Professional Education (Quick Guide) PDF

Professional Education realism. It focuses on good behavior and believes that change in the external environment will bring a positive change in a...

Professional Education realism. It focuses on good behavior and believes that change in the external environment will bring a positive change in an (Quick Guide) individual’s behavior. NOTE: Might have corrections and needs for improvements. Reconstructionism, also known as social reconstructionism, is a philosophical approach to education that emphasizes the role John Dewey - Learning by Doing of education in creating social change. based on Confucius - Education for All, Golden Rule the theory that society can be reconstructed Bandura - Modeling through the complete control of education. Froebel - Kindergarten John Locke - Tabula Rasa Theories in Education Sigmund Freud - Psychosexual 1. Classical Conditioning - Ivan Pavlov (Dog, Erik Erikson - Psychosocial Food, Bell) Automatic Response. William Sheldon -Physiological Carl Jung - Psychological 2. Operant Conditioning - B.F Skinner (Rat) Jean Piaget - Cognitive Reinforcement increases response and Lawrence Kohlberg - Moral Development Punishment limits actions. Edward Thorndike - Connectionism Ivan Pavlov - Classical Conditioning 3. Social Learning Theory - Albert Bandura B.F. Skinner - Operant Conditioning (Bobo doll) Children learn through modeling. Bandura & Wallace - Social Learning * Observation Kohler - Insight Learning Or "Aha!" *Imitation Bruner - Instrumental Conceptualism * Attention Lev Vygotsky - Social Cognitivist, Scaffolding * Retention * Reproduction/Recreation Philosophy in Education * Motivation 1. Essentialism - Teach Basic - it’s about the must-haves in education. 4. Connectionism - Edward Thorndike 2. Existentialism - Learning is learners’ choice *Law of Exercise (Drills) - students have the power to choose what and *Law of Readiness how they learn based on their personal *Law of Effect interests. 3. Perennialism - Unchanging curriculum. - 5. Constructivism - Lev Vygotsky (Schema or believes that certain ideas are timeless. Prior knowledge) 4. Progressivism - Change or progress, Teacher as the most knowledgeable other that learning by doing. - centered on learning helps in guiding learning using scaffolding to through action. acquire ZONE OF PROXIMAL 5. Pragmatism - Practice. - DEVELOPMENT (the space between what a 6. Idealism - Ideal and value focus - learner can do without assistance and what a 7. Realism – Realistic – learner can do with adult guidance or in Humanism - student-centric, is a belief in the collaboration with more capable peers.) value, freedom, and independence of human beings. Abraham Maslow's Hierarchy of Needs - Constructivism - focuses on students and Humanistic approach emphasizes on hands-on learning. 1. Physiological Needs (food, water) Behaviorism - It is a teacher-centered 2. Safety and Security philosophy that closely follows the philosophy of 3. Love and Belongingness. 4. Self Esteem Domain of PSST (Philippine Professional 5. Self-Actualization Standards for Teachers) 1. Content, Knowledge and Pedagogy Bronfenbrenner’s Ecological Systems 2. Learning Environment Theory - Urie Bronfenbrenner 3. Diversity of Learners 1. Microsystem – the layer closest to the child 4. Curriculum and Planning and contains the structures with which the child 5. Assessment and Reporting has direct contact. 6. Community linkages and Professional 2. Mesosystem - the connection between the Engagement structures of the child’s microsystem. 7. Personal Growth and Professional 3. Exosystem - the larger social system in Development which the child does not function directly. 4. Macrosystem - the outermost layer in the  Board of Professional Teachers - Must child’s environment. be a natural-born Filipino, A licensed 5. Chronological System - the dimension of teacher, with master or not. A member of time as it relates to a child’s environments. APO must be 35 years old and above with a continuous 10 years of service. Utilitarianism - Good for all Hedonism - Pleasure  Qualification for LET - Natural born of Naturalized citizens of Philippines, must Type of Parents be a bachelor's in education. Other 1. Uninvolved/Neglecting - No rule no care, bachelors are allowed but must take 18 tend to offer minimal nurturing and have few units of teaching content. Diploma and expectations or limitations for their child. associates are not allowed to take the Children are given a lot of freedom as this type board exam. of parent typically stays out of the way. 2. Permissive - no rule with care, parents tend  Special Permit for Teaching - given to to be warm and nurturing and usually have the skilled or expert person. He is minimal expectations. They impose limited rules internationally recognized. on their children. 3. Authoritarian - With rule no care, parenting Assessment of learning - after Learning, the uses strict rules, high standards and purpose of this kind of assessment is usually punishment to regulate the child’s behavior. SUMMATIVE and is mostly done at the end of a 4. Authoritative - With rule and care, parent task, unit of work etc. typically develops a close, nurturing relationship with their children. Assessment for Learning - before learning, the emphasis shifts from summative to PHILIPPINE QUALIFICATIONS FOR FORMATIVE, Assessment for Learning PROFESSIONALS happens during the learning, often more than 1. NC1 once, rather than at the end. 2. NC2 3. NC3 Assessment as Learning - Self-assessment, 4. NC4 through this process students are able to learn 5. Diploma about themselves as learners and become 6. Bachelor aware of how they learn – become 7. Masteral metacognitive (knowledge of one’s own thought 8. Post - Doctoral processes). Type of test 7. Law of Freedom - right to freedom 1. Diagnostic (Strength and Weaknesses) 8. Law of importance – essentials 2. Formative 3. Periodical Cognitive: mental skills(knowledge) 4. Summative Affective: growth in feelings or emotional areas *Validity - Measures what it tends to measure (Attitude) and always reliable. *Reliability - The consistency of the test but not Psychomotor: manual or physical skills (skills) always valid. Principles of TEACHING Measure of Central Tendency A. create an active learning 1. Mean B. Focus Attention 2. Median C. Connect Knowledge 3. Mode D. Help students organize their knowledge *unimodal E. Provide timely feedback *Bimodal F. Demand quality *Multimodal G. Balance high expectations with student support Measure of Variability H. Enhance motivation to learn 1. Range I. Communicate your message in variety of 2. Standard Deviation ways. 3. Variance J. Help students to productively manage their * Positive Skewed - Skewed to the right Low time scores * Negative Skewed - Skewed to the left High Stages of Learning Score 1. Acquisition - learning new skill 2. Fluency - practice for mastery of skill Difficulty Index 3. Generalization - across time & situation / 1 - Very Easy - Reject variety of setting 0.80 - Easy - Revise 4. Adaptation -. Use for problem solving 0.60 - Moderate - Retain 5. Maintenance - performance over time 0.40 - Hard - Revise 0.20 - Very Hard - Reject Learning theories A. Behaviorist (classical, operant, Discrimination Index Connectionism, Social Learning and purposive) Upper High - Lower Low = Positive PCSO Lower High - Upper low = Negative = Reject Pavlov - Classical Skinner - Operant 1. Law of Readiness - preparedness BEHAVIOURISM 2. Law of Exercise - practice makes perfect 3. Law of effect - satisfaction A. Classical Conditioning (Ivan Pavlov) 4. Law of primacy - learn first / first impression Two stimuli are linked together one Neutral + 5. Law of Recency - now/most recent are best one Natural Response. remembered Adhesive Principle - response attached to 6. Law of intensity - impact/ exciting Ex. Role stimulus to evoke new response. playing Experimentation: Law of association by Aristotle (Salivation of Dog and Ring of the bell) Law of similarity - recall similar object Ringing of bell - stimuli Law of contrast - recall of opposite object Response - Naglalaway ang aso Law of Contiguity - recall of an activity which is frequently related with the previous one. Unconditioned Stimulus: - automatically produces an emotional or D. Social Learning Theory by Badura psychological response. Experimentation: Bobo dull Unconditioned Response: - may pinaggagayahan - Naturally occurring emotional or physiological - focus on observation learning response. Neutral Stimulus: Social learning theory - a stimulus that does not elicit a response. 4 steps: Conditioned Stimulus: 1. Attention - focus - evokes an emotional or Physiological 2. Retention - store information response. 3. Reproduction - to perform the observed behavior. B. Operant Conditioning (Bf Skinner) 4. Motivation - be motivated Experimentation: E. Purposive Behaviorism/ sign Learning skinner Box (rat) theory by (Tolman) Reinforcement - increase behavior Punishment - decrease behavior Experiment: Rats Positive Reinforcement - may binigay na - reinforcement is not essential to learning gusto ng bata. - bridge between behaviorism and cognitive Negative reinforcement - taking something theory away for the good of students. - Learning is acquired through meaningful Positive Punishment - may binigay na ayaw behavior. mo / something unpleasant. Negative punishment - tinagangalan ng bagay  According to Tolman, in all learning some na gusto ng bata. intelligence is a work. It is the learner who actively participates on the act of getting C. Connectionism theory/S-R (Edward new experience. He organizes his Thorndike) perceptions and observations and gives - specific stimulus has specific response meaning to them. He explains the theory of rats in teaching the goal through many Law of Readiness- hinahanda mo sila trials as a result of insight or making Law of Exercise- nagpapadrills cognitive map of the maze. Law of Effect - satisfying effect COGNITIVIST Secondary Laws of Learning A. Meaningful Learning Theory by (David RIP (Recency, Intensity, Primacy) Ausubel) Law of primacy - dapat tama ang tinuro sa una. "Reception not discovery" Law of intensity - dapat fun ang learning - advance organizer Law of Recency - mas natatandaan ang - use of graphic organizer previous. B. Cognitive Development (Piaget) Other law: a). Sensory - 0 to 2 years old - permanent object Reversibility - The child can now follow that b). Pre-operational - 3 to 7 years old - certain operations can be done in reverse. For egocentric example, they can already comprehend the commutative property of addition, and that Symbolic function subtraction is the reverse of addition. - Centration - refers to the tendency of the child to only focus Conversation - This is the ability to know that on one aspect of a thing or event and exclude certain properties if objects like number. Mass, other aspects. Volume, or area do not change even if there is a change in appearance. Because of the Example: when a child presented with two development of the child's ability of decentering identical glasses with the same amount of and also reversibility, the concrete operational water, the child will say they have the same child can now judge rightly that the same as amount of water. however, once water from one when the water was shorter but wider glass. of the glasses is transferred to an obviously taller but narrower glass, the child might say that Seriation - This refers to the ability to order or there is more water in the taller glass. arrange things in a series based on one "The Child only Focus (centered)". dimension such as weight, volume or size. Irreversibly - Pre-operational children still have d). Formal operational - 13 to onwards years the inability to reverse their thinking. They can old - Thinking becomes more logical. can understand that 2+3 is 5, but cannot understand solve abstract problems and can that 5-3 is 2. hypothesis. Animism - This is the tendency of children to Hypothetical reasoning - The ability to come attribute human like traits or characteristics to up with different hypothesis about a problem inanimate objects. When at night, the child is and to gather and weight data in order to make asked, where the sun is, she will reply, "Mr. Sun final decisions or judgement. (What if questions) is asleep." Analogical reasoning - This is the ability to perceive the relationship in one instance and Transductive reasoning - This refers to the then use that relationship to narrow down pre-operational child's type of reasoning that is possible answers in another similar situation or neither inductive nor deductive. problem. Example: since her mommy comes home every Deductive reasoning - This is the ability to day around six o'clock in the evening, when think logically by applying a general rule to a asked why it is already night, the child will say, particular instance or situation. "because my mom is home". For example, all countries near the north pole. therefore, Greenland has cold temperatures c). Concrete operational - 7 to 11 years old - begin learning logical reasoning. C. Schema/Schemata theory by: Bartlet Schema - refers to the prior knowledge Decentering - This refers to the ability of the child to perceive the different features of objects Assimilation - This is this is the process if fitting and situations. This allows child to be more a new experience into an existing or previously logical when dealing with concrete objects and created schema. situations. Accommodation - This is the process of make a complete image so you can still creating a new schema. recognize the pattern. It's the idea that your brain will fill in the missing parts of a design or Equilibrium - Achieving proper balance image to create a whole between Assimilation and accommodation. E. Insight learning theory by Wolfgang If not match our schemata we experience Kohler "Cognitive disequilibrium" - sudden grasping of the solution, a lash of understanding, without any process of trial and D. Gestalt principle of Visual perception by error. Gestalt - determine what we see/percept. Learning happen in sudden -"Eureka: I have Laws of Gestalt found (it)" (Aha moment) Gestalt means "whole". Experiment: monkey names (Sultan) Believes that the whole is more important than Law of similarity - Kapag kapareho, we the parts, so Learning takes place as a whole. perceive elements as a group if they're similar in shape, size, color, or other characteristics. F. Information processing theory by (Richard Atkinson & Richard Shiffrin) Law of pragnanz or Law of Good Figure - when people are presented with complex Sensory memory - it holds information that the shapes or a set of ambiguous elements, their mind perceives through various senses. (small brains choose to interpret them in the easiest capacity). manner possible. Short term memory - last around 30 seconds. (Short Duration) Symmetry order- brain will perceive Long term Memory - has an unlimited amount ambiguous shapes in as simple a manner as of space as it can store memories from a long possible for example, a monochrome of the time ago to be retrieved at a later time. Olympic logo is seen as a series of overlapping circles rather than a collection of a curved lines. Long term memory 1. Episodic Memory - recalling episodes Law of proximity - refers to how close (events) elements are to one another. The strongest 2. Semantic Memory - knowledge of a general proximity relationship is those between Facts, principles and concepts. overlapping subjects, but just grouping objects 3. Procedural Memory - refers to "know how" into a single area can have a strong proximity as opposed to "know about". effect. G. Cumulative Learning by Robert Gagne Law of Continuity - posits that the human eye Gradual development of knowledge and skills will follow the smoothest path when viewing that improve over time. lines, regardless of how the lines were actually drawn LAWS IN EDUCATION Law of Closure - "fill the gap" when we look at a complex arrangement of visual elements, we PRC BR 435 – Code of Ethics for Professional tend to look for a single, recognizable pattern. In Teachers other words, when you see an image that has PD 1006 – Decree Professionalizing Teachers missing parts, your brain will fill in the blanks and RA NO. 1425 – inclusion of the works of Jose Rizal RA NO. 4670 – “Magna Carta for Public School Teacher” RA 7722 – CHED RA 7796 – “TESDA Act of 1994” RA 7836 – Phil. Teachers Professionalization Act of 1994 RA 9155 – BEGA (Basic Educ.) or DepEd Law RA 9293 – Teachers Professionalization Act RA 10533 – K-12 Law ACT NO. 2706 – “Private School Law” COMMONWEALTH ACT NO. 578 – “persons in authority” KAUTUSANG PANGKAGAWARAN BLG 7 - PILIPINO NatlLng PROKLAMA BLG 12 - Linggo ng Wika (Balagtas, Mr 29-Ap4) PROKLAMA BLG. 186 – Linggo ng Wika (Quezon, Ag 13-19) PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos) PHIL. CONSTITUTION ACT 14 – ESTACS RA 1079 – no limit of Civil Service eligibility RA 6655 – “Free Public Secondary Educ. Act of 1988” RA 6728 – “Act Providing Government Assistance to Students and Teachers in Private Education RA 7277 – Magna Carta for PWD RA 7610 – Anti-Child Abuse Law (Amendment: RA 9231) RA 7743 – establishment of public libraries RA 7877 – “Anti Sexual Harassment Act of 1995” RA 7880 – “Fair and Equitable Access to Education Act” RA 8049 – Anti-Hazing Law RA 8187 – Paternity Act RA 10627 – Anti-Bullying SB 1987 ART. 14 SEK. 6-9 – FILIPINO (National Language)