-Teaching Profession

Competencies:

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

PART I – CONTENT UPDATE

I. BASIC CONCEPTS

Relevant Laws

Teachi Teache

Relevant Laws: refers to legal acts, decrees, ordinances, orders, memoranda, circulars and the like
that were approved by proper authorities and have become legal bases in the conduct of educational
process, in general, and of teaching, in particular, in the Philippine setting.

Teaching: refers to the profession concerned with classroom instruction at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of Education
whether on part-time or full-time basis in public or private schools (R.A. 7836: Philippine Teachers’
Professionalization Act of 1994)

Teachers: refers to all persons engaged in teaching elementary and secondary levels, whether on full
-time or part-time basis, including industrial arts or vocational teachers and all other persons
performing supervisory and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act (R.A. 7836: Philippine Teachers’ Professionalization Act
of 1994).

II. LEGAL BASIS FOR PROFESSIONALIZING TEACHING IN THE PHILIPPINES

A. Decree Professionalizing Teaching (P.D. 1006): Providing for the Professionalization of Teachers,
Regulating their Practice in the Philippines and for other Purposes.
Some of the provisions are as follows:
 Teachers have significant and imperative role in building a strong nation, more specifically
in developing proper and desirable attitudes among the citizenry whom they have direct
and direct and continuing interaction
 Incentive and motivation that may increase teachers’ morale must be provided to them
 Like all other professions, teaching also requires a number of years of higher education
 studies.
B. Philippine Teachers Professionalization Act of 1994 (R.A. 7836) : An Act Strengthening the Regulation and
Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for
Teachers and Other Purposes:
It was promulgated for:
 The promotion, development and professionalization of teachers and the teaching
profession
 Supervision and regulation of the licensure examination.

III. VARIED ROLES OF TEACHERS

1. As a Director of Learning
 Plans and organizes learning activities
 Leads up pupils/students through the learning episodes
 Controls the whole learning situations
 Appraises the effectiveness of the learning situations
2. As an Information Processor
 Analyzes information and events
 Makes information and events
 Makes information readily learnable
 Facilitates the comprehension of information and events
 Interprets information to learners
 Communicates information in a manner that pupils/students comprehend
3. As a Knower
 knows much about the general fields of knowledge
 masters thoroughly the subject matter of his/her field of specialization
 brings learners to the world of ideas
 provides accurate information to pupils/students
 answers readily pupils/students’ questions
4. As a Pioneer in the World of Ideas
 carries students to new insights and knowledge
 leads children to wide ranging and unlimited inquiry
 develops new ideas and practices to meet the needs and demands of the time
5. As a Decision-Maker
 Decides on what objectives should be established
 Decides on the type of instructional program that could best achieve the objectives
 Decides on what body of information should be conveyed
 Decides on the most effective methods, techniques, approaches and materials that will facilitate the
attainment of the objectives
 Decides on the most appropriate grouping that would best benefit the learner
6. As a Judge of Achievement
 Defines what is worth of achieving
 Defines ability levels of pupils/students
 Evaluates pupils/students/levels of achievement
 Determines who will be promoted or retained.
7. As a Counselor
 Establishes effective relationship with the individual pupil/student
 Collects pertinent information about each pupil/student
 Receives confidence
 Guides pupil/student in understanding himself
 Gives advices
 Assists pupils/students to finds solutions to his/her own problems
8. As a Moralist
 Develops a functional moral and ethical code
 Creates acceptable moral atmosphere
  Establishes norm for behavior within and outside the classroom
9. As a Model for the Youth
 Exemplifies the scholarship and ideals valued by society
 Demonstrates acceptable sets of values
10. As a Person of Culture
 Possesses a broad general cultural education
 Is well-informed of current developments in various fields of science
 Appreciates arts and literature
 Demonstrates adequate skills in the use of language
11. As a Community Link
 Participates actively in the life of the community
 Interprets the school program to the public
 Brings parents to participate in school activities
 Utilizes the resources of the community to develop significant application of subject matter
12. As a Mediator of Culture
 Articulates social, political and economic traditions
 Develops cultural values
 Transmits culture
 Enriches cultural growth of pupils/students

IV. RELEVANT LAWS

A. Article XIV, 1987 Philippine Constitution (Education, Science & Technology, Arts, Culture & Sports) – This
is the very fundamental legal basis of education in the Philippines. It stipulates the following:
 The right of all citizens to quality education at all levels
 Provisions for complete, adequate and integrated system of education
 Free public education in the elementary and secondary levels
 Availability of scholarship grants, loan programs, subsidies and other incentives for deserving
students in the public and private schools
 Provisions for non-formal, informal and indigenous learning systems
 Inclusion of the study of Constitution in the curriculum
 Education to put emphasis on the inculcation of nationalism and patriotism as well as other values
deemed important in developing better person and responsible citizen
 Supervision and regulation of all educational institutions by the state
 Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen
 Tax exemptions for non-stock and non-profit educational institutions
 Enjoyment of academic freedom (teacher, students, institutions) in all institutions of higher learning
 State’s protection for academic, non-academic and non-teaching personnel
 Highest budgetary allocation for education
 Filipino as a national language; Filipino and English as official languages for use in communication
instruction
 Creation of National Language Commission
 Promotion of science and technology
 Preservation and enrichment of Filipino culture
 Promotion of physical education and other related programs

B. Education Act of 1982 (Batas Pambansa 232, September 11, 1982) : An Act of Providing For The
Establishment And Maintenance Of An Integrated System of Education : Declares/defines/describes
among all others are the following:
 Aims of Philippine Educational System: (Section 4)

1) Provide for a broad general education that will assist each individual in the peculiar ecology of
his own society to: a) attain his potentials as a human being; b)enhance the range and quality of
the individual and group participation in the basic functions of society; c) acquire the essential
educational foundation of his development into a productive and versatile citizen;
 2) Train the nation’s manpower in the middle-level skills for national development

3) Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and

4) Respond effectively to changing needs and conditions of the nation through the system of
educational planning and evaluation.

 “Educational Community” refers to those persons or groups of persons as such or associated in

institutions involved in organized teaching and learning systems (Definition and Coverage, Section
6). The members or elements are:

1) “Parents” or guardians or the head of institution or foster home which has custody of the pupil
or student

2) “Students” are those enrolled in and who regularly attend educational institution of secondary
or higher level of a person engaged in formal study. “Pupils” are those who regularly attend a
school of elementary level under the supervision and tutelage of a teacher.

3) “School Personnel” or all persons working for an educational institution, which includes the
following:

a) “Teaching or academic staff” or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis in all levels of the educational system.

b) “School Administrators” or all persons occupying policy implementing positions having

to do with the functions of the schools in all levels.

c) “Academic non-teaching personnel” or those persons holding some academic

qualifications and performing academic functions directly supportive of teaching, such
as registrars, librarians, research assistants, research aides, and similar staff.

d) “Non-academic personnel” or all other school personnel not falling under the definition
and coverage of teaching and academic staff, school administrators and academic non-
teaching personnel.

4) “Schools” or institutions recognized by the State which undertake educational operations.

 “Rights of Parents” (Section 8)

1) Organize by themselves and/or with teachers

2) Access to any official record directly relating to their children

 “Rights of Students” (Section 9)

1) Receive relevant quality education

2) Freely choose their field of study and continue their course therein

3) School guidance and counseling

4) Access to his own records

5) Issuance of needed school records/documents within 30 days from request

6) Publish a student newspaper and similar publications

 7) Free expression of opinions and suggestions; to effective channels of communication

8) Form, establish, join and participate in organizations and societies recognized by the school

9) Be free from involuntary contributions

 “Rights of School Personnel” (Section 10)

1) Free expression of opinion and suggestions; to effective channels of communication

2) Be provided with free legal service

3) Establish, join and maintain labor organizations and/or professional and self-regulating
organizations

4) Be free from involuntary contributions

 Special Rights and/or Privileges of Teaching or Academic Staff (Section 11)

1) Be free from compulsory assignment not related to their duties as defined by law

2) Intellectual property

3) Be accorded due respect and protection as persons in authority

4) Choose alternative career lines for purposes of career development

 Special Rights of School Administrators (Section 12)

1) Sufficient administrative discretion for efficient and effective performance of functions

2) Accorded due respect and protection as persons in authority

 Rights of Schools (Section 13)

1) Provide for proper governance of the school

2) For institutions of higher learning, the right to determine on academic grounds who shall be
admitted to the study, who may teach, and what shall be subjects of the study and research

 Duties of Parents (Section 14)

1) Help carry out the educational objectives of schools

2) Enable their children to obtain, as much as possible, complete education

3) Cooperate with the school in the implementation of curricular and co-curricular programs

 Duties and Responsibilities of Students (Section 14)

1) Develop to the fullest his potential for service

2) Uphold the academic integrity of the school

3) Promote and maintain the peace and tranquility of the school

4) Participate actively in the total development of the community

5) Exercise his rights responsibly

 Teachers’ Obligations (Section 16)

 1) Perform their duties in accordance with the overall goals and objectives of the schools

2) Accountable for the efficient and effective attainment of learning objectives

3) Render regular reports and monitoring on each of the students’ academic performance

4) Attend to their professional advancement and growth and maintain their professionalism at all
times

5) Exercise objectivity and fairness in dealing with students’ scholastic marks and grades

6) Actively participate in the total development of the school and community

 School Administrators’ Obligations (Section 17)

1) Perform their duties according to the over-all goals and objectives of the school

2) Efficiently and effectively manage and administer the school

3) Develop and maintain a healthy school and conducive school environment

4) Assume and maintain professionalism in the conduct of their work

5) Render adequate reports on the performance of the school personnel

6) Observe due process and fairness in disciplining teachers and other personnel

7) Maintain adequate records and submits reports as required by proper authority

 Obligations of Academic non-Teaching Personnel (Section 18)

1) Improve themselves professionally

2) Assume and promote healthy and conducive learning and service environment

 “Formal Education” refers to the hierarchically structured and chronologically graded learning
organized and provided by the formal school system and for which certification is required in order
for the learner to progress through the grades or move to higher levels (Definition, Section 20); the
main instrument for the achievement of the country’s educational goals and objectives (Declaration
of Policy, Section 19). The levels of formal education are:

1) Elementary Education – the first stage of compulsory, formal education primarily concerned
with providing basic education and usually corresponding to the first six or seven grades,
including pre-school programs (Definition, Section 20): Its objectives are to: (Section 21)

a) Provide the knowledge and develop the skills, attitudes and values essential to personal
development

b) Provide learning experiences that prepare them for constructive and effective
involvement

c) Promote and intensify the child’s knowledge and identification with and love for the
nation and the people to which he belongs; and

d) Promote work experiences that prepare the children to engage in honest and gainful
work.

2) Secondary Education – the state of formal education concerned primarily with continuing basic
education usually corresponding to four years of high school (Definition, Section 20). Its
objectives are to: (Section 22)
 a) Continue to promote the objectives of elementary education

b) Equip the students with skills for productive endeavor or for higher education

3) Tertiary Education – post secondary schooling leading to a degree in a specific profession or

discipline (Definition, Section 23):

a) Provide a broad general education program

b) Train the nation’s manpower in the skills required for national development

c) Develop the professions for leadership of the nation

d) Advance knowledge through research work for improving quality of human life

 Specialized Educational Services - these are services to meet the special needs of certain clientele.
It includes the following (Section 24):

1) Work Education or Practical Arts – aims to develop the right attitudes towards work;
and technical-vocational education, post-secondary but non-degree programs leading
to one, two or three year certification in preparation for middle level occupations.

2) Special Education – the education of persons who are physically, mentally, emotionally,
socially or culturally different from the so-called “normal” individuals.

3) Non-formal Education – any organized school-based educational activities undertaken

by education department aimed at attaining specific learning objectives for particular
clientele, especially the illiterates and the out of school youth and adults. This
objectives are to :

a. Eradicate illiteracy and raise the level of functional literacy of the population.

b. Provide unemployed and underemployed youth and adults with appropriate

vocational/technical skills for them to become more productive and effective
citizens; and

c. Develop among the clientele proper values and attitudes for personal, community
and national development.

C. R.A. 4670 – MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS (June 18, 1966) enacted to promote and
improve the social and economic conditions of public school teachers, their working and living conditions,
their terms of employment and career prospects (Declaration of Policy, Section 1).

1. Recruitment and Qualification (Section 3)

 DepEd to define clearly recruitment policy with respect to selection and

appointment of teachers.

 Minimum educational qualifications for teacher-applicants:

 Bachelor’s Degree in Elementary Education for teachers in the kindergarten

and elementary grades;

 Bachelor’s Degree in Education or its equivalent with major or minor of a

Bachelor’s degree in Arts or Science with at least 18 units of Professional
Education for teachers of the secondary schools;

 Bachelor’s Degree in the field of specialization with at least 18 professional

units in Education for teachers of secondary vocational and two years
technical courses;
  Master’s Degree with specific area of specialization for teachers of courses
in the collegiate level.

 The school Superintendent may appoint under temporary status, applicants

who don’t meet the minimum qualifications.

2. Probation Period (Section 4)

 no probationary proceeding regular appointment shall be imposed if the

teacher possesses the appropriate civil service eligibility;

 a period of not less than one year from and after the date of the appointee’s
provisional appointment be given to an applicant who meets the minimum
educational qualifications but lacks the appropriate civil service eligibility.

3. Tenure of Office (Section 5)

 Stability on employment assured of teachers with permanent appointment.

 Permanent appointment shall be extended to provisional teachers after having

rendered at least ten years of continuous, efficient and faithful service in such
position.

4. Consent for Transfer Transportation Expenses (Section 6)

 No teacher shall be transferred from one station to another without the his/her
consent, except for cause.

 The School Superintendent may effect the transfer of the teacher when the
exigencies of service so requires.

 The School Superintendent must previously notify the teacher to be transferred

and the reason or the reasons for such transfer.

 The teacher subject fro transfer may appeal to the Director of Public Schools if
he/she feels the reason/s is unjustifiable.

 No transfers whatsoever shall be made three months before any local or

national election.

 The Government shall pay all the necessary transfer expenses of teacher and
his/her family.

5. Safeguards in Disciplinary Procedures (Section 8)

 Every teacher shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:

The right to be informed, in writing, of the chargers;

The right to full access to the evidence in the case;

The right to defend himself by a representative of his choice;

The right to appeal to clearly designated authorities

6. Administrative Charges (Section 9) Administrative charges against a teacher shall be

heard initially by a Committee composed of the following:

 School Division Superintendent or his duly authorized representative who

 should have at least the rank of a division supervisor as Chairman.

 Representative of the local, or in its absence, any existing provincial teacher’s

organization.

 A Division Supervisor.

 Two members designated by the Director of Public Schools

The Committee shall submit its findings and recommendations to the

Director of Public Schools within thirty (30) days from the termination of
the hearings.

The members of the Committee shall be appointed by the Education

Secretary if the School Superintendent is the complainant or an
interested party.

7. No discrimination whatsoever in the entrance to the teaching profession, or during its

exercise or in the termination of services, based on other than professional
consideration (Section 10).

8. Married teachers, both of whom are public school teachers may be employed in the
same locality (Section 11).

9. Academic Freedom shall be enjoyed by the teachers in the discharge of their

professional duties, particularly, with regard to teaching and classroom methods
(Section 12).

10. Teaching Hours (Section 13)

 Teachers are required to render not more than 6 hours of actual classroom
teaching a day.

 In the exigencies of service, any teacher may be required to render more than
six hours nut not more than eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as his regular
remuneration plus at least 23% of his basic pay.

11. Additional Compensation (Section 14)

 Additional compensation of at least 25% of the teacher’s regular remuneration

must be paid to the teachers who render co-curricular and out of school
activities outside of the teacher’s six hours of actual classroom teaching.

12. Salary Scales or teachers shall provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after three
years to teachers with at least an efficiency rating of satisfactory. (Section 16).

13. Cost of Living Allowance (COLA) (Section 18)

 Given to teachers to keep pace with the rise in the cost of living

 Shall automatically follow changes in a cost of living index

 Secretary of Education recommends to Congress at least annually, the

appropriation of the cost-of-living allowances of public school teachers

14. Special Hardship Allowance equivalent to at least 25% of teacher’s monthly salary
shall be given to teachers assigned to areas where teachers are exposed to hardship
 such as difficulty in commuting to the place of work or other hazards peculiar to the
place of employment as determined by Education Secretary (Section 19).

15. No person shall make any deduction whatsoever from the salaries of teachers except
under specific authority of law authorizing such deductions. (Section 21)

16. Compulsory medical examination shall be provided free of charge for all teachers;
medical treatment, if found necessary, shall also be accorded free by the government
entity paying the salary of the teachers (Section 22).

17. Teachers shall also be protected against the consequences of employment injuries in
accordance with existing law. (Section 23)

18. Study Leave (Section 24)

 Teachers are entitled to a study leave not exceeding one year after seven years
of service;

 Teachers granted on study leave shall be entitled to at least 60% of their

monthly salary;

 No teacher shall be allowed to accumulate more than one year of study leave,
unless, s/he needs an additional semester to finish his/her thesis for a graduate
study in education or allied course;

 No compensation shall be due to the teacher after the first year of such study
leave;

 Study leave period shall be counted for seniority and pension purposes;

 Teachers on study leave shall be compensated provided he takes the regular

study load and passes at least 75% of his courses.

19. An indefinite sick leave of absence shall be granted to teachers when the nature of
the illness demands along treatment that will exceed one year at the least. (Section 25)

20. Salary Increase upon Retirement. One range salary raise upon retirement shall be the
basis of the computation of the lump sum of the retirement pay and the monthly
benefits thereafter. (Section 26)

21. Teachers shall be free to establish or join organizations of their choosing. (Section 27)

22. National Teachers Organizations shall be consulted in the formulation of national

educational policies and professional standards, and in the formulation of national
policies governing the social security of the teachers (Section 29).

23. The Secretary of Education shall formulate and prepare the necessary rules and
regulations to implement the provisions of this act and shall take effect thirty days
after publication in a newspaper of general circulation (Section 30).

24. The Secretary of Education shall submit to Congress annually the necessary
budgetary estimates to implement the provisions of this Act (Section 31).

25. Any person who shall willfully interfere with, restrain or coerce any teacher in the
exercise of the rights guaranteed by this Act, or who shall in any other manner,
commit any act to defeat any provisions of this Act, shall upon conviction, be punished
by a fine of not less than one hundred pesos nor more than one hundred thousand
pesos, or by imprisonment, in the discretion of the court. (Section 32)
D. CODE OF ETHICS FOR PROFESSIONAL TEACHERS

 Adopted pursuant to the provisions of paragraph (e), Article II, R.A 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994, and paragraph (a), section 6, P.D No. 223, as
amended.

 The Code spells out very clearly the ideals and standards of teacher’s relationships with various
education stakeholders:

1) The Teacher and the State (Article II)

 As the trustee of the cultural and educational heritage of the nation, the teacher is
duty to transmit to learners such heritage and must exert the best effort possible to
promote obedience to the laws of the state;

 Help carry out the declared policies of the state;

 Help carry out the declared policies of the state;

 Demonstrate full commitment and devotion to duty;

 Refrain from engaging in the promotion of any political, religious or other partisan
interest;

 Exercise his right t suffrage and all other constitutional rights;

 Refrain from using his position or official authority to influence or coerce the
political actions or behaviors of other persons;

 Enjoy academic freedom and be responsible in taking privilege of expounding the

product of his researchers and investigations in the interest of nation.

2) The Teacher and the Community (Article III)

 Provide an environment conducive to learning and youth development;

 Provide leadership and initiative for the betterment of the community;

 Refrain from engaging in all sorts of immoral activities;

 Study, understand and promote local customs and traditions;

 Keep the community informed about school’s works, activities and

accomplishments;

 Establish and maintain harmonious relationships with other professionals,

government officials and practically, all people.

 Attend freely one’s church and worships appropriate without using his position to
influence others;

3) The Teacher and the Profession (Article IV)

 Manifest pride in the nobility of the teaching profession

 Always be at his/her best in the practice of the profession

 Avoid making improper misrepresentations in the process of seeking support for

 the school

 Engage actively and continuously in one’s professional growth and advancement

 Live up to the nobility and integrity of the teaching profession.

4) The Teacher and the Teaching Community (Article V)

 Be imbued with the spirit of professional loyalty, faithfulness and cooperativeness

with others in the teaching profession

 Sincerely acknowledge/recognize assistance received from colleagues

 Organize and turn over records and other data to his/her successor

 Keep information confidential until after it has been formally released

 Seek correctives for unprofessional/unethical conduct of an associate

 Submit to proper authorities any justifiable criticism against an associate

 Apply for as vacant position for which s/he is qualified provided that all qualified
candidates are given opportunity to be considered.

5) The Teacher and the Higher Authorities in the Profession (Article VI)

 Support the legitimate policies of the school and the administration regardless
of personal feeling or private opinion.

 Make no any false and anonymous accusations or charges against superiors

 Observe proper protocol in transacting official business

 Consider the welfare and interest of the learners when seeking redress against
all forms of injustice and in raising grievances to the administration

 Recognize the principle that appointments, promotions and transfers are made
only on the basis of merit and needed in the interest of service

 Live up to his contract, i.e. employment terms and conditions

6) The School Officials, Teachers, and Other Personnel (Article VII)

 Show professional courtesy, helpfulness and sympathy towards teachers and

other personnel

 Consider policy formulation and change innovations as cooperative

responsibility

 Attend to the professional growth of teachers, i.e. promotion, recognition,

attendance to in-service trainings.

 Never dismiss or recommend for dismissal a teacher or other subordinates

except for a just cause.

7) The Teachers and The Learners (Article VIII)

  Determine the academic marks and promotion of learners in accordance with
generally accepted procedures of measurement and evaluation

 Recognize that the first and foremost concern of the teachers is the interest
and welfare of the learners

 Make no prejudice or discrimination against any learner

 Avoid accepting any favors and gifts from learners, their parents or others in
exchange for requested concessions.

 Refrain from accepting any remuneration from tutorials rendered to their own
students

 Evaluate the learner’s work only on merit and quality of academic performance

 In a situation where mutual attraction and subsequent love develop between

teacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment of the learner.

 Desist from inflicting any form of corporal punishment on offending

pupils/students; make no deductions from learner’s scholastic grade as a
punishment for student’s offense

 Extend needed assistance to ensure maximum development of learners and

prevent or solve learner’s problems and difficulties.

i.
8) The Teachers and the Parents (Article IX)
 Establish and maintain harmonious relationships with parents and treat them
with utmost respect
 Inform the parents of the progress and all sorts of deficiencies of their children
 Be tactful in dealing with parents regarding their children’s deficiencies
 Seek parents cooperation for the proper guidance and improvement of the
learners
 Discourage the parents from making ill remarks and unfounded criticisms about
the school as a whole
 Hear parents complaints with sympathy and understanding
9) The Teacher and Business (Article X)
 Engage in legitimate income generating activities
 Maintain a good reputation with respect to financial manners
 Settle promptly all debts and/or make satisfactory arrangement on his private
financial affairs
 Avoid acting as agent of any business venture engaged in furnishing textbooks
and other school commodities, of which, he can possibly exercise influence in
their purchase or distribution.
10) The Teacher As A Person (Article XI)
 Live with dignity at all times wherever he/she is
 Place premium upon self-respect and self-discipline
 Serve as a model worthy of emulation
 Recognize GOD as Guide of his own destiny and of others
11) Disciplinary Action (Article XII)
 Revocation of the Certificate of Registration and License as a Professional
Teacher
 Suspension from the practice of teaching profession
 Reprimand or cancellation of temporary/ special permit
*Sec.23, Article III, R.A. 7836 and Rule 31, Article VIII, Rules and Regulations
 Implementing R.A. 7836
E. PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994 (R.A. 7836):
An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and
Prescribing a Licensure Examination for Teachers and for other purposes
 A professional license signed by the Chairman of the Commission and bearing the registration number and
date of issuance and the month of expiry or renewability shall likewise be issued to every registrant; paid
registration fee is good for three consecutive years
1. Examination, Registration and License Required (Article III, Sec. 13)
 All applicants for registration as professional teachers shall be required to undergo a written
examination
 A valid certificate of registration and a valid professional license from the Commission are required
before any person is allowed to practice as a professional teacher in the Philippines
2. Scope of Examination (Article III, Sec. 14)
 The examination for teachers in the elementary level shall consist of two (2) parts, namely:
professional education and general education
 The examination for teachers in the secondary level shall consist of three(3) parts, namely:
professional education and general education and field of specialization
3. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and
Cancellation of Temporary or Special Permit (Article III, Sec. 23)
 Conviction of any criminal offense by a court of competent jurisdiction
 Immoral, unprofessional or dishonorable conduct
 Declaration by a court of competent jurisdiction for being mentally unsound or insane
 Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession
 The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit
 Chronic inebriety or habitual use of drugs
 Violations of any of the provisions of this act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional teachers
 Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission
4. Registration and Exception (Article III, Sec. 26) Upon approval of the application and payment of the
prescribed fees, the certificate of registration and professional license as a professional teacher shall be
issued without examination as required in this act to a qualified applicant, who at the time of approval of
this Act is:
 A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
 A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports pursuant to P.D. No. 1006; or
 Not qualified under paragraphs one and two but with any of the following qualifications to wit:
 An elementary or secondary teacher for five (5) years in good standing and
a holder of Bachelor of Science in Education or its equivalent; or
 An elementary or secondary teacher for three (3) years in good standing
and a holder of a master’s degree in education or its equivalent
5. Inhibition Against the Practice of the Teaching Profession (Article IV, Sec. 27)
 Except as otherwise allowed under this act, no person shall practice or offer to practice the
teaching profession in the Philippines or be appointed as a teacher to any position calling for a
teaching position without having previously obtained a valid certificate of registration and a valid
license from the Commission.
6. Penal Provisions (Article IV, Sec. 28) The following shall be punishable by a fine not less than Five
Thousand pesos (5,000.00) nor more than Twenty Thousand Pesos (20,000.00) or imprisonment of not
less than six (6) months nor more than five (5) years, or both, at the discretion of the court:
a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the certification of this Act;
b) Any person who represents or attempts to use as his own certificate of registration that of another;
 c) Any person who gives any false, or fraudulent evidence of any kind to the board or any member
thereof in obtaining a certificate of registration as a teacher;
d) Any person who impersonates any registrant of the same or different name;
e) Any person who uses a revoked or suspended certificate of registration;
f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or
description tending to convey or conveys the impression that he is a teacher without holding a valid
certificate; and
g) Any person who violates or abets the violation of any of the provisions of this Act.

F. AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND
THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT
OF 1994” (R.A. 9293)
1) SECTION 2. Section 26 of the same Act is hereby amended to read as follows:
 “Section 26. Registration and Exception. – no person shall engage in teaching and/or act as a
professional teacher as defined in this act. Whether in the preschool, elementary or secondary level,
unless the person is a duly registered professional teacher, and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid special/temporary permit.

 Professional teachers who have not practiced their profession for the past five (5) years shall take at
least twelve (12) units of education courses, consisting at least six (6) units pedagogy and six (6)
units of context courses or the equivalent training and number of hours to be chosen from a list of
courses to be provided by the Board and the Department of Education, before they can be allowed
to practice their profession in the country.

 Those who have failed in the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as para-
teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible
period of two (2) years. The para-teachers shall be assigned to areas where there is a shortage or
absence of a professional teacher, as identified and provided by the Department of Education and
the Autonomous Region for Muslim Mindanao (ARMM) education department to the Boards for
professional teachers and to the Commission.

 A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his/her respective field of
specialization.

2) Section 4. References to the term “Department of Education, culture and Sports”, in Section 4 (a) and
Section 25, and the term “DECS” in Section 20, of the same Act, are hereby amended as to read as
“Department of Education” “DepEd”, respectively.

G. CODE OF CONDUCT AND ETHICAL STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYEES (R.A.
6713)

1) Definition of Terms (Section 13)

a) Government - includes the national government, local government, and all other instrumentalities,
agencies or branches of the Republic of the Philippines including government-owned and
controlled corporations, and their subsidiaries.

b) Public Officials - includes elective and appointive officials and employees, permanent or temporary
whether in the career or non-career service, including military and police personnel

c) Gift - refers to a thing or a right to disposed of gratuitously, or any act of liberality, in favor of
another who accepts it, shall include a simulated sale or an ostensibly onerous disposition thereof. It
shall not include unsolicited gift or nominal or insignificant value not given in anticipation of, or in
exchange for, a favor from a public official or employee.
 d) Receiving Gift - includes the act of accepting, directly, a gift from a person other than a member of
his family or relative as defined in this Act.

e) Loan - covers both simple and commodatum as well as guarantees, financing arrangement or
accommodations intended to insure the approval.

f) Substantial Stockholder - means any person who owns directly or indirectly, shares of stock
sufficient to elect a director or a corporation.

g) Family of Public Officials or Employees - means that their spouses and unmarried children under
18 years of age.

h) Person – includes natural and juridical persons unless the context indicates otherwise.

i) Conflict of Interest - arises when the public official or employee is a member of a board, an officer,
or a substantial stockholder of private corporation owner or has a substantial interest in the
business, and the interest of such corporation or business, or his rights or duties therein, may be
opposed to or affected by the faithful performance of official duty.

j) Divestment - is the transfer of title or disposal of interest in property by voluntary, completely and
actually depriving or dispossessing oneself of his right or title to it in favor of a person or persons
other than his spouse and relatives as defined in the Act.

k) Relatives - refers to any and all persons related to the public official or employee within the fourth
civil degree of consanguinity or affinity, including bilas, inso and balae.

2) Norms of Conduct of Public Officials and Employees (Section 4)

a) Commitment to Public Interest - upholding the public interest over and above personal interest.

b) Professionalism - performing and discharging ones duties with the highest degree of excellence,
professionalism, intelligence and skill.

c) Justness and sincerity - remaining true to the people at all times; not discriminating against anyone;
respecting the rights of others; refraining from doing acts contrary to law, good morals, good
customs, public policy, public order, public safety and public interest.

d) Political Neutrality – providing service to everyone without unfair discrimination or regardless of

party or preference.

e) Responsiveness to the Public - extending prompt, courteous, and adequate service to the public.

f) Nationalism and Patriotism - being loyal at all times to the Republic and the Filipino people;
promoting the use of locally produced goods, resources and technology; maintaining and defending
Philippine sovereignty.

g) Commitment to Democracy - committing to democratic way of life and values, maintaining the
principle of public accountability, and manifesting by deeds the supremacy of civilian authority over
the military.

h) Simple Living - leading modest lives appropriate to their positions and income; not indulging in
extravagant or ostentatious display of wealth in any form.

3) Duties of Public Officials and Employees (Section 5)

a) Act promptly on letters and requests within 15 working days from receipt thereof.

b) Submit annual performance reports within 45 working days from the end of the year.
 c) Process documents and papers expeditiously with no more than three (3) signatories.

d) Act immediately on the public’s personal transactions.

e) Make documents accessible to the public.

4) Prohibited Acts and Transactions (Section 7)

a) Financial and material interest in any transactions requiring the approval of their office.

b) Outside employment and other activities related thereto: owning, controlling managing or accepting
employment as officer, employee, consultant and the like; engaging in the private practice of their
profession; recommending any person to any position in private enterprise.

c) Disclosure and/or misuse of confidential information.

d) Solicitation and acceptance of gifts.

A. Principles and Characteristics of Four Pillars of Education

B. Characteristics of Education for 21st Century

PART II – ANALYZING TEST ITEMS

1. Which of the following emphasizes the right of citizens to quality education?

A. The basic education level C. The graduate level

B. Tertiary level D. All levels

2. Which educational level/s provide/s for free and compulsory education as stipulated in Article IV, Section 2

Analysis:
Option D is the correct answer because the Constitution’s concern for quality education
covers all level
of the Philippine Constitution?

A. Elementary level C. Elementary & Secondary levels

B. Secondary level D. Tertiary level

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

3. Among the following is in the category of non-academic personnel as provided for under Education Act
1982?

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

A. Guidance counselors C. School nurse

B. School Principal D. School librarian

4. How gradual progression of teacher’s salary from minimum to maximum done?

Analysis:
Option C is the correct answer because Section 16 of the Magna Carta for Teachers states
that salary scales of teachers shall provide for a gradual progression from a minimum to
maximum salary by means of regular increments granted automatically after three years to
years with at least an efficiency rating of satisfactory
A. Regular increment every year
B. Increment after ten years of service
C. Regular increment every 3 years
D. Increment after five years

Analysis:
Option D is the correct answer because it was never mentioned/stated in Magna Carta for
Public School Teachers Declaration of Policy
5. Which of the following is NOT recognized by the Magna Carta for Public School Teachers?
A. Quality education depends primarily on the quality of socio-economic status of teachers.
B. Advancement in education depends on the teacher’s qualifications and ability.
C. Education is an essential factor in the economic growth of the nation.
D. Education is development and vice-versa.
6. What appointment can be given to Teacher A who possesses the minimum qualifications but lacks the
appropriate civil service eligibility?

C. Contractual basis C. Provisional

D. Permanent D. Substitute

7. Which of the following rights is intended for parents under Education Act of 1982?

A. The right to academic freedom

B. The right to privacy of communication

C. The right to seek redness of grievance

D. The right to full access to the evidence of the case

8. What can help achieve relevant quality education?

A. Strong curriculum C. School-community relations

B. Competent instruction D. competent administrator

9. Which of the following provisions under the Magna Carta for Public School Teachers will most likely
promote teachers’ welfare and defend their interests?

A. Be promoted in rank and salary

B. Regulate their social involvement

C. Undergo and participate in professional development

D. Establish, join, and maintain professional & self-regulating organizations

10. What does “teachers are persons in authority” imply?

 A. Teachers cannot be charged.

B. No person can assault a teacher.

C. Teachers have immunity from arrest.

D. Decisions made by teachers are deemed right.

11. Who among the following characterizes a professional teacher?

A. An education graduate who received honors

B. A teacher who has taught for at least six years

C. A teacher who has attended national seminars on teaching

D. A teacher who qualifies for a permanent position under R. A. 4670

12. Who are covered by R. A. 4670?

A. Teachers in all levels

B. Teachers in all public elementary schools

C. Teachers in both public and private schools

D. Teachers in public elementary and secondary schools

13. Teacher B has been in active service for 10 years when he decided to pursue higher studies. Under R. A.
4670, what kind of leave of absence can s/he avail of?

A. Indefinite leave C. Study leave

B. Scholarship leave D. vacation leave

14. When can teachers be required to work on assignment not related to their duties?

A. When on probation

B. When found inefficient

C. When lacking educational qualifications

D. When compensated under existing laws

15. Teacher C has been teaching for 7 straight years and therefore qualifies for a study leave with pay for one
year. Should she pursue it, how much pay is she entitled to receive?

A. 50% of monthly salary C. 70% of monthly salary

B. 60% of monthly salary D. 100% of monthly salary

16. Which of the following laws strengthen teacher education in the Philippines through the establishment of
centers of excellence?

A. R. A. 7722 C. R. A. 7796

B. R. A. 7784 D. R. A. 7834

17. What does free public secondary education under the law mean?
 A. Right of every student to enter public secondary schools

B. Free from being screened to enter public secondary schools

C. Free from payment of school fees identifies and authorized by law

D. Free from payment of tuition and other fees for students enrolled in public secondary schools

18. Teacher D is assigned in rural area; Teacher E in a depressed community; Teacher F in a hazardous area;
and Teacher G in a place where standard of living is high. Who is entitled to a hardship allowance?

A. Teacher D C. Teacher F

B. Teacher E D. Teacher G

19. Teacher H contracted an illness that required rest for more than one year. Which leave should she apply
for?
A. Sick leave c. vacation leave
B. Personal leave d. indefinite leave
20. A school personnel can avail of free legal service under certain circumstances. Principal I was accused of
maligning her neighbor. Is principal I entitled to the said service.
A. Yes, she should defend herself
B. No, if funds are not available.
C. No, it might bring some disagreements in school
D. No, the case is not related to her professional duties.
21. Teacher J discusses conflicts between warring groups in Mindanao. Which pillar should he stress more?
A. Learning to be C. Learning to do
B. Learning to live together D. Learning to know
22. Teacher K teaches in a public school in her locality. Due to teacher shortage, her classroom teaching starts
from 6am and ends at 3pm. Is the assignment given her just?
A. Yes, the situations demands that she render longer teaching hours.
B. Yes, as long as she signs a conforme letter to that effect.
C. No, rendering longer teaching hours would make the teacher tired and exhausted.
D. No, Magna Carta for Public School Teachers states that in the exigencies of service, any teacher may
be required to render more than six hours and not more than eight hours of actual classroom teaching
a day.
23. Teacher L, a graduate of BSEd with majorship in Mathematics teaches in a national high school in her
province. Since she has been rated outstanding in her performance, can she be exempted from taking the
late?
A. Yes, that is privilege that must be given to teachers whose performance is outstanding
B. Yes, if approved by PRC
C. No, RA 7836 states that no person shall practice or offer to practice the teaching profession in the
Philippines or be appointed as teacher to any position calling for a teacher position without having
previously obtained a valid certificate of registration and a valid license from the Commission.
D. No, professional license is required of all teachers regardless of age and teaching performance.
24. Which of the following statement is Not true about the Code of Ethics for Professional Teachers?
A. The Teacher must select which information to keep confidential
B. The Teacher must demonstrate full commitment and devotion to duty
C. The teacher must manifest pride in the nobility of teaching profession
D. The teacher must make no prejudice or discrimination against any learners
25. Which of the following could be the reason for the teacher’s suspension from the practice of the teaching
profession?
A. Immoral, unprofessional or dishonorable conduct
B. Observing proper procedures in obtaining a certificate of registration
C. Faithfulness to the code of ethical and professional standards for professional teachers
D. Willingness to attend seminars, workshops, conferences and the like nor the continuing education program
prescribed by the Board and the Commission.
B.
a.
09)
PART III – ENHANCING TEST TAKING SKILLS
10)
a)
A>
1. Ms. Sanchez, a BSE graduate, has not passed the LET yet. On what capacity can she be hired?
A. Permanent status
B. Emergency status
C. Provisional for not less six months
D. Provisional for not less than one year
2. Teacher M suffers from hypertension and experiences difficulty in speech. Which would be
affected if he continues teaching?
A. Personality C. Effectiveness
B. Punctuality D. Devotion to duty
3. Teacher N wants to continue with her study leave for six months after completing a school year.
Could she be allowed?
A. Yes, if her grades are excellent
B. Yes, but without compensation
C. No, other teachers should have the chance
D. No, study leave should not exceed one year
4. Teacher O tutors her students, who have difficulty coping with Math, after class hours. Is her act
ethical?
A. Yes, provided she receives just compensation.
B. Yes, provide she does not require a free from the parent.
C. No, that is unfair to other students.
D. No, she should be free after her official time.
5. Teacher P, the English coordinator, was assisted by Teacher Q throughout the celebration of
English Week. What should Teacher P do to acknowledge Teacher Q’s assistance?
A. Buy her a gift.
B. Keep quiet about the assistance received.
C. Mention formally to principal the assistance received.
D. Make an announcement giving due recognition of the assistance received.
6. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
A. Yes, when hold while on official time.
B. Yes, when hold outside the official time.
C. Yes, when hold with approval of the principal
D. Yes, when hold together with parents and students.
7. What should a teacher do when he/she falls in love with his/her students?
A. Court the student at home.
B. Propose and marry the students
C. Wait till the students is no longer under his/her tutelage
D. Act normally as if nothing happens and the student does not exist.
8. When a principal starts to exercise his/her powers over making and promoting students, is his/her
action acceptable?
A. Yes, when the teacher cannot make decision on time.
B. Yes, when there is abuse of judgment on the part of the teacher.
C. No, teachers are more knowledgeable of their student’s performance.
 D. No, grading and promoting students are exclusive functions of teachers.
9. Teacher R was asked by her principal to teach pre-school class in addition to her regular grade
one class. What will happen be the basis for her additional compensation?
A. Her basic salary
B. Performance rating
C. Number of years of service
D. Her regular salary + 25% of her basic salary.
10. Which of the following shows responsiveness of public official and employees?
A. Avoiding wastage in public funds
B. Formulating rules and policies regarding work.
C. Providing public information of their policies and procedures.
D. Encouraging appreciation of government services.
11. Teacher S, a Science teacher has been accused of sexual harassment by one of her students.
What should the principal do?
A. Ask the teacher to surrender to the police.
B. Tell the teacher to stop reporting to school.
C. Advise the teacher to transfer to other school.
D. Create a committee to investigate the accusation.
12. Teacher T receives a love letter from one of her third year high school student in English. What
should Mr. Martin do?
A. Read her letter to the class.
B. Let the students express her feeling through letters.
C. Return the letter to the student and tell her not t6o do it again.
D. Surrender the letter to the parent of the students.
13. Mr. Nico, a Social Science teacher is advocating reforms which the principal failed to recognized.
What should the principal do?
A. Subject Mr. Nico to a disciplinary measure.
B. Just keep quiet about the behavior of Mr. Nico.
C. Call Mr. Nico to the office and clarify things out with him.
D. Send Mr. Nico a memo requiring him to explain his behavior.
14. Which of the following manifest “ Commitment to democracy” as explained in R.A. 6713
A. Maintaining the principle accountability.
B. Committing to democratic values and ways of life.
C. Manifest by deeds the supremacy of civilian authority over the military.
D. All of the above.
15. Teacher U was ordered by her principal to come to school on four consecutive Saturdays for the
training of the students’ editorial staff of their school paper. Is this allowed under R.A 4670?
A. Yes, provided the teacher is compensated.
B. No, because it’s not within the regular functions of the classroom teacher.
C. Yes, because it’s part of the teacher’s other duties.
D. No, because it’s not clearly indicated in the law.
16. Dr. Velasco, a schools’ division superintendent acted on the complaint filed by a group of parents
against alleged misconduct of a particular teacher. She issued a memorandum requiring her to
take a leave of absence for a week while the complaint is being heard yet. Was the action of the
superintendent legal?
A. Yes, because she is the superintendent.
B. No, because the complaint has not been heard yet.
C. Yes, the superintendent has disciplinary authority over teachers
D. No, the superintendent has no disciplinary authority over teachers.
17. A school’s academic coordinator has been found to have engaged in gambling which has caused
 him to be absent most of the time. Can his certificate of registration as a teacher be revoked?
A. No, unless he’s proven guilty
B. No, because he’s protected by his rights as teachers.
C. Yes, because he’s incompetent.
D. Yes, because habitual gambling is a dishonorable conduct and is against the practice of
teaching.
18. Mr. Santos is a holder of a valid certificate of eligibility as a teacher issued by the Civil Service
Commissioner and then DECS, while Mr. Cruz is a registered professional. Who is allowed to
practice the teaching profession in the Philippines?
A. Mr. Santos, because of his CSC eligibility certificate.
B. Mr. Cruz, because their credentials are both recognized by law.
C. Both of them, because their credentials are both recognized by law.
D. Neither of the two because they did not take and pass the LET.
19. What is R.A 6713 also called?
A. Ethical Standards for public Employees
B. Code of Ethical Standards for Government Officials and Employees
C. Code of Conduct and Ethical Standards for Public Officials and Employees.
D. Code of Ethical Standards and Conduct for Government Officials and Employees.
20. Teacher V, a BEED graduate is preparing for the LET. Which of the following should she focus her
attention more?
A. General Education
B. Specialization
C. Professional Education
D. General education and professional education.
21. What norm of conduct is manifested by being loyal to the republic and to the Filipino people?
A. Professionalism C. Responsiveness to the public
B. Nationalism and patriotism D. Honesty
22. Mr. Salazar, a school superintendent, filed his statement of assets and liabilities upon assuming to
office. Under what ethical standards does this practice fall?
A. Divestment
B. Prohibited Acts and Transactions
C. Statement of Assets and Liabilities
D. System of Incentives
23. Principal B acted on the letter complaint received by his office 30 days after saying he was
preoccupied by more important things the past days. Is his reason acceptable?
A. Yes, because he has to prioritize things.
B. No, RA 6713 states that public officials and employees must act promptly on letters and
requests within 15 working days from receipt thereof.
C. Yes, because no letter of complaint can wait and is no urgency.
D. No, the reason is simply unacceptable.
24. Which of the following is NOT in the norms of conduct under RA 6713?
A. Professionalism C. commitment to public interest
B. Justness and Sincerity D. Responsiveness to the private
25. Which of the following is true about the teacher as a person under the Code of Ethics for
Professional Teachers?
A. Live with dignity at all times wherever he/she is
B. Serve as a model worthy emulation
C. Place premium upon self-respect and self-discipline
D. All of the above
 Principles and Theories of Learning Motivation

Competencies:
1. Analyze the cognitive, metacognitive, motivational and socio-cultural factors that affect learning
2. Organize the learning environment that promotes fairness regardless of culture, family
background and gender, responsive to learner’s needs and difficulties

PART I – CONTENT UPDATE

I. LEARNING
Learning
- involves the acquisition of new elements of knowledge, skills, beliefs and specific behavior, may
mean one or more of all these things.
- the act of gaining knowledge (to learn something), the knowledge gained by virtue of that act
(that which is known) the process of gaining knowledge (learning how). Banner and Cannon, 1997
- it is an ongoing process of continued adaptation to our environment, assimilation of new
information and accommodation of new input to fit prior knowledge.
Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how learning
takes place
Principles of Learning
 learning by doing is more effective than just sitting and listening
 concepts should be presented in varied or different ways
 learning is aided by formulating and asking questions
 effort is put forth when tasks are challenging
 the principle of readiness is related to the learners’ stage of development

A. Behavioral/Learning Theory
- It operates on a principle of “Stimulus-Response”
- Prefers to concentrate on actual or observable behavior

1) Ivan Petrovich Pavlov’s Classical Conditioning

 Classical means “in the established manner”
 Individual learns when a previously neutral stimulus is repeatedly paired with an
unconditioned stimulus until a neutral stimulus evokes a conditioned response.
PHASE 1: BEFORE CONDITIONING HAS OCCURRED
UCS UCR
(MEAT POWDER) (SALIVATION)
NEUTRAL STIMULUS ORIENTNG RESPONSE
(BUZZER)
PHASE II: THE PROCESS OF CONDITIONING

NEUTRAL UCS UCS

STIMULUS (SALIVATION)
  Unconditional stimulus – automatically produces an emotional or physiological
response.
 Unconditional response – natural occurring emotional or physiological response.
 Neutral stimuli – stimuli that does not elicit a response.
 Conditioned stimulus – evokes an emotional or physiological response after being
conditioned.
 Conditioned response – learned response to a previously neutral condition.

Features of Classical Conditioning

1. Stimulus – Generalization – responding the same way to a similar
stimuli.
2. Discrimination – responding differently to similar but not identical
stimuli.
3. Extinction – a process by which a conditioned response is lost.

2) Edward Lee Thorndike’s Connectionism

 Connectionism means learning by selecting and connecting
Connectionism – puts more emphasis on the organism not limiting himself to the
association between the stimulus and the response

Thorndike Theory of Learning

1. Law of Readiness – this law states that an individual will learn when she
is ready to do so.
2. Law of Exercise – this law states that a connection is strengthened or
weakened depending on the number of times it occurs and in
proportion to the average vigor and duration of the connection.
a. Law of use – connections between a stimulus and response are
strengthened as they are used.
b. Law of disuse – connections between a stimulus and response are
weakened when practice is discontinued.
3. Law of Effect – this law states that a connection is strengthened if it
produces a satisfying effect.

3) Burhus Frederic Skinner’s Operant Conditioning and Reinforcement

 Operant Conditioning – using pleasant or unpleasant consequences to control
the occurrence of behavior.
Reinforcers – any consequences that strength a behavior
 Primary reinforcer– related to basic needs.
  Secondary reinforcer– value of something is acquired when associated with
primary reinforcer.
 Positive reinforcer – consequence given to strengthen a behavior.
 Negative reinforcer – release from an unpleasant situation to strengthen
behavior.
Reinforcement – satisfying consequence
 Verbal
 Physical
 Non-verbal
 Activity
 Token
 Consumable
Formula for reinforcement:
a) Prompt
b) Response
c) Reinforcement

4) Albert Bandura’s Social/Observational Learning Theory

 Known for his “Bobo doll” experiment
 People learn through observation, simulation, modeling which means watching
(observing), another called a model and later imitating the model’s behavior.
 Concentrates on the power of example

Models are classifies as:

Real life – exemplified by teachers, parents and significant others
Symbolic – presented through oral/written symbols
Representational – presented through audio-visual measures

4 Phases of Observational Learning

a) Attention – mere exposure does not ensure acquisition of behavior.
Observer must attend to recognize the distinctive feature of the model’s
response.
b) Retention – reproduction of the desired behavior implies that student
symbolically retains that observed behavior
c) Motor Reproduction Process – after observation, physical skills and
coordination are needed for reproduction of the behavior learned.
d) Motivational Process –although observer acquires and retains ability to
perform the modeled behavior, there will be no overt performance unless
conditions are favorable

B. Cognitive Theories and Metacognition

- Main focus is on memory (the storage and retrieval of information)
- Prefer to concentrate on analyzing cognitive processes
- Believe in the non-observable behavior

1) David Ausubel’s Meaningful Reception Theory

 Meaningful learning occurs when new experiences are related to what a learner
already knows.
 May occur through:
 reception
 rote learning
 discovery learning

TWO DIMENSIONS OF LEARNING PROCESSES:

The first dimension relates to the The second dimension relates to the
two ways by which knowledge to be two ways by which the learner
learned is made available to the incorporate new information into his
learner existing cognitive structure
1. Meaningful Reception Learning 1. Meaningful Discovery Learning
2. Rote Reception Learning 2. Rote Discovery Learning

2) Jerome Bruner’s Discovery Learning Theory or Inquiry Method/Theory of Instruction

 Posits that learning is more meaningful to learners when they have the
opportunity to discover on their own the relationships among the concepts or to
actively search for a solution to a problem
 An approach to instruction through which students interact with their
environment by exploring and manipulating objects, wrestling with questions
and controversies or performing experiments. The idea is that students are
more likely to remember concepts they discover on their own.
 Calls his view of learning “instructional conceptualism”
3) Wolfgang Kohler’s Insight Learning/Problem – Solving Theory
Insight – the capacity to discern the true nature of situation
– imaginative power to see into and understand immediately
 gaining insight is a gradual process of exploring, analyzing, and structuring
perception until a solution is arrived at.
4) Richard Altkinson’s and Richard Shiffrin’s Information Processing Theory
The individual learns when the human mind takes in information (encoding0, performs
operation in it, stores the information (storage), and retrieves it when needed
(retrieval)
Memory – the ability to store information so that it can be used at a later time.
STAGES OF HUMAN MEMORY
a) Sensory Memory ¬– information stores that hold an exact copy of stimuli for a very
short period of time.
Ex. color, shape, blowing of horn
b) Short Term Memory (STM) – the information store that retains the information as we
consciously work on it.
c) Long Term Memory (LTM) – information store that is permanent.
- Minutes to lifetime
- Information in The LTM, if not rehearsed, can be forgotten through
- Trace decay structure of LTM > episodic, semantic
Forgetting
The inability to recall 9something previously known) to the mind
Cause of Forgetting
a) Retrieval Failure – forgetting is due to inability to recall the information
b) Decay theory – information stored in LTM gradually fades when it is not used
c) Interference Theory – forgetting in LTM is due to the influence of other learning

Retention – the ability to recall or recognize what has been learned or experienced
Interference – the act or an instance of hindering, obstructing or impeding.
Teaching for Transfer (Gagne)
Transfer – when something previous learned influence the new material.

TRANSFER OF LEARNING
Types:
a) Lateral transfer – occurs when the individual is able to perform a new task
about the same level. (e.g. solving word problems given in text and later solving
a similar problem on the board)
b) Vertical transfer – occurs when the individual is able to learn more
advanced/complex skills (e.g. being able to add and multiply; being able to read
and write)
c) Specific transfer – when a specific skill, fact or rule is applied to a smiliar
situation
d) General transfer – applying principles previously leaned to dissimilar situations.

5) Robert Gagne’s Cumulative Learning – any task or skill can be broken down to simpler skills
which can still be further broken down to move simple tasks or skills.

Hierarchy of Learning
1. Signal Learning – responding to a signal, response is conditioned
2. Stimulus-response Learning ¬– voluntary responses are learned.
3. Chaining/Motor – two or more separate motor/verbal responses may be
combined or chained to develop a more complex response
4. Verbal Association – verbal connections are used to create associations.
5. Discrimination Learning ¬– learner selects or distinguishes a response
which applies to stimuli
6. Concept Learning – gives common response to an entire class of stimuli
7. Principle Learning (Rule Learning) – involves combining and relating
concepts
8. Problem Solving – considered that most complex condition that leads to
the discovery of higher order rules.
Nine Events of Instructions
1. Gain Attention
2. Inform Learner of Objectives
3. Recall Prior Knowledge
4. Present Material
5. Provide Guided Learning
6. Elicit Performance
7. Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer

6) Howard Gardner’s Multiple Intelligence

 Intelligence – refers to general mental ability of a person
– capacity to resolve problems or to fashion
– products that are valued in a more cultural setting
Achievements – refers to the previous learning of a person in a certain subject area.
Multiple Intelligence – capacity of a person to possess and adapt twoor more intelligence
Intelligence Competence Examples
1. Linguistic – sensitivity to - Ability to learn language Writers, poets,
spoken and written - Capacity to use language lawyers,
language to accomplish certain speakers
goals
2. Logical/mathematical – - Ability to detect patters, Scientists,
analyzes problems reason deductively and mathematicians
logically, carry out think logically.
mathematical operations,
and investigate issues
scientifically.
3. Musical – skill in the - Capacity to recognize and Musicians,
performance, compose musical pitches, composers
composition and tones and rhythms.
appreciation of musical
patterns
4. Bodily Kinesthetic – using - Ability to use mental Athletes,
one’s whole body or body abilities to coordinate dancers
parts to solve and convey bodily movements
ideas
5. Spatial – recognize and
use patterns of wide
space and more confined
areas.
6. Interpersonal – working - Capacity to understand Educators, sales
effectively with others the intentions, people, religious
motivations and desires counselors,
of other people politicians
7. Intrapersonal – working - Capacity to understand
effectively with oneself oneself, appreciate one’s
feelings, fears and
motivations
8. Naturalist – appreciation - Ability to recognize, Nature lover,
of the categorize and grow environmentalist
environment/nature upon certain features of
the environment

7) Kurt Lewin’s Field Theory

 View – focused on the psychological field of life spaces of an individual.
 Life space concept – draw accurate conclusions by observing both overt and
covert behavior
 An individual must see things from the subject’s point of view at a given
moment.
8) UrieBrofenbrenner’s Ecological Systems Theory/Environmental Contexts
- Learning is greatly affected by the kind of environment we are in.
- Learners are understood within the context of their environment. These
environmental contexts are interrelated.

Environmental Contexts: Major Levels

1. Microsystem –innermost level – contains the structure that has direct contact with child
2. Mesosystem – connections between the structures of the child’s microsystem
3. Exosystem – 3rd level – social system which indirectly affects the child
4. Macrosystem – outermost level in which all other systems are embedded such as values, customs,
laws, beliefs and resources of a culture/society
5. Chornosystem– this system includes changes or consistencies in a person’s lifespan.
If the relationships in the immediate microsystem break down, the child will not have the tools to
explore other parts of his environment resulting to behavioral deficiencies.
Learning tends to regress/slow down when the environment of the child is in turmoil

9) Lev Vygotsky’s Social Constructivism

- It emphasizes how meaning and understanding grow out of social encounters.

Zone of Proximal Development (ZPD) – gap between actual and potential development
 Actual Development – what children can do in their own
 Potential Development – what children can do with help
Scaffolding – competent assistance or support through mediation of the environment
(significant others) in which cognitive, socio-emotional and behavioral development can
occur.
David Kolb’s Learning Styles
Learning Styles – are tools utilized by learners to cope and adjust to the learning environment.
Learning Styles Educational Implications
1. Convergers – rely on abstract Teacher should provide
conceptualizing and experimenting learning tasks that have
 they like to find specific, concrete answers specific answers like
and move quickly to solution numbers and figures/units.
 unemotional, since they are prefer to deal
with things rather than with people

2. Assimilators – rely most on abstract Teachers should provide

conceptualizing and reflective observation learning tasks that call for
 interested in theoretical concerns than in integration of
applications. materials/situational
activities

3. Divergers – rely on concrete experience and Teachers should provide

active participation group activities since
 generate ideas and enjoy working with learners enjoy working in
people groups

4. Accommodators – rely on concrete Teachers should provide
experience and active experimentation learning tasks that call for
 risk – taking, action oriented, adoptable hands-on approach
in new situations

Types of Learners

Types of Learners/Perceptual Educational Implications/Learning

Channel Preferences
1. Auditory learners – prefer to learn - Lecturing is the teaching
by listening/auditory perceptual approach that works best for
 channel. them.
- Songs/poems are useful and
effective learning tools.
2. Visual learners – prefer print - Reading/responding to visual
materials/visual perceptual cues, such as the chalkboard or
channel transparencies
- Textbooks and pictures are
useful and effective learning
tools
3. Tactile leaners – like to - Hands-on or laboratory
manipulate objects/tactile methods of learning are most
perceptual channel appropriate for learners.
- Tracing diagrams or using
texture examples
4. Kinesthetic or whole body - Simulations, exploratory
learners – like to learn though activities and problem-solving
experiential activities/kinesthetic approach of teaching. Pacing or
perceptual channel dancing while learning new
material.

II. MOTIVATION
Motivation
- An internal state or condition (sometimes described as a need, desire or want) that serves to
activate or energize behavior and give it direction.
Two Kinds of Motivation:
1. Extrinsic Motivation
- when students work hard to win their parents’ favour, gain teachers’ praise or earn high
grades; their reasons for work and study lie primarily outside themselves.
- is fuelled by the anticipation and expectation of some kind of payoff from an external source
2. Intrinsic Motivation
- when students study because they enjoy the subject and desire to learn it, irrespective of the
praise won or grades earned; the reasons for learning reside primarily inside themselves
- fuelled by one’s own goal or ambitions
Principles of Motivation
 The environment can be used to focus the student’s attention on what needs to be learned.
 Incentives motivate learning
 Internal motivation is longer lasting and more self-directive than is external motivation, which
must be repeatedly reinforced by praise or concrete rewards.
 Learning is most effective when an individual is ready to learn, that is when one want to know
something.
 Motivation is enhanced by the way in which the instructional material is organized.
Theories of Motivation
1. Drive theory (Clark Hull)
 Drive is a condition of arousal on tension that motivates behavior
 Drives most typically have been considered to involve physiological survival needs; hunger,
thirst, sleep, pain, sex.
  A drive results from the activation of a need
 Need – a physiological deficiency that creates condition of disequilibrium in the body

2. Self-Efficacy (Albert Bandura)

Self-Efficacy – it is the belief that one has capabilities to execute the courses of actions required
to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in
essence competence) self-efficacy is the belief (whether or not accurate) that one has the power
to produce that effect.
Self-Efficacy relates to a person’s perception of his/her ability to reach a goal while, self-esteem
relates to a person’s sense of self-worth.
3. Self-Determination (E. Deci)
Self-Determination – comes from the sense of autonomy that a person has when it comes to
things that he does and the choices he makes.
 Tasks for a long period of time
 To think meaningfully and creatively about those tasks
 To experience pleasure in ones activities
 To achieve at higher level
 We have the capacity to take risks or challenges that can enrich our lives and develop
ourselves more
4. Expectancies and Values (Atkinson)
 Motivation to perform is affected by two variables
 Expectancy – people must believe than they can accomplish a task, that is, they
should have expectancy about what they want to achieve.
 Value – they should place an importance or value in what they are doing.
5. Attribution Theory (B. Weiner)
 People’s various explanations for successes and failures – their beliefs about what causes
attributions.
 Dimensions underlying people’s attribution. People can explain events in many different
ways. For examples, a tennis player may attribute his/her wins and successes in matches
to things like – luck, health, effort, mood, strengths and weaknesses of his/her opponents,
climate, his/her fans etc.
TECHNIQUES IN MOTIVATING LEARNERS
 Challenge them – offer student’s opportunities to undertake real challenges.
 Encourage them to take intellectual risks.
 Build on strengths first – opportunity to use their talents to achieve success.
 Offer choices – offering choices develop ownership. When child makes decisions he/she is
more likely to accept ownership and control of the results.
 Provide a secure environment which permits children to fail without penalty.
 Learning how to deal with failure is critical for developing motivation and successful
learning

PART II – ANALYZING TEST ITEMS

Directions:Read and analyze each item and select the correct option that answers each question.
Analyze the items the first 5 items as your sample. Write only the letter of your choice in your answer
sheet.

1. Which theory operates on the “stimulus-response principle”, which means all behaviors are
caused by external stimuli?
A. Contextual theory C. Cognitive theory
B. Behaviorist theory D. Constructivist theory
Analysis
Option A – it explains that learning is greatly affected by the kind of environment an individual lives
in.
Option B – is the correct option. It tells about how behaviors are required and developed through
external stimuli.
Option C – it tells about psychological factors that influence the behavior of people
Option D – learners build or construct their own knowledge
2. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. She
strongly believe that students learn better when lessons are presented with images, real or
imagined aside from mere lecture method. Which learning theory does she upholds?
A. Dual-Coding Theory
B. Information Processing Approach
C. Meaningful Reception Learning Theory
D. Social Cognitive theory

Analysis
Option A – is the correct option since the teacher uses both mental images and verbal
representations as tools in affecting learning.
Option B – it tells about gaining insight in understanding information
Option C – it talks about relatedness between previously known information to new information to
make learning more meaningful. It tells about gaining insight in understanding information
Option D – it explains that students learn by what they see

3. Miss Calma is an excellent Physical Education teacher. She started teaching volleyball to her
grade 2 class. Despite all her efforts her class does not seem to learn how to play the game. What
law of learning was disregarded?
A. Law of disuse C. Law of exercise
B. Law of effect D. Law of readiness
Analysis
Option A – connections are weakened when practice is discontinued
Option B – this law states that connections are strengthened when it has a satisfying effect
Option C – connections are strengthened or weakened depending on the number of times it occurs and in
proportion to the average vigor and duration of the connection
Option D – the law that states that students will learn when they are ready to do so

4. Teacher Jay, a physical education teacher, demonstrates the new skill to be learned so that his
students can watch him and later reproduce the skill. What learning theory is associated with the
situation?
A. Dual-Coding Learning Theory C. Schema Learning Theory
B. Information Processing D. Social Learning
Analysis
Option A – it mentions about mental images and verbal descriptions as tools for retaining information.
Option B – it explains that an individual learns when the human mind takes in information, perform operation
in it and retrieve when needed
5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a leash.
What feature of classical conditioning is exhibition?
A. Discrimination C. Generalization
B. Extinction D. Practice
Analysis
Option A – is the correct answer. Responding differently to similar stimuli.
Option B – process where the conditioned response is lost
Option C – responding the same way to a similar stimuli
Option D – this is not a feature of classical conditioning
6. A Music teacher is careful in planning activities for each lesson. He praises liberally and rewards
correct answers. What view of learning is exhibited?
A. classical conditioning C. operant conditioning
B. meaningful learning D. social learning

7. Which of the theories of learning presents or states that learning skills are hierarchically arranged?
A. Cumulative Learning C. Social Cognitive Learning
B. Meaningful Learning D. Theory of Instruction

8. Which of the following best describes what meaningful learning is?

A. When what is to be learned is new and easy for the students
B. Materials presented are difficult and challenging to the students
C. When the materials to be learned is related to what students already know
D. Students find the lessons easy and relevant to what was assigned to them

9. Vanessa easily remember dates and events in history. What component of LTM does Vanessa
have?
A. Creative thinking C. Reflective thinking
B. Critical thinking D. Logical thinking

10. An Earth Science teacher has just completed a unit on the sun. As she organizes her next unit on
the other stars, she uses the sun as a frame of reference. What view of learning was used?
A. Discovery learning C. Meaningful learning
B. Information learning D. Transfer learning

11. Which is an application of cognitive approach to motivation?

A. Explain the reasons for studying climate for students
B. Create supportive classroom climate for students
C. Provide clear and prompt feedback on assignments
D. Begin lessons with challenging questions and conflicting events

12. The first people power was held in February 25, 1986. What kind of knowledge is presented?
A. Conditional knowledge C. Domain-specific knowledge
B. Declarative knowledge D. Procedural knowledge
13. The students of Mrs. Saludes were not able to learn the concepts that she presented yesterday so
she taught the same concepts again but this time using a different teaching method. What
principle of learning was applied?
A. Concepts should be presented in varied and different ways
B. Effort was put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
D. Learning is aided by formulating and asking questions

14. Alvin is a transferee and feels uneasy with his new school. His teacher is very accommodating,
warm and caring. Alvin felt comfortable with the teacher’s display of genuine warmth. The
teacher is consistent in his manner and Alvin began to associate school with the teacher’s warmth.
Which theory is being illustrated?
A. Meaningful learning C. Classical Conditioning
B. Operant Conditioning D. Observational learning

15. After just being introduced to another guest in the party. Tom cannot remember the name of the
guest he was introduced to. In what memory stage was the information stored in?
A. episodic memory C. sensory memory
B. semantic memory D. working memory

16. Vygotsky claimed that social interaction is important for learning. What does this imply?
A. Children are independent problem solvers
B. Children learn from adults and other children
C. Children learn well by passive presentation of information
D. Children in the crib has no learning yet, since they are not capable of interaction

17. How would you help a student who is intelligent but is underachieving in class?
A. Provide challenging activities which he/she can accomplish
B. Recognized his talents by asking him/her to help other students with their work
C. Identify the immediate causes of difficulties that cause his/her being an underachiever
D. Allow him/her to work with the slow learner group to cope with the academic needs of the
lesson.

18. Mrs. Corpuz always makes sure that her pre-school classroomis well organized and clean. She
puts up interesting and colorful visuals on the bulletin boards. What principle of motivation was
applied?
A. Incentives motivate learning
B. Internal motivation is longer lasting and more self-directive than is external motivation
C. Motivation is enhance by the way in which instructional material is organized
D. The environment can be used to focus the student’s attention on what needs to be learned.

19. For every correct answer the teacher would give a star to her students. What schedule of
reinforcement was used?
A. fixed interval C. variable interval
B. fixed ratio D. variable ratio

20. Marga, a six year old, always asks her playmates to sit in front of her small blackboard and she
plays teacher. Her mother is a teacher. What theory explains Margas’ behavior?
A. Classical Conditioning C. Social Learning
B. Operant Conditioning D. Information Processing
 21. What should the teacher do to help students learn psychomotor skills?
A. Teachers uses verbal explanation and description of the movements in addition to live
demonstration of the movements
B. Teacher provides feedback to the learner about his/her progress
C. Teacher encourages the learner to practice, in order to maintain his/her sharpness of the
movements
D. All of the above

22. The teacher presented a new lesson where in the students were asked to work on a new project
which was somewhat complicated. The students showed interest while working on the project.
What principle applies to the situation?
A. Effort was put forth when tasks are challenging
B. Lessons should be presented in varied and different ways
C. Meaningful materials are readily learned than nonsense materials
D. Teachers should provide opportunities for meaningful and appropriate practice
23. Maturation should precede certain types of learning. How is this applied in the classroom?
A. Concepts should be taught from simple to complex
B. Consider the age level of students in teaching certain concepts
C. Follow the interest of students in assigning tasks
D. Give the same task to all students in a particular grade level

24. Luz easily learns a lesson when she is working with laboratory equipment but hardly remembers a
lesson the teacher lectures on. What type of learner is Luz?
A. Auditory Learner C. Tactile Learner
B. Kinesthetic Learner D. Visual Learner

25. Which of the following statements about motivations is false?

A. External motivation is longer lasting and more self-directive than internal motivation
B. Internal motivation is fueled by one’s goals or ambitions
C. Motivation is enhanced by the way in which the instructional material is organized
D. Motivation to perform is affected by expectancy and value

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of the
best answer.

1. Based on Bandura’s theory, which conditions must be present for a student to learn from a model?
I. Attention II. Retention III. Motor Reproduction IV. Motivation

A. I and II
B. I, II and III
C. I, II, III and IV
 D. III and IV

2. Which of the following principles of learning applies to considering student’s age in presenting
certain content and cognitive processes?
A. Principle of readiness
B. Principle of learning by doing
C. Principle of presenting challenging tasks
D. Principle of learning aided by formulating and asking questions

3. In classical conditioning, which are paired together in order to elicit the desired responses?
A. UCS and NS C. UCS and CS
B. CS and NS D. UCR and NS

4. According to Thorndike what law stated that the strength of a connection is influenced by the
consequences of the responses?
A. Law of disuse C. Law of exercise
B. Law of effect D. Law of readiness

5. A burglary occurred in Jason’s neighborhood. Since then, Jason is very careful of locking their
doors and closing windows. What theory best explains Jason’s behavior?
A. Observant learning C. Self-regulated learning
B. Imitation learning D. Vicarious learning

6. In observation and imitation learning, what should be the learner’s responses when the teacher
initially models the behavior?
A. reproduce and match C. imitate and practice
B. pay attention D. shows satisfaction

7. What is the correct sequence of information processing?

A. Sensory register – STM – LTM
B. STM – sensory register – LTM
C. Sensory register – LTM – STM
D. LTM – sensory register – STM

8. What should be the hierarchy of then types of learning to the cumulative learning theory?
1. problem solving learning
2. rule learning
3. discrimination learning
4. concept learning
A. 2-1-3-4 C. 2-3-4-1
B. 2-1-4-3 D. 2-4-3-1

9. Which is essential in meaningful reception learning?

A. Concepts are presented to learner and received by the,
B. Concepts are discovered by the learner
C. Concepts are related to one another
D. Concepts are solicited from the learners
10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to Study Spanish and
immediately recognizes similarities between the Spanish and Filipino languages and uses this
information to acquire the new language faster. What kind of transfer was Grace able to use?
A. Lateral transfer C. Specific transfer
B. General transfer D. Vertical transfer

11. Cristina is almost asleep when she felt the need to go to the bathroom. She tried to sleep it off
but after a while she was forced to stand up and go to the bathroom. What theory of motivation
explains Cristina’s behavior?
A. Attribution Theory C. Expectancies and Values Theory
B. Drive Theory D. Solomon’s Opponent Theory

12. Marko excels in adding numbers. He learned this skill in his Math class. He is now able to apply
this skill in his Music class. What type of transfer was used?
C. Lateral transfer C. Specific transfer
D. General transfer D. Vertical transfer

13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of reinforcement is
used by Mr. Lorenzo?
A. fixed interval C. variable interval
B. fixed ratio D. variable ratio

14. To remember the six digits 8,4,3,9,4,5, the Math teacher grouped the numbers in two’s 84, 39, 45
or in threes, 843, 945. What control process of retaining information is referred to?
A. Chunking C. Rehearsing
B. Interfering D. Remembering

15. Rob regularly practice playing the guitar so he can finish Book I. His mother promised to buy him
a Nintendo when he finishes Book I. How is Rob motivated?
A. Extrinsically C. with Self-Discrimination
B. Intrinsically D. with Self-Efficacy

16. Lara excels in dancing and in certain sports. According to Gardner what intelligence is dominant
in Lara?
A. Bodily Kinesthetic C. Musical
B. Intrapersonal D. Spatial
17. According to Bronfenbrenner, what system contains structures that has direct contact with the
child?
A. Chronosystem C. Mesosystem
B. Exosystem D. Microsystem

18. Some learners like to find specific and concrete answers. What kind of learners are they?
A. Accommodators C. Convergers
B. Assimilators D. Divergers

19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to her pupils while
practicing a sewing skill. What is the value of giving verbal guidance in improving pupils learning
behaviors?
A. It promotes the growth of interest in the new learning tasks.
B. It serves as informational feedback
C. It facilitates perfection of skills
 D. It directs pupils’ attention to more adequate and better techniques

20. Why should learning be aided by formulating and asking questions?

A. students will have a grade in recitation
B. students will develop their self-confidence
C. the teacher will know who among the students can communicate very well
D. the teacher will not always do the talking but the students will be given a chance to do the
same thing

21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of honesty, agreed
that no cabinets and book cases would be locked throughout the day. Which principle in affective
learning is being implemented?
A. provide exemplary
B. provide for appropriate practice
C. provide for pleasant emotional experience
D. provide for independent attitude cultivation

22. Instead of asking her students to write about their reaction to a story, the teacher asked her
students to interpret the story in dance form. What principle of learning is considered?
A. Concepts should be presented in varied and different ways
B. Effort if put forth when tasks are challenging
C. Learning by doing is more effective than just by sitting and listening
D. Learning is aided by formulating and asking questions

23. In performing the minuet, first raise your heel, second make three steps forward, third step make
a point. What kind of knowledge was exhibit?
A. conditional knowledge C. domain-specific knowledge
B. declarative knowledge D. procedural knowledge

24. Why should teachers provide positive feedback and realistic praise?
A. to motivate the students to study
B. so the students will know what to do
C. to be liked and loved by the students
D. so the students will praise him/her

25. Which statement does not refer to cognitive theories?

A. prefer to concentrate on analyzing cognitive process
B. conclusions are based on observation of external manifestations of learning
C. study of the structures and components of information processing
D. believe in non-observable behavior
 EDUCATIONAL TECHNOLOGY

Competency:
Choose appropriate principles in the preparation and utilization of the conventional and non-
conventional technology tools as well as traditional teaching and alternative teaching strategies

PART I: CONTENT UPDATE

Educational Technology
 a field dedicated to the theory and practice of design, development, utilization, management and
evaluation of processes and resources for learning (Association for Educational communications
and Technology).
Development
Design
 Print Technologies
 Instructional System
 Audio Technologies
Design (ISD)  Still Visuals
Instructional Strategies THEORY  Audio – visual Technologies
Learner Characteristic &  ICTs
PRACTI  Electronic Technologies
Evaluation
 Problem analysis Utilization
 Measurement
 Media Utilization
 Formative Evaluation
Management  Implementation
 Summative Evaluation
 Project Management  Institutionalization
 Resources  Policies and Regulation
Management
 Management of
D li S t

Technology Integration
 It is the processof determining where and how technology fits into teaching and learning. Roblyer
(1997) cited in Wiliams, Michael D. (2000). Integrating Technology into Teaching and Learning

Five Domains of Educational Technology

DOMAINS DESCRIPTION
Design It is the planning phase of educational technology.
It is the process of producing learning materials from a
Development
detailed plan (design).
It is the actual use of knowledge and the skills and usually
Utilization includes the practical application of information or procedure
on a regular basis. It is the action phase.
It is dynamic process which allows people to obtain and judge
Evaluation the worth of data about how students learn specific content
information under varying instructional condition.
It is the linchpin which binds all the domains of educational
Management
technology together

DESIGN, DEVELOPMENT AND UTILIZATION OF EDUCATIONAL TECHNOLOGIES

Instructional Design Models

1. ADDIE Model
The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis,
(2) Design, (3) Development, (4) Implementation, and (5) Evaluation.

The five phases of ADDIE are as follows:

A
nalysis
During analysis, the designer identifies the learning problem, the goals and objectives, the
audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the
learning environment, any constraints, the delivery options, and the timeline for the project.

D
esign
It is systematic process of specifying learning objectives. Detailed storyboards and
prototypes are often made, the look and feel, graphic design, user-interface and content are determined
here.

D
evelopment
The actual creation (production) of the content and learning materials based on the Design
phase.

I
mplementation
During implementation, the plan is put into action and a procedure for training the learner
and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the
effectiveness of the training materials is evaluated.

E
valuation
This phase consists of (1) formative and (2) summative evaluation. Formative evaluation
involves gathering information during the early stages of the design process with the focus on finding out
whether efforts are relating as planned, uncovering any obstacle, barriers or unexpected opportunities
that may have emerged, and identifying mid-project adjustments and corrections which can help insure
the success of the project. Summative evaluation is the process of collecting data following
implementation of the project in order to determine its effectiveness and satisfy the instructional
objectives.

2. The ASSURE Model

The ASSURE model is an Instructional Systems Design (ISD) process that was modified to be used
by teachers in the regular classroom. The ISD process is one which teachers and trainers can use to
design and develop the most appropriate learning environment. This was constructed by Robert Heinich,
Michael Molenda of Indiana University and James D. Russell of Perdue University.

Analyze learners
State Objectives
S
U
 elect Media and Materials

tilize Media and Materials

equire Learner Participation

valuate and Revise

Principles in the Selection, Development, and Utilization

of Educational Technologies

Principle Description/Meaning
Purpose They must be focused on helping learners to motivate them in the
learning process.
Appropriateness They should be appropriate to the level intended in terms of:
1. vocabulary level 3. Methods of development
2. difficulty of concepts 4. interest
Meaningfulness They must contain purposive activities.
They must contribute to the growth & development of learners.
Breadth They should encompasses all round development of varying group
of learners
Responsiveness They must be responsive to the needs and demands of the society
Authenticity They must present accurate up to date dependable information
Spatial Corresponding words and pictures must be presented near rather
Contiguity than far from each other
Split-Attention Words should be presented as auditory narration rather than as
visual on-screen text
Usefulness/Utility Audio-visual aid must be useful to a particular teacher as s/he
works for a particular group of learners. They must help the
teacher to deliver the subject matter in a better way as well as
helping the learners to learn the subject matter
Communication They must relay information clearly and effectively
Effectiveness
Interest They should catch the interest of the users, stimulate curiosity or
satisfy the need to know and encourage creativity and imaginative
response among users
Cost The cost per student of media presentation diminishes as the
Effectiveness number of students using it increases
Presentation They must be presented at the right time and at the right way
Portability They must be handy for the teachers and students to handle them
(Handy) well
Correctness Correct facts or information must be in the materials for a better
learning process
Simplicity They must be simple but inspiring for the learners and should not
confuse them. They must be simple but show creativity
Assessment The purpose of evaluating the technology is needed for further
revisions and improvements

FACTORS AFFECTING THE SELECTION OF EDUCATIONAL TECHNOLOGY

 1. Human Factors
1.1 Learner factors – refers to learner differences that can influence media choice.
a) Individual differences
Research suggests the learners differ in:
- their preferences for learning: by observing (visual learners) or by listening (aural
learners)
- their perception of a given message: a factor of past experience, and often a
cultural difference exists.
- their understanding of the conventions used by various media: language &
technical drawings used
b) Attention span
Factors that affect how long a learner can attend to one type of task are age, interest
and learner’s motivation
c) Number of Learners
Select media that are well suited to the group size you have or, if this difficult, modify
the group or structure to media you have.
d) Physical disabilities of learners (poor vision, hearing, dyslexia, color blindness, etc).

1.2 Teacher factors – refer to those factors that affect the success of media implementation
2. Instructional Method
The method of instruction dictated or limits our choice of presentation media. Is it self-
regulated learning method or lecture/expository?
3. Practical Constraints
Administrative and economic constraints both limit the choice of methods and media
1) Objectives 3) Time
2) Availability 4) Resources

Contributions of Educational Technology to Education

 Increase students’ motivation, self-esteem, self-confidence and academic achievement
 Supplies stimulating environments that encourage student involvement in the learning process
 Promotes higher-level thinking skills and student-centered instruction
 Offers students diversity, self-paced learning, and opportunities for individual growth and self-
expression.
 Provides students with unique opportunities to apply skills and talents and to interact with others
in non-threatening environments
 Changes teacher’s and student’s role into positive directions
 Inspires students and teachers by making learning exciting and interesting
 Fosters the development of leadership abilities and teamwork
 Supports new instructional approaches: cooperative learning, inquiry approach
 Problem-based learning, project-based learning and multiple intelligences
 Provides unique opportunities for students to practice, demonstrate and critique communication
skills
 Supplies information through multisensory delivery channels, allowing students with various
learning styles to assimilate and apply knowledge
 Expands classroom “walls” and links students and teachers in national and international
exchanges

INTEGRATION OF CONVENTIONAL EDUCATIONAL TECHNOLOGIES

 Selection
Types
Advantages Limitations Utilization
 Readily/Available. Printed  Reading level of learners.  Direct student reading
materials are readily Many students are with objectives and/or
available in a range of nonreaders or proof questions.
1. Text/Print topics and formats. readers.  Emphasize the use of
(i.e.,  Flexible. Printed materials  Memorization. Some critics visuals with text-based
books, may be used in any say textbooks promote materials.
periodical lighted environment. They memorization rather than  Check the teacher’s guide
s, are portable. higher level thinking skills. for additional materials
modules,  Economical. Text can be  Passive. Others contend and activities.
etc.) used again and again by that text promotes solitary  Supplement text with
many students. learning rather than other media.
cooperative group
processes.
 Realistic format. Visuals  Size. Some values are  Use simple materials that
2. Still provide a representation simply too small to use with everyone can see.
Visuals of verbal information. a large group and enlarging
can be expensive
2.1.  Readily available and  Two dimensional. Visuals  Provide written or verbal
Printed inexpensive. Visuals are lack the three- cues to highlight
Visuals (i.e., readily available in books, dimensionality of the real important aspects of
Pictures, magazines, newspaper, object or scene. visuals
graphic catalogs, and calendars.  Lack of motion. Visuals are  Use one visual at a time
organizers, static and cannot show except for comparison
etc.) motion.  Hold visual steadily
 Multipurpose. Both  Commonplace. Instructors  Check the visibility of the
students and teachers can often neglect to give display board from several
use display boards for a boards the attention and positions around the
2.2. variety of purposes. respect they deserve as room.
Displayed  Colorful. Display boards instructional devices  Decide in advance how
Visuals (i.e., provide color and add  Not portable. Most display you plan to use the board.
chalkboard, interest to classrooms or boards are not movable.  Print using upper-and
bulletin board, hallways lower-case, not all caps in
etc.)  Participation. Students can script.
benefit from designing  Face your audience; do
and using display boards not talk to the board with
you back to the class.
Instructor control. The  Instructor dependable. The  Focus the image so it fills
presenter can manipulate overhead projector cannot the screen.
projected materials on the be programmed to display  Turn off lights over the
OHP by applying different information by itself. The screen if possible
2.3 techniques (e.g. silhouette overhead system does not  Stand facing your class
Projected & overlay), pointing to lend itself independent  Use appropriate pacing
Visuals (i.e., important items, covering study. The projection  Direct students’ attention
Overhead part of the message and system is designed for large to the important parts of
projector/over revealing information group presentation. the OHT.
head progressively.  Preparation required.  Summarize frequently
transparencie  Versatility Printed materials and other
s LCD/ DLP,  The overhead projector non-transparent items, such
opaque can be used in normal as magazine illustrations,
projector etc.) room lightning cannot be projected
 Opaque projector allows immediately but must first
instantaneous projection be made into
of 2 or 3 dimensional transparencies.
objects.
 Less abstract and more  Storage. Large objects can  Familiarize yourself with
concrete. Real objects pose special problems. the object and model.
3. Real
and models provide hands Caring for living materials  Make sure are objects are
Objects
-on learning experiences such as paints and animals large enough to be seen
and
and emphasize real-world can take a lot of time.  Indicate actual size,
Models
applications  Possible damage. Materials shape, and color of
 Readily Available. are often complex and objects represented by
 Materials are readily fragile. Parts may be lost or models
available in the broken.  Avoid passing single
environment, around object around class. It can
school, and in the home. be distracting and
 Attract students’ students may play with it
attention. Students while you are trying to
respond positively to both move on in the lesson.
real objects and their
models.
 Student and teacher  Fixed Sequence. Audiotapes
preparation. Students and fix the sequence of a
teachers can record their presentation, even though it
4. Audio own tapes easily and is possible to rewind or
Technolog economically; they erase advance the tape to a
ies and reuse them when desired portion.
materials become
outdated or no longer
useful.
 Familiarity. Most students  Pacing. Presenting  Use a handout or
and teachers have been information at the worksheet to maximize
using audiocassette appropriate pace can be learning from audio
recorders difficult to students with a media
4.1
 Verbal Message. range of skills and  Use a follow-up activity
Audio
Students who cannot rad background experiences. after each audio lesson
cassette
can learn from audio  Accidental erasure. Just as
tapes/recorde
media audiotapes can be quickly
rs/players
 Stimulating. Audio and easily erased when no
simulating alternative to longer needed, they can be
reading and listening to accidentally erased when
the teacher they should be saved.
 Locating selections.  Limited recording
Students and teachers capability. Students and
can quickly locate teachers cannot produce
selection of CDs and can their own CDs as cheaply
program machines to and easily as they can in
4.2
play any desired cassettes.
CD
sequence
 Resistance to damage.
Stains can be washed off
and ordinary scratches
do not affect playback.
 Motion. Moving image  Fixed pace. Videotape  Check lighting, seating
can effectively represent programs run at a fixed and volume control to be
procedures in which pace sure that everyone can
motion is essential  Scheduling. Teacher see and hear the
 Real-life. Video allows normally must order videos presentation
learners to observe well in advance of their  Get students mentally
5. Audio- phenomena that might intended use. prepared by briefly
Visuals be dangerous to view  Misinterpretation. reviewing previous
Motion directly Documentaries and related study and
Pictures  Repetition. Video allows dramatizations often evoking questions about
Media repeated viewing of a present complex or today’s topic.
(Television performance for sophisticated treatment of  List on the chalkboard
, Video & emulation an issue. the main points to be
Film) covered in the
presentation
 Support the presentation
with meaningful follow-
up activities
 Get involved in the
program

Ten Commandments in Creating Learning/Presentation Materials

  Don’t overcrowd
 Be consistent in format, layout and conventions
 Use appropriate typefaces and point uses
 Use bold and italics for emphasis, but don’t overuse them
 Use titles, headings, and subheadings to clarify and guide
 Use numbers to direct through sequences
 Use graphics and illustrations to reinforce ideas
 Use symbols and icons as identifying markers
 Use color/audio/music to stimulate but not overpower, the senses
 Produce the materials with technical excellence – good quality, good audio, clear, etc.

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE) NATIONAL EDUCATIONAL

TECHNOLOGY STANDARDS FOR ADMINISTRATORS, TEACHERS AND STUDENTS

No. Administrators Teachers Students

I Leadership and Engage in Professional Technology
Vision Growth and Leadership Operations and
Concepts
II Learning and Facilitate and Inspire Creativity and
Teaching Student Learning and Innovation
Creativity
III Productivity and Model Digital-Age Work Communication
Professional Practice and Learning and Collaboration
IV Support, Research and
Management and Information
Operations Fluency
V Assessment and Design and Develop Critical Thinking,
Evaluation Digital-Age Learning Problem Solving,
Experiences and and Decision
Assessments Making
VI Social, Legal and Promote and Model Digital Citizenship
Ethical Issues Digital Citizenship and
Responsibility

Essential Conditions for technology Integration in the Classroom

For technology to have the desired impact on improved teaching and learning, several conditions must
be in place:

Shared vision for technology integration – this requires coordinated school and district planning
with teachers and other personnel at all levels, budgeting yearly amounts for technology purchases with
incremental funding, emphasizing teacher training, matching technology to curriculum needs, and
keeping current and building in flexibility.
Standards and curriculum support - technology and content-area standards are designed to
support each other.
Required policies– policies are in place to ensure legal/ethical use, safe, internet use and equity.
Access to hardware, software and other resources – there is adequate funding, purchasing
procedures are organized and effective, and procedures are in place to set up and maintain technology
resources
Trained personnel – staff development that includes hands-on, integration emphasis, training
over time; modeling, mentoring and coaching; and post training access to technology resources
Technical assistance – continuing support for diagnostic and maintenance problems for teachers’
and students’ computers
Appropriate teaching and assessment approaches – teaching strategies that are matched to
needs and assessment strategies that are matched to the type of learning being measured.

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) INTO TEACHING AND

LEARNING
Selection
Types
Advantages Limitations Utilization
 Better learning and  Equipment requirement  Use a display
retention  Startup costs technology that is
 Effectiveness across  Complexity and lack of appropriate for the
learning domains standardization number of students
 Realism  Compatibility  Install and test all
 Address different  Limited intelligence and software in advance of
learning styles and skills the presentation
differences  Run the software from
 Interactivity the hard drive so that
Multimedia
 Motivation the computer program
(CD ROM,
 Individualization will respond more
Video discs,
 Consistency quickly
etc.),
 Learner control  Introduce your
Computer
 High speed presentation. Encourage
and Internet
personalized responses student participation
to learner actions through questioning and
 Exchange of having students decide
information and on next steps.
collaboration  Direct students’ online
 Realism through color, explorations of
music and animated meticulous aspects of
graphics the curriculum
 Use appropriate pacing
Instruction Roles of Computer
1. Role of Computer as a Teacher
Computer is used to present instruction directly to students. Such use is usually termed
Computer-Assisted Instruction (CAI). Computer-Based Instruction (CBI), Computer-Assisted Learning
(CAL). CAI is also termed as instructional software
Categories of Computer-Assisted Instruction (CAI): Their Uses and Feature
Categories Use/Purpose Features
 Memorize and recall information  Interactivity
 Increase proficiency in newly  Immediate feedback
learned skill or refresh and  Infinite practice
Drill and Practice
existing one  Variable level of
difficulty
 Motivation
 Assume the primary  Embedded question
instructional role of teacher or  Branching
Tutorial
tutor  Dynamic presentation
 Recordkeeping
 Represent or model a real  Control of multiple
system, situation, or variables
Simulation phenomenon  Dynamic presentation
 Time control
 Effects of chance
 Add an element of fun in CAI  Motivation
Instructional Game  Game structure
 Sensory appeal
 Promote students’ higher order  Focus on specific
Problem Solving
thinking skills, such as logic, problems types
 reasoning, pattern recognition,  Quantity
and strategies  variety

2. Roles of Computer as a Tool

2.1 Informative Tools are applications which provide vast amounts of information in
various formats (e.g., text, sound graphics or video, multimedia encyclopedias).
2.2 Communicative Tools are systems which enables easy communication between the
teacher and the students or among students beyond physical barrier of the classroom.
(e.g., email, electronic bulletin boards, chat, teleconferencing and electronic
whiteboards.)
Two categories of Communicative Tools
2.2.1 Synchronous (e.g., chat or videoconferencing) enables real time (that is,
simultaneous) communication.
2.2.2 Asynchronous (e.g., email and electronic bulletin boards), on the other hand, are
messaging systems in which the exchange of information between people is not
‘live’, but is somehow delayed.
2.3 Productively/Constructive Tools are general-purpose tools that can be used for
manipulating information, constructing one’s own knowledge or visualizing one’s
understanding. Common examples of productivity tools are shown below.

Software Type Sample Classroom Uses

 Prepare letters, memos, reports, flyers, rubrics, lesson plans, forms,
Word processing newsletters sheets, posers, study guides, class notes
 Help students prepare stories, essays, group reports
 Use in language exercises (writing and outlining skills)
Presentation software  Create class lectures support that features text, audio and visual
elements with special effects
 Create student worksheets to accompany class lectures
 Provide students with method for tracking and analyzing data and
Spreadsheets creating charts for it
 Demonstrate what – if analysis visually
 Organize and provide easy access to lists of academic resources
Databases  Provide support for students tracking data
 Prepare teacher resource inventories, personalized letters
Desktop publishing
software  Create newsletter, brochure, flyers, posters, book

Test generator/test item  Create test item banks,

banks  Generate various versions of tests
 Administer test online
Image processing tools  Used to illustrate documents, web pages
Video development tools  Create video documents

2.4 Situating Tools are systems which situate in an environment where they may
‘experience’ the context and happenings. (e.g., Simulations, Virtual Reality). A flight
simulation program is an example of a situating tool because it places the user in a
simulated flying environment.

INTEGRATION OF THE INTERNET AND DISTANCE EDUCATION

TO SUPPORT TEACHING AND LEARNING

Internet – consists of thousands of connected computer networks around the world that connect millions
of computers. The internet is also referred to as the “Net”, the “Information Superhighway,” and
“Cyberspace”.
Common Uses of Internet
There at least three major reasons why Internet can effectively used by teachers and students.
These categories of use are communication, information retrieval or direct instruction and general
sources

Categories of Use Example Classroom Applications

1. Communication Support asynchronous communication of
 Interpersonal individual learners; exchange ideas; and
exchanges Keypals to learn from each other in two or more
locations using emails.

Allow synchronous communication of two

Instant Messaging users on the Internet by typing messages
(IM) backand forth to one another in real time.

Allow synchronous communication of two

Chat or many people in the Internet at the
same time

Using this activity structure, two or more

classrooms (located anywhere in the
Global classroom world) can study a common topic
together, sharing what they are learning
about the topic during a previously
specified time period.

Email, newsgroups, and electronic boards

Electronic can also “host” special guests (e.g.,
appearances authors, musicians, etc.) with whom
students can correspond.

Internet-connected subject matter

specialists from universities, government,
Electronic business or other schools can serve as
mentoring electronic mentors to students wanting to
explore specific topics of study in an
interactive format on an on-going basis

Information Provide thematically-related information

 Information exchanges (favorite exchange of students’ and teacher’s
collection quotes, student- collections around the globe
written book
reviews, school
safety rules, etc.)
Collaborate to electronically publish a
common document (e.g. newsletter,
Electronic electronic journal, etc.)
publishing
In this type of online activity, students are
 Problem solving provided with clues and must use
projects Information reference sources (either electronic or
searches (e.g., paper-based) to solve problems
puzzle, game,
treasure hunt, etc.) Popular way for teaching students how to
find and use information resources
available on the internet.
Scavenger Hunts
 Inquiry-oriented activities in which some
or all of the information used by learners
is drawn from the Web. This approach
was developed by Bernie Dodge and Tom
WebQuests March at San Diego University, and it has
become one of the most popular ways of
using the Web in Education.

2. Information Provide educational software, commercial

Retrieval/Direct “demos” which you can take to your
Instruction Shareware school’s computer laboratory
instructional
software Find software which is designed to teach
Instructional some content or topic and not just to give
software sites (drill information
and practice sites,
tutorials sites,
simulation sites,
storybooks and so
3. General Sources on.) Locate lesson plans and other teaching
ideas
Teacher Sites
Increase awareness and access to
museum collections and to see exhibits
online without actually being physically
Museums and there.
virtual sites

Distance Education
Distance education refers to an organized instructional program in which teacher and learners
are physically separated. Distance education is also referred to as e-learning, online education and web
or computer-based training; this learning method is distinctively intended to be done remotely (not in
classroom) via virtual means. (http://www.ehow.com/facts_4870122_defiinition-distance-education.html)
 Synchronous distance educationrefers to situations where teacher and students meet at the
same time but in different places, as in live video broadcast or an audio teleconference.
 Asynchronous distance education refers to circumstances where both time and place are
different
 Hybrid Coursesare courses that combine the elements of face-to-face teaching and learning
with elements of distance education

Some of the Most Important Benefits of Internet and Other Distance Resources
 Easy and rapid communication
 Access to expert resources and information not locally available
 Access to up-to-date information
 Easy sharing of information and products
 Support for a cooperative group work
 Support for learning information and visual literacy

How is Distance Education Delivered?

A wide range of technological options are available to the distance educator. They fall into major
categories:

Category Description
Voice Instructional audio tools include the interactive technologies of telephone, audio
 conferencing, and short-wave radio. Passive (i.e., one-way) audio tools include
tapes and radio
Instructional video tools include still images such as slides, pre-produced moving
Video images (e.g., film, videotape), and real-time moving images combined with
audioconferencing (one-way or two-way video with two-way audio)
The term “data” is used to describe the broad category of instructional computer
tools which are used to send and receive information electronically.
Varieties of Computer applications for distance education are:
Computer-assisted instruction (CAI) – uses the computer as a self-contained
teaching machine to present individual lessons.
Computer-managed instruction (CMI) – uses the computer to organize
instruction and track student records and progress. The instruction itself need
not be delivered via a computer, although CAI is often combined with CMI.
Data
Computer-mediated education (CME) – describes computer applications that
facilitate the delivery of instruction. Examples include electronic mail, fax, real-
rime computer conferencing, and World-Wide Web applications.
Computer-based multimedia (CBM) – HyperCard, hypermedia, and a still-
developing generation of powerful, sophisticated, and flexible computing tools
have gained the attention of distance educators in recent years. The goal of
computer-based multimedia is to integrate various voice, video, and computer
technologies into a single, easily accessible delivery system
It is a foundational element of distance education programs and the basis from
which all other delivery systems have evolved. Various print formats are available
Print
including: modules, textbook, workbooks, study guide, course syllabi, and case
studies.

DISTANCE EDUCATION TECHNOLOGIES

FORMATS OF PRINT-BASD DISTANCE EDUCATION TECHNOLOGIES
Format Description
As in traditionally delivered courses, textbooks are the basis and primary source of
Textbooks
content for the majority of distance-delivered courses
Typically, distance educators use study guides to reinforce points made during
Study guides class and through the use of other delivery systems. They will often include
exercises, related readings and additional resources available to the student
In a distance education, context workbooks are often used to provide course
content in an interactive manner. A typical format might contain an overview, the
content to be covered, one or more exercises or case studies to elaborate the
Workbooks
points being made, and a quiz or test (with answer key) for self-assessment. In
addition, there is typically some form of feedback, remediation, branching, loop to
recycle, through the instructions, as needed.
A comprehensive and well-planned course syllabus is the foundation of many
distance-delivered courses. It provides course goals and objectives, performance
Course expectations, descriptions of assignments, related readings (often by session),
syllabus grading criteria, and a day-by-day overview of the material to be covered. The
syllabus must be as complete as possible in order to guide the students through
the course in the absence of daily contact with the instructor.
If written imaginatively, case studies are an extremely effective instructional tool. In
fact, case studies are often designed around the limitations of print and intended
to spark the students’ imaginations as they place themselves in the particular case
Case studies
under consideration. Many case studies present a content-based scenario. They
raise questions, pose alternative solutions, and then branch students to different
sections of the text.
VIDEO-BASED DISTANCE EDUCATION TECHNOLOGIES

Technology Description Examples

Broadcast video, like radio, is a Educational programming on the
synchronous technology that involves public television
One-way video
transmission of both audio and video Instructional courses offered via
information to a mass audience local cable companies
In two-way interactive video, also called Students at two different schools
Two-way video
video conferencing, both sending and working on the same science
 receiving sites are equipped with project make live presentations to
cameras, microphones, and video each other about their research
monitors. findings

COMPUTER-BASAED DISTANCE EDUCATION TECHNOLOGIES

Technology Description Examples
CD-ROMs or DVD-ROMs can be Self-study courses in discipline such
CD-ROMs and made mailed to learners for as foreign language and business
DVD-ROMs correspondence study on home education
computers.
E-mail supports asynchronous Electronic communication between
personal communication between an instructor and students or
E-mail teacher and learners, between instructor and parents
teacher and parents, or among Class “discussion” via an email list
individual learners.
Computer conferencing systems, also Online class discussion, forums, or
known as discussion forums or debates
Computer
bulletin boards, permit two or more Sharing student works, such as
conferencing
individuals to engage in an papers or projects, to permit peer
asynchronous text-based dialogue. review and critique
 Synchronous or real-time  Live student interaction with an
interaction in which individuals expert
interact by typing message back  Collaboration between students
and forth to one another. from different schools about a
 Chat room interactions resemble mutual project
Chat or Instant
group conversations become  Online “office hours” when distant
Messaging
popular places for electronic student can contact their instructor
socializing
 Instant messaging is similar to chat
but normally involves only one to
one communication
Web-based instruction also known as  Complete courses on almost any
online-learning, can present content, topic
Web-based
provide links to information at other  Online supplements to traditional
instruction
locations, and server as a focal point face-to-face courses
for distance education experience.

KEY PLAYERS IN DISTANCE EDUCATION

Key Players Description
Meeting the instructional needs of students is the cornerstone of every
Students effective distance education program, and the test by which all efforts
in the field are judge.
The success of any distance education effort rests squarely on the
shoulders of the faculty.
Special challenges confront those teaching at a distance. For example,
the instructor must:
 Develop an understanding of the characteristics and needs of
distant student with little first-hand experience and limited, if
Faculty any, face-to-face contact.
 Adapt teaching styles taking into consideration the needs and
expectations of multiple, often divers audiences.
 Develop a working understanding of delivery technology, while
remaining focused on their teaching role.
 Function effectively as a skilled facilitator as well as content
provider
Site facilitator acts as a bridge between the students and the
instructor. To be effective, a facilitator must understand the students
being served and the instructor’s expectations. Most importantly, the
Facilitators facilitator must be willing to follow the directive established by the
teacher. At a minimum, she/he sets up equipment, collects
assignments, proctors tests, and acts as the instructor’s on-site eyes
and ears.
 These individuals are the silent heroes of the distance education
enterprise and ensure that the myriad details required for program
success are dealt with effectively. Most successful distance education
Support Staff programs consolidate support service functions to include student
registration, materials duplication and distribution, securing of
copyright clearances, facilities scheduling, processing grade reports,
managing technical resources, etc.
Effective distance education administrators are more than idea people.
They are consensus builders, decision makers, and referees. They
work closely with technical and support service personnel, ensuring
Administrators that technological resources are effectively deployed to further the
institution’s academic mission. Most importantly, they maintain an
academic focus, realizing that meeting the instructional needs of
distant students is their ultimate responsibility.

Considerations and Decisions to Select the Best Delivery System

 Consider the goal, learner characteristics, the learning and performance contexts, objectives, and
assessment requirements
 Review the instructional analysis and identify logical grouping of objectives that will be taught in
appropriate sequences
 Plan the learning components that will be used in the instructions
 Choose the most effective student groupings for learning
 Specify effective media and materials that are within the range of cost, convenience, and
practically for the learning context.

EVALUATING INSTUCTIONAL RESOURCES

In evaluating instructional resources, several questions you should ask yourself are important, regardless
of the type of resource you are considering:
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate for the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of this resource practical for my teaching setting (cost, needed equipment, etc.)?

PART II – ANALYZING TEST ITEMS

Directions:Read and analyze each item and select the correct option that answers each question.
Analyze the items the first 5 items as your sample. Write only the letter of your choice in your answer
sheet.

1. Which of the following statements has a very limited definition of educational technology
A. It is a profession composed of various job categories
B. It refers to the computers used for teaching and learning
C. It includes audiovisual materials, interactive multimedia and self-instructional materials
D. It is the development, application, and evaluation of systems, techniques and aids to improve
human learning
Answer: B
The answer is letter B because it is confined to computers only. Options A, C, & D on the
other hand are more encompassing and they describe the different dimensions of
educational technology.
2. Which of the following statements is correct about the domains of educational technology?
A. Design is the production stage while development is the planning stage
B. Both the design and development are the planning stage
C. Evaluation is synonymous with implementation
D. Utilization is the action phase
Answer: D
The answer is letter D because it refers to the actual use of an educational technology.
Letter A is incorrect because the words design and development were interchanged.
Letter B, is also incorrect because it is only the word, “design” which refers to planning
stage. Letter C is incorrect because evaluation is not synonymous with implementation

3. Ms. Gomez is planning to integrate technology in her mathematics class. Which of the following
would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
A. I-II-III-IV C. I-II-IV-III
B. II-I-III-IV D. II-I-IV-III
4. Which of the following is a limitation of models and real objects in teaching and learning?
A. They pose problems on storage
B. They make learning more concrete
C. They provide hands-on learning experiences
D. They are readily available in the environment, around school, and in the home.
5. Which group of technologies has the highest degree of concreteness?
A. realia and computer
B. video, picture, and television
C. digital video, film, versatile compact disc
D. book, imaginative literature, programmed instruction
6. Mrs. Del Prado placed text together with the relevant graphics on the same page in her
multimedia presentation. Which principle did she apply?
A. Split Attention C. Cost effectiveness
B. Spatial contiguity D. Communication effectiveness
7. Mrs. Olivarez presented real samples of rocks in her General Science class. What principle did
she apply?
A. Appropriateness C. Responsiveness
B. Authenticity D. Simplicity
8. Which is the best reason why teachers state the objectives before using instructional media?
A. To secure available materials
B. To prepare the materials beforehand
C. To determine which media to used best
D. To be able to practice how to operate the equipment
9. Which of the following should Mr. Rivera primarily consider in determining his teaching-learning
objectives and use of instructional media?
A. The assessment tool to be used
B. The learning activities
C. The learner
D. The teacher
10. Which of the following technologies provide experiences to students/children?
A. Video and books C. radio and recordings
 B. Pictures and videos D. modules and periodicals
11. Which of these technologies used in the classroom are arranged from the most symbolic to
multisensory?
A. Real objects, print, audio-visuals, and visual materials
B. Visual materials, audio visual materials, print and computers
C. Visual materials, print, audio-visual materials and realia
D. Print, audio, visual materials, computers and realia
12. Which of the following is inappropriate in using printed visuals such as charts, graphs, and
drawings?
A. Provide written or verbal cues to highlight important aspects of visuals
B. Present the instructional materials simultaneously
C. Use materials that everyone can see
D. Make the presentation suspenseful
13. Susan wants to learn more English. Specifically, she wants to improve her listening skills. She has
a CD player, a tape recorder and has internet access. As an English teacher, what do you suggest?
I. CDs with English listening drills
II. Tapes with English listening drills
III. Internet websites such as Go4English, English Language Listening Lab, or Randall’s
Listening Lab
A. I and II C. I or III
B. II and III D. I, II and III
14. Which of the following statements is incorrect about the contributions of technology to student
learning?
A. The quality of learning can be improved
B. The delivery of instruction can more interesting
C. The method of teaching and learning becomes more interactive
D. The role of the teacher can be changed into knowledge dispenser
15. Mr. Tamate, an ICT teacher takes into account technology standards to address the needs of the
students and help them adapt with the changing society and technology. Which of the following
standards is an exception?
A. Creativity and innovation
B. Research and information literacy
C. Model digital-age work and learning
D. Technology operations and concepts
16. Ms. Vinluan, a computer teacher demonstrates understanding of local and global issues and
exhibits ethical and legal use of information and communication technology tools. Which is true
about her?
A. She models digital-work and learning
B. She facilitates and inspires student learning and creativity
C. She promotes and models digital citizenship and responsibility
D. She designs and develops digital-age learning experiences and assessments
17. With the fast-paced evolution nowadays, why are teachers encouraged to shift gradually from a
teacher-centered instruction to a learner-centered instruction?
I. A learner-centered instruction focuses on transformation of facts
II. Students work on tasks determined and controlled by the teacher
III. Students could collaborate and work on authentic tasks in a learner-centered
instruction
IV. A learner-centered instruction supports inquiry approach and authentic assessment
A. II and IV only C. I, II and IV only
B. I, II and IV only D. II, III and IV only
 18. Ms. Hernandez employs student-centered instruction as the learners create their digital portfolios
in her computer class. What could be developed among them through this approach?
A. Repetition and active learning
B. Mastery of skills & information delivery
C. Information processing and passive learning
D. Construction of knowledge and information exchange
19. Mr. Torres will have a multimedia presentation in his Science class. Which of the following should
he avoid?
A. Consider technical quality
B. Apply different computer effects per slide
C. Present information through graphic organizers
D. Use contrasting colors for text and background
20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of the following is
the most effective way of doing it?
A. Let the pupils surf a friendly from the internet
B. Have the pupils write a friendly letter and send it through an email
C. Let the pupils write a friendly letter using word processing and have it critiqued by their peers.
21. Which of the following computer-based instructional materials can be used to learn new
concepts?
A. Games C. Simulation
B. Tutorial D. Drill and practice
22. Prof. Dela Cruz would like to create a presentation material for her lesson on the types of
Computer-assisted instruction. To make her presentation effective, which?
A. Situating tool C. Productivity tool
B. Informative tool D. Communicative tool
23. Prof. Delos Santos is thinking of an online learning approach by which content provides links to
information at other locations and serves as a focal point for a distance education experience.
Which of the following should she use?
A. Teleconferencing C. Web-based instruction
B. Self-paced program D. Computer-aided instruction
24. Which is NOT a basic consideration in selecting and evaluating the content of an educational
technology tool?
A. Does it match the content?
B. Can it be easily dismantled?
C. Will it motivate and maintain interest?
D. Is there evidence of its effectiveness?
25. Your father wanted to finish his long dreamed course but he wanted to do it at home during his
free time. Would you recommend an online learning?
A. Yes, because online learning is the “in” thing
B. No, because online learning inhibits student-teacher interactions
C. No, because hiring a helper would enable him to attend regularly in his class
D. Yes, because he could learn at his own pace using a wide spectrum of technologies

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of the
best answer.
1. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an elementary school
 where there are enough resources for instruction. She wanted to start preparing her instructional
materials. Which is the most systematic process in doing this?
A. Design – utilization – evaluation – development
B. Design – development – utilization – evaluation
C. Development – design – utilization – evaluation
D. Development – utilization – evaluation – design
2. Which is the most important reason why teachers need to preview their instructional materials
that will be used in the class?
A. To gain confidence in using them
B. To encourage viewers to be more focused
C. To avoid potential problems that might occur while materials are in use
D. To ensure appropriateness of the materials with the objectives and target audience
3. After Ms. Rivas planned her lesson in English, she found out that the materials at hand do not
match her objectives. Which is the best thing that she can do?
A. Modify the available materials
B. Teach the lesson the following day
C. Change the objectives to match with the available materials
D. Carry out the lesson as planned and use the materials at hand
4. Prof. Balagtas used worksheets, manipulates, and models in teaching math to help her students
understand the lesson and love the subject.What did she bear in mind when she used these
materials?
A. Appropriateness C. Breadth
B. Balance D. Variety
5. With the increasing use of educational technology inside the classroom, what role is expected of
the teacher?
A. Facilitator C. Knowledge giver
B. Researcher D. Source of information
6. It is impractical to bring real objects to the classroom so Aaron constructed a three-dimensional
visual instead. Which of the following did he construct?
A. Chart C. Model
B. Cartoon D. Graphic organizer
7. You asked your students to show a two-dimensional illustration of what they have understood
from what they have read. Which of the following non-projected visuals are you referring to?
A. Graphic organizer C. Model
B. Printed materials D. Realia
8. There are several reasons why teachers are reluctant in using electronic media in the teaching-
learning process. Which is the most common reason?
A. The limited exposure of teachers to new equipment
B. Their incompatibility to diverse needs of the learners
C. The difficulty in integrating technology in the curriculum
D. The excessive availability of local technology in the community
9. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in Filipino. In which
activity in the teaching-learning process is it very effective?
A. In developing listening skills C. In composing poems
B. In teaching creative writing D. In building concepts
10. Plants, pebbles, and blocks are just some of the effective instructional materials readily found in
the environment if they are utilized properly. Which of the following is INCORRECT about their
classroom use?
A. Pass a single object their classroom use
B. Familiarize yourself with the object or model before its actual utilization
 C. Use the objects as springboard in encouraging students’ active participation
D. Make sure that the realia and model are large enough to be seen by the whole class
11. Prof. Ruiz uses projected visuals such as Digital Liquid Projector (DLP) in presenting her lesson.
What could be her main reason for using it?
A. The projected materials are readily available
B. They are more abstract than any other visual
C. Most projected visual can be obtained at no cost
D. She can easily prepare her own transparencies in advance
12. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year High School
class. However, she found out that it was ineffectively used in the classroom. When technology is
considered INEFFECTIVE?
A. When it promotes mastery of the lesson
B. When it makes viewing more interesting
C. When it helps attain the objectives of the lesson
D. When it induces alienation on the part of the learners
13. Your principal purchased new computer units for your Learning Resource Center. Which of the
following should be your last consideration in using the technology?
A. Computers can be used for entertainment
B. Computer can be used for research activity
C. Computer can be used for interactive presentation
D. Computers can be used to reinforce discussion of difficult concepts in class
14. Computers can be classified according to the roles they play namely communicative tool,
informative tools, and constructive tool. What is the other role of computers not mentioned in this
item?
A. Instructional tool C. Utility tool
B. Situating tool D. Application tool
15. Which of the following categories of CAI will you use in your class if your objective is to increase
proficiency in a newly learned skill or refresh an existing one?
A. Tutorial C. Drill and practice
B. Simulation D. Instructional game
16. Which of the following is an ineffective use of Presentation software?
A. Darken the room C. Read directly from the slides
B. Use appropriate pacing D. Allow interaction with the learner
17. Which of the following is NOT an example of a communicative tool?
A. Chat C. Teleconferencing
B. Electronic mail D. Multimedia encyclopedia
18. Why is one-way delivery of information a misuse of communication tools?
A. Because the teacher expects the student to study more
B. Because it requires activities that focus on thinking than responding
C. Because it enables the users to focus more on higher level cognitive activities
D. Because this kind of practice lessens interaction capabilities of communication tools
19. Internet consists of thousands of connected computer networks around the world. Which term
does NOT refer to Internet?
A. NET C. “Cyberspace”
B. On-line D. “Information Superhighway”
20. Which technology tool can Prof. Soraino use to communicate asynchronously with her students?
A. Chat and blog
B. Chat and instant messaging
C. Blog and video conferencing
D. Electronic bulletin board and email
21. In your computer subject, you allow your class to chat as part of your motivation before
discussing to them the roles of computer as a tool. How is chat used in this context?
A. Informative tool C. Communicative tool
B. Application tool D. Situating tool
22. Which statement is INCORRECT about computer conferencing?
A. It refers to live student interaction with an expert
B. It is also known as discussion forum or bulletin board
C. It also refers to online class discussions, forums or debates
D. It permits two or more individuals to engage in asynchronous text-based dialogue
23. Which instructional tool application will you introduce to your class if your objective is to help
them find and use information resources available in the internet?
A. Webquests C. Scavenger Hunt
B. Hybrid course D. Distance education
24. In the delivery of distance education, what computer application is used to organize instructions
and track students records and progress?
A. Computer-based Multimedia
B. Computer-assisted Instruction
C. Computer-mediated Education
D. Computer-managed Instruction
25. When is distance education as effective as the traditional instruction?
A. When the method, technologies and assessment used are appropriate to the required
competencies
B. When the course requires more face-to-face communication between the students and
teachers
C. When students depend more on their online mentor
D. When there is student-to-student interaction
 CURRICULUM DEVELOPMENT

Competencies:
1. Apply approaches to curriculum development
2. Align curriculum components to instruction and assessment
3. Distinguish the roles of stakeholders in the delivery of the curriculum

PART I –CONTENT UPDATE

Curriculum: Concepts, Nature and Purposes

I. FUNDAMENTAL CONCEPTS IN CURRICULUM

 Curriculum as a cumulative tradition of organized knowledge
 Curriculum as an experience
 Curriculum as an instructional plan
 Curriculum as an instructional outcome

Levels of Curriculum
 Societal level of curriculum– the farthest from the learners since this is where the public
stakeholders (politicians, special interest groups, administrators, professional specialists)
participate in identifying the goals, the topics to be studied, time to be spent in
teaching/learning, and materials to aid instruction.
 Institutional level of curriculum – refers to the curriculum derived from the societal level, with
modification by local educators or lay people; often organized according to subjects and
includes topics and themes to be studied; may also include standards, philosophies, lesson
plans, and teaching guides.
 Instructional level of curriculum – refers to how teachers use the curriculum developed in the
societal level and modified in the institutional level, or what authorities have determined;
involves the teachers’ instructional strategies, styles and materials used.
 Experiential level of curriculum – the curriculum perceived and experienced by each student
and may, therefore, vary among learners because of individual differences.
 Includes both curriculum processes (procedures in creating, using and evaluating the curricula)
and curriculum product or projects, resulting from curriculum development processes; includes
curriculum guides, courses of study; syllabi, resource units and other document that deal with
content of schooling.

II. FOUNDATIONS OF CURRICULUM

A. Psychological Foundation
 Psychology is a unifying element of the learning process. It forms the basis for the methods,
materials and activities for learning and subsequently serves as basis for many curriculum
decisions.
Major Theories of Learning

Behaviorism Phenomenolo
Cognitive
1. Edward 1. Abraham
1. Jean Piaget
Thorndike Maslow
2.John Dewey
2.Ivan Pavlov 2.Carl Rogers
3. Jerome
3. Burrhus B
Behaviorism and Curriculum
 Curriculum should be organized so students experience success in mastering the subject matter
 Highly prescriptive and diagnostic in approach
 Rely on step-by-step procedure, structured methods of learning
 For students who have difficulty learning curriculum and instruction can be broken down into
small units with appropriate sequencing of tasks and reinforcement of desired behavior

Cognitive and Curriculum

 The cognitive approach constitutes a logical method for organizing and interpreting learning
 The approach is rooted in the tradition of subject matter
 Educators have been trained in cognitive approaches and they have better understanding of them

Phenomenology and Curriculum

 Phenomenologists view the individual in relation to the field of which he or she operates
 Different things to different people
 Phenomenologists attempt to rescue learning theory from the narrow and rigid behaviorists and
from overstress on cognitive processes
 The raw data of personal experiences are vital to understanding learning

B. Philosophical Foundation
Philosophy is an important foundations of curriculum because philosophy advocated or reflected
by a particular school and its officials influence its goals or aims and content as well as the organization
of its curriculum.

Differing Views of Education

Traditional Progressive

Traditional Progressive
Focus 1 – Intellectual Development – all subjects contribute to
– liberal arts and science build intellectual intellectual development
power – liberal arts, sciences and practical
– ready made experiences by written and arts, develop the whole individual
spoken words – acting, acquiring meaning and
– education conceived as instruction problem-solving
– education conceive as creative self-
learning

Focus 2 – Functioning Citizen – development of good morals and

 – intellectual development makes for good useful skills
citizenship – direct experience in democratic
– knowledge and discipline prepare pupil to living
exercise freedom
– develop own learning modes within
a flexible curriculum
Focus 3 – Learners as individuals in our society – segregation of learner mode within
– follow traditional modes of learning with a flexible curriculum
prepared curriculum – educated to non-conformity,
– homogenous grouping and special grouping individuals, creativeness
– educated rigorously to accept roles in society
– vocational and liberal education
hand in hand
Focus 4 – Learner as actual/potential workers – relative
– vocational education follows liberal arts – subject as important for immediate
Focus 5 – characteristics of curriculum
– fixed, absolute
– subject matter as important and taught for
future use
 Philosophy Curriculum
Idealism  upholds goodness and truths
 religious and values oriented
Realism  concerned with world of ideas and things fixed within established
subject matter
 theory and principles before application
 includes only the essentials
Pragmatism  emphasis on how to think rather than what to think
 emphasis on development of insights, understanding and skills
acquired in creative, reflective, critical thinking
 child-centered
 utilitarian, subject matter taught naturally
 subject matter for stimulating exploration and practical action
Existentialism  main concern is to free the child to do his own thing
 frees learners to choose what to learn and believe
 no course guides and content outline
 learners sets own identities and standards
Perennialism  fixed, because the “ends” of education are absolute and universal
 liberal arts and science drawn from human wisdom and classical
sources
 taught subject in customary, separate from rather than combined
 eliminate “extras” and “frills” (music)
Essentialism  essential skills (3Rs) (English, Science, History, Math & Foreign
Language)
 educate the competent person
Progressivism  based on students interest
 involves the application of human problems & affairs
 interdisciplinary subject matter, activities and projects
Reconstructionism  put curriculum as a means in remarking society and rebuilding
culture
 curriculum should be a catalyst of change
 aims to leads pupils to rational discussions and contract analysis of
issues

C. Social-Cultural
Curriculum discussion should consider the social setting especially the relationship between
the schools and society and its influence on curriculum decisions. Social astuteness is essential for
curriculum planners and developers today. Curriculum decision takes place in a complex social
setting through demands that are imposed by society and the filter down to schools.

Influence of Society and Culture

a. inhibit change through traditions
b. rate and direction of change
c. correspond to societal changes
d. apply pressure through societal demands

Societal Changes
a. science and technology
b. improved communication
c. change family roles
d. population explosions
e. social mobility
f. value crisis
g. subject matter related to events
h. facilities/materials product of technology
i. active participation of stakeholders
j. accountability
 D. Historical Foundations
The historical foundation of curriculum reflects the educational focus prevalent during a
particular period or event in Philippine history. This focus could be made basis or model for
curriculum development of recent years

Difference in Education during the Various Historical Eras

Course of General
Period Goal Focus Method
Study Characteristics
Pre- Integration Customs Oral None Not formal;
Hispanic of individuals and immersion community
Era into the tribe traditions based; no
educational
system
Spanish Spread of Religion Catechetical Not No grade level;
Era Christianity instruction; prescribed; church-based; no
use of flexible; educational
corporal not system
punishment; centralized
rote
memorization
American Spread of Academic Democratic, Prescribed Formal;
Era democracy English English as ; uniform; structured;
Language medium of centralized existence of an
and instruction educational
Literature system
Japanese Spread of Principles Rote Prescribed Propaganda tool;
Era the New of the New memorization uniform; repressively anti-
Asian Order Order ; use of threat centralized American and
and anti-British;
punishment military-backed
existence of an
educational
system
Adapted from Curriculum Development: Philippine Setting, A. Bago 2001 p79
III. TYPES AND PATTERNS OF CURRICULUM
A. Subject-Centered Curriculum
The subject centered curriculum designs are the most popular and widely used curriculum
designs. Knowledge and content are integral parts of the curriculum. Teacher has full control of the
curriculum.
1. Separate Subject Design
Strengths
– the oldest and best known curriculum design
– based on the concept of knowledge
– is organized by the disciplines on scholarly fields of specialized inquiry
– emphasis on verbal activity, the teacher having the active role
– easy to deliver because complementary materials are readily available
– corresponds to textbook treatment and how teachers are trained as subject
specialists
Limitations
– isolates and compartmentalize knowledge
– overemphasis on subject matter resulted in a curriculum that is too technical and
too specialized
– inappropriate for a large number of students
 – stresses content and neglect students needs, interests and experiences
– teachers tends to foster passively for learning among the students
2. Correlated Design
Strengths
– an attempt to eliminate the isolation and compartmentalization of subjects
without radically overhauling the subject design curriculum
– disciplines linked while keeping identities of each
Limitations
– will require the teachers to plan their lessons cooperatively
– most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects
3. Broadfield Design
Strengths
– serves a response to society’s demand for integration of knowledge and more
comprehensive models of knowledge
– dissolves the boundaries in ways that make the information meaningful for the
students
– knowledge will no longer be fragmented or linear but multidisciplinary and
multidimensional
Limitations
– the issue of breadth versus depth
4. Process Design
Strengths
– the numerous curricula for teaching critical thinking exemplify this procedural
design
– learning how to learn design

B. Learner-Centered Design
The students are the center or focus of the program. These designs are found more
frequently at the elementary school level where teachers tend to stress the development of the
whole world.

1. Child –Centered Design

– students are actively involved in their environment
– “custom made” on students lives, needs and interests
– Children would attain self-realization through social participation
– emphasis on the child displaced the emphasis on subject-matter

2. Experience-Centered Design
– curriculum cannot be pre-planned, that everything had to be done “on the spot”
– heavy emphasis on learners interest and felt needs
– curriculum would be ever changing in addressing the needs of students

C. Problem-Centered Designs
Problem centered designs are organized to reinforce cultural traditional and also address
those community and societal needs that are currently unmet. The major concern is with genuine
life problems, and the need to adjust or cater to the concerns and situation of learners.

1. Life Situation Design

Strengths
– focus on the problem solving procedure for learning
– content is organized in ways to allow students to clearly view problem areas
– utilized past and current experiences of learners as a means of making them
 analyze the basic areas of living
– linking of subject matter to real situation increased the relevance of the
curriculum
Limitations
– ability to determine the scope and sequence of the essential areas of living
– tends to indoctrinate youth into the existing condition
– many teacher are not comfortable with it because it departs from curricular
tradition maintained by colleges and universities
2. Core Design
– sometimes called “social function”
– aims at creating a universal sense of inquiry, discuss and understanding among
learners of different background
– centers on general education and is based on problems arising out of common
human activities
– variations of core design
a) subject matter core would be classified as subject centered design
b) areas of living core rooted in the progressive education design
– it unifies content, present subject matter relevant to the learners and encourages
active processing of information
Curriculum Approach
Several curriculum approaches reflect the developers’ view of reality, philosophy, history,
psychology, social issues and the domain of knowledge among others. An approach expresses a
viewpoint about the development and design of curriculums. It can be viewed from a technical and
non-technical or scientific and non-scientific perspective (Bago, 2001).

A. Technical-Scientific Approach
It reflects the traditional view on education and formal methods of schooling. The technical-
scientific approach views curriculum development as something similar to engineering and
architecture which use instruments and empirical methods in preparing blueprints.

1. Behavioral-Rational Approach
– Oldest and still the most preferred approach
– It is a means – end approach which is logical and prescriptive

Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale.

Four Fundamental Principles

1. What educational purpose should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these education experiences be effectively organized?
4. How can we determining whether these purposes are being attained or not?
Flowchart of Taba’s (1962) Seven Stages of Curriculum Development

Diagnosis Formulation of Selection of Organization

of needs objectives content of content

Determination of Selection of
Organization of learning
CURRICULUM what and how to learning
experiences
evaluate experiences
 2. Systems – Managerial Approach
– considers the interconnected elements of inputs, throughout (process) and output
that comprise the educational system
– emphasizes the managerial/leadership and supervisory aspects of curriculum
especially in the implementation and organization process
– a cyclic process
3. Intellectual – Academic Approach
– emphasizes the importance of theories and principles in curriculum planning
– because of the cognitive demands of the approach, it overwhelms many beginning
students who usually lack sufficient philosophical and theoretical insights on the
subject

A. Non-Technical/Non-Scientific Approach

1. Humanistic – Aesthetic Approach

– promotes the liberation of learners from authoritarian teachers
– encourages group learning activities which promote cooperation rather than
individual competition
– emphasis on how to learn, not on what to learn
2. Reconceptualist Approach
– reflects the existentialist orientation
– purpose of education is to emancipate society from traditional, outmoded orders
through individual free choice
– emphasize learning experiences that develop personal self-expression
3. Reconstructionism
– considers the school as an agent of change, an institution of social reform
– emphasizes cultural pluralism, internationalism and pluralism which are beyond
individual concerns.

IV. ROLE OF STAKEHOLDERS IN CURRICLUM DEVELOPMENT

 include individual or groups who directly or indirectly influence and make
important contributions to the curriculum
 may be categorized as community-based(whose influence on the curriculum is
at societal or institutional levels) or school-based (whose contributions to the
curriculum are either on the institutional level, instructional level, or experiential
level)
A. School-based
 Learners
– the stakeholders of the curriculum, whose needs and abilities are the basis of
curriculum content solution and whose achievement level measures the
effectiveness of the curriculum
 Teachers
– establish direction and implementation of a particular program
– select content to be given emphasis
– assist/contribute in the preparation of the scope and sequence of the program
– attend to the pedagogical concerns such that they modify the curriculum to suit
the needs of the learners help in evaluating the effectiveness of the curriculum
 School administrators
– supervise curriculum implementations
– select, recruit and hire qualified teachers
– admit students
– take charge in the procurement of school equipment and instructional materials
needed for the effective delivery of instruction
 B. Community-based
 Parents
– Support and participate in parent-school organizations where priorities for the
curriculum are set
 Publishers
– Provide/develop instructional materials based on the prescribed curriculum
 Law makers/government officials
– authorize school budget
– enact legislation to effect curriculum change or improvement
– issue guideline in designing and implementing curriculum
 Community-at-large
– often dictates the purpose, goals and content of school curricula
– recommend directions and changes in the curriculum

V. CURRICULUM PROCESS

A. Curriculum Planning
1. Determines for Curriculum Planning
a) Learners – the consumer of education
b) Society – any society to progress economically must progress educationally
c) Knowledge – set up an environment which will challenge all students to master
knowledge

2. Needs Assessments
Needs assessments is completed to identify the strengths and weaknesses of the existing
curriculum situations and to provide directions for their improvement. It is a systematic exploration
of the way things are and the way they should be.

3. Formulating Goals
Goals are statements of endpoints or outcomes of education – statement of purposes. By
analyzing school goals, we can determine the scope of its entire educational program.
Sources of Goals
a) Learners – the purposes, interests, developmental needs and characteristics of the
learner should guide the choice of appropriate goals.
b) Society – the values and behaviors defined as desirable by a given society help
shape the goals of education in that society
c) Fund of knowledge – human knowledge that has been accumulated and organized
for universal use and should be taken into account in shaping the goals.
Levels of Goals
a) Institutional Goals
b) School Level or Department Goals
c) Program or Curricular Goals
d) Classroom or Institutional Level

B. Curriculum Designing (Curriculum Organization)

Curriculum design is concerned with the nature and arrangement of the four basic
curricular parts. (Also called components or elements).

The Components of Design

Objectives

Subject Matter Method and

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

1. Sources of Design
a) Science – the scientific method provides meaning for the curriculum design
b) Society – schoolshould draw its ideas for curriculum from the analysis of the social
situation
c) Eternal and Divine Sources – designers should simply draw on the past for guidance as
to what is appropriate content
d) Knowledge – “What knowledge is of most worth?”
e) Learner – curriculum should be derived from what we know about the learners, how he
or she learns, forms attitudes, generated interests and develops values
2. Dimensions of Curriculum Designs (BASICS)
Basics – equitable distribution of content, time, experiences and other elements of design
Articulation – interrelatedness of various aspects of the curriculum (vertical and horizontal)
Scope – the breaths and depths of the curriculum
Integrations – refers to the linking of all types of knowledge and experiences contained
within the curriculum plan
Continuity – vertical repetition and recurring of the content
Sequence – provide continuous and cumulative learning
Principles for Sequence
a) simple to complex
b) prerequisite learning
c) whole to part
d) chronological
3. selection of the Curricular Elements
1) Selection of Objectives
– Should describe behavior
– Stated analytically and specifically
– Development rather than terminal
– SMART
– Considers the 3 objective domains
2) Selection of Content
– Criteria for selecting content
a) Validity – if it is authentic
b) Significance/relevance – consistent with social realities, pursues needs of the
time
c) Balance of breadths and depths – coverage
d) Learnability – adjustable to learner’s ability
e) Appropriateness – parallel with learner needs and interest
f) Utility – useful on the performance of life activities
3) Selection of Learning Experiences
– Criteria for selecting experiences
a) Appropriateness – should be appropriate and suitable to the content, activities
and level of development of the learners
b) Variety – should include minds on, hands on, and authentic learning experiences
 c) Optimal value – should encourage the learners to continue learning on their own
d) Feasibility – in terms of human, physical and financial resources
4. Grade Placement
– involves allocation of content to definite grade capable of learning
– considers such factors as: child’s ability, difficulty of item, importance of content,
maturation, mental age, experiential background
5. Time Allotment
– refers to specification of definite time for subject/course; amount of time given to a
subject
– considers such factors as: importance of subject; child’s ability; grade level average
number of days/hours

C. Curriculum Implementation
Implementation is an interaction between those who have created the programs and those
who are charged to deliver it./ according to Ornstein and Hunkins (1998), implementation:
 requires educators to shift from the current programme which they are familiar with
to the new or modified programme.
 involves changesin the knowledge, actions and attitudes of people
 can be seen as a process of professional development and growth involving
ongoing interactions, feedback and assistance
 is a process of clarification whereby individuals and groups come to understand and
practice a change in attitudes and behaviors; often involving using new resources
 involves change which requires effort and will produce a certain amount of anxiety
and to minimize these, it is useful to organize implementation into manageable
events and to set achievable goals
 requires a supportive atmosphere in which there is trust and open communication
between administrators, teachers educators, and where risk-taking is encouraged

D. Curriculum Evaluation
 The process of delineating, obtaining and providing useful information for
judging decision alternatives
 Involves value judgment about the curriculum
 “Did we do what we wanted to do?”
Types of Evaluation
1. According to approach
Humanistic vs Scientific
2. According to scope
Evaluation of Learningvs Program Evaluation
3. According to timing
Formative vs Summative

Why Evaluate
1) Meet demands that current educational reforms have made
2) Provide directions, security, and feedback to all concerned
3) Determine appropriate and available resources, activities, content, method or
whether curriculum has coherence, balance, articulation, scope, integration,
continuity and sequence in order to meet curriculum goals/objectives

What areas in curriculum are qualified for evaluation?

1) Mission statement (philosophy)
2) Sequence (order)
3) Continuity (without disruption)
4) Scope (depth/variety of content)
 5) Articulation (how parts fit)
6) Balance(quantitative and qualitative aspects of content)
7) Coherence (relationship among different components)

E. Curriculum Improvement
– Enriching, modifying certain aspects without changing fundamental
conceptions/elements/structure
Levels of Operations for Improvement
1) Substitution – substituting a new book for the current series
2) Alternation – adding to instructional time
3) Variations – transferring a successful program
4) Restructuring – organizing teams for teacher and specialists
5) Value orientation change – shifting from routine instruction to computer
assisted instruction
Actions that Facilitate Curriculum Improvement
1) Change climate and working condition to encourage improvement
2) Maintain appropriate tempo
3) Arrange for variety of activities
4) Build evaluation procedure
F. Curriculum Changes
– Refers to the basic alteration and design of learning experiences based on
conceptions which may be at the school, district or national level
– To make different by shifting to new goals and means

Principles that Guide Change Process

1) People improve when they detect the desire of the stimulator to improve
himself.
2) Direction of improvement should be determined cooperatively
3) People must be identify and examine each others centrally held values
4) People improve through experiences
5) Divide time between contact individual and with group
6) People’s resistance to efforts of others constitutes major individual
differences
7) Create a climate of freedom
8) Keep channels of communication open
9) Use power with great care
10) Operate on a limited number of fronts at a given time

VI. CURRICULAR ALIGNMENT

Curriculum Alignment – alignment between curriculum and one or more of the following
elements, state standards, standardized test/state test, curriculum embedded tests,
student’s assignments, lesson plans, textbooks and instruction
 Vertical Alignment- planning curriculum across the grade levels from kindergarten
through high school, building upon instruction based upon standards
 Horizontal Alignment – alignment of the curriculum being taught by teachers in
common grade level
Written Curriculum – specifies what is to be taught and is produced by the state, the school
system, the school and the classroom teacher
Taught Curriculum –what the teacher actually teach in the classroom

ALIGNMENT TRIANGLE

W O I T
R B N A
Tested Curriculum – provides valuable feedback about each student’s understanding of essential
content, concepts and skills

Benefits of Curriculum Alignment

1) Improves students test scores by making sure the information a teacher teaches in her
classroom lines up with the information covered on standardized test.
2) Teachers can collaborate together more effectively if they all have the same basic goal for
their classrooms
3) Helps a school or individual teacher prove the students are learning material that lines up
with state standards
4) Students can travel from school to school and still have the same basic instruction
5) Ensures an increased in the student’s academic performance.

PART II – ANALYZING TEST ITEMS

Directions:Read and analyze each item and select the correct option that answers each question.
Analyze the items the first 5 items as your sample. Write only the letter of your choice in your
answer sheet.

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

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

2. Teacher Lily would like to take part in developing a subject-centered curriculum because
she believes that all subjects in this type of curriculum are geared towards the holistic
development of the learner. Is her belief about the subject-centered curriculum true?
A. Yes, because the subject-centered curriculum focuses on the learners needs, interests,
and abilities.
B. No, because it is the experience-centered curriculum that emphasized the teaching of
facts and knowledge for future use
C. Yes, because the subject-centered curriculum involves cooperative control
D. No, because it is the experience centered and not the subject-centered curriculum that
emphasized integration of habits and skills in learning the knowledge component of a
subject areas.
Analysis:
Option D is CORRECT. The belief of Teacher Lily about the subject-centered curriculum is
not acceptable. Holistic development covers physical, socio-emotional, mental and moral
development of learners. This is possible under an experience-centered curriculum
OPTION B is INCORRECT. While it agrees to the premise that Teacher Lily’s conception
about the subject-centered curriculum is not true, this option could not be accepted
because it presents conflicting information. It is subject-centered curriculum, not
experience-centered curriculum, which emphasized the teaching of facts and knowledge.
OPTION A and C are INCORRECT. The consideration of learner’s needs, interests, and
abilities including cooperative practices in the classroom are some of the important traits

3. In the elementary level, English literature and Social studies relate well. While history is
being studied; different literary pieces during the historical period is being studied as well.
What curriculum design is shown here??
A. Separate Subject design C. Discipline design
B. Correlation design D. Broad field design
Analysis:
Option C is CORRECT. Subjects are related to one another but individual subject maintains
its identity. In the question above, English literature and social studies correlate well. The
literary pieces being studied in English literature reflect the culture, social activities even
the problems and issues in each historical period.
OPTION A and B are INCORRECT. Both separate subject design and discipline design are
compartmentalized. They stress so much on cluster of topic, content and academic
disciplines
OPTION D is INCORRECT. Like correlation design, broad field design was made to prevent
compartmentalization of subjects. However, unlike correlation design, broad field considers

4. This phase of curriculum development involves decisions, among other things, on grade
placement and sequencing of content. Which phase is this?
A. Curriculum planning C. Curriculum organization
B. Curriculum evaluation D. Curriculum implementatio
Analysis:
Option C is CORRECT. Decisions on sequencing of content and grade placement are done
on the level of curriculum organization/design. In this level, the curriculum developer
determines the scope and sequence of content in each subject based on the design of the
curriculum
OPTION A, B and D are INCORRECT. Planning involves, among others, diagnosis of needs
and social demands which will make up the goals/objectives of the curriculum. This is done
at the initial phase of curriculum development process. Implementation is more concern on
the actual delivery of the curriculum in the schools/classrooms. This process is conducted
after the content, grade placement, etc. had been finalized. Evaluation is the terminal part
of the curriculum development process where the efficiency, effectiveness, and impact of
5. One example of this design of subject-centered curriculum is that which shows social
studies being combined with geography, civics and culture, and history to comprise one
subject area. Which design is this?
A. Correlated C. Separate subject
B. Broadfields D. Core
Analysis:
Option B is CORRECT. Broadfield design was made to prevent the compartmentalization
of subjects and integrate the contents that are related to each other. Thus geography,
civics and culture, and history are fused into one subject called social studies. Eventually,
the identity of each subject is lost. Broad field draws around themes and integration.
OPTION A is INCORRECT. Correlated design relates the content of two subjects in order to
reduce fragmentation. However, the identity of each subject is maintained. This is not the
case in question above.
OPTION C is INCORRECT. Separate subject design is highly compartmentalized and
fragmented.
OPTION D is INCORRECT. Core design revolves around general education and the

6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related
concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
A. Broadfield C. Core
B. Correlated D. Separate Subject
7. Which design is easy to deliver because complementary books and materials are
 commercially available?
A. Experience centered design C. process design
B. Problem design D. Subject centered design

8. What refers to the matching between the curriculum and the test to be used to assess the
learners?
A. Alignment C. Articulation
B. Auditing D. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging the content of her
lessons in World History. What way of establishing sequence is given emphasis by Ms.
Mateo?
A. Simple to Complex C. Concrete to abstract
B. Part to whole D. chronological
10. Mr. Rivera, a new teacher believes that education is a process of development and is life
itself; therefore, experience related to the child’s need and interest should be given primary
consideration. What educational philosophy is being exhibited by Mr. Rivera?
A. Idealism C. Progressivism
B. Reconstructionism D. Realism
11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of
the school boards has one of the following primary roles. Which one is this?
A. Support and participate in parent-school organization activities
B. Authorize school expenditures for curriculum development, implementation and
evaluation
C. Enact legislations to effect curriculum improvement
D. Recommend changes in curriculum
12. The schools in the 1st District plan to adopt the reading program used in the 3rd District.
What level of curriculum improvement is used?
A. Variation C. Substitution
B. Value orientation D. Restructuring
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum
content, it is better that throughout the high school years, economic geography concepts
be used to recur and be repeated with depth for effective learning. What criterion in
content selection is shown here?
A. Validity C. Significance
B. Continuity D. Learnability
14. The Filipino learners envisioned by the Department of Education in the light of the K-12
Curriculum is
A. Technologically literate or logistically developed Filipino
B. Functionality literate or logistically developed Filipino
C. Scientifically Advanced and Values Oriented Filipino
D. National Oriented and Internationally Competitive Filipinos
15. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum.
Thus, all activities in the classroom are geared towards the development of the child – the
center of the educative process. To which approach in curriculum does Teacher
Dominguito adhere?
A. Learner-centered C. Problem-centered
B. Subject-centered D. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in
the school to solicit inputs for a new curriculum in Social Science which highlights
indigenous in the community. What is shown in this situation?
A. Community members as supporters of curriculum
B. Community members as curriculum resources
C. Community members as manager of curriculum
 D. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt interests and needs of his students and
not on the anticipated needs and interests. What type of curriculum does teacher Bert
adheres
A. Subject-centered C. Experience-centered
B. Learner-centered D. Culture-based
18. What type of curriculum divides the school day into different periods such as language arts,
social studies, science and health, arithmetic, etc.?
A. Correlated C. Integrated
B. Broad fields D. Separate Subject

19. Which curriculum design element is taking place when Eduardo, a 4th year student can
connect the lessons he learned in a subject area to a related content in another subject
area?
A. Articulation C. Continuity
B. Balance D. Integration
20. The following The following curricular changes took place in what particular period? Restore
Grade VII, double-single session was abolished and more textbooks were written by Filipino
authors.
A. American Period C. Japanese Occupation
B. Philippine Republic D. New Society
21. This concept includes the sub-processes of curriculum planning, organization,
implementation and evaluation. Which concept is this?
A. Curriculum development C. Curriculum management
B. Curriculum assessment D. Curriculum and instruction
22. If curriculum is the “means”, what is the “end”?
A. Strategies C. Technique
B. Instruction D. Approaches
23. The curriculum used during this period in Philippines history terminated the use of English
as a medium of instruction. What period was this?
A. American C. Commonwealth
B. Spanish D. Japanese

24. Which of the following statements about the concept of curriculum is NOT quite acceptable?
A. It refers to all the experiences that both the school and the teacher provide the students
with
B. It is the set of acquired knowledge, habits, and skills
C. It consists of everything that goes within the school
D. It is a planned action for instruction
25. What process is being undertaken by curriculum developers when they enrich, or modify
certain aspects of a particular program without changing its fundamental conceptions?
A. Curriculum improvement C. Curriculum design
B. Curriculum change D. Curriculum implementation

PART III – ENHANCING TEST TAKING SKILLS

3
Directions: Enhance your test taking skills by answering the items below. Write only the letter of
the best answer.

1. What design element establishes the vertical linkages from level to level to avoid glaring
gaps and wasteful overlaps?
A. Articulation C. Scope
B. Balance D. Sequence
2. What refers to the authenticity of the content selected by the curriculum developer?
A. Feasibility C. Significance
B. Learnability D. Validity
3. What do we call the allocation of content to a definite grade capable of learning?
A. Time allotment C. Grade level
B. Grade placement D. Maturity level
4. Which pattern of experience centered curriculum centers around the normal activities of
children and is based on each child’s needs, interests and potentials?
A. Child centered C. Social function
B. Activity D. Specific competencies
5. Which curriculum development phase focuses on the change which will take place in
certain aspects of the curriculum without changing the fundamental conceptions?
A. Curriculum planning C. Curriculum improvement
B. Curriculum design D. Curriculum evaluation

6. Which is not a component of curriculum designing?

A. Objective C. Learning experiences
B. Learning Content D. diagnosis evaluation
7. Which type of curriculum design serves as a response to society’s demand for integration of
knowledge and enables the learner to see relationship among various aspects?
A. Broadfield C. Core
B. Correlated D. Separate subjects
8. Who controls the subject centered curriculum?
A. Learner C. Parent
B. Teacher D. Teacher and Parent
9. To provide for individual differences in the classroom, how is curriculum designed?
A. Minimum learning competencies are included
B. Realistic and meaningful experiences are provided
C. Some degree of flexibility is provided
D. Social skills are emphasized
10. To ensure success in curriculum development, which of the following specific actions
should a curriculum leader avoid?
A. Work with people not over them
B. Use your status frequently to establish discipline
C. Keep channels of communication open
D. Show that you too desire to improve
11. Which of the following is a reason for the continuous appraisal of the existing curriculum in
all levels?
A. New national policies in government
B. Changing needs and condition of society
C. Economic status of the people
D. Political trust of the country
12. Which of the following best defines curriculum development?
A. The total mental phenomena directly received at any given time
B. The planning of learning opportunities intended to bring about certain desired changes
in pupils and the assessment of the extent to which these changes have taken place
C. A continuous cycle of activities in which all elements of curriculum are considered
D. Education is aiding each child to be socially creative individuals
13. To build a sense of pride among Filipino Youth, which should be done in the curriculum?
A. Re-study our history and stress on our achievements as a people
B. Re-study our history from the perspective of our colonizer
 C. Replace the study of folklore and myths with technical subjects
D. Set aside the study of local history
14. What do you call the curriculum when teacher puts into action all the different planned
activities in the classroom?
A. Recommended Curriculum C. Taught Curriculum
B. Written Curriculum D. Supported Curriculum
15. Which statement about the subject-centered curriculum is NOT true?
A. There is a high level of cooperative interaction
B. It covers much content in a short period of time
C. The teacher has full control of the classroom activities
D. The main task is mastery of learning
16. Schools divide the school hours to different subjects such as reading, grammar, literature,
math, science, history and geography. What curriculum design is referred here?
A. Problem-Centered C. Subject-Centered
B. Learner-Centered D. Culture-Based
17. Which is NOT a description of the learner-centered curriculum
A. Emphasis is on the total growth and development of the learners
B. Controlled and cooperatively directed by learners, teachers and parents
C. Education is a means to develop socially creative individual
D. Emphasis upon facts and knowledge for future use

18. The K-12 curriculum is otherwise called as

A. 2002 Basic Education Curriculum
B. Revitalized Basic Education Curriculum
C. Enhanced Basic Education Curriculum
D. Extend Basic Education Curriculum
19. What refers to an individual or group of individuals who havea direct and indirect influence
in curriculum development?
A. Stockholders C. Promoter
B. Stakeholders D. Incorporators
20. What refers to the appropriateness of the content in the light of the particular students who
are to experience the curriculum?
A. Significance C. Interest
B. Validity D. Learnability
21. Which of the following statements is NOT acceptable?
A. Instruction is the actual engagement of learners in the planned learning activities
B. Curriculum determines what assessment should be done, and how to do it.
C. Instruction requires teachers to use a variety of action to accomplish a variety of
functions
D. Assessment establishes what is to be accomplished in teaching and learning
22. Which characteristic of a good curriculum highlights the psychological nature of the learner?
A. Provisions are made for the smooth transition and continuing achievement of pupils
B. Curriculum plans in areas which extend over several years are developed vertically
C. Classroom practices give attention to the maturity and learning problems of each pupil
D. Cooperative planning and teaching provide for exchange of information about pupil’s
learning experiences
23. Objectives must be evaluated in the light of practical considerations, including teacher
competence, availability of instructional materials, time allotment, etc. what characteristics
of educational objective is defined by the aforementioned statement?
A. Comprehension C. Consistency
B. Attainability D. Feasibility
24. “Knowledge is true if it is workable.” What philosophical foundation support this statement?
 A. Idealism C. Pragmatism
B. Realism D. Essentialism
25. As a member of the curriculum committee, your chief concern is to give the child freedom
to choose what to learn and believe, as you allow them to set their own identities and
standards. What philosophy will you consider?
A. Existentialism C. Idealism
B. Realism D. Pragmatism

FOUNDATIONS OF EDUCATION

Prepared by:
Prof. MavilleAlastre-Dizon

Competencies:

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

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

PART I –CONTENT UPDATE

I. HISTORICAL FOUNDATIONS

1. EARLY CONCEPTIONS OF EDUCATION

1.1 Education for Conformity/Primitive Education
Aims: To survive and to conform to the tribe to which they belong
Contents: Practical and theoretical Education
Methods: Tell me and show me, trial and error, enculturation, indoctrination
Proponents: Primitives
1.2 Education for the Preservation of Social Stability/ Oriental Education
 Aims: To impress traditional ideas and customs in order to maintain and
perpetuate the long established social order
Contents: Moral and Theoretical Training
Methods: Imitation, Memorization
Proponents: Orientals (Chinese, Indians, Egyptians)
1.3 education for the Development of Individually/Greek Education
Aims: To promote individual success and welfare through the harmonious
development of the various aspects of human personally
Spartan: to develop a good soldier in each citizen
Athenian: to perfect man (body and mind) for individual excellence
needed for public usefulness
Contents: Spartan – Military and physical training
Athenians – Liberal education
Methods: Athenian – Principle of individually
Spartan – Competition and rivalry
Proponents: Greeks
1.4 Education for Utilitarian/Roman Education
Aim: To educate the Roman youth for realizing national ideals
Content: Physical training (martials arts, use of war weapons)
Methods: Elementary – memorization, imitation
Secondary – literary exercises, intensive drill on speech, grammar
Proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
2.1 Education for Rich, Full Life/Italian or Individualistic Humanism
Aim: to secure rich and full life for each individual through contacts with the
ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino da Feltre
2.2 Northern or Social reform
Aim: For social reform
Contents: Classical and biblical literature (Religious)
Methods: Individualized instruction, repetition and mastery, motivation, use of
praise and rewards
Proponent: Desiderius Erasmus
2.3 reformation
Aim: Religious moralism
Content: Physical education, Character education. Math, History, Science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther
2.4 Counter-Reformation
Aim: to develop an unquestioning obedience to the authority of the church
Content: 4R’s (religion included)
Methods:
 adapting the lesson to the abilities, needs, and interests of children
 reviewing the previous lessons
 repetition for mastery
 memorization with understanding
 use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
2.5 Education as Training of the Mind/Formal Discipline
Aims: To train the mind through rigorous exercises in order to develop
intellectual capacities
 To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body) mental
(mental power) and moral (good conduct)
Methods: Formal-sensation, memory and reasoning, drill method
Proponent: John Locke
2.6 Rationalism
Aim: To enable man to think for themselves
Contents: Philosophical/scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
2.7 Education in Harmony with Nature/Naturalistic Conception of Education
Aims: To develop the individual in accordance with the laws of human
development and to preserve the natural goodness of man
Contents: Holistic education (physical, moral, intellectual)
Proponent: Jean Jacques Rousseau
2.8 Education for Patriotic Citizenship/Nationalistic Conception
Aim: To develop military preparedness and aggressiveness for the preservation
and glorification of the State
Content: Social Studies
Methods: Practical
2.9 Education as Psychological Development
Aim: To direct and control growth and development through appropriate
educational procedures
JOHANN HEINRICH PESTALOZZI – Social regeneration of humanity
FRIEDRICH FROEBEL – Development of the child
JONATHAN HERBART – Moral development
EDWARD LEE THORNDIKE – Realize the fullest satisfaction of human wants
Contents: Math, science, language, arts, history, literature
Methods: Principles and Laws of Learning
2.10 Education as a Scientifically Determined Process
Aim: To make education a science
Content: Science
Methods: Experimental, problem-solving, scientific method and research
2.11 Education as Social Reconstruction/Social Experimentalism
Aim: Prepare for a progressive rebuilding of the social order
Content: Social Studies:
Intellectual – critical examination of the social conditions and social problems
Civic – intelligent participation and cooperation in civic affairs
Vocational – social relationships of one’s job
Methods: Guidance (including social guidance), intelligent and cooperative
participation; Field Trips, Directed Classroom Study (community life)

II. PHILOSIPHICAL FOUNDATIONS

1. MAJOR PHILOSOPHICAL THOUGHTS

1.1 Idealism
 adheres to the view that nothing exists except in the mind of man, the
mind of God, or in a super or supra-natural realm
 idealists believe that ideas and knowledge are enduring and can change
lives
Aims:
 to develop the individual spiritually, mentally, morally (mind, soul and spirit)
 to discover and develop each individual’s abilities and full moral
excellence in order to better serve society
 Methods: Critical discussions, lecture, Socratic method, introspection, imitating
models, reflection/reflective thinking
Content: Literature, History, Philosophy, and Religion
The Learner:
 imitates the teacher who is an exemplar of an ideal person
 tries to do the very best he can and strive toward perfection
The Teacher:
 excellent example/role model for the student – intellectually and morally
 exercise great creative skills in providing opportunities for the learners’
minds to discover, analyze, synthesize and create applications of
knowledge to life and behavior
 questioner-encourages students to think and ask more questions and
develop logical thinking
The School:
 train future leaders
 develop morality and to distinguish right from wrong
 maintain and transmit values
 place emphasis on developing the mind, personal discipline, and
character development
Proponent: Plato – “In order to know something, we need to withdraw from the
use of our senses and rely on a purely intellectual approach”.
1.2 Realism
 stress that the world is made up of real, substantial and material entities
 knowledge is derived from sense experience
Aim: To provide students with essential knowledge to survive the natural world
Methods: Lectures, demonstrations, and sensory experiences, inductive logic
Content: Science and Mathematics
The Teacher:
 a guide, a demonstrator, who has fully mastery of the knowledge of the
realities of life
 requires the learner to recall, explain, and compare facts; to interpret
relationships, and to infer new meanings
 rewards the success of each learner and reinforces what has been
learned
 utilized learner’s interest but relating the lessons to the learner’s
experiences, and by making the subject matter as concrete as possible
The Learner:
 sense mechanism, a functioning organism which, through sensory
experience, can perceive the natural order of the world
 can learn only when he follows the laws of learning
The School:
 transmits knowledge
 classrooms are highly ordered and disciplines
Proponents: Aristotle, Herbart, Comenius
1.3 Pragmatism/Experimentalism
 Pragmatists believe that the curriculum should reflect the society,
emphasizing the needs and interests of the children
Aim: To teach students how to think so that he can adjust to the demands of an
ever changing world
Content: practical and utilitarian subjects
Methods: Project method, free and open discussion, individual problem-solving
research
The Learner:
  learn from experiences through interaction to the environment
The Teacher:
 capture the child’s interest and build in the natural motivation
 use varying teaching methods to accommodate each individual learning
style
 helper, guide, and arranger of experiences
Proponent: John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS
2.1 Perennialism
 Knowledge that has endured through time and space should constitute
the foundation of education
 Perennialism believe that when students are immersed in the study of
profound and enduring ideas, they will appreciate learning for its own
sake and become true intellectuals
Aim: To develop power of thought
Proponent: Robert Hutchins
The Teacher:
 Interprets and tells eternal truth
 Spends more time teaching about concepts and explaining how these
concepts are meaningful to students
The Learner: Passive recipients
2.2 Essentialism
 Teaching the basic/essential knowledge and skills
Aim: to promote the intellectual growth of the learners
Proponent: William Bagley
The Learner:
 Receives instruction in skills such as writing, reading,
measurement/arithmetic (3Rs)
The Teacher:
 Focuses heavily on achievement test scores as a means of evaluating
progress
2.3 Progressivism
 Education is always in the process of development
 Focused on the whole child and the cultivation of individuality
 Centered on the experiences, interests, and abilities of students
 Progressivists strive to make schooling both interesting and useful
Aim: to provide the pupil the necessary skills to be able to interact with his ever
changing environment
Proponents: John Dewey, Johann Pestalozzi
The Learner:
 Learns through experiences, by doing
The Teacher:
 Plans lessons that arouse curiosity and encourage the students to develop
a higher level of knowledge
2.4 Existentialism
 Man shapes his being as he lives
 Knowledge is subjective to the person’s decision, and varies from one
person to another.
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre
The Teacher:
 Assists students in their personal journey
 Aids children in knowing themselves
 The Learner:
 Determines own rule
2.5 Social Reconsttructionism
 Emphasizes the addressing of social questions and a quest to create a
better society
 Social reconstructionists believe that systems must be changed to
overcome oppression and improve human conditions
 Curriculum focuses on students’ experiences
Aim: Education for change and social reform
Proponent: George Counts
The Learner:
 takes social action on real problems such as violence, hunger,
international terrorism, inflation, discrimination and inequality, and
environmental problems
The Teacher:
 uses community-based learning and brings the world into the classroom
3. EASTERN PHILOSOPHIES
3.1 Hinduism
 Emphasized a commitment to an ideal way of life characterized by
honesty, courage, service, faith, self-control, purity and non-violence
which can be achieved through YOGA
Proponent: Mahatma Gandhi
Hinduism in Education
 The teacher shows the way and imparts knowledge by his own example,
responsible for the students’ spiritual welfare.
 The students aim to remember everything by heart and gain mastery of
every subject learned.
 Teaching methods are oral and memory intensive, discussion and debates
3.2 Buddhism
 Believes in the FOUR NOBLE TRUTHS
 Believes in the LAW OF KARMA
Proponent: Siddharta Gautama
Buddhism in Education:
 Education is rooted on faith
 Continuing educational system – to receive additional teaching and learn
from each other during class discussions
3.3 Confucianism
Teaches moral life through devotion to the family, loyalty to the elders, love of
learning, brotherhood, civil service, and universal love and justice.Stresses the
FIVE CARDINAL VIRTUES (benevolence, righteousness, propriety, wisdom and
sincerity).
Proponent: Confucius
Confucianism in Education:
 Civil service exams
 Religious rituals in the schools
3.4 Taoism
TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of
being close to nature and being in harmony with the whole universe
Strongly believes in WU WEI (Let things come naturally)
Proponent: Lau Tzu
Taoism in Education:
 Taoist ethics emphasize compassion, moderation and humility
 Physical exercises involves slow and controlled body movements to
 achieve and mental stillness
3.5 Zen Buddhism (Japanese version)
 Believes in the THIRD EYE (to see things which are invisible to the naked
eyes and to get attuned to the things around us).
 Encourages meditation (mind-awakening)
 Teaches that the entire universe is one’s mind, and if one cannot realize
enlightenment in one’s own mind now, one cannot ever achieve
enlightenment.
3.6 Islam
Has Five Pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and
pilgrimage)
Proponent: Muhammad/Mohammed
Islam in Education:
 Useful knowledge is necessary for the benefit of the self and of humanity
 A truly Islamic government is required to provide all means to promote
adequate education for its citizens, to the best of its ability.

III. PHILIPPINE EDUCATIONAL SYSTEM

Education during the Pre-Spanish Period

Aims: for survival, conformity and enculturation
Contents: Informal Education, Religion-oriented
Methods: tell me and show me, observation, trial and error

Education during the Spanish Period

Aim: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
 The vernacular was used as the medium of instruction in the parochial schools
 The religious orders introduced the parochial school
 Education is suppressed, exclusive (for the elite), and inadequate

Education during the American Period

Aim: To teach democracy as a way of life
Methods: Socialized recitation, Student’s participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation,
gardening, domestic science, American History and Philippine History
 Formal Education was established
 Education during the Commonwealth Period (1935-1942)
Aims: (as provided for in the 1935 Constitution)
 To develop moral character, personal discipline, civic conscience, and vocational
efficiency
 To teach the duties of citizenship
 To continue the promotion of democratic ideals and way of life
Content: Character education and citizenship training
 Education under the Commonwealth helps prepare for the coming independence of
a new Filipino nation.

Education During the Japanese Era (1943-45)

Aims: To strive for the diffusion of the Japanese language in the Philippines and to
terminate the use of the English language in schools
To stress the dignity of manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical
 education and singing Japanese songs, health/vocational education

Education During the Republic (1943-1972)

Aims:
 Full realization of the democratic ideals and way of life
 Promotion of equal educational opportunities for all
Contents:
 Social orientation as manifested by the conservation of the Filipino heritage
 Training for occupation
 Promotion of democratic nation building
 A new thrust on community development

Education During the New Society (1972-1986)

Aim: for national development
 Curricular changes in Elementary Education
a) Focused on the 3rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
 Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum
 Made education relevant to the needs of the changing world
 Bilingual Education Policy – use of English and Filipino as media of instruction in
specific learning areas
 Foster love of country;
 Teach the duties of citizenship; and
 Develop moral character, self-discipline, and scientific, technological and vocational
efficiency.

Education During 1986-2000

Aim: to promote national development and values education
 The national government appropriates the highest budgetary allocation to education
 Promotion and improvement of the public school teachers
 Implementation of NESC – addressed to civic, intellectual, and character
development of the child. Its features are:
– Emphasis on mastery learning; focused on fewer learning areas
– Focused on the development of the 3Rs
– Emphasis on the development of intellectual skills which are as important as
work skills
– Multi-disciplinary treatment of curriculum content
– Student-centered
– Cognitive-affective manipulative based curriculum
– Values education offered as separate subject area
– Emphasis on Science and Technology
– Bilingual policy
– Emphasis on Critical thinking
 The Congressional Commission on Education (EDCOM), in its report in 1991,
recommended the following:
a) Trifocalization of DECS into the Department of Education (DepEd), Technical
Education and Skills Development Authority (TESDA), and Commission of
Higher Education (CHED);
b) Establishment of Teacher Education Council and Centers of Excellence;
 c) Professionalization of teachers; and
d) Technical-Vocational Education reform.

Education During the 21st Century

Aim: to provide the school age population and young adults with skills, knowledge and
values to become caring, self-reliant, productive and patriotic citizens.
 Republic Act 9155 (Governance of Basic Education Act), was passed transforming
the name of the Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field offices (regional
offices, division offices, district offices and school). The act provides the overall
framework for:
– School head empowerment by strengthening their leadership roles
– School-based management within the context of transparency and local
accountability.

The K-12 program

 Implementation stated on SY 2012-2013
 Kindergarten is now a part of the compulsory education system
 A new curriculum for Grade 1 and Grade 7 pupils and students, respectively was
introduced
 By SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6 by SY
2017-2018;
 The phased implementation of the new curriculum will be finished by the SY 2017-
2018

IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION

Sociology
 The science of man and society
 Study of patterns of human behavior
 Study of groups and societies and how they affect the people
Society – a group of organized individuals who think of themselves as a distinct group, and
who live together sharing the same culture occupying the same territory, who
interrelates and interacts with one another, recruits its members by inter group
sexual reproduction and has a shared comprehensive culture, with common
shared attitudes, sentiments, aspirations and goals
Socialization
 A process of adapting or conforming to the common needs and interests of a social
group
 A process whereby people learn the attitudes, values and actions appropriate to
individuals as members of a particular society, where a member of a group learns
and internalizes the norms and standards of the other member among who she/he
lives
Agents of Socialization:
a) Family – smallest social institution whose members are united by blood, marriage or
adoption, constituting a household and having a common culture
b) School/Education – established by society for the basic enculturation of the group; an
agency which makes student learns how to value oneself and eventually others; an
agency organized by society for the basic function of teaching and learning.
c) Church
d) Mass media

Institutional Group Agencies for Education

 Three (3) very important groups that serve as agencies for learning:
1. Family
 Smallest social institution
Educative Functions of the Family (Home)
 Health Education – proper food to eat, proper hygiene
 Ethics, Morality, Religion – spiritual, moral, and desirable and social values
 Socialization – roles and status in society
 Psychomotor and manipulative skills – how to walk, dance and to use properly
kitchen tools, utensils, etc.
 Recreational skills
 Academic – reading, writing, arithmetic
2. School
 An institution, center of learning, established by society in which the accumulated
experiences of the past generations are passed on to the incoming generation by
means of systematized programs of instructions.
Roles of the School:
1. The school as an agent of socialization
 Children learn how to get along with other students in the school.
 Social ethics government trains the students to become good leaders and
followers.
 The school prepares the individual to become worthy member of the
society by making of their responsibilities
2. The school as an agent of cultural transmission
 Culture can be transferred through:
a) Enculturation
– The passing on of group’s custom, beliefs and traditions from
one generation to the next generation

b) Acculturation

– Learning other culture; the passing of customs, beliefs and

tradition through interaction/reading/inter marriages, etc.

 Values and attitudes formation are easily transmitted through lessons

provided by the teachers:

 Culture can be transmitted through field trips, experiential learning,

experimentation, group dynamics, cooperative learning, peer learning,
role playing and dramatization.

 Knowledge about the latest development in science and technology, and

about the nations and people of the world can be acquired through
different learning activities.

3. The school as an agent of cultural change

 Cultural changes are best discusses in the school

4. The school as agent of modernization

 Educational systems are focused on future needs of the students]

 Changes which are mostly attempts to modernization are being discussed

in the school

 The elements of cultural change which lead to modernization:

 – Development of oral and written communication and other
modern means of communication

– Improvement of science and technology in all fields

5. Other functions of the schools:

 Serves as a multi-purpose institution

 Provides training of the minds, teaches the basics

 Develops problem solving and critical thinking

 Promotes social integration, enculturation and cultural perception

 Accelerates adjustments of society

3. Church

 A lifetime school of learning

Educational from the Church (through the bible):

 History

Ex. Persia (now Iran), Mesopotamia (now Iraq)

 Prophecies

Ex. Earthquake, Famine, Calamities

 Divine Values

Ex. Love, Hope, Faith, Wisdom

Sociology of Education
– Provides a study of the relationships between society and the educational processes which
contribute to the analysis and solution to problems confronting the educational system

Anthropology
 Science that studies the origin and development of man, his work and achievements which
includes the study of physical, intellectual, moral, social and cultural development of man,
including his customs, mores, folkways and beliefs

Culture
 The shared products of human learning, the set of learned behaviors, beliefs, attitudes,
values, and ideas that are characteristics of a particular society or population
 The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and
other capabilities and habits acquired by man as a member of society.
Characteristics of Culture:
CULTURE is:
 Transferable  Dynamic  Learned
 Continuous  Shared  Universal
 Symbolic  Adaptive  Borrowed

Elements of Culture
 Language – an abstract system of word meanings and symbols for all aspects of culture;
 the foundation of culture; verbal and nonverbal
 Norms – are established standards of behavior maintained by a society, it must be shared
and understood
 Sanctions – penalties or rewards for conduct concerning social norms
a) Positive sanctions – pay, promotion, medals, word of gratitude
b) Negative – fines, imprisonment, threats, stares, ostracism
 Values - are collective conceptions of what is considered good, desirable and proper or bad,
undesirable and improper in a particular culture.

Change
 An enduring force in history; is inevitable, takes place from time to time
 The adjustment of persons or group to achieve relative harmony

Forms of Change:
a) Cultural change –refers to all alteration affecting new trait or trait complexes to change the
culture’s content and structures
b) Technologies change – revision that occur in man’s application of his technical knowledge
and skills as e adopts himself to environment
Examples of technological changes in education:
 Introduction
 Vocational education, computer education, and practical arts in the curriculum
 Inclusion of information and communication technology in the curriculum
c) Social change – refers to the variation or modifications in the patterns of social organization,
of such groups within a society or of the entire society
Example of social changes in education:
 Revival of nationalism themes in literature, music and arts, etc.

Anthropological-Sociological Implications to Education:

 The curricular program of all learning institutions should be examined by the
commission on Higher Education (CHED) and the Department of Education (DepEd)
so that those will be responsive to the needs of the society.
 Parents should be involved in the school projects and activities, and in enculturation
and socialization processes.

SOCIAL CONCEPTS:

1. Values
 Generally considered as something – a principle, quality, act or entity – that is
intrinsically desirable
2. Justice
 Giving others what is due to them; rendering to every man that exact measures of
his due without regard to his personal worth or merit
3. Freedom, Rights and Responsibility
 Freedom is absolute, it is not doing something without restrictions or reservations or
interference and influence of others
 Right means what is just, reasonable, equitable, what ought to be, what is justifiable,
something that is owed or due to others.
 Rights and responsibility come in pairs. If one wants more rights and freedom, s/he
shall also have to accept more responsibility. A right is abused when it interfers with
the rights of others
 The reciprocation of rights and duties is the true foundation of social order.
 Duties – refer to those that are due justice, to another individual or collective
persons and to God.
  Authority – refers to the right given commands, enforce laws, take action, make
decisions, and exact obedience, determine or judge
 Accountability – means to be answerable for; emphasizes liability for something of
value either contractually or because of one’s position of authority
 Responsibility – refers to trustworthy performance of fixed duties and consequent
awareness of the penalty for failure to do so.
4. Ethics/Moral law
Ethics is based on one’s station in life: to each station corresponds a certain behavior
according to which a person must live.

THEORIES OF ETHICS:

1) Consequentialism – claims that the morality of an action is determined by its

consequences
a) Hedonism – views that only pleasure is good as an end; pleasure is the highest good
b) Utilitarianism – believes that the greatest happiness of the greatest number is the
test of right or wrong
c) Self-realization – holds that the ultimate end is the full development or perfection of
the self.
2) Non-consequentialism – claims that the morality of an action depends on its intrinsic
nature or on its motives
3) Divine Command Theory – holds that for one’s action to be morally right, s/he must be
willing to have everyone act in the same way
4) Egoism – claims that an action is right only if it is in the interest of the agent
5) Situation Ethics – claims that the morality of an action depends on the situation and not
on the application of the law
6) Intuitionism – claim that one’s knowledge of right and wrong is immediate and self-
evident
7) Emotive theory – claims that moral judgments do not state anything that is capable of
being true or false but merely express emotions like oaths or exclamations
8) Ethical Relativism – holds the view that there is no one correct moral code for all times
and peoples, that each group has its own morality relative to its wants.

PART II – ANALYZING TEST ITEMS

Directions:Read and analyze each item and select the correct option that answers each question.
Analyze the items the first 5 items as your sample. Write only the letter of your choice in your
answer sheet.

1. The Department of Education gives greater emphasis on the development of the basic
skills. What is the philosophical basis for this?
A. Essentialism C. Perennialism
B. Existentialism D. Pragmatism
The correct answer is A-Essentialism which focuses on basic skills and knowledge.
Option B-Existentialism focuses on self/individual. Option C-Perennialism focuses
on unchanging truth. Option D-Pragmatism emphasizes the needs and interest of
the children.

2. Teacher M views his students as unique, free-choosing and responsible individuals. All
classroom activities revolve around the said premise. What theory underlies this?
 A. Essentialism C. Progressivism
B. Existentialism D. Realism

The correct answer is B-Existentialism which focuses in self/individual. Option A-

Essentialism focuses on basic skills and knowledge. Option C-Progressivism
focuses on the whole child and the cultivation of individually. Option D-Realism
emphasizes that knowledge is derived from sense experience.

3. Religious rituals in the classroom and in the school programs prove the deep natural
religiosity of the Filipinos. Which philosophy has greatly contributed to this tradition?
A. Buddhism C. Hinduism
B. Confucianism D. Islam
The correct answer is B-Confucianism which advocates the religious rituals in the
schools. Option A-Buddhism influences the idea on continuing educational system.
Option C-Hinduism emphasizes a commitment to an ideal way of life. Option D-
Islam advocates that useful knowledge is necessary for the benefit of the self and
of humanity.

4. In order to make Roman education truly utilitarian, how should the day-to-day lessons
be taught?
A. Taught in the students’ native dialect
B. Taught interestingly through the play way method
C. Related and linked to the events happening in everyday life
D. Practiced at home under the guidance of their respective parents
The correct answer is C. utilitarian education focuses on the usefulness of the
lessons to the daily life of the students. Options A, B, and D do not adhere to
utilitarian education

5. Which influenced the military training requirements among students in the secondary
and tertiary levels?
A. Chinese C. Orientals
B. Greeks D. Romans
The correct answer is D-Greeks. They focus on military training. Option A-Chinese
focuses on the preservation of culture. Option C-Orientals focus on preservation of
social stability. Option D-Romans focus on the usefulness of the individuals

6. Which philosophy has the educational objective to indoctrinate Filipinos to accept the
teachings of the Catholic Church which is to foster faith in God?
A. Realism C. Idealism
B. Pragmatism D. Existentialism
7. Virtue as on component in the teaching of Rizal as a course focuses on the teaching of
good and beauty consistent with the good and beauty in God. What philosophy supports
this?
A. Existentialism C. Progressivism
B. Idealism D. Social Reconstructionism
8. Giving education the highest budgetary allocation, the Philippine government recognizes
the possible contribution of its future citizens to the national development goals of the
Philippine society. Which stressed this goal of education for social transformation?
A. Athenian education C. Social problem
B. Followers of Christ D. Roman education
9. The progressivists emphasized the individuality of the child. What is the concern of the
reconstructionists?
 A. Experiential learning C. Social problem
B. Socialization D. Values education
10. One of the following quotations does not conform to the Christian doctrine of Education
for Humanitarianism. Which one is it?
A. Do unto others as you would like others do unto you
B. Love thy neighbor as thyself
C. Not on bread alone is man to live but on every utterance that comes from the mouth
of God.
D. Whatever good things we do to our poor, helpless brothers, we do it for God
11. Scouting and Citizen’s Army Training (CAT) give training in character-building,
citizenship training, etc. which leads to the creation of a new social order and a new
society eventually. What philosophy supports this?
A. Existentialism C. Progressivism
B. Perennialism D. Social reconstructionism
12. Teacher V demonstrated the technique on how to group students according to their
needs and interests and hot to use self-paced instructional materials. Which philosophy
is manifested in this activity?
A. Essentialism C. Realism
B. Progressivism D. Social reconstructionism
13. Teacher G, a Christian Living teacher, puts so much significance on values development
and discipline. What could be her education philosophy?
A. Idealism C. Progressivism
B. Pragmatism D. Realism
14. Which does NOT illustrate the principle that rights and duties are correlative?
A. The right of an unmarried pregnant teacher to abort her baby in relation to her duty
to protect her name and her job as a teacher
B. The right of a state to compel students to military service is reciprocated by the duty
of the state to protect them
C. The right to a living wage involves the duty of the school administrators to give
salary agreed upon and the duty of the teachers to give a fair amount of work
D. The right to life of children and to be given respect of such right
15. Why should a teacher take the obligation upon himself to study and understand the
custom and traditions of the community where he works?
A. To change the culture of the community
B. To have s sympathetic attitude for the people of the community
C. To identify the weaknesses of the culture of the community
D. To please the people of the community
16. A teacher who is a recognized expert in carpentry works, taught his students how to
prepare and construct good and aesthetic furniture from local resources. What cultural
transmission process is this?
A. Acculturation C. Indoctrination
B. Enculturation D. Observation
17. Every first day of the school year, Miss Bautista prepared activities which will make her
Grade III children sing, play, learn and introduce themselves to the class. What process
did the teacher emphasize?
A. Acculturation C. Indoctrination
B. Enculturation D. Socialization
18. Which program in the education system seems to be aligned to the Christian
humanitarian principle respect for the human personality?
A. The alternative learning system delivery
B. The functional literacy program for the out-of-school youth and adults
C. The promotion of the basic human rights of the Filipino
D. The study of the Philippine Constituion
 19. With a death threat over his head, Teacher Myra is directed to pass an underserving
student. If she is a hedonist, which of the following will she do?
A. Don’t pass him, live by her principle of justice. She will get reward, if not in this life,
in the next.
B. Don’t pass him. She surely will not like someone to give you a death threat in order
to pass
C. Pass the student. That will be of use to her, the student, and his parents
D. Pass the student, why suffer the threat?
20. Which philosophy approves of a teacher who lectures most of the time and requires his
students to memorize the rules of grammar?
A. Existentialism C. Pragmatism
B. Idealism D. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer of given
a choice. Majority of the pupils wanted to be Americans. In this case, in which obligation
relative to the state are schools seemed to be failing?
A. Instill allegiance to the constitutional authorities
B. Promote national pride
C. Promote obedience to the laws of the state
D. Respect for all duly constituted authorities
22. Which philosophy approves of a teacher who lectures most of the time and requires his
students to memorize the rules of grammar?
A. Communication Arts C. Science
B. MAPE/PEHMS D. THE/TLE
23. Which of the following school practices is NOT based on Social Reconstructionism?
A. Establishment of SOF
B. Exemption of Scouts from CAT
C. Promoting culture and arts in schools
D. Promoting project WOW
24. Which of the following is the focus of the Japanese education in the Philippines?
A. Democratic ideals and nationalism
B. Love and service to one’s country
C. Religion and love for Asian brothers
D. Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new social
order. Which practice best manifests this view?
A. The class conducts scientific experiments to discover or verify concepts
B. The class discusses role models and their impact on society
C. The class is allowed to engage in divergent thinking
D. The class undertakes well-planned projects in the community

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of
the best answer.

1. Teacher D, a Values Education teacher emphasized ethics in almost all her lessons. Which
of the following emphasized the same?
A. Liberal Education C. Religious Training
B. Moral Education D. Social Education
2. Which reform in the Philippine Educational System advocates the use of English and Filipino
as media of instruction in specific learning areas?
A. Alternative Learning C. K-12 Program
 B. Bilingual Education D. Multilingual Education
3. Activities planned by school clubs/organizations show school-community connection
geared towards society’s needs. What philosophy is related to this?
A. Existentialism C. Realism
B. Progressivism D. Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching
reforms and experimentation?
A. Essentialism C. Progressivism
B. Existentialism D. Social reconstructionism
5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their priorities
B. The teacher and the administrator follow a set of criteria in giving grades
C. The teacher has students whose parents want their children to obtain higher grades that
what they are capable of getting
D. The teacher sets high expectations for her intelligent students such as getting higher
grades

6. Which situation shows that a sense of nationhood is exemplified?

A. The class conducted a debate using Filipino as medium
B. The class is required to watch the TV sitcom of Oprah to improve their English
communication skills
C. The class opted to make a choral rendition of the theme song of a foreign movie
D. When Teacher Eva asked her Grade II students in what country they wish to live, most of
them chose United States
7. A teacher who believes in the progressivist theory of education would embrace certain
reforms on methodology. Which reform would be consistent with this theory?
A. Active participation of the learners
B. Formal instructional pattern
C. Strict external discipline
D. Teacher domination of class activities
8. What philosophy of education advocates that the curriculum should only include universal
and unchanging truths?
A. Essentialism C. Perennialism
B. Idealism D. Pragmatism
9. Which of the following is NOT a function of the school?
A. Changing cultural practices
B. Development of attitudes and skills
C. Reproduction of species
D. Socialization among children
10. Which move liberalized access to education during the Spanish period?
A. The educational of illiterate parents
B. The establishment of at least one primary school for boys and girls in each municipality
C. The hiring of tribal tutors to teach children
D. The provision of vocational training for school age children
11. Which of the following is the chief aim of Spanish education?
A. Conformity and militarism
B. Perpetuation of culture
C. Propagation of Catholic religion
D. Utilitarianism and conformity
12. Which of the following is the aim of our education during the Commonwealth period?
A. Designed after Japanese education
B. Patterned after the American curriculum
C. Predominantly religious
 D. Purely nationalistic and democratic
13. Which of the following is NOT a reason why the basic education curriculum has been
reconstructed?
A. To become globally competitive during this industrial age
B. To be relevant and responsive to a rapidly changing world
C. To empower the Filipino learners for self-development throughout their life
D. To help raise the achievement level of students
14. Which philosophy of education influence the singing of the National anthem in schools?
A. Nationalism C. pragmatism
B. Naturalism D. Socialism
15. Who among the following believes that learning requires disciplined attention, regular
homework, and respect for legitimate authority?
A. Essentialist C. Realist
B. Progressivist D. Reconstructionist
16. Which of the following is the main function of the philosophy of education?
A. Reconsider existing educational goals in the light of society’s needs
B. Provide the academic background prerequisite to learning
C. Define the goals and set the direction for which education is to strive
D. Aid the learner to build his own personal philosophy
17. Homeroom advisers always emphasize the importance of cleanliness of the body. Children
are taught how to wash their hands before and after eating. What is this practice called?
A. Folkway C. Mores
B. Laws D. Social norm
18. Which curricular move served to strengthen spiritual and ethical values?
A. Integration of creative thinking in all subject
B. Introduction of Values Education as a separate subject area
C. Reducing the number of subject areas into skills subject
D. Re-introducing Science as a subject in Grade 1
19. “The greatest happiness lies in the contemplative use of mind”, said Plato. Which of the
following activities adheres to this?
A. Cooperative learning C. Role playing
B. Introspection D. Social interaction
20. Your teacher is of the opinion that the world and everything in it are ever changing and so
teaches you the skill to cope with the changes. Which in his governing philosophy?
A. Experimentalism C. Idealism
B. Existentialism D. Realism
21. Teacher Mica says: “If it is billiard that brings students out of the classroom, let use bring it
into the classroom. Perhaps, I can use it to teach Math.” To which philosophy does Teacher
Mica adhere?
A. Essentialism C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino youth?
A. Replace the study of folklores and myths with technical subjects
B. Re-study our history and stress on our achievements as people
C. Re-study our history from the perspective of our colonizers
D. Set aside the study of local history
23. A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow learning in her teaching. Which of the following does she do to
support her belief?
A. Encouraging learners to memorize factual knowledge
B. Equipping learners with the basic abilities and skills
C. Providing learners opportunities to apply theories and principles
D. Requiring learners full master of the lesson
24. Which philosophy influenced the cultivation of reflective and meditative skills in teaching?
A. Confucianism C. Taoism
B. Existentialism D. Zen Buddhism
25. Which of the following situation manifests a balance between teacher’s responsibility and
accountability?
A. She entertains her students with personal stories until the end of the period.
B. She spends most of the time on the latest gossips in showbiz
C. She teaches as much as she could for duration of the period
D. She teaches as well as entertains the students with her personal stories.