Licensure Exam for Teachers (LET) Reviewer Coverage: General Education and Professional Education PNU GenEd + PNU ProfEd Combined 616Pages (27mb)
Licensure Exam for Teachers (LET) Reviewer Coverage: General Education and Professional Education PNU GenEd + PNU ProfEd Combined 616Pages (27mb)Full description
Benjamin Bloom’s Taxonomy of Learning Objectives Cognitive Knowledge- recall facts Comprehension- understanding/ translating information from one form to another Application- apply information in concrete actions Analysis- systematically examine facts in order to solve problems / divide information (inductive, deductive) Synthesis- putting together Evaluation- apply standards to make judgment
Affective Receiving- show willingness to attend Responding- required active participation Valuing- displays definite involvement/ commitment Organization- integrated to his own value/ priority system Characterization by value- acts consistently according to the value (firmly committed)
Psychomotor Reflex movements - involuntary response Basic Fundamental movements- combination of reflex movements Perceptual abilities- translate stimulus received through senses Physical Abilities- basic movements Skilled Movement - more complex movements Nondiscursive communication - able to communicate through movement
Three Level strategy- Charles E. Merill
Value Concepts Facts
Instructional Objectives Cognitive- Benjamin Bloom
Affective- David Krathwohl Psychomotor- Anita Harlow Mager’s Approach in Writing ObjectivesObjectives - Robert Mager Performance Condition Criterion of Success Inductive (known-unknown) Specific to general Develop HOTS Engage in active leraning Deductive (unknown-known ( unknown-known)) General to specific Metacognition- John Flavell Cognitive Development- John Piaget Psycho-Social Theory- Erik Erikson Psycho-sexual Psycho-sexual Theory-Sigmund Theory-Sigmund Freud Socio-cultural Theory- Lev Vygotsky Moral Development Theory- Lawrence Kohlberg Multiple Intelligences- Howard Gardner Left Brain/ Right Brain Continuum- Roger Sperry Classical Conditioning- Ivan Pavlov (stimulus substitution) Connectionism Theory/ S-R framework- Edward Thorndike Experiment on Albert and Mice- John Watson Operant Conditioning- BF Skinner Purposive Behaviorism (Sign Learning Theory)- Edward Tolman Social Learning Theory- Albert Bandura Constructivist Theory- Jerome Brunner Subsumption Theory- David Ausubel Conditions of Learning- Gagne Father of Creativity (Torrance test of creative thinking)- Edward Paul Torrance Framework of Creative Thinking Fluency o Flexibility o o Elaboration o Originality Law of Contiguity (close pairing of elements with reinforcement)- Edward Guthrie Inductive Method- Francis Bacon Repetition to ensure mastery- Wolfgang Ratke Aubis Sensualis Pictus World of sensible things pictured John Amos Use of visualization Comenius Tabula rasa- John Locke Pioneered in Women Education- Francis Fenelon
Emile/ social contract (democratic govt.)- Jean Jacques Rosseau Learning through observation- Johann Heinrich Pestalozzzi Herbatian Method- Johann Friedrich Herbart Father of kindergarten- Friedrich Wilhelm August Froebel Survival of the fittest- Herbert Spencer The Pedagogy of the Oppressed- Paolo Freire Father of Existentialism- Soren Kierkegaard
LAWS
1987 Constitution Art. 14
RA 7722- CHED
RA 7796- TESDA
RA 9155- Dep Ed (Governance Act of Basic Education)
EO 356- Bureau of Non Formal Education (ALS)
PD 6-A- Educational Development Decree No. 6-A
MOTIVATION
Attribution Theory- Bernard Weiner Locus (place)- internal/external Stability- stable/unstable Controllability controllable/uncontrollable Self Efficacy Theory- Albert Bandura Self Determination and self- regulation Choice Theory- William Glasser Maslow’s Heirarchy of Needs- Abraham Maslow Goal Theory Two factor Theory/ Motivator-hygiene theoryHerzberg Friedrich
Law of Use and Disuse- Gates Law of Frequency and Recency- Watson Law of Intensity- Carr Law of Forgetting- Ebbinghaus
Max Scheler’s Heirarchy of Values Pleasure values Vital values Spiritual values Values of the Holy Assertive discipline- good behaviour is rewarded and bad behaviour is dealt with accordingly.
We measure height, distance, weight We assess Learning Outcome We evaluate results in terms of some criteria or objectives
RA 7784- Centre of Excellence
Batas Pambansa 232- Educational Act of 1982
Integrated System of Education
RA 4670- Magna Carta for Public Teachers
PD 1006- Professionalization of Teachers
RA 7836- LET/ Philippine Professionalization Act of 1994
RA 7610- Special Protection of Children Against Child abuse and exploitation and Discrimination Act
RA 7877- Act Declaring Sexual Harrasment Unlawful in Employment, Education and Training Environment
RA 8990- National System for Early Childhood Care
Middle Adulthoo d Late Adulthoo d
DEVELOPMENTAL THEORIES
Generativit y vs. stagnation Integrity vs. despair
Overextensio n
Rejectivity
Caring
Presumption
Disdain
Wisdom
Jean Piaget- Cognitive Theory of Development Lev Vygotsky’s Socio- Cultural Theory Social interaction Language Scaffolding o Private speech o Scaffold and fade away technique
Schema Assimilation Accomodation Equilibration I.
II.
Sensorimotor stage a. Object Permanence
Potential Level
Pre Operational Stage a. Symbolic Function b. Egocentrism c. Centration d. Reversibility e. Animism f. Transductive Reasoning
Zone of Proximal Development Actual Level
Lawrence Kohlberg’s Moral Theory of Development III.
Concrete Operational Stage a. Decentering b. Reversibility c. Conservation d. Seriation
IV.
Formal Operational Stage a. Hypothetical Reasoning b. Analogical Reasoning c. Deductive Reasoning
Erik Erikson’s Psycho-Social Theory of Development Stage
Psychoso cial crisis
Maladaptat ion
Malignanc y
Virtue
Infancy
Trust vs. Mistrust
Withdrawal
Hope
Toddler
Autonomy vs. Shame and doubt
Sensory maladjustme nt (gullible) Impulsivenes s
Compulsive ness
Ruthlessness without mercy Narrow virtuosity
Inhibition
Will power/ determinat ion Purpose/ Courage
Preschool
Initiative vs. Guilt
School
Industry vs. inferiority Identity vs. role confusion Intimacy vs. Isolation
Adolesce nce Young Adult
Fanaticism
Promiscuity
Pre-convential Level Punishment/ Obedience o Mutual Benefit o Convential o Social Approval o Law Order Post Conventional o Social Contract o Universal Principle Just community Approach
Ivan Pavlov- Classical Conditioning Meat-dog-bell experiment
Edward Thorndike- Connectionism Theory (S-R T heory)
Law of Effect
Law of Exercises Law of Readiness
BF Skinner’s Operant Conditioning Reinforcement Positive Reinforcer o Given/ added to increase response Negative Reinforcer o Withdrawn/ removed to increase response
Edward Tolman’s Purposive Behaviorism Sign Learning Theory Learning is acquired through meaningful behaviour More of relationship b/w stimuli Organisms will select the shortest or easiest path to achieve goal
Types of Knowledge
IPT ( Information Processing Theory) Encoding-Storage-Retrieval Duration: 1-3 seconds of information o
o
Latent Learning- learning that stays as individual needs it
Albert Bandura’s Social Learning Theory Learning by MODEL/ imitation/ OBSERVATION Learning can be seen without change in behaviou
Attention Retention Motor reproduction Motivation
Gestalt’s Theory (Form/ Configuration)
Max Wertheimer Wolfgang Kohler (ape experiment- Sultan) Kurt Koffka
Lawof Proximity Law of Similarity Law of Closure Law of Good Continuation Law of Good Pragnanz Law of Figure/ Ground
Learning takes place by discovery/ insight
Kurt Lewin- expanded Gestalt psychology
Short Term Memory- working memory 5-9 chunk of information (7 +/- 2) 18 seconds Long Term Memory- permanent storing house Unlimited
Jerome Bruner’s Constructivist Theory Learning is an active process o Representation Enactive Representation Iconic representation Symbolic Representation
David Ausubel’s Meaningful Verbal Learning (Subsumption Theory)
General vs. Specific Declarative Procedural Episodic Conditional- “knowing when and why”
o
Use of advanced organizing Knowledge is hierarchically organized Subsumption- the process by which new material is related to relevant ideas in the existing cognitive structure.
Gagne’s Conditions of Learning I. Different instruction is required for different learning outcomes II. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction III. Events of learning operate on the learner in ways that constitute the conditions of learning. Nine Instructional Events 1.
