Professional Education Intensive LET Reviewer PDF

Professional Education Intensive LET Reviewer **KOUNIN\'S MGT MODEL (1970)** Stimulus Boundedness \-- teacher\'s attention interrupted by extraneous stimulus. Thrust \-- teacher interrupts students engaged in activities w/o considering whether the student is ready or not. Dangles \-- teacher int...

Professional Education Intensive LET Reviewer **KOUNIN\'S MGT MODEL (1970)** Stimulus Boundedness \-- teacher\'s attention interrupted by extraneous stimulus. Thrust \-- teacher interrupts students engaged in activities w/o considering whether the student is ready or not. Dangles \-- teacher interrupts activity of student and return to it again. Truncations \-- teacher does not return to current act. after being interrupted. Over dwelling \-- teacher focuses on a certain topic that will lead to too much time consumption; the lesson will slow down. Fragmentation \-- chunks of lessons for students to understand his/her lesson effectively or breaking 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/he **THEORIES AND THEIR PROPONENTS** Wilhelm Wundt = German psychologist \"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 contiguity Edward Lee Thorndike = \"satisfaction\" \"the law of effect\". Ivan Pavlov = involuntary behavior Max Wertheimer = gestalt psychology Otto Loewi = discovered \"acetylcholine\" responsible 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 development, info processing, dynamic interrelation. Sigmund Freud \-- psychosexual, psychoanalytic Erik Erickson \-- psychosocial Lawrence Kohlberg \-- moral development, Burrhus Frederic Skinner \-- operant conditioning Ivan Pavlov \-- classical conditioning 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 \-- development task theory Benjamin Bloom \-- bloom\'s cognitive taxonomy Simpsons / Anita Harrow \-- psychomotor domain David Krathwohl \-- affective domain Jerome Bruner \-- constructivist, spiral curriculum, instrumental conceptualism Lev Vygotsky \-- socio-cultural theory of cognitive development, linguistic theory, Scaffolding Edgar Dale \-- cone of experience (20% remember) Kohler, Koffka, Wertheimer \-- gestalt psychology John Locke -- Tabula rasa, empiricism Howard Gardner \-- multiple int. Noam Chomsky \-- language acquisition theory, Father of linguistic, Nativism Theory David Ausubel \-- meaningful learning, graphic organizer, assumption Charles Cooley \-- looking glass, self-theory. John Flavel \-- metacognition Sandra Bem \-- gender schema theory Elliot Turiel \-- social domain theory Robert Sternberg \-- triarchic theory of intelligence John Watson \-- behavioral theory Maria Montessori \-- transfer of learning, kindergarten preparation of children. Edward Tolman \-- purposive behaviorism and goal oriented Edward Torrance \-- creative problem solving Bernard Weiner \-- attribution theory Daniel Goleman \-- emotional intelligence Wolfgang Ratke \-- used vernacular for approaching the class. Mencius \-- Idealistic wing of Confucianism XUNZI or Hzun Tzu \-- Realistic wing of Confucianism Lao tzu or Laozi \-- Taoism Herbart Spencer \-- moral development Johann Heinrich Pestalozzi \-- symmetrical and harmonious development of child John Jacques Rosseau \-- Nature of child Arnold Gesell - Maturation theory John Dewey - Learning by doing. Friedrich Froebel - Father of kindergarten John Bowlby -- Attachment Theory Edward de Boro - Six Thinking Hats Theory Isidore Auguste Marie Francois Xavier Comte - father of sociology, the study of the development and function of human society, and of positivism, a means of using scientific evidence to discern causes for human behavior. Carlos Linnaeus - Father of modern taxonomy. John Amos Comenius -- Father of modern education. Erasmus Desiderius -- Father of humanism/ social humanism William H. Kilpatrick - Project method **Philosopher** IDEALISM \-- Plato REALISM \-- Aristotle EMPIRICISM -- John Locke PRAGMATISM -- John Dewey EXISTENTIALISM \-- Georg Wilhelm Friedrich Hegel PHILOSOPHICAL ANALYSIS -- George Edward Moore ESSENTIALISM -- William Bagley PERENNIALISM -- Robert Hutchins PROGRESSIVISM -- John Dewey RECONSTRUCTIONALISM -- Theodore Brameld BEHAVIORISM -- John B. Watson (1878-1958) and B. F. Skinner (1904-1990) STRUCTURALISM -- Wilhelm Wundt FUNCTIONALISM -- William James (Proposed), Edward Lee Thorndike, John Dewey, Harvey Carr PURPOSIVISM -- Hormi **About this ISM** NATURALISM \-- only nature exist, nature is better than civilization (NATURAL SA ng isang BAGAY) IDEALISM \-- spiritual, values, moral, Socratic method REALISM \-- natural world, values are natural and absolute, reality exist underachieved. PRAGMATISM/EXPERIMENTALISM \-- practical, problem-solving research, knowledge is what works, values are related, truth is warranted assertion. ESSENTIALISM \-- achievement test, certain knowledge and skills are essential for rational being. (Reading, Writing, Arithmetic and Right Conduct) Student Centered 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 lasts for a 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 (Stimulus-Response Theory) EMPIRICISM \-- knowledge comes thru senses, five senses \[Sight, Taste, smell, hearing, touch\] (observatory learning) STRUCTURALISM \-- complex mental experience such as image, feeling and sensation. FUNCTIONALISM \-- focus on 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 corresponds to reality, usage determines meaning. **Rep Act. On Education** 9155 \-- Governance of basic education act of 2001 6728 -- GASTPE stands for Government Assistance to Students and Teachers in Private Education 7722 \-- creating CHED 7784 -- The Teacher Education center of excellence 7796 \-- creating TESDA 6655 \-- Free public secondary act of 1988 4090 \-- creating a state scholarship council to integrate, 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 \-- regulate tuition fee and other school fees charged by private schools 7687 \-- science and technology scholarship act of 1994 7743 \-- establishment of city and municipal libraries. 8292 \-- higher education modernization act of 1997 6850 \-- an act to grant Civil Service eligibility under certain conditions to government employees appointed under provisional or temporary status who rendered 7 years of efficient service 8545 \-- amending RA 7628 Expanded GASTPE Act 8525 \-- establishing Adopt a school program 8491 \-- AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO, COAT-OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES 7797 \-- lengthen the school program to two hundred days and not more than 220 days 8190 \-- act of granting priority to residents of the barangay where school is in the appointment and assignment of school. 6972 \-- act of establishing DAY CARE CENTER FOR EVERY barangay 7624 \-- integrating of drug prevention and control in the intermediate & secondary curricula and indigenous 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-bullying 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. **Philosophers and their Studies** **SIGMUND FREUD** \-- \"the mind is like an iceberg; it floats with one-seventh of its bulk above 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. Oedipus complex - son vs father towards mother/wife feelings. (excessive attachment) (Phallic stage) Electra complex - daughter vs mother towards father/husband feelings. (excessive attachment) (Phallic stage) Personality Dynamics according to Freud LIFE INSTINCT or EROS -- sex, nurturance, and affiliation DEATH INSTINCT or THANATOS -- aggression toward self (self -- criticism, depression) and aggression toward others (anger, prejudice). **ERIK ERICKSON** \-- \"healthy children will not fear in their elders have integrity enough to fear of death. PSYCHOSOCIAL STAGES of DEVELOPMENT CRISIS \-- a person goes through life. SYNTONIC -- for the first listed "positive" disposition in each crisis DYSTONIC -- for the second listed "negative" disposition. MALADAPTATION \-- too much positive and too little of the negative such as a person who trusts too much. MALIGNACY \-- too little of the positive and too many of the negative aspects of the tasks, such as a person who can't trust others. MUTUALITY \-- reflects the effect of generation on each other, especially among families, and particularly between parents and children and grandchildren. GENERATIVITY \-- actually a named disposition with one of the crisis stages (generativity v stagnation, stage seven), reflects the significant relationships between adults and the best interest of children -- one's own children, and in a way everyone else's children -- the next generation, and all the following generation. 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. **LEV VYGOTSKY** \-- \"the teacher must orient his work not on yesterday\'s development in the child 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 DEVELOPMENT** SENSORY MOTOR (BIRTH - 2y/o) \-- infants knowledge. PRE-OPERATIONAL (2-7y/o) \-- pretend 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 DEVELOPMENT PRE-CONVENTIONAL \-- obedience & 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** -- "human development unfolds in a nested set of systems, involving cultural, social, economic and political elements, not merely psychological ones." **ECOLOGICAL SYSTEM THEORY** MICROSYSTEM \-- surroundings 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 major influence over the child. **ALBERT BANDURA** -- "observation and modeling play a primary role in how and why people learn." SOCIAL LEARNING THEORY: environment affects child\'s personality: learning occurs by simply observing people, people learned from what they see and the consequences of what they did. **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 activity. Learning how to learn and to discover, so as to benefit from ongoing educational opportunities continuously arising throughout life. Developing the faculties of memory, imagination, reasoning, and problem solving. Understanding one\'s environment and communicating with others. **LEARNING TO DO** \-- Emphasizes 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 potential to the fullest. Tapping the talents hidden with individual. Developing personal commitment and responsibility for the common good. **LEARNING TO LIVE TOGETHER** \-- Emphasizes understanding of others, their history, tradition, and cultures, and living and interacting peacefully together. Appreciating diversity of human race being receptive to others and encountering others through dialogue and debate. Caring about others. Working toward common objectives in cooperative undertakings and managing and resolving conflicts **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 perceived as a coherent object. LAW OF SIMILARITY \-- similar will perceived as part of the same form. LAW OF CLOSURE \-- ignoring gaps in the figure. LAW OF CONTINUATION \-- patterns establish an implied direction; people tend a good continuous line. LAW OF PRAGNANZ \-- stimulus will be organized into a good figure as possible. LAW OF FIGURE/GROUND \-- we tend to pay attention and perceive things in the foreground first. INSIGHT LEARNING \-- Gestalt adheres to the idea of learning taking place by discovery. **Group Managerial Approach** Ripple Effect \-- spreading effect of series of consequences caused by single action or event. The Hawthorne Effect \-- a 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 observer's feeling and thoughts about the entity\'s character or property. Pygmalion Effect \-- Shows the teacher\'s expectation (self-fulfillment) Golem Effect \-- low expectation 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. **NOTABLE NAMES IN EDUCATION** 1\. Socrates - "know thy self." 2\. Plato - wrote the "Republic." 3\. Aristotle - Father of Modern Sciences 4\. Marcus Tullius Ciero - Wrote the "Orator." 5\. Quintillian - Wrote" Institution Oratoria" he was a famous Grammaticus 6\. Anselm - Father of scholasticism 7\. Peter Abelard - Spearheaded Conceptualism 8\. St. Thomas Aquinas - "wrote" Summa Theologica." 9\. Desiderius Erasmus - suggested that education be in accordance with the needs of society, he was a humanist who advocated the importance of studying the character of the child 10\. Ascham - wrote the "Schoolmaster" condemning brutal punishment in English schools during his time. 11\. John Amos Comenius - father of modern education, he wrote the first picture book "Orbis Sensualism Pictus." 12\. Richard Mulcaster - said that" Education should be in accordance with nature." 13\. John Locke- "tabula rasa' (blank sheet) 14\. John Jacques Rosseau - wrote "Emile" (Education should be in accordance with the nature of the child) 15\. John Heinrich Pestalozzi - defined education as natural, symmetrical, and harmonious development of the faculties of the child 16\. Herbart - conceived education as aimed towards the development of morality and virtue. He is famous for the Herbartian Method in psychology. 17\. Froebel - father of kindergarten 18\. John Dewey - "Education is not preparation for life 19\. St. John Baptiste de la Salle - patron saint of teachers 20\. Maria Montessori - advocated the child- centered education and prepared environment **Jacob Kounin \[Classroom Management\]** 1\. Accountability- The teacher holds all members of the class responsible for their learning and behavior. 2\. Dangles- The teacher continues to find materials, reviews lesson plans, and talks with individual students when the class is ready for instruction. 3\. Desists- The teacher engages in an effort to stop misbehavior. 4.Flip-flops- The teacher is engaged in one activity and then returns to a precious activity that the students thought they had finished. 5\. Fragmentation- The teacher engages in a type of slowdown. Group Alerting- The teacher obtains and holds the attention of the class, both at the beginning of a lesson and as the activities change within a lesson. 6\. Group Focus- The teacher keeps the attention of all members of the class at all times, which assists in maintaining an efficient classroom and reducing students\' misbehavior. 7\. Jerkiness- The teacher fails to develop a consistent flow of instruction, thus causing students to feel lesson momentum jerks from slow to fast. 8\. Movement Management- The teacher keeps lessons and groups engaged at an appropriate pace, with smooth transitions and varying activities. 9\. Over-Dwelling- The teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for students\' understanding. 10\. Overlapping- The teacher supervises and attends to more than one group activity at the same time 11\. Ripple Effect- The teacher corrects one student or calls attention to one student for his or her misbehavior and it ripples to other students causing them to behave better. 12\. Satiation- The students have focused on one learning aspect too long and begin to lose interest, make more mistakes, and misbehave. 13\. Slowdowns- The teacher, when teaching, moves too slowly and stops instruction too often. Thus, the students lose interest or learning momentum. 14\. Stimulus Bound- The teacher has the students engaged in a lesson and then something attracts his or her attention, she or he loses the instructional focus and momentum while dealing with the other issue. 15\. Thrust- The teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hold an appropriate momentum for students to learn. 16\. Truncation- The teacher engages in a dangle, yet fails to resume the original, dropped activity. 17\. Withitness- The teacher always perceives everything in all areas of the classroom. **FOUNDERS AND FATHERS IN ENGLISH LITERATURE** ENGLISH IS EASY\" 1.Geoffrey Chaucer = The Father of English Literature 2.Geoffrey Chaucer = The Father of English Poetry 3.Geoffrey Chaucer = The Father of English Language 4.Geoffrey Chaucer = The Morning Star of the Renaissance 5.Geoffrey Chaucer = The First National Poet 6.Venerable Bede = The Father of English Learning. 7.Venerable Bede = The Father of English History 8.King Alfred the Great = The Father of English Prose 9.Aeschylus = The Father of Tragedy 10.Nicholas Udall = The First English Comedy Writer 11.Edmund Spenser = The Poet's poet (by Charles Lamb) 12.Edmund Spenser = The Child of Renaissance 13.Edmund Spenser = The Bridge between Renaissance and Reformation 14.Gutenberg = The Father of Printing 15.William Caxton = Father of English Press 16.Francis Bacon = The Father of English Essay 17.John Wycliffe = The Morning Star of the Reformation 18.Christopher Marlowe = The Father of English Tragedy 19.William Shakespeare = Bard of Avon 20.William Shakespeare = The Father of English Drama 21.William Shakespeare = Sweet Swan of Avon 22.William Shakespeare = The Bard 23.Robert Burns = The Bard of Ayrshire (Scotland) 24.Robert Burns = The National Poet of Scotland 25.Robert Burns = Rabbie 26.Robert Burns = The Ploughman Poet 27.William Dunbar = The Chaucer of Scotland 28.John Dryden = Father of English criticism 29.William of Newbury = Father of Historical Criticism 30.John Donne = Poet of love 31.John Donne = Metaphysical poet 32.John Milton = Epic poet 33.John Milton = The great master of verse 34.John Milton = Lady of the Christ College 35.John Milton = Poet of the Devil's Party 36.John Milton = Master of the Grand style 38.John Milton = The Blind Poet of England 39.Alexander Pope = Mock heroic poet 40.William Wordsworth = The Worshipper of Nature 41.William Wordsworth = The High Priest of Nature 42.William Wordsworth = The Poet of Nature 43.William Wordsworth = The Lake Poet 44.William Wordsworth = Poet of Childhood 45.William Wordsworth = Egotistical Sublime 46.Samuel Taylor Coleridge = The Poet of Supernaturalism 47.Samuel Taylor Coleridge = Opium Eater 48.Coleridge & Wordsworth = The Father of Romanticism 49.Wordsworth, Coleridge, Southey = Lake Poets 50.Lord Byron = The Rebel Poet 51.Percy Bysshe Shelley = The Revolutionary Poet 52.Percy Bysshe Shelley = Poet of hope and regeneration 53.John Keats = Poet of Beauty 54.William Blake = The Mystic Poet 55.John Keats = Chameleon Poet 56.Lord Alfred Tennyson = The Representative of the Victorian Era 57.George Bernard Shaw = The greatest modern dramatist 58.George Bernard Shaw = The Iconoclast 59.Jane Austen = Anti-romantic in Romantic age 60.Lindley Murray = Father of English Grammar 61.James Joyce = Father of English Stream of Conscious Novel 62.Edgar Allen Poe = Father of English Mystery play 63.Edgar Allen Poe = The Father of English Short Story 64.Henry Fielding = The Father of English Novel 65.Samuel Johnson = Father of English one Act Play 66.Sigmund Freud = A great Psychoanalyst 67.Robert Frost = The Poet of Terror 68.Francesco Petrarch = The Father of Sonnet (Italian) 69.Francesco Petrarch = The Father of Humanism 70.Sir Thomas Wyatt = The Father of English Sonnet 71.Henry Louis Vivian Derozio = The Father of Indian-Anglican Sonnet 72.William Hazlitt = Critic's Critic 73.Charles Lamb = The Essay of Elia 74.Arthur Miller = Mulk Raj Anand of America 75.Addison = The voice of humanist Puritanism 76.Emerson = The Seneca of America 77.Mother Teresa = The Boon of Heaven 78.Thomas Nash = Young Juvenile 79.Thomas Decker = Forerunner of Humorist 80.Homer = The Father of Epic Poetry 81.Homer = The Blind Poet 82.Henrick Ibsen = Father of Modern theatre 83.Rabindranath Tagore = Indian National Poet 84.Nissim Ezekiel = The Father of Indian English Poet 𝗠𝗘𝗔𝗦𝗨𝗥𝗘𝗦 𝗢𝗙 𝗖𝗘𝗡𝗧𝗥𝗔𝗟 𝗧𝗘𝗡𝗗𝗘𝗡𝗖𝗬 Central (middle location) Tendency ➪ Mean -- Average/most commonly used and in greatly affected by extreme scores ➪ Mode -- most occurring/most frequently used measures of central tendency/Not influenced by outliers. ➪ Median- most reliable measure of central tendency when there are extreme scores ➪ RANGE -- highest score minus lowest score and is the simplest of measures of variability ➪ Standard Deviation -- is how spread the scores are from the mean and most reliable measures of variability ➪ Variance-- the square of standard deviation ➪ LOW SD--Homogenous, scores near to mean (almost same/clustered) ➪ HIGH SD -- Heterogenous, scores far to mean (scattered) 𝗠𝗘𝗔𝗦𝗨𝗥𝗘𝗦 𝗢𝗙 𝗥𝗘𝗟𝗔𝗧𝗜𝗩𝗘 𝗣𝗢𝗦𝗜𝗧𝗜𝗢𝗡 ➪ PERCENTILE- 100 (Divide the group into Rank (P1\...P100)) ➪ DECILE -- 10 grps (D1...D10) ➪ STANINE- 9 grps (S1\....S9) ➪ QUARTILE -- 4 grps (Q1...Q4) 𝗗𝗜𝗙𝗙𝗜𝗖𝗨𝗟𝗧𝗬 𝗜𝗡𝗗𝗘𝗫 +-----------------------+-----------------------+-----------------------+ | Points | Level | Remarks | +=======================+=======================+=======================+ | 0-0.20 | VERY DIFFICULT | (reject) | | | | | | 0.21-0.40 | DIFFICULT | (revise) | | | | | | 0.41-0.60 | MODERATE/AVE. | (retain) | | | | | | 0.61-0.80 | EASY | (revise) | | | | | | 0.81-1.00 | VERY EASY | (reject) | +-----------------------+-----------------------+-----------------------+ 𝗗𝗜𝗦𝗖𝗥𝗜𝗠𝗜𝗡𝗔𝗧𝗜𝗢𝗡 𝗜𝗡𝗗𝗘𝗫 Positive -- more from the Upper group got the correct answer. (Retain) Negative - more from the lower group got the correct answer. (Reject) ZERO - The item cannot be determined. (Reject) POSITIVELY SKEWED (LEFT FOOT) low scores, mean greater than mode. NEGATIVELY SKEWED (RIGHT FOOT) high scores, mean is lower than mode. More Info BLENDED LEARNING- actual classroom & online instruction QUEEN ELIZABETH- Virgin Queen MIRAGE- Asphalt Seal TIRAD PASS-Gregorio del Pilar MIDNIGHT SUN-shines both day ang night (North Pole) SATIRIKA- sanaysay na panunuya sa kabutuhan ng lipunan HELEN OF TROY- the face who launched a thousand ships. CHAUFFER-driver in French MESDAMES-plural of madam ONOMATOPOEIA- tinkle, tinkle, tinkle IMPROMTU- ang paksa ay ibibigay bago magsimula ang talumpati FRAILOCRACIA-terms of Marcelo h. Del Pilar to Friars CARBON DIOXIDE- released by plants at night. ARENA THEATER- Severino Montano EXPERIMENTAL THEATER- Rolando Tinio SALA THEATER - Roger Naty Crame RECTANGLE- shape of brick, opposite side are equal. EPISTOLARY- Exchange of Letter PAN DE REGLA- 1st Filipino bread URBANA AT FELIZA- Fr, Modesto de Castro ALEXANDER FLEMING- penicillin discovered SERENDIPITY. FRAY JUAN DE PLACENCIA- author of Doctrina Christiana JONES LAW- Law of Bicameralism REDUCCION- Pagbabagong anyo ng bayan (resettlement) BLOOD COMPACT (sandugo)- agreement between Legaspi & Datu Sikatuna HINDUISM- oldest religion in Asia LOVE FEELINGS- more qualitative. GULF- a sea partly surrounded by land. ZONE- surface between arctic circle & tropic cancer SERGIO OSMENA- speaker of the Philippine assembly MANUEL L. QUEZON- speaker of Philippine commission ERRONEOUS DATA- it is not related to ethics in research. CITY STATES- single political units GALIT- salubong ang kilay TALUMPATI-binigkas sa harap ng madla LEECHES- facilitate coagulation. PEDRO PELAEZ- led the native secular clergy. DOUGLAS MC ARTHUR- field marshal of the Philippine army VETO POWER- the power to set aside certain grant. RING OF FIRE- Philippines PHYLOGENETICS describes the EVOLUTION SEQUENCE of organism. BACTERIA- example of unicellular organisms AGRICULTURE- crops/foods KATALINUHAN- basal o di congreto CRUDE- about the giving of surname by claveria MIDDLE CLASS- member of propaganda who was able to go to school in the 19th century. REPRODUCTION- survival of the species CHRISTIANITY- Spaniards greatest legacy in the Philippines ATOM- smallest particle HIGH SCHOOL/SECONDARY EDUCATION- Spanish Educational Decree of 1867. VOLUME- softness & loudness of sound PITCH- highness & lowness of sound. NATHANIEL HAWTHORNE- author of scarlet letter VOCAL CORDS- larynx END OF HUKBALAHAP- MAGSAYSAY PAGLULUSTAY-katiwalian ni Kapitan Tiago CHECK AND BALANCE- principle behind the power given legislatives to impeach the president for the loss of public trust. NON-RENEWABLE RESOURCES- fossil fuels, petroleum, coals FOLKLORE- philosophy of our folks during pre-Hispanic days VIBRIO CHOLERA- comma shaped bacteria ALTA DE TEREJOS-rejected Aguinaldo as president. BODABIL- is a play NOT from the Spanish Era. CEDULA- residence certificate during Spanish occupation IRON- ferromagnetic SOCRATIC METHOD- question and answer is a prime **Philippine Literature** 🪧 Ninay -- Pedro Paterno 🪧 Makamisa -- Jose Rizal 🪧 Banaag at Sikat -- Lope K. Santos 🪧 Barlaan at Josaphat- Antonio Borja 🪧 Urbana at Feliza -- Epistolary, Modesto de Castro 🪧 Sa Pula, Sa Puti -- Francisco Rodrigo 🪧 Miss Phathupats -- Juan Crisostomo Sotto 🪧 Graduation -- F. Sionil Jose 🪧 How My Brother Brought Home a Wife -- Manuel Aguilla 🪧 My Father Goes to Court -- Carlos S. Bulosan 🪧 Kwento ni Mabuti -- Genoveva Matute 🪧 Aloha -- Deogracias Rosario 🪧 Ang Sampaguitang Walang Bango -- Iñigo Ed Regalado 🪧 Lupang Tinubuan -- Jose Maria Panganiban 🪧 Flora de Filipinas -- Manuel Blanco 🪧 Ako ang Daigdig -- Alejandro Abadilla 🪧 El Guinto de Pueblo -- Jose Palma 🪧 Uhaw and Tigang na Lupa -- Liwayway Arceo 🪧 Dalagang Bukid -- Hermogenes llagan 🪧 Dekada 70 -- Lualhati Bautista 🪧 Bata, Bata, Paano ka Ginawa -- Lualhati Bautista 🪧 Satanas sa Lupa -- Celso Al Carunungan 🪧 Tanikalang Ginto - Juan Abad Santos; unang itinanghal noong panahon ng Dula Na Amerikano 🪧 Kahapon, Ngayon, at Bukas -- Aurelio Tolentino 🪧 A Child of Sorrow -- Zoilo Galang 🪧 Dead Stars -- Paz Marquez Benites; Model of Perfection 🪧 Bodabil - dulo na pinaghalong awit, sayaw, drama, katatawanan 🪧 Indarapatra at Sulayman -- Alamat ng Mindanao. 🪧 Hudhud -- epiko ng mga Ifugao 🪧 Alim - piko ng mga Ifugao; pagpapakasal ng Magkapatid 🪧 Hinilawod -- Epiko ng Panay