personnel. 4) "Schools’ or institutions recognized by the State which undertake educational operations. > Rights of Parents (Section 8) 1) Organize by themselves and/or with teachers 2) Access to any official record directly relating to their children > Rights of Students (Section 9) 1) Receive relevant quality education 2) Freely choose their field of study and continue their course therein 3} School guidance and counseling 4) Access to his own records 5) Issuance of needed school records/documents within 30 days from request 6) Publish a student newspaper and similar publications 7) Free expression .of opinions and suggestions; to effective channels of communication 8} Form, establish, join and participate in organizations and societies recognized by the school 9) Be free from involuntary contributions > Rights ofSchool Personnel (Section 1Q) 1) free expression of opinion and suggestions; to effeetive channels of. communication • PNU L E T Reviewer

Teaching Profession

' 2) Be provided with free legal service 3) Establish, join and maintain labor organizations and/or professional ' and’ self-regulating organizations 4) Be free from involuntary contributions . > Special Rights and/or Privileges of Teaching or Academic Staff (Section 11) • . 1) Be free from compulsory assignment not related to their duties as defined by law 2) Intellectual property 3) Be accorded due respect and protection as persons in authority 4) Choose alternative career lines for purposes of career development > Special Rights of School Administrators (Section 12) 1) Sufficient administrative discretion for efficient and effective perfor­ mance of functions . 2) Accorded due respect and protection as persons In authority > Rights of Schools (Section 13) 1) Provide for proper governance of the school 2) Forinstitutions of higher learning, the right to determine on academic grounds who shall be admitted to study, who may teach, and what shall be subjects of the study and research > Duties of Parents (Section 14) 1) Help carry out the educational objectives of schools 2) Enable their children to obtain, as much as possible, complete education 3) Cooperate with the school in the implementation of curricular and co-currfcular programs > Duties and Responsibilities of Students (Section 14) 1) Develop to the fullest his potentialities for service . 2$ Uphold the academic integrity of the school 3) Promote and maintain the peace and tranquility of the school 4). Participate actively In the total development of the community 5) Exercise his rights responsibly

160 !PNU LET .Reviewer

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'

P ro fessio n al Evocation

> Teachers’ Obligations (Section 16) . . 1) f erform their duties in accordance with the overall goals and objec­ tives of the schools 2) Accountable for the efficient and effective attainment ef learning objectives - 3) Render regular reports and monitoring ofieach of ffie students' academic performance 4) Attend to their professional advancement and growth and maintain their professionalism at all times 5) Exercise.objectivity and fairness in dealing with students' scholastic marfcs and grades 6) Actively participate in the total development of. the school and community > School Administrators' Obligations (Section 17) 1) Perform their duties according to the overall goals and objectwes of the school 2) Efficiently and effectively manage and administer the school 3) Develop and maintain a healthy school and conducive school envi­ ronment 4) Assume and maintain professionalism in the conduct of their woric 5) Render adequate reports on the performance of school personnel 6) Observe due process and fairness in disciplining teachers and o8»r personnel 7) Maintain adequate records and submit reports as required byproper authority. > Obligations of Academic Non-Teaching Personnel (Section 18) . 1) Improve themselves professionally 2) Assume and promote a healthy and conducive-learning and service environment > “Fonnal Education” refers to the hierarchically structured and chronotogicaBy ■ graded learning organized and provided by the formal school system andfor which certification Is required in order for the learner to progress through the

Dr. Danilo K . Villena and Prof. Celia'M . Hasan

P r o fe s s io n a l E d u c a t io n

grades or move to higher levels (Definition, Section 20); the main instrument for the achievement of the country's educational goals and objectives (Dec­ laration of Policy, Section 19). The levels of formal education are: • 1) Elementary Education - the first stage of compulsory, formal education primarily concerned with providing basic education and usually corresponding to the first six or seven grades, including pre-school programs (Definition, Section 20): Its objectives are to: (Section 21) a) provide the knowledge and develop the skills, attitudes and values essential to personal development b) provide learning experiences that prepare them for con­ structive and effective involvement c) promote and intensify the child's knowledge and identifica­ tion with and love for the nation and the people to which he belongs; an.d d) promote work experiences that prepare the children to engage in honest and gainful work 2) Secondary Education - The state of formal education concerned primarily with continuing basic education usually corresponding to four years of high school (Definition, Section 20). Its objectives are to; (Section 22) a) continue to promote the objectives of elementary education b) equip the students with skills for productive endeavor or for higher education 3) Tertiary Education - post secondary schooling leading to a degree in a specific profession or discipline (Definition, Section 20). Its objectives are to (Section 23): a) provide a broad general education program b) train the nation^ manpower in the skMsrequired for national development c) develop the professions for leadership of the nation d) advance knowledge ttirough research work for improving quality of human life. • '

Dr. Danilo K. Viflcna and Prof'. Celia M. Ilanan*

T each in g P ro fessio n

> Specialized Educational Services-These are services to meet the special needs of certain clientele. It includes the following ( Section 24): 1) Work Education or Practical Arts - aims to develop the right attitudes towards work; and technical-vocational education, post-secondary but non-degree programs leading to one, two or three year certification in preparation for middle-level occupations. 2) Special Education - the education of persons who are physically, mentally, emotionally, socially or culturally different from the so-called . "normal" individuals. 3) Non-formal Education -any organized school-based educational activities undertaken by education department aimed at attaining specific learning objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults. Its objectives are to: ' a) eradicate illiteracy and raise the level of functional literacy of the population b) provide unemployedand underemployed youth and adults with appropriate vocational/technical skills for them to become more productive and effective citizens: and c) develop among the clientele proper values and attitudes for personal, community and national development. C. R. A. 4670 - MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18, . 1966) enacted to promote and improve the social and economic conditions of public school teachers, their working and living conditions, their terms of employ­ ment and career prospects (Declaration of Policy, Section 1). 1) Recruitment and Qualification (Section 3) «* DepEd to define dearly recruitment policy with respect to selec-. tion and appointment of teachers » Minimum educational qualifications for teacher-appiicants: * Bachelor's Degree in Bementary Education for teachers in the kindergarten and elementary grades; ♦ Bachelor's Degree in' Education or its equivalent with a major or minor of_a Bachelor's degree in Arts er Science

PNU L E T Reviewer

161

reaching Profession

with at least 18 units of Professional Education for teachers of the secondaiy schools; ♦ Bachelor's degree In the field of specialization with at least 18 professional units in Education for teachers of . secondary vocational and two years technical courses; . ♦ Master's degree with a specific area of specialization for teachers of courses in the collegiate level. » .The School Superintendent may appoint under temporary status, . applicants who don't meet the minimum qualifications 2) Probationary Period (Section 4) m No probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility; » A period of not less than one year from and after the date of the appointee’s provisional appointment be given to an applicant who meets the minimum educational qualifications but lacks the appropriate civil service eligibility. 3) Tenure of Office (Section 5) m Stability on employment assured of teachers with permanent appointment » Permanent appointment shall be extended to provisional teachers after having rendered at least ten years of continuous, efficient and faithful service In such position. 4) Consent for Transfer Transportation Expenses( Section 6) • No teacher shall be transferred from one station to another with­ out the his/her consent, except for cause. • The School Superintendent may effect the transfer of the teacher when the exigencies of service so requires • -The School Superintendent must previously notify the teacher to be transferred and the reason or reasons for such transfer. • The teacher subject for transfer may appeal to the Director of Public Schools if he/she feels the reason/s is unjustifiable.

162

PNU LET Reviewer

P ro fessio n al E d u c a tio n

» No transfers whatsoever shall be made-three months before any local or national election. ' • . m The Government shall pay all the necessary transfer expenses of the teacher and his/her family. 5) Safeguards In Disciplinary Procedures (Section 8) '» Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have: ♦ The right to be Informed, in wrfttng, of the chargers; ♦ The right to full access to the evidence in the case; ♦ The right to defend himself by a representative of his choice ♦ The right to appeal to clearly designated authorities 6) Administrative Charges (Section 9) Administrative charges against a teacher shall be heard Initially by a Committee composed of the t-ti____ i____ foifowfnQ. • School Division Superintendent or his duly authorized represen­ tative win should have at least the rank of a division supervisor as Chairman. » Representative of the local, or in its absence, any existing pnovincial or national teacher’s organization *» A Division Supervisor » Two members designated by the Director of Public Schools ♦ T?» Committee shall submit its findings and recommen­ dations to the Director of Public Schools within thirty (30) days from the termination of the hearings. ♦ The members of the Committee shall be appointed by Ihe Education Secretary if the School Superintendent is the complainant or an interested party. 7) No discrimination whatsoever In the entrance to the teaching profession, or during its exercise or in the termination of services, based on other than professional consideration (Section 10).

Dr. Danilo K . Villena and Prof. Celia M. Ilanan

P ro fessio n al Ed ucation

8) Married teachers, both of whom are'public school teachers may be employed in the same locality (Section 11). 9) Academic Freedom shall be enjoyed by teachers in the discharge of their professional duties, particularly, with regard to teaching and classroom methods.(Sectfon 12) . 10) Teaching Hours (Section 13) • Teachers are. required to render not more than 6 hours of actual " classroom teaching a day. » In the exigencies of service, any teacher may be required to ren­ der more than six hours but not more than eight hours of actual classroom teaching a day upon payment of additional compen­ sation at the same rate as his regular remuneration plus at least 25% of his basic pay 11) Additional Compensation (Section 14) •» Additional compensation of at least 25% of the teacher's regular remuneration must be paid to teachers who render co-cuiricular and out of school activities outside of the teacher's six hours of actual classroom teaching. 12) Salary Scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular incre­ ments, granted automatically after three years to teachers with at least an efficiency rating of satisfactory, (Section 18) 13) Cost of living Allowance (COLA) (Section 18) • Given to teachers to keep pace with the rise in the cost of living m Shall automatically follow changes in a cost of living index » Secretary of Education recommends to Congress at least annu­ ally, the appropriation of the cost-of-living allowances of public school teachers. 14) Special HardshipAllowance equivalent to at least 25% of teacher's monthly salary shall be given to teachers assigned In areas where teachers are exposed to hardship such as difficulty in commuting to the place of work or otter hazards peculiar to the place of employ- ' ment as determined by Education Secretary (Section 19). *Dr. Danilo K. Vjllena and Prof. Celia M. Ilaiwn

le a c h in g Profession

15) No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions. (Section 21) 16) Compulsory medical examination shall be provided free of charge for all teachers; medical treatment, if found necessary, shall also be accorded free by the government entity paying the salary of file teachers (Section 22) 17) Teachers shall also be protected against the consequences of employment injuries in accordance with existing laws. (Section 23) 18) Study Leave (Section 24) » Teachers are entitled to a study leave not exceeding one year after seven years of service; ■* Teachers granted on study leave shall be entitled to at least 60% of their monthly salary; — o l d *rocy>e< c * r tc * m Noteacher shall be allowed to accumulate more than one year of study leave, unless, s/he needs an additional semester to finish his/her thesis for a graduate study in education or allied course; . » No compensation shall be due to the teacher after the first year of such study leave; ■» Study leave period shall be counted for seniority and pension purposes. » Teachers on study leave shaU be compensated provided he takes the regular study load and passes at least 75% of his courses. 19) An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands along treatment that will exceed one year at the least (Section 25) 20) Salary increase Upon Retirement. One range salary raise upon re­ tirement shad be the basis of the computation of the lump sum of the retirement pay are) the monthly benefits thereafter. (Section 26) 21) Teachers shall be free to establish or join organizations of their, choosing. (Section 27) _

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22) National Teachers Organizations shall be consulted in the formu­ lation of national educational policies and professional standards, and in the formulation of national policies governing the social se­ curity of the teachers (Section 29) 23) The Secretary of Education shall formulate and prepare the neces­ sary rules and regulations to implement the provisions of this Act antf shall take effect thirty days after publication in a newspaper of general circulation (Section 30). 24) The Secretary of Education shall submit td'Congress annually the necessary budgetary estimates to implement the provisions of this Act (Section 31). 25) Any person who shall willfully interfere with, restrain or coerce any teacher in the exercise of the rights guaranteed by this Act, or who shall in any other manner, commit any act to defeat any of the provisions of this Act, shall upon conviction, be punished by a fine of not less than one hundred pesos nor more than one hundred thousand pesos, or by imprisonment, in the discretion of the court (Section 32) D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS ■ Adopted pursuant to the provisions .of paragraph (e), Article II, R. A. 7836, otherwise fcnown as the Philippine Teachers Professionalization Act of 1994, and paragraph (a), section 6, P.D. No. 223, as amended. • The Code spells out very dearly the ideals and standards of teacher's rela­ tionships with various education stakeholders: 1) The Teacher and the State (Article II) » As a trustee of the cultural and educational heritage of the nation, the teacher is duty bound to transmit to learners such heritage and must exert the best effort possible to promote obe­ dience to the laws of the state; • » Help carry out the declared policies of the state; » Demonstrate full commitment and devotion to duty;

164 IpHU LET Reviewer

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» Refrain from engaging in the promotion of any political, religious or otherpartisan interest; ’** Exercise tiis right of suffrage, and all other constitutional rights; » Refrain from using his position or official authority to influence or coerce the political actions or behaviors of other persons; » Enjoy academic freedom and be responsible in taking the privi­ legedf expounding the product of his researchers and investiga­ tions in the interest of the nation. 2) The Teacher and the Community (Article III) » Prcwide an environment conducive to learning and youth develop­ ment; “ Prewideleadership and initiative for the betterment of the community; ♦ Refrain from engaging in all sorts of immoral activities; » Study, understand and promote local customs and traditions; » Keep the community informed about school's works, activities and accomplishments; ■» Establish and maintain harmonious relationships with other pro­ fessionals, government officials and practically, all people. • Attend freely one's church and worships as appropriate without using his position-to influence others; 3) The Teacher aid the Profession (Article IV) ■» Manifest pride in the nobility of the teaching profession » Always be at his/her best in the practice of the profession ■» Avoid making improper misrepresentations in the process of seeking support for the school » Engage actively and continuously in ones' professional grovyth and advancement • m Live up-to the nobility and integrity of the teaching profession. 4) The Teacher aid the Teaching Community (Article V)r • Beimbued with the spirit of professional loyalty, faithfulness and oooperativeness with others in the teaching profession

Dr. D a n ilo K . V illen aan d P rof. C elia M. flanan

P ro fessio n al E d u catio n

» Sincerely acknowledge/recognize assistance received from colleagues . » Organize and turn over records and other data to his/her successor m Keep information confidential until after it has been formally released » Seek correctives, for unprofessional/unethical conduct of an associate » Submit to proper authorities any justifiable criticism against an associate • Apply for a vacant position for which s/he is qualified provided that all qualified candidates are given opportunity to be consid­ ered. 5) The Teacher and the Higher Authorities in the Profession (Article VI) • Support the legitimate poHcies of the school and the administration regardless of personal feeling or private opinion. » Make no any false and anonymous accusations or charges against superiors. » Observe proper protocol in transacting official business. ■» Consider the welfare and interest of the learners when seeking redress against all forms of injustice and in raising grievances to the administration. m Recognize the principle that appointments, promotions aw) transfers are made only on the basis of merit and are needed in the interest of service. » Live up to his contract, i.e. employment terms and conditions 6) The School Officials, Teachers, and Other Personnel (Article VII) ■» Show professional courtesy, helpfulness and sympathy towards teachers and other personnel. • ’ » Ckxisiderpofcy formulation and change innovations as cooperative responsibility. » Attend to.the professional growth of teachers, i.e. promotion, recognition, attendance to in-service trainings. » Never dismiss or recommend for dismissals teacher or other Dr. DaniJo K . Villena and Prof. C elia M . Marian

Teaching p ro fessio n

subordinates except for a just cause. •» Ensure that public school teachers are employed in accordance with pertinent civil service rules and private school teachers, in accordance with the contracts. 7) The Teachers and the Learners (Article Vllf) » Determine the academic marks and promotion of learners in accordance with generally accepted procedures of measure­ ment and evaluation. • Recognize that the first and foremost concern of the teachers is the interest and welfare of the learners. ■* Make no prejudice or discrimination against any Ieamer. » Avoid accepting favors and gifts from learners, their parents or others in exchange for requested concessions. » Refrain from accepting any remuneration from tutorials rendered to their own students. . » Evaluate the learner's work only on merit and quality of academic performance. • In a situation where mutual attraction and subsequent love develop between teacher and Ieamer, the teacher shall exer­ cise utmost professional discretion to avoid scandal, gossip and preferential treatment of the Ieamer. » Desist from inflicting any form of corpora) punishmenton offending pupils/students; make no deductions from the learner's scholas­ tic grade as a punishment for student's offense • Setend needed assistance to ensure maximum development of learners and prevent or solve leader's problems and difficulties. 8) The Teachers and JheRarents( Article IX) • » Establish and. maintain harmonious relationships with parents and treat them with utmost respect. » inform parents of the progress and all sorts of deficiencies of their children. .. » Be tactful in dealing, with parents regarding their children's deficiencies. . • PNU LET Reviewer

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• » Seek parents cooperation for the proper guidance and improve­ ment of the learners. •• ' » Discourage the parents from making ill remarks and unfounded criticisms about the school as a whole. m Hear parents complaints with sympatfiy.and understanding. 9) The Teacher and Business ( Article X) » Engage in legitimate income generating activities. m Maintain a good reputation with respect to financial matters. » Settle promptly all debts and/or make satisfactory arrangement on his private financial affairs. ** Avoid acting as agent of any business venture engaged in fur­ nishing textbooks and other school commodities, of which, he can possibly exercise influence in their purchase or distribution. 10) The TeacherAs A Person (Article XI) » Live with dignity at all times wherever he/she is. » Race premium upon self-respect and self-discipline. m Serve as a model worthy of emulation. • Recognize GOD as Guide of his own destiny and of otiiers. 11) Disciplinary Action (Article XII )* • » Revocation of the Certificate of Registration and License as a Professional Teacher m Suspension from the practice of teaching profession m Reprimand or cancellation of temporary / special permit • Sec. 23, Article III, R. A 7836 and Rule 31, Article VIII, Rules and Regulations Implementing R. A 7836 E.PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R. A. 7836): An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and ForOther Purposes • A professional license signed by the Chairman of the Commission and bearing fte registration number and date of issuance and the .month of. expiry or renewabllity shall likewise be issued to every registrant; paid reg­ istration fee is good for three consecutive years ' . * • 1 6 6 PNITLET Reviewer

P ro fessio n al Education

1) Examination, Registration and License Required j Article ill. Section 13) * ■» All applicants for registration as professional teachers shall be required to undergo a written examination. » A valid certificate of registration and a valid professional license from the Commission are required before any person Is allowed to practice as a professional teacher in the Philippines. 2) Scope of Examination (Article III, Section 14) The examination for teachers in the elementary level shall con­ sist of two (2) parts, namely: professional education and general education. » The examination for teachers in the secondary level shall con­ sist of three (3) parts, namely: professional education, general education, and field of specialization. 3) Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit ( Article III, Section 23) » Conviction of any criminal offense by a court of competent jurisdiction ■» Immoral, unprofessional or dishonorable conduct ■» Declaration by a court of competent jurisdiction for being mentally unsound or insane ■» Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession ■» The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or specialftBmporary permit » Chronic inebriety or habitual use of drugs » Violation of any of the provisions of this Act, the rulea and regula­ tions and other policies of the Board and theCommlsston, and the code of ethical and professional standards for professional teachers .

Dr. D anila K . Villena and Prof. C elia M. Ilanan

P ro fessio n al E d u catio n

» Unjustified or willful failure to attend seminars, workshops, con­ ferences and the like or the continuing education program pre­ scribed by the Board and the Commission. 4) Registration and Exception ( Article III, Section 26) Upon approval of the application and payment of the prescribed fees, the cer­ tificate of registration and professional license as a professional teacher shall be issued without examination as required in this Act to a qualified applicant, who at the time of the approval of this Act is: ■» A holder of a certificate of eligibility as a a teacher issued by the Civil Service Commission and the Department of Education, Culture and Sports; or m A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and Sports pursuant to P. D. No. 1006; or “ Not qualified under paragraphs one and two but with any of the 'following qualifications to wit; ♦ An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science In Education or its equivalent; or ♦ An elementary or secondary teacher for three (3) years in good standing and a holder of a master’s degree in education or its equivalent 5) Inhibition Against the Practice of the Teaching Profession Article IV, Section 27) ■» Except as otherwise allowed under this Act, no person shall practice or offer to practice Ihe teaching profession in the Phil* ippines or be appointed as teacher to any position calling for a teaching position without having previously obtained a valid certificate of registration and a valid license from, the Commission. 6) Penal Provisions (Article IV, Section 28)The following shpll be punish­ able by a fine of not less than FiveThousand Pesos (P5,000.00) nor • more than Twenty thousand pesos ( P20,000.00) or imprisonment Dr. Danilo K . Villena and Prof. C elia ,M. llanan

T eac h in g P ro fe ssio n

of not less than six (6) months nor more than five (5) years, or both, at the discretion of the court a) Any person who practices the teaching profession in the Philippines without being certified in accordance with the provisions of this Act b) Any person who represents or attempts to use as his own certificate of registratian that of another; c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member thereof in obtaining a certificate of registration as teacher; d) Any pawn who impersonates any registrant of the same or different name; e) Any person who uses a revoked or suspended certificate of registration; 0 Any person who/ in connection with his name, otherwise assumes, uses or advertises any title or description tending to convey or convey® the impression that he is a teacher without holding a valid certificate; aid g) Any person who violates or abets the violation of any of the provisions of this Act. F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SK (R. A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994" {R. A. 9293) 1} Section 2. Section 26 of the same Act is hereby amended to read as follows: ' . "Sec 26. Registration and Exception. - No person 'shall engage in teaching and/or act as a professional teacher as defined in this Act whether in the preschool, elementary or secondary level, unless the person is a duly registered professional teacher, and a holder of a valid certificate of registration and a validprofessional license or a holder of a valid special/temporary permit.

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T » Professional teachers, who have not practiced their profession for the past five (5) years shall fake at least twelve (12) units of education dourses, consisting of a least six (6) units of pedagogy and six (6) units of context courses or the equivalent training and'number of hours to be chosen from a list of courses to be provided by the Board and the Department of Education, before they can be allowed to practice their profession in the country. m Those who have failed the licensure examination for professional teachers, with a rating of not lower than five percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of two (2) years The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified and provided by the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to the Board for professional teachers end to (he Commission. • A special permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged expert in his or her respective field of spe­ cialization.’ 2) Section 4. References to the term "Department of Education, Culture and Sports”, in Section 4 (a) and Section 25, and the term "DECS” in Section 20, of the same Act, are hereby amended to read as 'Department of Education" DepEd”, respectively. G. CODE OF CONDUCTAND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYER. A. 6713) 1) Definition of Terms ( Section ) a) Government - includes the national government, local government, and all other instrumentalities, agencies, or branches of the Republic of the Philippines including government-owned and controlled corporations, and iheir subsidiaries., 1 6 8 PNU LET Reviewer

P ro fe ssio n a l E d u catio n ............................... I................. I -II

b) Public Officials - includes elective and appointive officials and employees, permanent or temporary whether in the career or non-career service, includingmilitaryand police personnel. c) Gift - refers to a thing or a right disposed of gratuitously, or any act of liberality, in favor of another who accepts it, and shall include a simulated sale or an ostensibly onerous disposition thereof. It shall not include unsolicited gift or nominal or Insignificant value not given in anticipation of, or in exchange for, a favor from a public official or employee. d) Receiving Gift - includes the act of accepting, directly, a gift from a person other than a member of his family or relative as defined in this Act. e) Loan - covers both simple and commodatum as well as guarantees, financing arrangement or accommodations intended to insure the approval f) Substantial Stockholder-means any person who owns directly or indirectly,-shares qf stock sufficient to elect a director or a corporation. g) Family of Pubfc Officials or Employees - means that their spouses and unmarried children under 18 years of age. h) Person - includes a natural and juridical persons unless the context indicates otherwise. i) Conflict of Interest - arises when a public official or em­ ployee is a member of a board, an officer, or a substantial stockholder of private corporation or owner or has a substantial interest inthe business, and the interest of such corporations or business, or his rights or duties therein, may be opposed to or affected by the faithful performance of official duty. . j) Divestment—is the transfer of title or disposal of interest in property byvoluntary, completely and actually depriving or dispossessing oneself of his right or title to it in favor of Dr. Danilo K . Villena and Prof. C elia M . Ilanan

Professional -Education

a person or persons other than his spouse and relatives as defined in the Act. k) Relatives-refers to any and all persons related to the public official or employee within the fourth civil degree of consanguinity or affinity, including bilas, inso and balae. 2). Norms of Conduct of Public Officials and Employees ( Section 4) a) Commitment to Public Interest - upholding the public interest over and above personal interest b) Professionalism - performing and discharging ones duties with the highest degree of excellence, professionalism, intelligence and skill c) Justness and Sincerity - remaining true to the people at all times; not discriminating against anyone; respecting the rights of others; refraining from doing acts contrary to law, good morals, good customs, public policy, public order, public safety and public interest. d) Political neutrality-providing service to everyone without unfair discrimination or regardless of party affiliation or preference. e) Responsiveness to the public - extending prompt, cour­ teous, and adequate service to the public. f) Nationalism and Patriotism - being loyal at all times to the Republic and the RHpino people; promoting the use of locally produced goods, resources and technology; maintaining aind defending Philippine sovereignty g) Commitment to democracy - committing to democratic way of life and valups, maintaining the principle of public accountability, and manifesting by deeds the supremacy of civilian authorttyowr the military. h) Simple living - leading modest lives appropriate to their positions and income; not indulging In extravagant or osten­ tatious display of wealth in any form.

Dr. Danilo K . Villens and Prof. C elia M . Ilanan

T eaching Profession

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3) Duties of public Officials and Employees (Section 5) a). Act promptly on letters and requests within 15 working days from receipt thereof. b) Submit annual performance reports within 45 working days from the end of the year. c) Process documents and papers expeditiously with no more than three (3) signatories d) Act immediately on the public’s personal transactions e) Make documents accessible to the public. 4) Prohibited Acts and Transactions (Section 7) a) Financial and material interest in any transactions requiring the approval of their office b) Outside employment and other activities related thereto: • owning, controlling managing or accepting employment as officer, employee, consultant and the like; engaging in the private practice of their profession; recommending any person to any position fn a private enterprise. c) Disclosure and/ or misuse of confidential Information • d) Solicitation and acceptance of gifts

V. OTHER RELATED LAWS • BA 9155 : (3overhahce of BasIc Education Act of 2001 • R A 6728: GovernmentAssistance to Students and Teachers of Private Education • R.A. 7722: An Act Creating the Commission on Higher Education ■ R. A 7784 : An Act Strengthening Teacher Education in the Phippines by creating Centers of Excellence (COE); creating a Teacher Education axincS for the appropriation of rational network wrfth elementary schools, Isgh schools and/or part for laboratory purposes. • RA.7796 :AnActCreating1heTechnical Education artdSkiteDevetopment Authority (TESDA). • ' ' PNU L E T Reviewer

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' ■ Educational Assistance Act of 1976: Study Now Pay Later Plan ■ P. D. 176: Ownership, Control andAdministration of Educational Institutions ■ Commonwealth Act 578: Confers the status of person in authority upon teachers; principals and professors. ■ R.A. 6655 and DECS Order #44 s. 1988: AnAct Establishing and Providing for A free Public Secondary Education and For Other Purposes; otherwise known as “Free Public Secondary Act of 1988." ■ R.A. 4090: Provides for state scholarships in Science, Arts and Letters for the Poor but Deserving Students. Creating a State Scholarship Council to integrate, systematize, administer and Implement all program scholar­ ships aid appropriating funds thereof. • R. A. 5447: Creation of a Special Education Fund Act enacted in 1968 (to be constituted from the proceeds of an additional real property tax and certain portion of the taxes on Virginia type cigarettes and duties imposed on imported tobacco leaf. Activities shall be limited to: 1) organization and extension of classes 2) construction and repair of school buildings (aiding provincial, municipal, city and barrio schools) 3) acquisition of school sites • R. A. 6139: regulated the sectarian schools/private schools in charging higher tuition fees. ■ R. A 7687: an Act instituting / establishing scholarship program for courses that wHl encourage the students to pursue careers in science and technology. (Science and Technology Scholarship Act of 1994) • R.A. 7743: Establishment of city and municipal libraries • R. A. 8292: Higher Education Modernization Act of 1997; establish and maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. • R.A;6850:AnActToGrantCivilServiceBigibilityUnderCertainConditions To Government EmployeesAppointed Under Provisional orTemporary-Status Who Have Rendered a Total of Seven (7) Years of Efficient Service • R. A. 8545: amending R. A. 6728” An Act Providing Government Assis­ tance to Students and Teachers of Private Education “; Expanded Govern-

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PNU LET Reviewer

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merit Assistance to Students and Teacters in Private Education Act RA 8525 :i|998 Act Establishing "Adopt-A-School Programf allowing private schools, companies to assist/support public schools in upgrading and modernization of public schools particularly those in poverty-stricken provinces. R .A 8 4 # f: Prescribing the jCOde of the National flak'/tothem*:f | | f Coat of Arms and Other Heraldic Items and Device^ of the Philippines ■ R A. T N g: An Act To Lengthen the ^chool Calendar |r p |^ jt y |^ p d • R A, 8190$ An Act Granting Priority to Residents of the Barangay, MinicipaBtyor City Where the School is Located in the Appointment or Assign­ ment of Classroom Public School Teachers. ■ R A 6972: amAct Establishing A Day Care Centerjin Every Barangay, instituting Therein A Total Development and Protection of Children Pro­ gram, Appropriating Funds Therefor, and For Other Purposes • An Act lntegrating Prug Preyen^fand Conti^ in the Inter­ mediate and Secondary Curricula As W lil As In The Non-formal, informal and Indigenous Learning Systems and For Other Purposes Appropriating Therefor. And For Other Purposes ■ R &774B ; An Act Providing For the Establishment of Congressional City, and Municipal Libraries and Barangay Reading Centers Throughout The Philippines. El ft. 76774 Anti-Sexual Harassment Act of 1995 R.ft.-9163,: National Service Training Program (NSTP) of 2001 R. A. 6139: An Act To Regulate Tultion and Other School Fees of Private. Educational Institutions RA 10627: Anti-Bullying Act of 2013 RA 10533: Enhanced Basic Education Act of 2013 RA 9485: Anti-Red Tape Act of 2007 E.0.66: Prescribing Rule on the Cancellation or Suspension of Classes, Work in Government Offices due to Typhoons, Flooding, Other Weather _ Disturbances and Calamities Df. D anilo K . V illena and Prof. Celia M. Ilanan

Professional Education ■rUTT'-in

........ ■ ii ii. muniiif'ii n

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I

J= • ,ij ai a.iy.m.L. =ae.;ia.ma=u,m,. b u m .'J.

Department Orders/Memoranda/Circulars . • DECS Order #5, s. 1974: Bilingual Education Policy ■ DECS Order # 52, s. 1987: mandates the use of (he regional languages as auxiliary mediumof instruction . • DepEd Order No. 4, s. 2002: Basic Education Curriculum; • DepEd Order No. 25 s. 2002, the 2002 Basic Education Curriculum shall be implemented in all public schools during year 2002-2003 • CMO #30, s. 2004 - Revised Policies and Standards for Undergraduate Teacher Education Curriculum ■ DepEd Order No. 54, s. 2013: Guidelines on (he Implementation of School Feeding Program ■ DepEd Order No, 32, s. 2013: Reiterating DECS Order 53, s. 2001 (Strengthening the Protection of Religious Rights of Students • DepEd Order No. 22, s. 2013: Revised Guidelines on the Transfer of Teachers from One Station to Another • DepEd Order No. 74, s. 2012: Guidelines on the Selection of Honor Pupils and Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum • DepEd Order No. 73, s. 2012: Guidelines on theAssessment and Rating of Leamjng Outcomes Under the K to 12 Curriculum • DepEd Order No. 16, s. 2012: Guidelines on the Implementation of the . Mother Tongue-Based Multilingual Education (MTB-MLE) • DepEd Order No. 103, s. 2011: Creation of Indigenous Peoples Education Office (IPsED) • DepEd Order No. 83, s. 2011: Disaster Preparedness Measures for Schools • DepEd Order No. 52, s. 2011: Strengthening Environmental Education in Public and Private Schopls ' ■ DepEd Order No. 57, s. 2010: Implementation of the Basic Education MADRASAH Program for Muslim Out-of School Youth and Adults • DepEd Order No. 24, s. 2010: Basic Education Research Fund • DepEd Order No. 15, s. 2010: Empowering Schools to Allow Students with Unpaid Fees to TakeTheir Final Exams • DepEd Order No. 14, s. 2010: Guidelines on Official Travels Abroad • Dr. D anilo K . V illena anil Prof. Celia M . Hanan

Teaching P ro fessio n *

VI. FOUR PILLARS OF LEARNING 1. Learning to Know - focuses on combining broad general Knowledge and basic education with the opportunity to work on a small number of subjects in the light of rapid changes brought about by scientific progress and newfonns of economic and social activity. • Learning how to learn and to discover, as to benefit from ongoing educa­ tional opportunities continuously arising throughout life. . ■ Developing the faculties of memory,, imagination, reasoning, and problem solving • Understanding about one's environment • Communicating with others 2. 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 Interpersonal relatfohs • Developing competence, social behavior, aptitude for team work • Enhancing the abBlty to communicate and work with others ■ Managing and resolving conflicts 3. Learning to Be - priorffees the development of the human potential to the fullest • Tapping the talents hidden with each Individual ■ Develop personal commitment and responsibility for the common good 4. Learning to Live Together - emphasizes understanding of others, fteir history, traditions and cultures, and also, living and interacting peaceful together • Appreciating the diversity of the human race • Being recepflveteolherB and encounter others through diaiogueand debate' • Caring about others • Working toward common objectives in cooperative undertakings • Managingand resolving•conflicts

PNU LET Reviewer

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T e a c h in g Profession

1. Which of the following emphasizes the right of citizens to quality education? A. The basic education level G. The graduate level B. Tertiary level D. All levels Analysis: Option D is the correct answer because the Constitution's concern for quality ' education covers all levels. 2. Which educational level/s provide/s for free and compulsory education as stipulated in Article IV, Section 2 of the Philippine Constitution? A. Elementary level • C. Elementary & secondary levels B. Secondary level D. Tertiary level

Analysis: Option A is the correct answer because elementary education is compulsory for all children of school age. 3.

VWt o among Die following is in the category of non-academic personnel as provided for under EducationAct of 1982? A. Guidance counselors C. School nurse B, School principal 0. School librarian

Analysis: Option C is the correct answer because s/he does not fall under the definition and coverage of teaching and academic staff, school administrators and academic non-teaching personnel. 4.

How is gradual progression of teacher's salary from minimum to maximum done? A. Regular increment every year B. Increment after ten years of service C. Regular increment every 3 years . D. increment after five years •

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PNU LET Reviewer

Professional E d ucatio n

Analysis: ■ • ' Option C is the correct answer because Section 16 of the Magnp Cacta for Teachers states that salary scales of teachers shall provide for a gradual progression from a [ minimum to a maximum salary by means of regular-increments, granted automatically after three years to teachers with at least an efficiency rating of satisfactory. 5. Which of the following is NOT recognized by The Magna Carta for Public School Teachers? A. Quality education depends primarily on the quality of socio-economic status of teachers. 6 . Advancement in education depends on the teachers' qualifications and ability. C. Education is an essential factor in the economic growth of the nation. ____ D. Education is development and vice-versa._________ Analysis: Option 0 Is the correct answer because it was never mentioned/stated in Magna Carta for Public School Teachers Declaration of Policy.

6.

What appointment can be given to TeacherA who possesses the minimum qualifi­ cations but lacks the appropriate civil service eligibility? A. Contractual basis Provisional B. Permanent u. Substitute 7. Which of the following rights is intended for parents under Education Act of 1982? A. The right to academic freedom B. The right to privacy of communication 0 “ The right to seek redress of grievance a The right,to h i access to the evidence of the case 8 . What can help achieve relevant quality education? . A. strong curriculum C. school-community relations (ff) competent instruction D. competent administrator

Dr. D anila K . Villcna .\nd Prof. Celia M. Ilanan

Pro fessio nal Ed ucatio n

9. Which of the following provisions under the Magna Carta for Public School Teachers will most likely Rfomote teachers' welfare and defend their interests? A be promoted In tank and salary B. regulate their social involvement C. undergo and participate in professional development £05) establish, join, and.maintain professional & self-regulating organizations ‘ 10Twiat does "teachers are persons in authority’ imply? A. Teachers cannot be charged. No person can assault a teacher. C. Teachers have immunity from arrest D. Decisions made by teachers are deemed right. 11. Who among the following characterizes a professional teacher? A. An education graduate who received honors 8 . A teacher who has taught for at least six years C. A teacher who has attended national seminars on teaching CD> A teacher who qualifies for a permanent position under R. A. 4670 12. Who are covered by R. A. 4670? A Teachers in all levels B. Teachers in all public elementary schools OTeachers in both public and private schools (^/Teachers in public elementary end secondary schools 13. Teacher 8 has been in active service for 10 years when he decided to pursue higher studies. Under R. A. 4670, what-kind of leave of absence can s/he avail of? A Indefinite leave 8 . scholarship leave

@ study leave D. vacation leave

14. When can teachers be required to workon assignment not related to their duties? A When wi probation B. When found inefficient

Dr. D.miJo K . Villena and Prof. C *Iia M . Hanan .

T eac h in g P ro fessio n

15. Teacher Chas beenteaching for 7 straight years and therefore qualifies for a study leave with pay for one year. Should she pursue it, how much pay is she entitled to receive? A 50% of monthly salary C. 70% of monthly salary/1§/ 60% of monthly salary-© ^ D. 100% monthly salary16. which of the following laws strengthens teacher education in the Philippines through the establishment of centers of excellence? A. R. A 7722 C. R. A. 7796 R .A 7784 D. R.A7834 17. What does free public secondary education under the law mean? A Right of every student to enter public secondary schools B. Free from being screened to enter public secondary schools Free from payment of school fees identifies and authorized by law Free from payment of tuition and other fees for students enrolled in pubic secondary schools 18. Teacher D is assigned in a rural area; Teacher E in a depressed community; Teacher F in a hazardous area; and Teacher G in a place where standard of living is high. Who is entitled to a hardship allowance? A. Teacher0 (E ) TeacherF B. Teacher E D. Teacher G 19. Teacher H contracted an illness that required rest for more than one year. Which leave should she apply for? A. sick leave C. vacation leave B. personal leave (2p indefinite leave 20. A school personnel can avail of free legal service under certain circumstances. Principal I was accused of maligning her neighbor. Is Prtncipal i entitled to the said service?. - "■ A Yes, she should defend herself. . B. No, if funds are not available. C. No, it might bring some disagreements in school. D. No, the case is not related to her professional duties..

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T u r i n g Profession

2, Teacher J discusses conflicts between warring groups in Mindanao. Which pillar should he stress more? • . ' • . A. Learning to be C. Learning to do B. Learning to live together0. Learning to know 2i Teacher K teaches in a public school in her locality. Due to teacher shortage, her classroom teaching starts from 6am and ends at 3pm. Is the assignment given her just? A Yes, the situation demands that she render longer teaching hours. B. Vfes, as long as she signs a conforme letter to that effect. C. No, rendering longer teaching hours would make the1teacher tired and exhausted. ^ No, Magna Carta for Public School Teachers states that In the exigencies of service, any teacher may be required to render more than six hows and not more than eight hours of actual ciassroom teaching a day. ' 23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national high school In her province. Since she has been rated outstanding in her perfor­ mance, can she be exempted from taking the LET? A. Yes, that Is a privilege that must be given to teachers whose performance is outstanding. B. Yes, If approved by PRC. r> N o, RA 7836 states that no person shall practice or offer to practice the ^teaching profession in the Philippines or be appointed as teacher to any position caHng for a teaching position without having previously obtained a valid certificate of registration and a valid license from the Commission. 0. No, professional license is required of all teachers regardless ofage aid teaching performance. 24. Which of the following statements Is NOT true about the Code of Ethics for Pro­ fessional Teachers? (A The Teacher must select which information to keep confidential u. The Teacher must demonstrate full commitment and devotion to duty C. The Teacher must'manifest pride in the nobility of the teaching profession 0. The Teacher must make no prejudice or discrimination against ahy ieamer mm—

— a—

H E 'B PNU LET Reviewer

a— sEaBE»4.w.i. Code of Ethical Standards and Conduct for Government Officials & Employees 20. TeacherV, a BSD graduate Is preparing for the LET. Which of the following should she focus her attention more? A. General education a Specialization C. Professional education D. General education & professional education 21. What norm of conduct is manifested by being loyal to the republic and to the Filipino people? . A. -Professionalism . B. Nationalism & patriotism

.

*

c. Responsiveness to the public D. Honesty

Dr. Daniio K . V illem and Prof. C elia M . Ilanan

P ro fe ssio n a l E d u catio n

22. Mr. Salazar, a school superintendent, filed his statement of'assets and liabilities upon assuming to office. Under what ethical standard does this practice fall? A. Divestment B. Prohibited Acts and Transactions ,; C. Statement of Assets and Liabilities ffc System of Incentives 23. Principal B acted on the letter of complaint received by his office 30 days after saying he was preoccupied by more important things the past days, is his reason acceptable? A. Yes, because he has to prioritize things. ' B. No, RA 6713 states that public officials and employees must act promptly on letters and requests within 15 working days from receipt thereof. C. Yes, because the letter of complaint can wait & is of no urgency. D. No, the reason is simply unacceptable. 24. Which of the following Is NOT in the norms of conduct under RA6713? A. professionalism C, commitment to public interest B. justness and sincerity D. responsiveness to the private 25. Which of the following is true about the teacher as a person under the Code of Ethics for Professional Teachers? A. Uve with dignity at all times wherever he/she is ' B. Serve as a model worthy of emulation C. Place premium upon self-respect and self-discipline •b. All of the above \ _<

Dr. Danilo K» ViJIena and Prof. CcJia M . Ilanan

S o c ia l D im e n sio n s in E d u c a tio n / D evelo pm en ts in Education

Social Dimensions in Education/ Developments in Education Prepared by: P ro f. A rth u r S. A b u le n c ia and P rof. Rita Bum anglag-Ruscoc

Competencies:

1. Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens. (Interculturai Communication, Gender and Development, Globalization and Education)

2. Apply the Four Pillars of Learning/Education in . understanding the relation between or among the individual, school and society (Four.Pillars o f Learning) ' ’ 178

PNU LET Reviewer *

P r o fe s s io n a l E d u c a t io n

PART I - CONTENT UPDATE

I. GLOBAL AND NATIONAL CONTEXTS OF EDUCATIONSOCKD-CULTURAL, POLITICAL, ECONOMIC AND ENVIRONMENTAL A Global Contexts of Education 1. Different Conceptions of Globalization • Globalization as a process (or set of processes) which embodies a ' transformation in the'spSfial organization of social relations and trans­ actions, expressed in transcontinental or interregional flows and net­ works of activity, interaction and power (Held and McGrew, et al, 1999) • Globalization are processes of change which underpin a transformation in the organization of human affairs by linking together and expanding human activity across regions and continents" (Held, McGrew, Goldblatt, Perraton, 1999:15). • Globalization is evident In the following situations/conditions: a) the evolution of global systems of communication and transportation b) the technological advancement of internet and telecommu­ nications c) the Incorporation of local, regional, and national economies into a worldwide global economy d) an increase in Interaction between societies, resulting in global culture, which exists along with an array of distinctive local, national, and regional cultures; e) the emergence of a world-wide international system that is eroding the traditional boundaries between domestic and international politics; 0 the increasing impact of human activity upon the planet's ecosystem, and the increasing constraints on human activity _ Prof. ArthurS. Abultyicia and Prof. Rita Bumanglag-ituvcoc

P ro fessio n al Education

imposed by the limits of the system; and g) an expanding global consciousness that enhances/expands our awareness of being members of the global human species, with the world as our community. > impact of Globalization on Education Economic Impact v • Increasing commercialization/commodification and the corporate takeover of education. • Branding, globalization and learning to be consumers ■ Movement of higher education toward supporting the nations' wealth (growth) asopposed to focusing on the liberal education of undergraduates. ■ Changing role of education in terms of preparing students for the world of work

r' Pollticallm pactr • The threat to the autonomy of national educational systems by globalization. • Reduction of state and government support and subsidy tor education • Increase and close partnership of higher education with industry and gov­ ernment-sponsored techno science initiatives " De-localization and changing technologies and orientations in education. • More protection and regulation of intellectual property rights • Certain loss of nation-state sovereignty and weakening of the notion of the "citizen" as a unified and unifying concept. Socio-cufturatlmteact £ • Creation of "tensions* ( UNESCO- Learning the Treasure Within) / Between the individual and the universal ✓ Between the local and the global .s Between tradition aid modernity J Between the infinity of information and the limitation of human capacity to assimilate knowledge J Between short term and long term considerations . • Between spiritual and material *

Prof. Archur S. Abultmcia and Prof. Rira fiumanglag-Ruscoe

S o c ia l D im e n s io n s in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n

•

uriivery:iitkacy and universal access to education educational quality as a key component of equity; education as lifelong education education as a human right education for peace, tolerance, and democracy eco-pedagogy, or how education can contribute to sustainable ecological development s new technologies of information and communication 2. The Soeio-Cultural Context of Education ■* ' • In the 1960s, Marshall McLuhah popularized the term “global viltaje” to describe the effect that the ability to connect and exchange ides instantaneously would bring to the world. • Cultural globalization is the rapid traversing of ideas, attitudes «d values across national borders. This sharing of ideas generally lets to an interconnectedness and Interaction between peoples of dwe^ cultures and ways of life. • The Clash of Civilizations, a theory, proposed by Samuel P. Huntings, that people's cultural and religious Identities will be the primary sou* of conflict in the post-Cold War world and argued that conflict in % future will be along cultural and religious lines. • Changing Values and Morality l. The Enyftpr^irven^l Context - Changing Environmental Landscapes • 'R&oetee sfoftageis $ The European Commission has identified 1! mineral raw materials, including several metals and metal group), which have high supply risks and could face shortages resulting fron limited production sources and high demand. Among the minerals a the critical list are antimony, beryllium, cobalt, fluorspar, gallium, ger­ manium, graphite' indium, magnesium, niobium {also known as columbium}, platinum group metals (PGMs), rare earths, tantalum and. tungsten. ■ ' ■ s • -f .p&pjtal: and q&alityot |fe : the populations of most countries . s / s v' •/

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wifi age significantly overcoming years, demanding structural societal responses, to adapt to changes such as a shrinking workforce ■ Changing Technology at an exponential rate • Mutton as a global issue 4. The PoHtical-Economic Context of Education - Concern for Human Dignity and Human Development

II. MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION A. Major Paradigm Shift in Education F ram

To

1. Leamer-cartwedandlearning-oriented curriculum Change in Hie rote of the teacher . ► to fadtator and motivator of learning as sole purveyor of knowledge . From rigid selection of students based on single and fixed criteria

to more open and multiple «| ► standards taking into account the ' learner's multiple intelligences, aptitudes, and interests.

From prescribed pedagogy

to more flexible teaching styles _ that respect the uniqueness of the ^ learner's intelligences, motivations, needs, and situations.

2. Contextuafeedleaming

Prerorganbed subject matter

18 0

PNU LET Reviewer

• to contextualized thanes generated ^ from he global realities and the h| culture which Is relevant, meaning­ ful and useful to the learner

j

P r o f e s s i o n a l E d u c a tio n

Knowledge limited to the local scene

From traditional pedagogies

^

1 ^

to the globalized knowledge, values, attitudes, and skills interfaced with local wisdom •

to more modem strategies of teaching and learning jvith the «| ► freedom to use mixed modes of instruction and more interactive technology

3. A holistic and integrated approach to education

From knowledge as the only learning outcome sought

to the development of values and attitudes, skills and competencies, not through classroom instruction • { ► alone but the entire school culture and atmosphere; its vision and mission, co-curricular activities, the human climate established by relationship existing therein

From knowledge-dominated curriculum

to more attention being given to , | ^ values education and emotional learning. The heart of education is the education of the heart.

From rigid subject matter boundaries

to more interdisciplinary and » ► multi-disciplinary approaches to ^ problems and Issues.

4, Ufetong Education for All

a n d ^ M M e d u c a ln

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Prof. A rth u r S . Abutcncia and Prof. Rita Buniangf.ig-Ruwioe

P r o fe s s io n a l E d u c a tio n

B. Characteristics (^Education tor the 21st Century

C. New Developments in Education: Trends and Directions • Transformative Education - an educational process that brings about deep and significant changes (for the better) in an individual and ultimately cul­ minates in similar changes at the societal level, principally brought about through innovative and creative teaching and learning, curriculum reform and appropriate policy at the school level • Inclusive Education-education based on theright of all (earners to quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual. The ultimate goal is to end all forms of discrimination and foster social cohesion. (UNESCO) An inclusive curriculum treats the knowledge and experience of women, racial groups and ethnic groups as being just as valid and relevant as the knowledge of dominant groups in mainstream academic discourse • Alternative Education - non-traditional type of approach to education based on the belief that there'are fnany varied pathways to become edu' ca'ted in many types of educational environments and sejtings, and utilizing different, variety of structures. Prof. Arthur S. Aiiutcnri* arid Prof. Rita Bumangfag-Ruscoe

Social D im e n s io n s

in E d u c a t io n / D e v e lo p m e n t s in E d u c a t io n

Alternative Education covers all educational activities that fall outside the traditional school system (including special programs for school dropouts and gifted students, home schooling). Alternative Education describes different approaches to teaching and learn­ ing other than state-provided mairtsfream education, usually in the form of public or private schools with a special often Innovative curriculum and a flexible program of study which Is based to a large extent on the individual student's interests and needs. • Development Education - strives for quality of economic, social, andpo­ litical development in all countries; fairness in relationship between and within countries; equitable and meaningful linkages between developed and developing countries. ■ Global Education - involves learning about those problems and isaes which cut across national boundaries and about the intercomectedms of systems - cultural, ecological, economic, political, and technological. • Peace Education is education which empowers people with the skit, attitudes, and knowledge to: s build, maintain, and restore relationships at all levels of hum> interaction s develop positive approaches towards dealing with conflictsfrom the personal to the international ✓ create safe environments, both physically and emotionally, thj nurture each Individual ^ create a safe world based on justice and human rights s build a sustainable environment and protect it from exploltatioi and war. . ■ Multicultural Education - emphasizes oneself and others through the ex­ ploration of concepts of cultural diversity, similarities, prejudices, and cut- ' tural understanding. Developing tolerance Is a key value in learning to live together in harmony • • ■ Human Rights Education - promotes understanding of human, rights con­ cepts and values tti enable learners to comprehend and transform condi­ tions which give rise to human rights violations aid exalts dignity andworth PNU L E T Reviewer

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in E d u c a tio n / D evelo pm ents in Ed u catio n

P ro fe s sio n a l E d u c atio n

of the human person. * Peace education has developed as a means to achieve these goals. It is * Civic/Citizenship Education - focuses on the study of the basic concepts, education that is ‘ directed to the full development of the human personal­ beliefs and-values underlying our democratic political community and con­ ity and to the strengthening of respect for human rights and fundamental stitutional order - draws its content chiefly from four disciplines: political freedoms*. It promotes ‘understanding, tolerance and friendship among all science, jurisprudence, history, and economics. nations, racial or religious- groups’ and furthers 'the activities of the United Civic Education - learning for effective participation in democratic and de­ Nations for the maintenance of peace.” (Article 26," Universal Declaration of Human Rights) velopment processes at both local and national levels. It is an important means for capacity development on the societal level by empowering peo­ Peace education is an integral part of the work of the United Nations. Through ple with civic knowledge, skills and dispositions for effective civic engage­ a humanizing processof teaching and learning, peace educators facilitate hu­ ment man development They strive to counteract the dehumanization of poverty, Environmental Education - rethinks human-earth relationships, fosters a prejudice, efcerimination, rape, violence, and war. Originally aimed at elimi­ vision of education for sustainable development, promotes care for the en­ nating the possibility of global extinction through nuclear war, peace vironment and builds a global culture of ecological responsibility. education currently addresses the broader objective of Gender Studies - promotes gender equality and harnessing the rale of building' a culture of peace. In this global effort, prowomen In development Peace X Sressive educators worldwide are teaching the Future Studies -anticipates the fulure and cope with its challenges values, standards and principles articulated and Imagines possible and probable futures. Students are en- X Personal: assault, rape, in fundamental UN instruments such as couraged to -envision a preferred future that will help shape / brutality, terrorism, murder, the UN Charter, Human Rights docu­ their present action. / ethnic cleansing, ments, the Convention on flie Elimi­ nation of All forms of Discrimination Against Women (CEDAW), the Con­ vention on the Rights of the'Child III. PEACE AND HUMAN RIGHTS EDUCATION (CRQ, the Vtorld Declaration on Education (or AH, and many others. 1. Peace Education □ The core relationship between A. Origin of Peace Education violence and peace: D In 1945, the United Nations was established to "save suc­ ceeding generations from the scourge o f w$r", "to reaffirm ■ faith In the.. .dignity and worth of the human person [and] in the equal rights of men and women", 'to establish conditions under which justice and respect for. the obligations arising from treaties and other sources of international law can be maintained and ‘to promote social progressand better standards of life hi larger free­ dom... '.(Preamble to the UN Charter) • IPNl) LET Reviewer

Source:UnitedNations CyberSchoolBus

P ro f. A rthur S . Abulencia and Prof. Rita Bum anglag-Ruscoe

Professional Education .............................. .

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SKLLS • Communication, active listening and reflection • Cooperation • Empathy . Critical thinking and problem solving ■ Artistic arid aesthetic • • - Mediation, negotiation and conflict resolution ' Prof. Arrhur S. Abulencia and. Prof. Rita Bumanglag-Ruscoc

S o c ia l D im e n s io n s i n E d u c a t io n / D e v e lo p m e n ts in E d u c a t io n

; • Patience * Responsible citizenship • Imagination * Leadership, vision KNOWLEDGE ■ Self awareness, recognition of prejudice • Issues relating to: Conflict and war . Environment/ecology Nuclear and other weapons Justice and power Theories of conflict analysis, prevention and resplufcn Culture, race, gender, religion Human rights, responsibilities Globalization Labor Poverty and international economy International law and Criminal court United Nations and international systems, standafc and instruments Healthcare, AIDS Drug trade ATTITUDES Ecological awareness Self respect Tolerance Respect for human digntty and difference Intercultural Understanding Gender sensitivity Caring and emphaty Non-violence and reconciliation * Social responsibilitySolidarity, world mindedness PNU L E T Reviewer i

S o c ia l D im e n s io n s in - E d u c a r io n / D evelo p m en ts in E d u c a t io n

2. Human'Bights Education . A. Human Rights Defined • • Inherent entitlements which come to every person as a consequence of being human • Human rights are universal, legal, guarantees protection of individuals and groups against actionsand omissions that interfere with fundamental free­ doms, entitlements and human dignity. B. Characteristics of Human Rights Human rights are: ■ Founded on respect for the dignity and worth of each person • Universal - applied equally and without discrimination to all people ■ Inalienable - no one can have his or her human rights taken away other ■ than in specific situations • Indivisible, interrelated and interdependent - it is inappropriate to respect selected human rights only. C. Universal Declaration of Human Rights • A common standard of achievement for all peoples and all nations. • Urges peoples and governments to educateALL peoples about their human rights and freedoms. • • Calls for securing universal and effective recognition and observance of human rights through progressive national and international measures. D. UNESCO Guidelines "Human rights' and “fundamental freedoms" are those defined in the United Nations Charter, the Universal Dedarationof Human Rights and Ihe International Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights. E. International Context Universal Declaration of Human Rights The Universal Declaration of Human Rights (UDHR) was drafted by the UN Commission on Human Rights chaired by, then first lady, Eleanor Roosevelt. The UDHRwas adopted by the 56 member nations of the UN General Assembly on December 10,1948'. , December 10th is celebrated around the world as International Human Rights Day. The 192 member states in the U.N., upon membership, agreed to educate •

184

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•

P r o f e s s i o n a l E d u c a t io n

* their citizens about the principles of the UDHR. Most of these countries have incorporated the principles of the UDHR into their constitutions. The UDHR specifies minimal conditions of a dignified life.”. • Article 26, paragraph t "Educationshallbedirectedto the full developmentofthe humanpersonallyand to the strengthening ofrespedforhuman rights and fundamentalfreedoms'" F. UDHR - Basic Principles • Concept of human being and equality - Every human being is bom free and equal in rights and dignity, and endowed with reason and conscience. And thus every human being is expected to act toward other human beings in a spirit of brotherhood/sisterhood. - Non-discrimination - Race, color, sex, language, religion, political or other opinion, na­ tional or social origin, property, birth or ottier status, political status of country or territory are not bases for exception in human rights. • Respectandobsftrt&fce-' - Respect for ail human rights is expected from all human beings. - Universal observance of human rights is achievable through pro­ gressive measures.

in the context of the family, community and in some cases, groups. G. Different Kinds of Rights

According to Nature ■ Civil Rfehfa , Aip rights of individuals to be protected from,arbitrary interfprenc§tby government in their life, li)erty;and property. . :

Prof. Arthur S. Abulencia and Prof. Rica Bumangiag-Ru.vcoc

P r o fe s s io n a l E d u c a tio n

* Ai-cordtno to Becfflilftt

■ indHntfMftqli? Are rights that may be etfercised by every individual such as those in the UDHR • Colle