Terms and clues FOR LET Review PDF

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PART 1: KOUNIN'S MGT MODEL (1970) ✔stimulus boundedness -- teacher's attention interrupted by extrateneous stimulus ✔Thrust -- teacher interrupts students engaged in activities w/o considering whether the student is ready or not. ✔Dangels -- teacher interrupts activity of student and return to it again. ✔Truncations -- teacher does not return to current act. after being interrupted. ✔Overdwelling -- teacher focuses on a certian topic that will lead to too much time consupmtion, the lesson will slow down. ✔Fragmentation -- chunks of lesson for students to understand his/her lesson effectively or breakibg down of act. to cause too much time. ✔Flip Flop -- teacher changes its activity from current activity to new one and vice versa whenever he/she changes his/her mind. ©©©©©®®®®®®®©©©©©©© PART 2 PO. THEORIES AND THEIR PROPONENTS ✔Wilhelm Woundt = german psycologist "founder of modern psychology. ✔Titchener = structuralism psychology William james, G. Stanley Hall,

James M. Cattell.... these three promote "functionalism psychology

✔Charles darwin = theories to mental characteristics as human think, feel & behave(" evolutionary psychology") ✔Herman Ebbinghaus = associationism psychology ✔Edwin Guthrie = (stimulus and response ) :; temporal conguity ✔Edward Lee Thorndike = "satisfaction" "the law of effect". ✔Ivan Pavlov = involuntary behavior ✔Max Wertheimer = gestalt psychology ✔Otto Loewi = discovered "acetylchloline" respobsible in stimulation of muscles

✔Ulf von Euler discovered "norepinephrine" bringing our nervous system into "high alert" ✔Arvid Carlsson discovered "dopamine" the reward mechanisms in the brain ✔Jean Piaget -- cognitive dev't , info processing , dynamic interrelation. ✔Sigmund Freud -- psychosexual , psychoanalytic ✔Erik Erickson -- psychosocial ✔Lawrence Kohlberg -- moral dev't, ✔Burrhus Frederic Skinner -- operant cond. ✔Ivan Pavlov -- classical cond. ✔Edward Lee Thorndike -- connectionism ✔Albert Bandura -- social learning, neo - behaviorism ✔Robert Gagne -- sequence of instruction ✔Abraham Maslow -- hierarchy of needs , motivation theory ✔William Kohler -- insight learning ✔Robert Havighurst -- devt task theory ✔Benjamin Bloom -- bloom's cognitive taxonomy ✔Simpsons / Anita Harrow -- psychomotor domain ✔David Krathwohl -- affective domain ✔Jerome Bruner -- constructivist, spiral curr, instrumental conceptualism ✔Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory, Scaffolding ✔Edgar Dale -- cone of exp. (20% remember) ✔kohler,koffka, weirtheimer -- gestalt psychology ✔John Locke -- tabularasa , empiricism ✔Howard Gardner -- multiple int. ✔Noam Chomsky -- language acquisition theory , fr of linguistic, nativism ✔David Ausubel -- meaningful learning, graphic organizer, assumption ✔Charles Cooley -- looking glass self theory

✔John Flavel -- metacognition ✔Sandra Bem -- gender schema theory ✔Elliot Turriel -- social domain theory ✔Robert Sternberg -- triachic theory of int. ✔Johm Watson -- behaviorial theory ✔Maria Montessory -- transfer of learning, kinder garten preparation of children. ✔Edward Tolman -- purposive behaviorism and goal oriented ✔Edward Torrance -- creative problem solving ✔Bernard Weiner -- attribution theory ✔Daniel Goleman/coleman? -- emotional intelligence ✔Wolfgang Ratke -- used vernacular for approaching the class. ✔mencius -- idealistic wing of confucianism ✔hzun tzu -- realistic wing of confusianism ✔taoism -- lao tzu ✔Herbart spencer -- moral devt ✔Pestallozi -- symmetrical and harmonious devt of child ✔John Jacques Rosseau -- nature of child ✔Arnold Gesell - maturation theory ✔John Dewey - Learning by doing ✔David Froebel - Father of kinder garten ✔John Bowly - Attainment Theory ✔Edward Boro - Six Thinking Hats Theory ✔Auguste Comte - Father of Sociology ✔Carlos Linnaeus - Father of modern taxonomy. ✔John Amos Comencius - Fr. of modern education.

✔Erasmus Desiderius - Fr. of humanism/ social humanism ✔William Kilpatrick - Project method. ®®®®®®®®®®®®®®®® PART 3: IDEALISM -- plato REALIAM -- aristotle EMPIRICISM -- locke PRAGMATISM -- dewey EXISTENTIALISM -- hegel PHILOSOPHICAL ANALYSIS -- moore ESSENTIALISM -- bagley PERENNIALISM -- hutchins PROGRESSIVISM -- dewey RECONSTRUCTIONALISM -- brameld BEHAVIORISM -- skinner or watson STRUCTURALISM -- helmholts or wundt? FUNCTIONALISM -- james,nugell, or carr? PURPOSIVISM -- hormic ®®®®®®®®®®®®®®®®®® PART 4 -ISM ✔NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY) ✔IDEALISM -- spiritual, values, moral, socratic method ✔REALISM -- natural world, values arenatural and absolute, reality exist undercieved ✔PRAGMATISM/EXPERIMENTALISM -- practical, problem solving research, knowledge is what works, values are related, truth is warranted assertion.

✔ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for rational being. ✔PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest are relevant to curriculum. ✔EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do, deciding precedes knowing. ✔PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid. ✔SOCIAL RECONSTRUCTIVISM -- for better society, community based learning ✔RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change. ✔BEHAVIORISM -- learning is change in behavior, S-R relationship ✔EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning) ✔STRUCTURALISM -- complex mental exp. such as image,feeling and sensation ✔FUNCTIONALISM -- focus to motivation, thinking & learning. ✔PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of his/her objective. ✔PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines meaning ®®®®®®®®®®®®®®®®® PART 5: REPUBLIC ACTS 9155 -- Governance of basic educ. act of 2001 6728 -- GASTPE 7722 -- creating CHED 7784 -- " " of center of excellence 7796 -- creating TESDA 6655 -- Free public secondary act of 1988 4090 -- creating a state scholarship council to intergrate, systematize, administer and implement all program scholarships and appropriating funds. 5447 -- creation of a special educ. fund act enacted in 1968

-- organization and extension of classes -- adding classroom to remote areas,barrios and provincial schools 6139 -- regulated the secretarian schools/private school in charging higher tuition fee 7687 -- science and technology scholarship act of 1994 7743 -- establishment of city and municipal libraries. 8292 -- higher educ. modernization act of 1997 6850 -- an act to grant Civil Service eligibility under certain conditions to Gov. employees appointed under provisionap or temporary status who rendered 7 years of efficient service 8545 -- amending RA 7628 Expanded GASTPE Act 8525 -- Adopt a school program 8491 -- Flag and Heraldic code of the Ph. 7797 -- lengthen the school prog. to 200 days and not more than 220 days 8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and assignment of school. 6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY. 7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and indigeneous learning system 7743 -- act providing libraries and reading centers throughout the Ph. 7877 -- anti-sexual harassment act of 1995 9163 -- NSTP of 2001 6193 -- regulation of tuition fees of private educ. institution 10627 -- anti-bullyinh act of 2013 10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM) 9485 -- anti-red tape act Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities. ®®®®®®®®®®®®®®®®® PART 6

Philosophers Related to Learners Development ✔SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk avove water. COMPONENTS OF PERSONALITY ID -- pleasure center EGO -- reality center SUPER EGO -- conscience / judgment center. PSYCHOSEXUAL STAGES OF DEV'T ORAL -- thumb sucking, biting ANAL -- toilet training, control of their bowel. PHALLIC -- sexual interest, genital stimulation. LATENCY -- sexual urges & interest were temporary GENITAL -- adult sexual interest and activities come to dominate. Odipus complex - son vs father towards mother/wife feelings . (excessive attachment)(Phallic stage) Electra complex - daugther vs mother towards father/husband feelings. (excessive attachment)(Phallic stage) Personality Dynamics LIFE INSTINCT DEATH INSTINCT =================================== ✔ERIK ERICKSON -- "healthy children will not fear in their elders have integrity enough to fear of death. PSYCHOSOCIAL STAGES of DEVT CRISIS -- a person goes through MALADAPTATION -- result from failure to effectivity resolve the problem MALIGNACY -- " VIRTUE -- emerges when balance & resolution of crisis attained. PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years) Basic Conflict: Autonomy vs. Shame and Doubt Important Events: Toilet Training Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Stage: Preschool (3 to 5 years) Basic Conflict: Initiative vs. Guilt Important Events: Exploration Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Stage: School Age (6 to 11 years) Basic Conflict: Industry vs. Inferiority Important Events: School Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Stage: Adolescence (12 to 18 years) Basic Conflict: Identity vs. Role Confusion Important Events: Social Relationships Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Stage: Young Adulthood (19 to 40 years) Basic Conflict: Intimacy vs. Isolation Important Events: Relationships Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Stage: Middle Adulthood (40 to 65 years) Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Stage: Maturity(65 to death) Basic Conflict: Ego Integrity vs. Despair Important Events: Reflection on life Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. =================================== ✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's. SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills. MKO(More Knowledge Others) -- higher level of performance. =================================== ✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done. STAGES OF COGNITIVE DEVT. SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge. PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest. CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think symbolically. =================================== ✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society. LEVELS OF MORAL DEVT. PRE-CONVENTIONAL -- obidience & punishment (consequences) , individualism & exchange

CONVENTIONAL --interpersonal relationship, maintain social order. POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and beliefs. =================================== ✔URIE BROFENBRENNER -ECOLOGICAL SYSTEM THEORY MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood MESOSYSTEM -- connections between context, school experiences to church experience. EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her. PSYCHOSOCIAL THEORY STAGES Stage: Early Childhood (2 to 3 years) Basic Conflict: Autonomy vs. Shame and Doubt Important Events: Toilet Training Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Stage: Preschool (3 to 5 years) Basic Conflict: Initiative vs. Guilt Important Events: Exploration Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Stage: School Age (6 to 11 years) Basic Conflict: Industry vs. Inferiority Important Events: School Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion Important Events: Social Relationships Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Stage: Young Adulthood (19 to 40 years) Basic Conflict: Intimacy vs. Isolation Important Events: Relationships Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Stage: Middle Adulthood (40 to 65 years) Basic Conflict: Generativity vs. Stagnation Important Events: Work and Parenthood Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Stage: Maturity(65 to death) Basic Conflict: Ego Integrity vs. Despair Important Events: Reflection on life Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. =================================== ✔LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's. SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills. MKO(More Knowledge Others) -- higher level of performance. =================================== ✔JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVT. SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge. PRE-OPERATIONAL ( 2-7y/o) -- pretent to play but still struggle with logic,mental symbols interest. CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think symbolically. =================================== ✔LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society. LEVELS OF MORAL DEVT. PRE-CONVENTIONAL -- obidience & punishment (consequences) , individualism & exchange CONVENTIONAL --interpersonal relationship, maintain social order. POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and beliefs. =================================== ✔URIE BROFENBRENNER -ECOLOGICAL SYSTEM THEORY MICROSYSTEM -- sorroundings of individual: family, friends, neighborhood MESOSYSTEM -- connections between context, school experiences to church experience. EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her. MACROSYSTEM -- which is the largest and most remote set of people and places and things to a child but which still has a great influence over the child. =================================== ✔ALBERT BANDURA -- SOCIAL LEARNING THEORY : environment affects child's personality : learninh occurs by simply observing people, people learned from what they see and the consequences of what they did ®®®®®®®®®®®®®®®®

PART 7 FOUR PILLARS OF LEARNING ✔LEANING TO KNOW -- focuses on combining broad gen. knowledge and basic educ. with the opportunity to work on a small number of subjects in the light of rapid changes brought about by scientific progress ang new forms of economic and social acitivity. ❇Learning how to learn and to discover, as to benefit from ongoing educational opportunities continuously arising throughout life. ❇Developing the faculties of memory, imagination, reasoning and problem solving. ❇Understanding about one's environment. ❇Communicating with others. ✔LEARNING TO DO -- emphasizes on the learning of skills necessary to practice a profession or trade. ❇applying in practice what has been learned. ❇developing vocational / occupational and technical skills ❇developing social skills in building meaningful interpersonal relationships. ❇developing competence, social behavior, aptitude for teamwork ❇enhancing the ability to communicate and work with others ❇managing and resolving conflicts. ✔LEARNING TO BE -- prioritizes the development of the human potencial to the fullest. ❇tapping the talents hidden with individual. ❇developing personal commitment and responsibilty for the common good. ✔LEARNING TO LIVE TOGETHER -- emphasizes understanding of others, their history, tradition and cultures, and also living and interacting peacefully together. ❇appreciating diversity of human race ❇being receptive to others and encounter others through dialogue and debate. ❇caring about others ❇working toward common objectives in cooperative undertakings. ❇managing and resolving conflicts.

®®®®®®®®®®® PART 8: COGNITIVE PERSPECTVE : GESTALT PRINCIPLE ✅German word means "whole, form, pattern or configuration" ✅the focus of this theory is on Perception and how people assign meaning to visual stimuli "The whole is more than the sum of all parts" LAW OF PROXIMITY -- elements that are closer together be percieved as a coherent object. LAW OF SIMILARITY -- similar will percieved as part of the same form. LAW OF CLOSURE -- ignoring gaps in the figure. LAW OF CONTINUATION -- patterns establish an impled direction, people tend a good continous line. LAW OF PRAGNANZ -- stimulus will be organize into a good figure as possible. LAW OF FIGURE/GROUND -- we tend to pay attention and percieved things in the foreground first. INSIGHT LEARNING -- Gestalt adheres to the idea of learning takes place by discovery. PART 9 ✔Ripple Effect -- spreading effect of series of consequences caused by singlr action or event. ✔Hawthorne Effect -- type of reactivity effect in which individuals improve an aspect of their behavior in response to their awareness of being observed. ✔Halo Effect -- cognitive bias which an observer overall impression of a person, influences the observers feeling and thoughts about the entity's character or property ✔Pygmalion Effect -- Shows the teacher's expectation (self-fulfillment) ✔Golem Effect --...