Prof. Ed. Handout 1

Good day teachers! Please take time to read on this . Almost 10 questions po ang lumabassa previous exam from this one.

PROFESSIONAL EDUCATION

PART 1: KOUNIN'S MGT MODEL (1970)

✔stimulus boundedness -- teacher's attention interrupted by extrateneous stimulus

✔Thrust -- teacher interrupts students engaged in activities w/o considering whether the student is ready or not.

✔Dangels -- teacher interrupts activity of student and return to it again.

✔Truncations -- teacher does not return to current act. after being interrupted.

✔Overdwelling -- teacher focuses on a certian topic that will lead to too much time consupmtion, the lesson will slow down.

✔Fragmentation -- chunks of lesson for students to understand his/her lesson effectively or breakibg down of act. to cause too much time.

✔Flip Flop -- teacher changes its activity from current activity to new one and vice versa

whenever he/she changes his/her mind.

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PART 2 PO.

THEORIES AND THEIR PROPONENTS

✔Wilhelm Woundt = germanpsycologist "founder of modern psychology.

✔Titchener = structuralism psychology

William james, G. Stanley Hall, James M. Cattell.... these three promote "functionalism psychology

✔Charles darwin = theories to mental characteristics as human think, feel & behave(" evolutionary psychology")

✔Herman Ebbinghaus = associationism psychology

✔Edwin Guthrie = (stimulus and response ) :; temporal conguity

✔Edward Lee Thorndike = "satisfaction" "the law of effect".

✔Ivan Pavlov = involuntary behavior

✔Max Wertheimer = gestalt psychology

✔Otto Loewi = discovered "acetylchloline" respobsible in stimulation of muscles

✔Ulf von Euler discovered "norepinephrine" bringing our nervous system into "high alert" ✔Arvid Carlsson discovered "dopamine" the reward mechanisms in the brain

✔Jean Piaget -- cognitive dev't , info processing , dynamic interrelation.

✔Sigmund Freud -- psychosexual , psychoanalytic

✔Erik Erickson -- psychosocial

✔Lawrence Kohlberg -- moral dev't,

✔Burrhus Frederic Skinner -- operant cond.

✔Ivan Pavlov -- classical cond.

✔Edward Lee Thorndike -- connectionism

✔Albert Bandura -- social learning, neo - behaviorism

✔Robert Gagne -- sequence of instruction

✔Abraham Maslow -- hierarchy of needs , motivation theory

✔William Kohler -- insight learning

✔Robert Havighurst -- devt task theory

✔Benjamin Bloom -- bloom's cognitive taxonomy

✔Simpsons / Anita Harrow -- psychomotor domain

✔David Krathwohl -- affective domain

✔Jerome Bruner -- constructivist, spiral curr, instrumental conceptualism

✔Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory, Scaffolding

✔Edgar Dale -- cone of exp. (20% remember)

✔kohler,koffka, weirtheimer -- gestalt psychology

✔John Locke -- tabularasa , empiricism

✔Howard Gardner -- multiple int.

✔Noam Chomsky -- language acquisition theory , fr of linguistic, nativism

✔David Ausubel -- meaningful learning, graphic organizer, assumption

✔Charles Cooley -- looking glass self theory

✔John Flavel -- metacognition

✔Sandra Bem -- gender schema theory

✔Elliot Turriel -- social domain theory

✔Robert Sternberg -- triachic theory of int.

✔Johm Watson -- behaviorial theory

✔Maria Montessory -- transfer of learning, kinder garten preparation of children.

✔Edward Tolman -- purposive behaviorism and goal oriented

✔Edward Torrance -- creative problem solving

✔Bernard Weiner -- attribution theory

✔Daniel Goleman/coleman? -- emotional intelligence

✔Wolfgang Ratke -- used vernacular for approaching the class.

✔mencius -- idealistic wing of confucianism

✔hzuntzu -- realistic wing of confusianism

✔taoism -- lao tzu

✔Herbart spencer -- moral devt

✔Pestallozi -- symmetrical and harmonious devt of child

✔John Jacques Rosseau -- nature of child

✔Arnold Gesell - maturation theory

✔John Dewey - Learning by doing

✔David Froebel - Father of kinder garten

✔John Bowly - Attainment Theory

✔Edward Boro - Six Thinking Hats Theory

✔Auguste Comte - Father of Sociology

✔Carlos Linnaeus - Father of modern taxonomy.

✔John Amos Comencius - Fr. of modern education.

✔Erasmus Desiderius - Fr. of humanism/ social humanism

✔William Kilpatrick - Project method.

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PART 3:

IDEALISM -- plato

REALIAM -- aristotle

EMPIRICISM -- locke

PRAGMATISM -- dewey

EXISTENTIALISM -- hegel

PHILOSOPHICAL ANALYSIS -- moore

ESSENTIALISM -- bagley

PERENNIALISM -- hutchins

PROGRESSIVISM -- dewey

RECONSTRUCTIONALISM -- brameld

BEHAVIORISM -- skinner or watson

STRUCTURALISM -- helmholts or wundt?

FUNCTIONALISM -- james,nugell, or carr?

PURPOSIVISM -- hormic

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PART 4 -ISM

✔NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)

✔IDEALISM -- spiritual, values, moral, socratic method

✔REALISM -- natural world, values arenatural and absolute, reality exist undercieved

✔PRAGMATISM/EXPERIMENTALISM -- practical, problem solving research, knowledge is what works, values are related, truth is warranted assertion.

✔ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for rational being.

✔PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest are relevant to curriculum.

✔EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do, deciding precedes knowing.

✔PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.

✔SOCIAL RECONSTRUCTIVISM -- for better society, community based learning

✔RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.

✔BEHAVIORISM -- learning is change in behavior, S-R relationship

✔EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)

✔STRUCTURALISM -- complex mental exp. such as image,feeling and sensation

✔FUNCTIONALISM -- focus to motivation, thinking & learning.

✔PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of his/her objective.

✔PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines meaning

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PART 5: REPUBLIC ACTS

9155 -- Governance of basic educ. act of 2001

6728 -- GASTPE

7722 -- creating CHED

7784 -- " " of center of excellence

7796 -- creating TESDA

6655 -- Free public secondary act of 1988

4090 -- creating a state scholarship council to intergrate, systematize, administer and implement all program scholarships and appropriating funds.

5447 -- creation of a special educ. fund act enacted in 1968

-- organization and extension of classes

-- adding classroom to remote areas,barrios and provincial schools

6139 -- regulated the secretarian schools/

private school in charging higher tuition fee

7687 -- science and technology scholarship act of 1994

7743 -- establishment of city and municipal libraries.

8292 -- higher educ. modernization act of 1997

6850 -- an act to grant Civil Service eligibility under certain conditions to Gov. employees appointed under provisionap or temporary status who rendered 7 years of efficient service

8545 -- amending RA 7628 Expanded GASTPE Act

8525 -- Adopt a school program

8491 -- Flag and Heraldic code of the Ph.

7797 -- lengthen the school prog. to 200 days and not more than 220 days

8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and assignment of school.

6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.

7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and indigeneous learning system

7743 -- act providing libraries and reading centers throughout the Ph.

7877 -- anti-sexual harassment act of 1995

9163 -- NSTP of 2001

6193 -- regulation of tuition fees of private educ. institution

10627 -- anti-bullyinh act of 2013

10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)

9485 -- anti-red tape act

Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities.

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PART 6

Philosophers Related to Learners Development

✔SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk avove water.

COMPONENTS OF PERSONALITY

ID -- pleasure center

EGO -- reality center

SUPER EGO -- conscience / judgment center.

PSYCHOSEXUAL STAGES OF DEV'T

ORAL -- thumb sucking, biting

ANAL -- toilet training, control of their bowel.

PHALLIC -- sexual interest, genital stimulation.

LATENCY -- sexual urges & interest were temporary

GENITAL -- adult sexual interest and activities come to dominate.

Odipus complex - son vs father towards mother/wife feelings . (excessive attachment)(Phallic stage)

Electra complex - daugther vs mother towards father/husband feelings. (excessive attachment)(Phallic stage)

Personality Dynamics

LIFE INSTINCT

DEATH INSTINCT

===================================

✔ERIK ERICKSON -- "healthy children will not fear in their elders have integrity enough to fear of death.

PSYCHOSOCIAL STAGES of DEVT

CRISIS -- a person goes through

MALADAPTATION -- result from failure to effectivity resolve the problem

MALIGNACY -- "

VIRTUE -- emerges when balance & resolution of crisis attained.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

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✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's.

SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills.

MKO(More Knowledge Others) -- higher level of performance.

===================================

✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVT.

SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.

PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems

FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think symbolically.

===================================

✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVT.

PRE-CONVENTIONAL -- obidience& punishment (consequences) , individualism & exchange

CONVENTIONAL --interpersonal relationship, maintain social order.

POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and beliefs.

===================================

✔URIE BROFENBRENNER --

ECOLOGICAL SYSTEM THEORY

MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood

MESOSYSTEM -- connections between context, school experiences to church experience.

EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

===================================

✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's.

SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills.

MKO(More Knowledge Others) -- higher level of performance.

===================================

✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVT.

SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.

PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems

FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think symbolically.

===================================

✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVT.

PRE-CONVENTIONAL -- obidience& punishment (consequences) , individualism & exchange

CONVENTIONAL --interpersonal relationship, maintain social order.

POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and beliefs.

===================================

✔URIE BROFENBRENNER --

ECOLOGICAL SYSTEM THEORY

MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood

MESOSYSTEM -- connections between context, school experiences to church experience.

EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her.

MACROSYSTEM -- which is the largest and most remote set of people and places and things to a child but which still has a great influence over the child.

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✔ALBERT BANDURA -- SOCIAL LEARNING THEORY

: environment affects child's personality : learninh occurs by simply observing people, people learned from what they see and the consequences of what they did

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PART 7

FOUR PILLARS OF LEARNING

✔LEANING TO KNOW -- focuses on combining broad gen. knowledge and basic educ. with the opportunity to work on a small number of subjects in the light of rapid changes brought about by scientific progress ang new forms of economic and social acitivity.

❇Learning how to learn and to discover, as to benefit from ongoing educational opportunities continuously arising throughout life.

❇Developing the faculties of memory, imagination, reasoning and problem solving.

❇Understanding about one's environment.

❇Communicating with others.

✔LEARNING TO DO -- emphasizes on the learning of skills necessary to practice a profession or trade.

❇applying in practice what has been learned.

❇developing vocational / occupational and technical skills

❇developing social skills in building meaningful interpersonal relationships.

❇developing competence, social behavior, aptitude for teamwork

❇enhancing the ability to communicate and work with others

❇managing and resolving conflicts.

✔LEARNING TO BE -- prioritizes the development of the human potencial to the fullest.

❇tapping the talents hidden with individual.

❇developing personal commitment and responsibilty for the common good.

✔LEARNING TO LIVE TOGETHER -- emphasizes understanding of others, their history, tradition and cultures, and also living and interacting peacefully together.

❇appreciating diversity of human race

❇being receptive to others and encounter others through dialogue and debate.

❇caring about others

❇working toward common objectives in cooperative undertakings.

❇managing and resolving conflicts.

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PART 8: COGNITIVE PERSPECTVE : GESTALT PRINCIPLE

✅German word means "whole, form, pattern or configuration"

✅the focus of this theory is on Perception and how people assign meaning to visual stimuli "The whole is more than the sum of all parts"

LAW OF PROXIMITY -- elements that are closer together be percieved as a coherent object.

LAW OF SIMILARITY -- similar will percieved as part of the same form.

LAW OF CLOSURE -- ignoring gaps in the figure.

LAW OF CONTINUATION -- patterns establish an impled direction, people tend a good continous line.

LAW OF PRAGNANZ -- stimulus will be organize into a good figure as possible.

LAW OF FIGURE/GROUND -- we tend to pay attention and percieved things in the foreground first.

INSIGHT LEARNING -- Gestalt adheres to the idea of learning takes place by discovery.

PART 9

✔Ripple Effect -- spreading effect of series of consequences caused by singlr action or event.

✔Hawthorne Effect -- type of reactivity effect in which individuals improve an aspect of their behavior in response to their awareness of being observed.

✔Halo Effect -- cognitive bias which an observer overall impression of a person, influences the observers feeling and thoughts about the entity's character or property

✔Pygmalion Effect -- Shows the teacher's expectation (self-fulfillment)

✔Golem Effect -- low expection leads to decrease in performance.

REINFORCEMENTS

Positive -- presence of stimulus

Negative -- absence of stimulus

Escape -- removes stimulus

Avoidance -- prevents stimulus

Reinforcement -- increase of behavior

Punishment -- weakens response.