Reviewer.docx

**SYNTAX** IS THE GRAMMATICAL STRUCTURE OF SENTENCES.THE FORMAT IN WHICH WORDS AND PHRASES ARE ARRANGED TO CREATE SENTENCES. **PHRASES** A GROUP OF WORDS WITHOUT BOTH A SUBJECTS AND PREDICATE. COMBINE WORDS INTO A LARGER UNIT THAT CAN FUNCTION AS ASENTENCE ELEMENT **TYPES OF PHRASES** **VERB PH...

**SYNTAX** IS THE GRAMMATICAL STRUCTURE OF SENTENCES.THE FORMAT IN WHICH WORDS AND PHRASES ARE ARRANGED TO CREATE SENTENCES. **PHRASES** A GROUP OF WORDS WITHOUT BOTH A SUBJECTS AND PREDICATE. COMBINE WORDS INTO A LARGER UNIT THAT CAN FUNCTION AS ASENTENCE ELEMENT **TYPES OF PHRASES** **VERB PHRASE** CAN REFER TO THE WHOLE PREDICATE OF A SENTENCE. EXAMPLE: I WAS WATCHING MY FAVORITE SHOW YESTERDAY. **INFITIVE PHRASE** IS A NOUN PHRASE WITH AN INFINITIVE AS ITS HEAD UNLIKE THE OTHER NOUN PHRASES, HOWEVER, AN INFINITIVE PHRASE CAN ALSO FUNCTION AS AN ADJECTIVE OR AN ADVERB EXAMPLE: I LOVE TO BAKE CAKES. **PREPOSITIONAL PHRASE** WHICH HAS PREPOSITION AS ITS HEAD, CAN FUNCTION AS AN ADJECTIVE, ADVERB, OR EVEN AS A NOUN. EXAMPLE: THE FOOD ON THE TABLE LOOKED DELICIOUS **GERUND PHRASE** IS JUST A NOUN PHRASE WITH A GERUND AS ITS HEAD EXAMPLE: I LOVE BAKING CAKES **PARTICIPIAL PHRASE** HAS A PAST OR PRESENT PARTICIPLE AS ITS HEAD. PARTICIPAL PHRASES ALWAYS FUNCTION AS ADJECTIVES. EXAMPLE: CRASHED TO PIECES BY A SLEDGEHAMMER, THE COMPUTER NO LONGER WORKED. **ADVERBIAL PHRASE** ALSO HAS TWO DEFINITIONS; SOME SAYS IT IS A GROUP OF ADVERBS (VERY QUICKLY), WHILE OTHER SAYS IT IS ANY PHRASE (USUALLY A PREPOSITIONAL PHRASE) THAT ACTS AS AN ADVERB. NAME: +-----------------+-----------------+-----------------+-----------------+ | **CONDITIONALS* | -is a type of | **FIRST | if + present | | * | sentence that | CONDITIONALS** | simple + future | | | is made up of | | simple a | | | an if-clause | | situation that | | | and a main | | is possible or | | | clause | | realistic | | | -sentence that | | Example: \* If | | | describes a | | I go to the | | | situation that | | shop, I will | | | might happen or | | buy something. | | | might have | | \* If I study | | | happened | | hard, I will | | | -sentence that | | pass the exam. | | | usually starts | | | | | with if and | | | | | when | | | +=================+=================+=================+=================+ | **ZERO | if + present | **SECOND | if+ past simple | | CONDITIONALS** | simple + | CONDITIONALS** | + would + verb | | | present simple | | (base form) | | | refers to | | refers to a | | | situation that | | situation that | | | is always true | | is impossible | | | | | or unlikely to | | | EXAMPLE: \* If | | happen. | | | it rains, the | | Example: If I | | | ground gets | | won the | | | wet. | | lottery, I | | | | | would buy a | | | | | mansion. | +-----------------+-----------------+-----------------+-----------------+ | **THIRD | if + past | **MIXED | If + second | | CONDITIONALS** | perfect + would | CONDITIONALS** | conditional, | | | have + past | | third | | | participle | | conditional if+ | | | refers to past | | third | | | situation that | | conditional, | | | differs from | | second | | | reality. | | conditional if | | | Example: If I | | + past | | | had saved | | participle + | | | money, I would | | would + verb | | | have bought a | | (base form) if | | | car. If I had | | + past perfect | | | studied, I | | + would have + | | | would have | | past participle | | | passed my exam. | | Example: If I | | | | | weren't so | | | | | busy, I would | | | | | have gone on | | | | | holiday last | | | | | week. If I had | | | | | been in the UK, | | | | | I would speak | | | | | English very | | | | | well. | +-----------------+-----------------+-----------------+-----------------+ | **Eng21** | | | | +-----------------+-----------------+-----------------+-----------------+ **Sociocultural Theory (Lev Vygotsky)-**it views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. **Psychoanalytic Theory (Sigmund Freud**-a method for treating mental illness and also a theory which explains human behavior. It has a structural model of mind comprising the entities \"ld., Ego, and Superego\" (The psychic apparatus) **a ID** primitive features that are driven by an unconscious need for pleasure (pleasure principle) **b. EGO** it focuses on the reality principle. It reduces the conflict between ID and SUPER-EGO. c. **SUPEREGO** - it is our internal morals (morality principles). **Social Learning Theory (Albert Bandura**-it suggests that observation and modelling play a primary role in how and why people learn. It goes beyond the perception of learning being the result of direct experience with the environment. **Psychosocial Development Theory (Erik Erikson-**This theory postulates that people advance through the stages of development based on how they adjust to social crises throughout their lives. These social crises instruct how individuals react to the surrounding world. **Classical Conditioning Ivan Pavlov**-Two stimulate linked together. (one Neutral One Natural Response) **Operant Conditioning Theory (Burhuss Frederic Skinner)-**A person is first exposed to a stimulus. which elicits a response, and the response is then reinforced (Stimulus, response, reinforcement) This, ultimately, is what condition our behaviors. Reinforcement increases response, punishment limits action **Cognitive Development Theory (Jean Plaget)** - it describes the stages that children pass through in the development of intelligence and formal thought processes Sensorimotor, Pre operational, Concrete Operational, and Formal Operational a\. *Sensorisorimotor* stage focuses on the prominence of the senses and muscle movement thru which the infant comes to learn about himself and the world. b*. Pre-operational stage*-start to think and cannot accept defeat: Egocentric: No sense of conservation and reversibility. Animism (considering that objects have life); role play is emphasizing to enhance imagination. c\. *Concrete-operational* stage the child has the ability to think logically but only in term of concrete objects, knows to reason out and learns the law of conservation and to follow abstract reasoning but limited. They have problems in hypothetical reasoning d\. *Formal operational* stage the child has the ability to think rationally, more logical, and can solve problems. Leamingby doing John Dewey)-this means a heavy emphasis on student engagement. The learning does not happen through lectures and rote memorization but rather we learn best when we deeply engage with the material. **Mutiple Inteligence Theory (Howard Gardner)** - he believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other \"intelligence\" that an individual may possess. (linguistics, logical, visual, musical, intrapersonal, kinesthetic, interpersonal, naturalistic). **Metacognition (John Ravel)**-it defined in simplest terms as \"Thinking about your own thinking \"The root *\"meta\"* means beyond so the term refers to *Xenocentric-*looks at her culture as inferior to beyond thinking **Operant Conditioning Theory (Burhuss Frederic Skinner)** - A person is first exposed to a stimulus, which elicits response, and the response is then reinforced (Stimulus, response, reinforcement). This, ultimately, is what condition our behaviors. that measures of IQ often miss out on other \"intelligence that an individual may possess. (linguistics, logical, visual, musical, intrapersonal, kinesthetic, interpersonal, naturalistic). **Metacognition (John Flavell**)-it defined in simplest terms as \"Thinking about your own thinking." The root *\"meta\"* means beyond so the term refers to beyond thinking. Language Acquisition/Nativism Theory (Noam Chomsky) - Children must have an inborn faculty for Language Acquisition. The child\'s natural predisposition to learn language is triggered by hearing speech and the child\'s brain is able to interpret what s/he hears according to the underlying principles or structures it already contains. **Moral Development Theory (Lawrence Kohlberg)** - This theory focuses on how children develop morality and moral reasoning. *Level 1: Pre-conventional* (cares for oneself, selfish)- Individualism-it refers to the classroom as \"egg Birth to Adolescence *Stage 1: Punishment* - Obedience orientation (uses punishment so that the person refrains from doing an action/obey rules) *Stage 2: Interest orientation/instrumental Relativist Orientation* (person follow rules if there is a known benefit to him/her). *Level 2: Conventional* (care towards other people) Young adulthood *Stage3: Goodboy-Goodgirl Orientation* (A person will try to win the approval of others). Stage4: Law and Order Orientation (laws, norms, conventions become very important to maintain a functioning society). *Level 3: Post Conventional* (you care for yourself and development had gone through an evolutionary others) Adulthood *Stage5*: Social-contract Legalistic orientation (different opinions/values are recognized freedom of choice) *Stage6:* Universal Ethical Principle Orientation (Moral reasoning, abstract thinking, conscience ). **DEFINITION OF TERMS** **Xenocentric** - looks at her culture as inferior to others culture. **Enculturation** - it is a way of transmitting culture within one's own group. **Acculturation -** it is a way of transmitting culture wherein one group is adapting new culture from other culture but staying the old culture they have in their group. **Assimilation** - it is a way of transmitting culture wherein one group is adapting new culture and forgetting the old culture he/she has. Collaboration-it refers to the teachers who choose spontaneously and voluntarily, to work together, without external control agenda. **Balkanization** - it refers to the teachers who are neither isolated nor work as a whole school. crates\" or \"castles **Contrived Collegiality** refers to the teacher\'s collaborative imposed, with fixed time and places set for collaboration. **School culture**-it is simply the distinctive identify of the school. **The Empiricist Educator (John Locke)** - Education is not acquisition of knowledge contained in the great books, but learners do interact with concrete experiences, comparing and reflecting on the same concrete experiences. **Utilitarian Education (Herbert Spencer) -** Spencer\'s educational theory is called \"social darwism \". His concept of \'survival of the fittest\` **Learning by experience (John Dewey)-**highlights the importance of imagination to drive thinking and learning forward. **Building new Social order (George Counts)** -For any societal change, instrument for these is the school\ and teachers whose tasks for the implementation for school improvement. (Equal learning opportunities). **Social Reconstruction (Theodore Brameld)** - The goal of education is to bring about a new social order. **Critical Pedagogy vs Banking Method (Paulo Freire)** - to overcome expression and improve human condition. Dialogue is most concern in Critical Pedagogy. **Conflict Theory**-it has always two opposing sides and was advocated by Karl Marx. It also promotes inequality through the use of tracking and standardized testing impact of its Hidden Curriculum.\ (Schools must make learners under that in life there will always be the powerful and powerless). **Structural Functional Theory (Herbert Spencer)** - Schools must do their part to socialize children or else children will turn out to be delinquent citizens. **Symbolic Interactionist Theory (Mead and Cooley) -** School must teach students to speak in clear symbols.\ *Growth* refers primarily to the increment or enlargement in the bodily tissues, organ, and structure (weight, height)\ *Development* - refers to the gradual and orderly unfolding of the characteristics of the individuals as they go through the stages of growth. (your ability develop)\ *Maturation*-refers to that part of development that is controlled from within the \"internal ripening\" aspect, indicating that growth has reached its optimal level.\ *Accommodation* - it is the process of creating new schema.\ *Assimilation* - it is the process of fitting a new experience into an existing or previously created cognitive structure or schema.\ *Equilibrium* - it is a proper balance between assimilation and accommodation.\ **Zone of Proximal Development** - a child who attempts to perform alone with a certain level of competency.\ *Scaffolding*-the support or assistance given to the child to accomplish the task independently. **Three domains of Knowledge\ ***The moral* - how individual ought to treat one another.\ *The societal*-regulation designed to promote the smooth functioning in the society.\ *The psychological* - understanding of self, others, and belief about autonomy and individuality. *Naturalism*-is an educational philosophy which can be acquired anytime and anywhere. *Idealism*-focuses on the conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and theuse of logic. *Realism* is concerned with the actuality of life, what is real. Ultimate reality is world of physical objects. Reality is independent of the human mind. Existentialism-learning is based on the willingness of the student to choose and give meaning to the subject.\ *Pragmatism*-stresses on the application of what have learned rather than the transfer of the organized body of knowledge.\ *Perennialism* - truth is universal and does not depend on circumstanced of place,time and person. Internal truth.\ *Progressivism-*focuses on the child as a whole rather than of the content or the teachers curriculum content comes from the questions and interests of the students.\ *Nationalism* - emphasizes on the development of loyalty, patriotism , national feeling and responsible\ citizenship.\ *Constructivism* - a philosophy learning which asserts that reality does not exist outside of human conceptions. It is individual that construct reality by reflecting on his own experience and gives meaning to own life. *Utilitarianism* - actions are greater toward the greatest total amount of happiness that one can achieve. *Rationalism* - the source of knowledge is the knowledge, and positive values in human\ mind, independent of the senses.\ *Experimentalism* is a form of empiricism and assert that the only reliable form of knowledge is gained through scientific experiments. *Epicureanism*-is considered as a form of ancient hedonism. It identifies pleasure with tranquility and reduction desire. **Laws in Education** **Republic Act 6728**: Government assistance to students and teachers in Private EducationAct **Republic Act 7687**: Science and Technology Scholarship Act of 1994 **Batas Pambansa Bilang 232:** Education Act of 1982 Republic Act 6655: Free Public Secondary Education Act of 1988 **Republic Act7160**: Local Government Code of 1991 **Republic Act9155**: Governance of basic Education **Republic Act 8491**: Flag and Heraldic Code of the Philippines **Republic Act 7836**: Code of Ethics for Professional Skills Teachers **Republic Act 4670:** Magna Carta for Public School Teachers **Republic Act 10533**: K to 12 Reform **7Domains** **Domain 1**: Content Knowledge and Pedagogy **Domain 2**: Learning Environment **Domain 3**: Diversity of Learners **Domain 4:** Curriculum and Planning **Domain 5**: Assessment and Reporting\ **Domain 6**: Community Linkages and Professional Engagement **Domain 7**: Personal Growth and Professional Development **7 new literacy** **Multicultural Literacy** understanding ethnic groups that comprise the population and focuses on complex issues of identity, diversity, and citizenship.\ **Social Literacy** - development of social skills, knowledge and positive values in human beings to act positively and responsibly in sophisticated complex social settings. **Media Literacy**-ability to access, analyze, evaluate, amend create media.\ **Financial Literacy** ability to make informed judgements and make effective decisions regarding the use and management of money. **Digital Literacy** - ability to effectively use digital devices for purposes of communication, expression, collaboration and advocacy in a knowledge-based society.\ **Ecological Literacy** - understanding the principles of ecosystems toward sustainability. **Creative Literacy**- ability to make original ideas that have value, and the ability to see in world in new ways. **Disorders** **Dyslexia**-learning disability that impairs reading ability\ **Dysgraphia**-impacts handwriting and fine motor skills\ **Dyscalculia** - makes math difficult (has something to do with numbers)\ **Dyspraxia** - affects physical coordination and balance. **Measurement** process of determining the attributes of a students based on quantity or numerical.\ **Objective measurement**-there is *only one answer*. (how much percentage of knowledge an individual got answered).\ **Subjective measurement**-changing or opinionated answer. (how intense the individual's feelings or perception toward an object or phenomena) **Assessment-**process of gathering evidence of student\'s performance just to be transparent on students (To increase quality). **Assessment of understanding**-determines your knowledge and mastery of the lesson. **Assessment of skills** - assess particular skills like teaching-learning process. writing, reading, dancing, and singing. **Approaches to Assessment\ Assessment *as* Learning** (self-monitoring, self-assessment) monitor yourself to realize your strengths and weaknesses to improve learning. (Self-review before quiz or examination)\ **Assessment *for* Learning** - (Formative assessment) being done *before, during, and after* the process of learning to improve their teaching. (Diagnostic exam, KWL chart, Short/Long quiz-done by teachers)\ **Assessment *of* Learning**-(Summative assessment- judging) being done after the unit/lessons, grading period, or term for grading purposes. (Prelim, Midterm, Final examination, Quarterly exams). It determines if you target the expected outcome or not. **Placement Assessment**-it determines the degree to which pre-requisite entry behaviors or skills are present or absent. (Qualifying exam, entrance exam)\ **Diagnostic Assessment** it detects learning problems or difficulties so that corrective measures will be done. (Pre-test)\ **Summative Assessment** - it determines learner\'s mastery of content or attainment of learning outcomes.\ **Traditional Assessment** - it refers to the use of conventional assessment strategies or paper-and-pencil tests.\ **Authentic Assessment**-It is based on the real world context or performance-based tasks that apply to real-world settings or environment.\ **Evaluation**-from the root word value, it seeks to judge the quality of result. We decide, adopt, accept, reject, or revise what has been evaluated and then interpret it. (Teacher-students evaluation test, ranking test, entrance exams (passed or failed, promoted or not). **OBE (Outcome-Based Education)** - educational theory that based that each part of an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. (Learner centered) **Outcomes of Education**\ 1. *Immediate outcomes-*competencies acquired upon completion of a subject, grade level, a part of the program or the program itself.\ 2. *Deferred Outcomes*-competencies applied after many years of completion of a subject, grade level or degree program (Job promotion employee rewards) **Levels of Outcomes** 1.*Institutional Outcomes*-mission, vision, goals and objectives.\ 2 *Program Outcomes* what graduates of particular educational programs or degrees are able to perform at the completion of the degree. 3\. *Course Outcomes* also called as subject outcomes, syllabus outcomes. What students\ should be able to demonstrate at the end of course or subject. 4\. *Learning Outcomes*-also called as instructional, lesson, and intended outcomes. What students should be able to demonstrate after a lesson or instruction. **1. Remembering (Knowledge):\ Bloom\'s Taxonomy**: Remembering refers to the ability to recall or retrieve previously learned material without necessarily understanding it deeply. This level focuses on recognizing. recalling, or remembering facts or concepts. *Example* Recalling the capital cities of different countries. **Krathwohl\'s Taxonomy**: In Krathwohl\'s Taxonomy remembering also pertains to recalling facts or information but within a broader context that may include understanding its significance or relevance. *Example* Recalling historical events and their significance in shaping societal norms. **2. Understanding (Comprehension):**\ **Bloom\'s Taxonomy**: Understanding involves grasping the meaning of information by interpreting, translating, or explaining it in one\'s own words. *Example* Explaining the main idea of a text in a summary.\ **Krathwohl\'s Taxonomy** Similarly, understanding refers to making sense of information, but it may also involve making connections between different pieces of information or concepts.\ *Example* Relating scientific principles to real-world phenomena to explain natural phenomena. **3. Applying\ Bloom\'s Taxonomy**: Applying involves using learned information in new and concrete situations. *Example* Solving mathematical problems using learned formulas and methods. **Krathwohl\'s Taxonomy**: Applying includes the same concept of using knowledge but may also involve transferring knowledge to different contexts or situations.\ *Example*: Applying problem-solving strategies learned in mathematics to real-life situations. such as budgeting or planning.\ **4. Analyzing**\ **Bloom\'s Taxonomy**: Analyzing involves breaking down information into parts, understanding their relationships, and identifying motives or causes. Example: Analyzing a literary text by examining its themes, characters, and plot elements.\ **Krathwohl\'s Taxonomy**: Similarly, analyzing entails T examining information, but it may also involve evaluating the validity or credibility of sources and information.\ *Example*: Critically evaluating scientific research methods and conclusions to assess their reliability.\ **5. Evaluating**\ **Bloom\'s Taxonomy:** Evaluating involves making judgments about the value or worth of ideas, materials, or methods based on criteria and standards.\ *Example*: Critically evaluating the effectiveness of different strategies for solving a particular problem.\ **Krathwohl\'s Taxonomy**. Evaluating includes the same concept of making judgments but may also involve reflecting on personal values, beliefs, or ethical considerations.\ Example: Assessing the ethical implications of a decision or action based on personal values and societal norms. **6. Creating (Synthesis)**\ **Bloom\'s Taxonomy**: Creating involves putting together elements or ideas to form a new whole. generating original ideas or products.\ *Example* Writing an original short story or\ designing a new invention.\ **Krathwohl\'s Taxonomy**: Creating similarly involves generating new ideas or products but may also encompass more complex tasks that require originality and innovation.\ *Example* Developing a comprehensive business plan for a new startup venture, including marketing strategies, financial projections, and operational plans. **Prof Ed** \* Idealism- spiritual, values, ideal \* Realism - science / what is real \* Empiricism -- senses, experiences \* Naturalism - innate \* Existentialism - choice, decision, unique \* Essentialism - specialization, basic fundamental \* Perennialism - classic, literature, traditional \* Pragmatism - activation of skills \* Progressivism - child centered \* Epicureanism - perfection \*Agnosticism - atheist, unknown \*Stoicism - passionate, emotions \* Hedonism - pleasure \* Humanism - humans \* Constructivism - prior knowledge activation \* Reconstructionism - solution to problem. \*Scholasticism - rationalization of church. **Theories** \*Stages of Development - Jean Piaget thinking \*Cognitivism - Jerome Bruner (Concrete abstract discovering learning) discovery learning \*Behaviorism - - environment \* Connectivism -- classroom environment Carl Rogers, BF Skinner ✓operant conditioning reinforcement/ punishment Ivan Pavlov ✓Classical Conditioning. habit & stimuli **Gen Ed** \*Kohlberg - moral development \* Maslow - Hierarchy of needs \* John Bowlby -- attachment theory -categories \* Jane Marcias - identity statuses \* Bio ecological -- system of environment Bronfenbrenner \* Choice theory. Glauber decisions \* Bandura - Social learning, modeling \* Vygotsky - scaffolding **(Terms)** 1\. metacognition - thinking about thinking 2\. recitation - thinking aloud 3.schooling -­ system controlled by teacher 4\. rebus - making poem out of concept 5 Indoctrination - religion w/o add or sub KASH KNOWLEDGE, ATTITUDES, SKILLS AND HABITS 6\. KC APANSE -- blooms taxonomy **EDUCATIONAL PHILOSOPHERS** \* John Locke 1632 -1704 (Empiricist) learners do interact based on experience \* Herbert Spencer 1820-1903 (Utilitarian) Social purism "Survival of the fittest" \* John Dewey 1859 - 1982 School is for the people and by people. imagination → learning forward \* George Counts 1889-1974 Building a New social Order \* Paulo Freire - knowledge & culture is always changing ↳ Pedagogy critical thinking ↳ Banking method - Student like container Authentic materials - materials not design for learning Learning etc. newspaper, radio Artificial materials - design for learning textbooks. Principles of Second Language Acquisition relevant to dev. 1. materials should achieve impact 2. materials should help learners feel at ease 3. help develop confidence 4. relevant and useful 5. should require and facilitate learner self-investment 6. learner must be ready to acquire the points being taught 7. Expose learners to authentic use 8. learners' attention should be drawn to linguistic feature. 9. Positive effects of instruction are usually delayed 10. Learners differ in learning styles. **Learning Styles** Visual - see language Kinesthetic - game /physical Studial - linguistic feature Auditory -hear Dependent - teacher / book Independent - own experience **Tomlinson 2011** Materials are anything which is used by teachers to facilitate learning We want materials to: - grows learner's interest - be challenging enough - provide progression - Stimulate interest in non- linguistic NJUES. - springboard. For student to engage to language. - **Language acquisition** Language unmistakable mark of identity. Learning complex process of discovery, collaboration and inquiry facilitated by language. Language is learnt -- not an automatic process Language is a system- learn new sound structure and vocabulary Language is species specific human beings. - 0-3 months- cries / hunger or pain - 7-12 months -.use consonants babbling first word - Birth - babbling rounds s vague gestures. - 2-3 yrs. - babbling rounds s vague gestures. **3 R\`S** **Reading** **Writing** **Rythmetic** **6 Stages of language Acquisition** 1. Pre linguistic stage 2. The Babbling stage 3. First word stage 4. Two-word stage 5. Telegraphic stage 6. Beyond telegraphic stage **Terms** \* School Culture ­- preserved transferred \* Institutional culture threads that bind all teachers, students, staff, alumni \* Vision -- sense of direction, school hopes \* Values -- provides framework \* Community - group of people who share something in common \* Society - group of people living in a certain geographic area \* Babaylan - agents during pre-colonial **FIGURES OF SPEECH/TAYUTAY** PAG-UUGNAY O PAGHAHAMBING: 1\. SIMILE/PAGTUTULAD -- mayroong pangatnig 2\. METAPHOR/PAGWAWANGIS -- walang pangatnig 3\. ALUSYON -- iba't ibang aspekto ng buhay ng tao 4\. METONYMY/PAGPAPALIT-TAWAG 5\. SYNECDOCHE/SINEKDOKE -- pagbanggit ng isa upang tukuyin ang kabuuan Hal: Dalawang bibig ang umaasa kay Romeo. PAGLALARAWAN: 6\. HYPERBOLE/ PAGMAMALABIS o EKSAHERASYON 7\. APOSTROPHE/PAGTAWAG -- pakikipag-usap sa hindi buhay o malayong tao. Hal: Ulan, tumigil ka na. 8\. EXCLAMATION/PAGDARAMDAM -- strong feeling. 9\. PARADOX/PARADOKS -- "malayo ma'y malapit pa rin" 10\. OXYMORON/PAGTATAMBIS -- paradox w/ extra words PAGSASALIN NG KATANGIAN: 11\. PERSONIFICATION/PAGSASATAO PAGSASATUNOG: 12\. ONOMATOPOEIA/PANGHIHIMIG -- tunog ang paksa 13\. ALLITERATION/PAG-UULIT -- repetition of 1st letter in the 1st word. Ex: Dinggin mo ang Diyos na Dinadakila 14\. REPITASYON -- repetition of phrase. Ex: Tama! Tama!\... **IBA PANG TAYUTAY NA GAMIT SA TULA:** *ALITERASYON* -- unang titik o pantig ay pare-pareho *ANADIPLOSIS --* paggamit ng salita sa unahan at hulihan *EPIPORA* -- pag-uulit ng salita sa hulihan *PAG-UYAM* -- sarcasm *LITOTES* -- pagtanggi o pagkukunwari. **PROPER SEQUENCE OF WORDS IN A SENTENCE** 1\. ARTICLES -- a, an, the 2\. OPINION 3\. SIZE 4\. AGE 5\. SHAPE 6\. COLOR 7\. MATERIAL 8\. PURPOSE **Linguistics** is the scientific study of language, and its focus is the systematic investigation of the properties of particular languages as well as the characteristics of language in general. **5 basic components** **Pragmatics-** the study of language. **Semantics**- study of meaning in language **Syntax-** the arrangement of words and phrases to create [well-formed](https://www.google.com/search?sca_esv=bb6fb22019ea88f6&sxsrf=ADLYWIJwjcj1C3_scT1YZpTWqgiatjkbgA:1719927721576&q=well-formed&si=ACC90nwZrNcJVJVL0KSmGGq5Ka2YwL7qHcQpJx0kzKFYipaDYunu0EsexNlixIus-uodbatK8bPlb-rJqSEqtqWq23vbGOa3KQy2K4Be0_qJUNH_g_tt0RQ%3D&expnd=1&sa=X&ved=2ahUKEwif24iHvoiHAxUAl1YBHdavATcQyecJegQIEhAO) sentences in a language. **Morphology-** the study of the internal structure of words. **Phonology** that deals with systems of sounds (including or excluding [phonetics](https://www.google.com/search?sca_esv=bb6fb22019ea88f6&sxsrf=ADLYWIJhNaKM8eKdMRYabLrPtRkmCrLHNA:1719927804385&q=phonetics&si=ACC90nxMSPeZfdJJjQgDsdZJuFuJrtyxkqZ9QoKHwRkNOhIrlTY-ZDXHHiOU7XZfSbjCzT4-Lta3cp34LIcPCohYY8F756bKRPNTbpD8NWMVfGKpRz4w5Ds%3D&expnd=1&sa=X&ved=2ahUKEwj5_MauvoiHAxVxslYBHczSAUEQyecJegQIEhAQ)), within a language or between different languages. **Phonetics**- a branch of linguistics that focuses on the production and classification of the world\'s speech sounds.  **Phoneme**- the smallest unit of sound that carries meaning. ( **Morpheme-** the smallest linguistic part of a word that can have a meaning ("un-break-able") **Macro skills (**writing, speaking, listening, viewing, reading) **Assessment**-students level of learning. **Competence** -- assessment of capabilities against the requirements. **Domains of Literacy** **1.phonemic awareness-** the ability to notice, think about, and work with the individual sounds (phonemes The smallest parts of spoken language that combine to form words. ) in spoken words. ("Bell, bike, and boy all have /b/ at the beginning.") ("The beginning sound of dog is /d/." "The ending sound of sit is /t/.") **2.phonics -** matching the sounds of spoken English with individual letters or groups of letters **3.Fluency**- refers to continuity, smoothness, rate, and effort in speech production. It is also used to characterize language production, language ability or language proficiency. **4. Comprehension-** reason for reading, if you can read and understand at the same time. **Listening skills-** ability to accurately receive and interpret messages in the communication process. **METHODS** 1. INTRAPERSONAL AND INTERPERSONAL 2. GROUP ACTIVITIES 3. AUDIO SEGMENTS/SONGS 4. VIDEO SEGMENTS **SPEAKING SKILLS -** skills which allow us to communicate effectively. **DIALOGUE-** two or more person (conversation) **MONOLOGUE-** only one person **VIEWING SKILLS --** comprehension in visual media. *Visual learners do:* -previewing (asking questions) -During viewing (writing text while watching) -after viewing/responding (reflecting or analyzing) **SEMIOTICS** the study of signs and symbols and their use or interpretation. **Sentence Examples for the 8 Parts of Speech** Noun -- Tom lives in **New York.** Pronoun -- Did **she** find the book she was looking for? Verb -- I **reached** home. Adverb -- The tea is **too** hot. Adjective -- The movie was **amazing**. Preposition -- The candle was kept **under** the table. Conjunction -- I was at home all day, **but** I am feeling very tired. Interjection -- **Oh**! I forgot to turn off the stove. **(PROF ED) PROPONENTS AND THEIR THEORIES** 1\. WILHELM WUNDT-father of modern psychology 2.SIGMUND FREUD-father of psychoanalysis, and psychosexual theory 3.JOHANN HEINRICH-father of education and pedagogy 4\. IVAN PAVLOV-classical conditioning 5.BURRHUS F. SKINNER-operant conditioning. 6.DAVID AUSUBEL-meaningful learning 7.JEROME BRUNER-discovery learning, spiral curriculum 8.ALBERT BANDURA-social cognitive learning theory. 9.EDWARD LEE THORNDIKE-law of readiness and exercises 10\. KURT LEVIN-life space content. 11.KOHLER-problem solving by insight, insightful learning 12.URIE BROFENBRENNER-ecolog­ical theory 13.SANDRA BEM-gender schema theory 14.HOWARD GARDNER-theory of multiple intelligence 15.ELLIOT TURRIEL-Social domain theory 16.LAWRENCE KOHLBERG-moral development theory 17.ROBERT STERNBERG-triathlon theory intelligence 18.ERIK ERIKSON-psychosocial­ development theory 19\. MARIA MONTESSORI-transfer of learning, kindergarten preparation of children. 20.EDWARD PAUL TORRANCE-creative problem solving 21.CHOMSKY-linguistic acquisition theory 22.JEAN PIAGET-cognitive learning theory 23.JOHN WATSON-behavioral theory 24.EDWARD TOLMAN-purpose behaviorism 25.BERNARD WEINER-attribution theory 26.DANIEL GOLEMAN-emotional intelligence. 27.TITCHENER- structuralism psychology 28.ROBERT GAGNE -sequence of instruction 29.ABRAHAM MASLOW - hierarchy of needs, motivation theory 30.BENJAMIN BLOOM - bloom\'s cognitive taxonomy 31.DAVID KRATHWOHL - affective domain 32.LEV VYGOTSKY - socio-cultural theory of cognitive devt , linguistic theory, Scaffolding 33.JOHN LOCKE - tabularasa, empiricism 34.CHARLES COOLEY - looking glass self-theory 35.JOHN FLAVEL - metacognition 36.ARNOLD GESELL - maturation theory 37.JOHN DEWEY - Learning by doing 38.DAVID FROEBEL - Father of kindergarten 39.AUGUSTE COMTE - Father of Sociology. 40.JOHN AMOS COMENCIUS - Fr. of modern education. **NOTABLE NAMES IN EDUCATION.**\ Socrates - \"know thy self\"\ Plato - wrote the \"Republic\"\ Aristotle - Father of Moderm Sciences\ Cicero - Wrote the \"ORATORE\"\ Quintillian - Wrote \" Institution Oratoria\" he was a famous grammaticus\ Anselm - father of scholasticism\ Abelard - spearheaded Conceptualism\ St Thomas Aquinas - wrote \" Summa Theologiae\"\ 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.\ Ascham - wrote the \"Schoolmaster\" condemning brutal punishment in English schools during his Time\ John Amos Comenius - father of modern education, he wrote the first picture book \"Orbis Sensualium Pictus\".\ Francis Bacon - wrote \"The New Atlantis\"\ Mulcaster - said that \"Education should be in accordance with nature.\ John Locke - \" tabula rasa\" ( blank sheet)\ Jean Jacques Rosseau - wrote \" Emile\" ( Education should be in accordance with the nature of the child)\ Peztallozi - defined education as natural, symmetrical and harmonious development of the faculties of the child.\ Herbart - conceived education as aimed towards the development of morality and virtue. He is famous for the Herbatian Method in psychology.\ Froebel - father of kindergarten\ John Dewey - \" Education is not a preparation for life, it is life \".\ St John Baptiste de la Salle - patron saint of teachers\ Maria Montessori - advocated the child-centered education and prepared environment **SUBJECT VERB AGREEMENTS** Subjects and verbs must agree in number. In addition to the explanations on this page, also see the post on [[Subject---Verb Agreement]](https://academicguides.waldenu.edu/formandstyle/multilingualwritingtip/blog/february-2020-subject-verb-agreement). **1.If the subject is singular, the verb must be singular too.** ***Example*: She** [writes] every day.\ Exception: When using the singular \"they,\" use plural verb forms.\ Example: The participant expressed satisfaction with their job. **They** [are] currently in a managerial role at the organization. **2.If the subject is plural, the verb must also be plural.** ***Example*: They** [write] every day. Sometimes, however, it seems a bit more complicated than this. **3.When the subject of the sentence is composed of two or more nouns or pronouns connected by *and*, use a plural verb.** ***Example*: The doctoral student *and* the committee members** [write] every day. ***Example***: **The percentage of employees who called in sick *and* the number of employees who left their jobs within 2 years** [are] reflective of the level of job satisfaction. **4.When there is one subject and more than one verb, the verbs throughout the sentence must agree with the subject.** ***Example:* Interviews** [are] one way to collect data and [allow] researchers to gain an in-depth understanding of participants. ***Example*: An assumption** [is] something that is generally accepted as true and [is] an important consideration when conducting a doctoral study. **5.When a phrase comes between the subject and the verb, remember that the verb still agrees with the subject, not the noun or pronoun in the phrase following the subject of the sentence.** ***Example*: The student, **as well as the committee members, [is] excited. ***Example*: The student **with all the master's degrees [is] very motivated. ***Example:* Strategies** that the teacher uses to encourage classroom participation [include] using small groups and clarifying expectations. ***Example*:** **The focus** of the interviews [was] nine purposively selected participants. **6.When two or more singular nouns or pronouns are connected by \"or\"* *or \"nor,\" use a singular verb**. ***Example*:** **The chairperson or the CEO **[approves] the proposal before proceeding. **7.When a compound subject contains both a singular and a plural noun or pronoun joined by \"or\"* *or \"nor,\" the verb should agree with the part of the subject that is closest to the verb. This is also called the rule of proximity.** ***Example*: The student *or* the committee members** [write] every day. ***Example:* The committee members *or* the student** [writes] every day. **8.The words and phrases \"each,\" \"each one,\" \"either,\" \"neither,\" \"everyone,\" \"everybody,\" \"anyone,\" \"anybody,\" \"nobody,\" \"somebody,\" \"someone,\" and \"no one\" are singular and require a singular verb.** ***Example:* Each **of the participants [was] willing to be recorded. ***Example*: Neither **alternative hypothesis [was] accepted. ***Example*: **I will offer a \$5 gift card to **everybody **who [participates] in the study. ***Example*: No one **[was] available to meet with me at the preferred times. **9.[Noncount nouns](https://academicguides.waldenu.edu/formandstyle/writing/grammarmechanics/nouns#s-lg-box-18085220) take a singular verb.** ***Example*: Education** [is] the key to success. ***Example:* Diabetes **[affects] many people around the world. ***Example:* The information** obtained from the business owners [was] relevant to include in the study. ***Example*:** **The research** I found on the topic [was] limited. **10.Some countable nouns in English such as *earnings, goods, odds, surroundings, proceeds, contents, *and *valuables* only have a plural form and take a plural verb**. ***Example*:** **The earnings** for this quarter [exceed] expectations. ***Example*:** **The proceeds** from the sale [go] to support the homeless population in the city. ***Example*:** **Locally produced goods** [have] the advantage of shorter supply chains. **11.In sentences beginning with \"there is\" or \"there are,\" the subject follows the verb. Since \"there\" is not the subject, the verb agrees with what follows the verb.** ***Example*:** There [is] little **administrative support**. ***Example*:** There [are] many **factors** affecting teacher retention. **12.Collective nouns are words that imply more than one person but are considered singular and take a singular verb. Some examples are \"group,\" \"team,\" \"committee,\" \"family,\" and \"class.\"** ***Example*:** **The group** [meets] every week. ***Example*:** **The committee** [agrees] on the quality of the writing.  However, the plural verb is used if the focus is on the individuals in the group. This is much less common. ***Example*:** **The committee** [participate] in various volunteer activities in their private lives. **VOCABS** ----------------- ------------------- **Euphoria** Intense happiness **Melancholy** Deep sadness **Ephemeral** Short -- lived **Serendipity** Happy accident **Ubiquitous** Everywhere **PURPOSIVE COMMUNICATION** **1.Concrete nouns-** Kind of nouns exist in physical world. **2. First person --** I, we, mine, ours **3.Mass nouns-** cannot be counted **4. Adjective-** modify nouns and pronouns   ..