FOUNDATION OF THE TEACHING LEARNING • Promotion of vocation education

PROCESS – THE TEACHER, SCHOOL • Health education

CULTURE, AND ORGANIZATION Third Republic
• Full realization of democracy
Lanvin Sean B. De Los Santos
The New Society
Some of the most common philosophies of Education • Education for national development
Philosophy Description Fifth Republic
Idealism Mind and spirit • Corazon Aquino: Values Education
Realism Teach and see (tangible) • Fidel Ramos: Trifocalization
Pragmatism Practical use; learning by doing; skill • Gloria Arroyo: DepEd
Essentialism Body of knowledge; content focus • Benigno Aquino III: K-12
Perennialism Forever, unchanging • Rodrigo Duterte: Free tertiary education
Existentialism Freedom and choice
Social Reconstructionism Changing the society Sociological Aspects of Education
Progressivism Child-centered Social Science Theories
Hedonism Pleasure Theory Description
Utilitarianism Betterment of others; common good Structural-Functional
Rationalism Logical and critical thinking • Society as a system of interconnected parts,
Behaviorism Behavior learned from environment each having a unique function
• Purposes of schooling
Historical Foundations of Education o Intellectual
Key Periods on the History of Education o Political
Historical Period Description o Economic
Primitive Societies o Social
• Teaching of survival skills and group cohesiveness Conflict
• Practical skills • Society as a competition for limited resources
Greeks • Two opposing sides, both aiming to
• Athens: developing well-rounded persons maintain status quo
• Sparta: developing soldiers • Education as a powerful means of
Romans maintaining power structure
• Developing sense of civic Symbolic Interactionist
responsibility, and administrative and • Society as the product of shared symbols, i.e.:
military skills meanings that individuals attach to events
Arabic • Major tenets:
• Cultivation of commitment to Islam o Individual’s actions based on
• Expertise in mathematics, medicine, meaning
and science o Different people give meaning to the
Medieval same thing
• Development of religious commitment o Meanings change as individuals interact with one
• Establishment of social order another
Renaissance
• Cultivation of humanists as experts in the classics Forms of Violence
Reformation Form of Violence Description
• Cultivation of commitment to a particular religious Physical Using a part of their body or an object to
denomination control a person’s actions
• Cultivation of general literacy Sexual One is forced to participate in sexual activity
Emotional Someone says or does something to make
Periods of Development in Philippine History another feel worthless
Historical Period Description Psychological Someone uses threats, causing fear
Pre-Spanish Period Spiritual Uses an individual’s spiritual beliefs to control
• Focus on survival, practical skills Cultural Individual is harmed as a result of his/her
Spanish Period culture, religion, or tradition
• Beginning of formal instruction Verbal Use of language (written or verbal) to harm an
• Introduction of Christianity individual
• Educational Decree of 1863: Financial Someone controls/misuses another’s
elementary schools in every town financial resources
American Period
• Promotion of democratic ideals Neglect Someone has the responsibility to take
• Implementation of free public education care of someone else but does not
Philippine Commonwealth
• Emphasis on nationalism Global Issues that Concern Schools
Japanese Occupation Current Global Issues
• Development of love for labor 1. Climate change
2. Pollution 5 Teachers to inform community about the school’s
3. Violence work, accomplishments, and needs (e.g.: Parent-
4. Security and well-being Teacher Association, School Governing Council)
5. Lack of education 6 Teacher as an intellectual leader in the community
6. Unemployment 7 Teachers’ harmonious relationship with other
7. Government corruption professionals, government officials, and people
8. Malnourishment and hunger 8 Teachers to refrain from proselytization (convert
9. Substance abuse others to one’s faith)
10. Terrorism
Functions of a School Head
UN Sustainable Development Goals 2015-2030 Roles Functions
• Based on the principle of “leaving no one behind” Visionary principal, motivator, advocate, and
• Emphasis on the holistic approach to achieving planner
sustainable development • Leads in setting school’s VMG
Builder of networks and support systems
School Partnership • Organize/expand school, community and local
Partnership government
• Two parties helping each other for mutual benefit • Leads in developing School Improvement Plan
What Communities can do for Schools • Leads in developing and maintaining the School
• Brigada Eskwela Management Information System
• Curriculum Development Curriculum developer
• Work experience programs (e.g.: work immersion) • Creates a conducive physical and psychological climate
• Remediation and enrichment classes • Localize and implement school curriculum
• Youth development programs • Encourage development and use of innovative
• Community Service instructional methods
What Schools can do for Community Fiscal Resource Manager
• Classrooms used for organizational meetings • Administer and manage all personnel, physical, and
• Schools as polling place and medical missions fiscal resources
• Schools as an evacuation center • Encourage and accept donations, gifts, bequests and
• Facilities used for community assemblies grants for educational purposes
• Courts used for local celebrations and sports leagues
• Schools conducting livelihood skills-training seminars National Competency-based Standards for School
What Schools can do for Community Heads
• Classrooms used for organizational meetings (NCBSSH)
• Schools as polling place and medical missions Domains Competency Strands
• Schools as an evacuation center Domain 1 School Leadership
• Facilities used for community assemblies • Developing VMGO
• Courts used for local celebrations and sports leagues • Data-based strategic planning
• Schools conducting livelihood skills-training seminars • Problem solving
Legal Bases for Community Involvement • Building high performance teams
• Governance of Basic Education Act (RA 9155): • Coordinating with others
encouragement of local initiatives for the improvement • Leading and managing change
of schools, school heads to establish school and Domain 2 Instructional Leadership
community networks • Assessment for learning
• Education Act of 1982 (BP 232): schools establishing • Developing programs and/or adapting existing
appropriate bodies for assistance and support of the programs
school and the promotion of common interest • Implementing programs for instructional improvement
• Adopt-a-School Program Act (RA 8525): allows private • Instructional supervision
entities to assist public school in certain areas
• Education for All 2015: schools to continue harnessing Domain 3 Creating a Student- centered Learning
local resources Climate
• Setting high social and academic expectations
The Teacher’s Ethical and Professional Behavior • Creating school environments focused on the needs of
From the Code of Ethics for Professional Teachers, the learner
Article III Domain 4 HR Management and Professional
• Teachers’ role in the community Development
Section Description • Creating a professional learning
1 Teacher as facilitator of learning • Recruitment and hiring
2Teachers to provide leadership and initiative to • Managing performance of teachers and staff
participate in community movements Domain 5 Parent Involvement and Community
3 Teachers to behave with honor and dignity Partnership
4 Teachers to study and understand local customs and • Parental involvement
Traditions • External community partnership
Domain 6 School Management and Operations Administration: transactional
• Managing school operations Work-focused
• Fiscal management Lead by authority
• Use of technology in management of operations Do things right
Domain 7 Personal and Professional Attributes Leadership
and Interpersonal Effectiveness Innovation: transformational
• Professionalism People-focused
• Communication Lead by inspiration
• Interpersonal security Do the right things
• Fairness, honesty and integrity
Skills Demanded from Leaders
Philippine Professional Standards for School Heads • Technical: process or techniques
Domains Description • Human: working effectively with people
Domain 1 Leading Strategically • Conceptual: ability to think in terms of models,
• Role of School Heads in setting direction, goals, and frameworks, and relationships
objectives of schools Leadership Styles
Domain 2 Managing School Operations and • Autocratic: Decision making solely lies with a person
Resources • Consultative: Decision making lies with a person upon
• Role of School Heads in managing systems and consultation from members
processes in schools • Democratic: Members directly participate in decision
Domain 3 Focusing on Teaching and Learning making through consensus
• Work of School Heads in promoting quality teaching • Laissez-faire: Members left alone to establish their
and learning own work
Domain 4 Developing Self and Others
• Role of School Heads in nurturing Situational Leadership Model: Behavioral Styles
themselves and others
Domain 5 Building Connections Selling/Directing:
• School Head’s Competence in engaging stakeholders in Novice but enthusiastic
initiatives towards the improvement of school Individuals
communities Telling/Coaching:
Capable but unmotivated
PPSSH: Career Stages Individuals
• Career Stage 1 Participating/Supporting:
o Acquired the prerequisite qualifications for the school Experienced but not confident
head position individuals
• Career Stage 2 Delegating:
o Apply the required knowledge and understanding of Experienced and confident
the authority, responsibility, and accountability expected Individuals
of them
• Career Stage 3  Servant Leadership
o Consistently display an in-depth knowledge and • Leading by serving
understanding of the authority, responsibility, and • “Servant first”
accountability expected of them  Transformational Leadership
• Career Stage 4 • Leadership that causes change in individuals and social
o Consistently exhibit mastery in their application of systems
authority, responsibility, and accountability • Not content with the status quo; sees the need to
expected of them transform the way the organization thinks

Competency Framework for Southeast Asian School Sustaining Change in an Organization

Heads 1. Seek support of stakeholders
1. Personal Excellence 2. Get people involved early and often
2. Instructional Leadership 3. Plan a communication campaign to “sell” the
3. Managerial Leadership innovation
4. Strategic Thinking and Innovation 4. Ensure that the innovation is understood by all
5. Stakeholder Engagement 5. Consider timing and phrasing

Organizational Leadership Revised School-based Management Assessment Tools

•Directing and coordinating individuals to achieve a goal Schools-Based Management (SBM)
or a mission • Decentralized management initiative by developing
• Setting strategic goals while managing individuals authority to school heads, teachers and parents
within the organization • in keeping with the principle of subsidiarity: “nothing
Leadership vs Management should be done by a larger, more complex organization
Management which can be done by one that is smaller, simpler”
Advantages of SBM • Education is for Survival, Conformity, and
• Allow competent individuals in schools to make Enculturation
decisions • Informal Educational, Practical Training, Theoretical
• Give school community a voice in key decisions Training
• Focus accountability for decisions • Method of education is through: tell me and show me,
• Greater creativity in program design observation, and trial and error
• Redirect resources to support goals Evidences of early education/civilization:
• Leads to realistic budgeting a) Effective technology on ceramic industry,
• Improve morale b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in
Philippine Accreditation System for Basic Education Angono,
(PASBE) d) Syllabary writing among the Tagbanwas and
• DepEd Order No. 64, s. 2012 Mangyans,
Level Description e) Foreign trade with the Chinese during the Tang
I Developing Dynasty,
School is developing structures and mechanisms with f) Big population centers,
acceptable level and extent of community g) Megalithic structures of the rice terraces,
participation and impact of learning h) Government in barangays,
II Maturing i) Laws like the Code of Kalantiaw, and
School is introducing and sustaining continuous j) Warfare in barangays.
improvement process, integrating wider community
participation and significantly improve performance Education during the Spanish Period
and learning outcomes • The purpose of education is to propagate Christianity
III Advanced • Formal Education, Religious Education, Vocational
School is ensuring the production of intended outputs courses
and meeting all standards of a system fully integrated • Education is through dictation and memorization
in the local community • The vernacular was used as the medium of instruction
in the parochial schools.
School Culture • The religious orders introduced the parochial school
• Beliefs, perceptions, relationships, attitudes, and concept. Parochial schools started
written and unwritten rules that shape and influence in Cebu in 1565 by the Augustinian missionaries.
every aspect of how a school function Subjects other than the Doctrina like
Elements of a Positive School Culture simple arithmetic, music and various arts and trades
• Collegiality: friendly school atmosphere were offered.
• Experimentation: welcoming of mistakes as part of • Academic education higher than parochial schools that
the were established are the “colegios” for boys and the
learning process “beatrios” for the girls which are equivalent to the
• High expectations present
• Trust and confidence high schools
• Tangible support: receiving concrete support for what • The Spanish Friars produced the first grammars and
they do dictionaries that led the
• Reaching out to the knowledge base development of Filipino languages.
• Appreciation and recognition • The Royal Decree of 1863 was the first attempt of the
• Caring, celebration, humor Spaniards to establish an overall
• Involvement in decision making public school system and to provide for the training of
• Protection of what is important teachers through a normal school
• Traditions: culture-based program on shared values, ELEMENTS OF A PROFESSION
beliefs, and behaviors
• Honest and open communication
Education during the American Period
THE TEACHING PROFESSION HANDOUT • The aim of education is to reach democracy as a w2ay
of life
  Initial Professional Education • Formal Education was established
  Accreditation • Education is through socialized recitation, encouraged
  Regulation more students’ participation and
  Continuing Professional Development disputation
  Professional Societies • The education act of 1901, also known as Act. No. 74
  Professional Code of Ethics of the Philippine Commission was
promulgated to:
HISTORY OF THE PHILIPPINE EDUCATIONAL a) Established a department of Public Instruction.
SYSTEM b) Established a highly centralized system
Education during the Pre-Spanish period c) Provide for the importation of teachers
d) Create the Philippine Normal School
• The Department of Public Instruction set up a National Anthem and the recitation if the Patriotic
three-level Instruction of schools: Pledge.
a) The first level consistent of a four-year primary and • Commonwealth Act No. 1, known as the National
three-year intermediate. Defense Act of Dec. 21, 1935, provided for preparatory
b) The second level was a four-year high school. military training which shall begin with the young in the
c) The third level at first was a two-year junior college elementary grade school at the age of 10 years and shall
and later a extend through the remainder of his schooling into
four-year program. The University of the Philippines college or university.
founded in 1908, was the first school of University • P.D. 1706 of 1980, known as national Service law,
status. required all citizens to render civic
• Reading, witting, arithmetic, language, GMRC, civics, welfare service, law enforcement service, and military
hygiene and sanitation, gardening, domestic science, service.
American History, and Philippine history were the
subject areas for study Education during the Japanese Era (1943-45)
• The Monroe Survey Commission was created in 1925 • Education aimed at making people understand the
to evaluate the entire school system the Americans set position of the Philippines in the
up. Greater East Asia Co-Prosperity Sphere being advocated
• The American director of the Bureau of Education by Japan. It aimed at:
spelled out these aims of American education: a) Striving for the diffusion of the Japanese language in
A. Training of Filipinos for self-government and the Philippines and the termination of the use of the
B. Provision of English as common language. English language in schools
b) Inspiring the people with the spirit to love labor
Education during the Commonwealth Period (1935- c) Training was done formally through the schools,
1942) which gave more emphasis on vocational, technical,
• The fundamental aims of education as provided by the agriculture
1935 Constitution are as follows: d) Reopening of schools
to develop moral character, personal discipline, civic e) Opening of vocational schools
conscience and vocational f) Establishment of agricultural schools and colleges
efficiency and to teach the duties of citizenship. g) Curricular content centered on values rooted on love
• Education aimed to continue the Commonwealth was for labor
to help prepare for the coming h) Emphasizing vocational education’
independence of a new Filipino nation. i) Diffusing the use of Nippongo
• Training was done through the public schools j) Teaching physical education and singing Japanese
• The private schools (sectarian and non sectarian) songs.
• Curricular emphasis was on, character education and • Emphasized health/vocational education
citizenship training. • Stressed dignity of manual labor
• Education Act of 19401otherwise known as
Commonwealth Act 586 provided for the Education during the Republic (1943-1972)
complete revision of the public elementary school • Promotion of equal educational opportunities for all
system by: • Formation of Presidential Commission to Survey
a) Shortening of elementary grades to six years Philippine Education (PCSPE)
b) Adoption of double-single sessions in the primary • Restatement of national Development Goals and
grade with one teacher Educational Aims (based on the result
c) One class assignment of intermediate teachers. of the survey or PCSPE)
• Act No. 4007 completely abolished matriculation fees • Education aimed at the full realization of the
• Executive Order No. 134 in 1936 designated Tagalog democratic ideals and way of life the characteristics of
as the basis of the national language. which are:
• Executive Order No. 263 in 1940 required the teaching a) Democracy is predicated upon the intrinsic worth of
of the national language in the senior year of all high the individual
schools and all years in the normal schools. b) Individuals realize their capacities best in social
• Commonwealth Act No. 117 placed all public school context
teachers under Civic Service Rules c) Society is not separated from the individual
and Regulations. d) Democracy thrives on change, it is dynamic and
• Commonwealth Act No. 578 conferred the status of flexible.
“persons in authority” on supervisors, principals, e) It fosters persuasion and consensus and rejects
teachers and professions training adults. coercion and
• Commonwealth Act No. 80 provided the legal basis for indoctrination. Curricular content stressed:
adult education pursuant to the a) Social orientation as manifested by the conservation
Constitutional provision on citizenship training adults. of the Filipino heritage
• Commonwealth Act No. 589 in 1940 established a b) Training for occupation
school ritual in all public and private c) Promotion of democratic nation building
elementary and secondary schools consisting of solemn d) A new thrust on community development
patriotic ceremonies that include the singing of the
• Republic Act No. 139 known as Board of textbooks c) Emphasis on mastery learning
Law of June 14, 1947, created the Board of Textbooks • Curricular changes in Secondary Education
that would screen and approved textbooks for use in all a) Increased in time allotment
public schools for a period of 6 years from date of their b) YDT and CAT introduced as new courses
adoption. c) Elective offerings as part of the curriculum
• Republic Act No. 896 (Education Act of 1953) enacted Educational Programs Initiated:
on June 20, 1953, replaced C.A. 586 and provided the a) Project IMPACT- Instructional management by
following: Parents, Community, and teachers
a) Restoration of grade 7 (never implemented due to lack b) ISOSA – In School, Off School Approach
of funds) c) CPS – Continuous Progression Scheme
b) Abolition of “double-single” session and return to the d) PRODED – Program for a Decentralized Educational
practice of 1 class under 1 teacher in the primary and 3 Development
teachers to 2 classes or 5 teachers to 3 classes in the e) NCEE – National College Entrance Examination
intermediate f) NEAT – National Elementary Assessment Test for
c) Compulsory completion of elementary grades grade VI- battery of achievement test of multiple
d) Compulsory enrollment of children in the public choices.
schools upon attaining 7 years of age g) NAT – National Secondary Assessment Test replaces
• Republic Act No.1079, June 15, 1954, made permanent NCEE; not a prerequisite to entrance to college, 20% of
civil service eligibility of teachers. the result is computed to the GPA.
• Republic Act No. 1124, June 16, 1954, created the
Board of national Education (BNE) Education during the Present (1986-Present)
tasked with formulating educational policies and • DECS Order No. 6, s. 1998, issued by Education
directing Philippine education. BNE as a Secretary Lourdes R. Quisumbing,
later renamed Board of Higher Education (NBE) by P.D. strengthens the teaching of values in the New
No.1; was abolished by with the creation of the Board of Elementary School Curriculum (NESC) launched in SY
Higher Education by Batas Pambansa Blg. 232. The 1989-90 under the Program for Decentralized
Board’s function now assumed by CHED under R.A. Educational Development
7722. (PRODED) and Secondary Development Program
• Republic Act No. 1265, June 11, 1955, provided that a (SEDP) respectively.
daily flag ceremony shall be compulsory in all schools. • The national budget appropriates the highest allocation
• Republic Act No. 1425, June 12, 1955, prescribed the for education
inclusion in the curricula of all schools in all levels, the • Promotion and improvement of the public school
life, works and writings of Jose Rizal especially the teachers
“Noli Me Tangere” and “El Filibusterismo.” • Education aimed to promote national development and
• Republic Act no. 4670, Magna Carta for Public School values education
teachers, June 18, 1966, aims to • Implementation of NESC – addressed to civic,
promote and improve the socio-economic status of intellectual and character development of
public schools teachers, their living and working the child. Its features are:
conditions, and their employment and career prospects. a) Fewer learning areas; emphasis on mastery learning
• Republic Act No. 5447, Special Education Fund of b) Focused on the development of the 3Rs
1968, created the special education fund and local school c) Emphasis on the development of the intellectual skills
boards primarily to finance and support provincial which are as important as work skills
schools. d) Multi-disciplinary treatment of curriculum content
• Republic Act No. 6054, Barrio High School Law, e) Student-centered
created high schools throughout the country through the f) Cognitive-affective manipulative based curriculum
imitative of Dr. Pedro T. Orata. g) Values education offered as separate subject area
h) Emphasis in Science and technology
Education during the New Society (1972-1986) i) Uses bilingual policy
• The aim of education is for national development j) Critical thinking emphasized
• Made education relevant to the needs of the changing • Focused on the development on humanism and
world Filipinism in all learning areas.
• Proclamation 1081 on September 21, 1972 started • Implementation of SEDP in response to the need to
educational revolution continue pupil development. To meet these needs, it
• Adoption of the acronym PLEDGES – Peace and aims to improve policy making and increase the internal
order; Land reform; Economic efficiency of the educational system. Its features are:
development; Development of moral values; a) Subjects generally oriented to the development of
Government reorganization; Employment values
and manpower development; Social services b) Specific competencies
• Bilingual Education Policy – use of English and c) Concept-based subject areas
Filipino as media of instruction in specific learning areas d) Uni-disciplinary treatment of curriculum content
• Curricular changes in Elementary Education
a) Focused on the 3rs • The Congressional Commission on Education
b) Integration of values in all learning areas (EDCOM), with its report in 1991,
recommended the following: • Establishing viable alternative learning system
a) Division of DECS into the Department of Basic encomprising non-form and informal education.
Education (DBE), Technical • Strengthening of the partnership between school, home
Education and Skills Development Authority (TESDA), and community and local government – (Expanded the
and Commission on PTA into parent-teacher-community association (PTCA)
Higher Education as part of self-management under the Third Elementary
(CHED); Education Project (TEEP) package of reforms)
b) Establishment of teacher Education Center of 3. Third Elementary Education Project (TEEP)
Excellence; Department of Education’s response to the Social
c) Professionalization of teachers; and Reform
d) Technical-Vocational Education reform. • Agenda of the government which aims to –
• R.A. 7722, the Higher Education Act of 1994, created • Raise the participation school-aged children in
the Commission on Higher Education (CHED) to be elementary education,
headed by a chairman under the Office of the President. • Improve the six-year completion in the elementary
• R.A> 7796, TESDA Law, created the Technical schools and
Education and Skills Development Authority headed by • Increase academic achievement the project provinces
a Director General under the Department of Labor and • Upgrading of teacher competencies and improving
Employment their welfare was seen by EFA as a fundamental and
(DOLE). The Bureau of technical and Vocational long-term policy measure to bring about quality basic
Education of DECS has been absorbed education.
by this agency. 4. NEAP – National Educators Academy of the
• R.A. 7784, August 4, 1994, “An act strengthens teacher Philippines was established while better in service and
education in the Philippines by establishing Centers of pre-service training were included in TEEP and the Aus
Excellence,” provides for the establishment of Aid (Australian Aid)- assisted
CENTREXES in each of the regions in the country Program in Basic Education (PROBE)
which shall be maintained for a period of five years. • Internalizes EFA’s philosophy and goals
• R.A. 7687 crated the science and technology • The quality goal of EFA is emphasizing creative and
scholarship program for indigent but deserving youth in critical thinking Strengthening the foundation of
the country under the Department of Science and Education Priorities:
Technology (DOST) • Advancement of ECCD (Early Childhood Care and
• R.A. 7168, December 26, 1991, converted the Development) with proper material, child health. Care
Philippine Normal College into Philippine Normal and nutrition, [inclusion of early childhood experiences
University under the Board of Regents in grade one in classes with children who have not
• R.A. 7731 in 1994 abolished the NCEE mandated by undergone preschool]
P.D. 146. • Expansion of preschool services
• R.A. 7836 in 1994 revised P.D. 10006 and created the • Impact of the 8 – week Early Experiences in Grade I
Professional Board for Teachers and provided for a scheme should be studied
Licensure Examination for Teachers (LET) to be 5. Improving the Quality of Primary Education
administered by the Professional Regulation • Programme Intervention
Commission (PRC). It also provided for the formulation • Differentiated approaches should be allowed for males
and and females and for urban rural areas when formulating
adoption of Code of Ethics for Professional Teachers. intervention to combat the low survival rate and high
dropout and repetition rates.
Future Direction for the Philippines – “Education for • Special children that required focused and
All” differentiated approaches such as distance learning.
1. EFA – Mandated by Presidential 480 – whose These need alternative learning approaches because of
vision is anchored on humanitarianism and the serious structural difficulty in maintaining school
equalitarianism. Its components are: attendance.
• ECCD – Early Childhood Care and Development • Multi-level materials assisted instruction
• UQPE – Universal Quality of Primary Education • School feeding with parent-teacher partnership and
• EOI – Eradication of Illiteracy community.
• CE – Continuing Education • Multi-grade – strengthening this MTG teaching as the
2. DECS Own Master Plan for Basic Education; norm for difficult-to-reachareas and sparsely populated
• Looking beyond the realism of the education system areas.
• Strengthening its bonds with its present and potential • Comprehensive teacher education and development
partners programme
• Employing more non-traditional means of ensuring that • Upgrade teaching approaches and techniques through
children stay school. School-based inset by principals and supervisors.
• Realizing that the planning of education and the • Teaching approaches which promote active
implementation of its programme participatory and experiential learning.
must take into primary and serious consideration the
system provisions also for P.D. 1006: Decree Professionalizing Teachers
guaranteeing that it has the students to work on.
 PBET Passing score = 70, no rating below 50 in any 3. An elementary or secondary teacher for 5 years in
subject good standing and a holder of Bachelor of Science in
 NBT (National Board for Teachers) Education or its equivalent
 Results within 150 days 4. A elementary or secondary teacher for 3 years in good
 Professional Teaching Certificate = Evidence standing and a holder of a master’s degree in education
 Registration Reciprocity Sec. 23. Revocation of the Certificate of Registration,
 No Certificate – No Practice Suspension from the Practice of the Teaching Profession
 Fine (P1,000-P5,000) or (Imprisonment of 6 months – and Cancellation of Temporary or Special Permit
2 years) 1. Conviction by a court
2. Immoral, unprofessional or dishonorable conduct
3. Mentally unsound or insane
R.A. 7836: Philippine Teacher Professionalization 4. Malpractice, gross incompetence, gross negligence or
Act of 1994 serious ignorance of the practice of the teaching
- Creation of the Board for Professional Teachers profession
consists of a Chairman, Vice Chairman and 3 5. Perpetration of any fraud or deceit in obtaining a
members. certificate of registration, professional license or
- Prescription of LET special/temporary permit
Qualifications of Board Members 6. Chronic inebriety or habitual use of drugs
 Citizen and resident of Philippines 7. Violation of the code of ethical and professional
 At least 35 years of age standards for professional teachers.
 Good moral character 8. Unjustified or willful failure to attend seminars,
 Has not been convicted of any crime workshops, conferences or continuing education
 Graduate of Education Course programs prescribed by the board.
 Preferably Master’s/Doctor’s Degree Holder
 Valid Professional License and Valid COR Periodic Merit Examination
 At least 10 years of Teaching Experience  Oral and Written examination
 No pecuniary interest for at least 3 years  Once in every five (5) years
 Member of APO  No examination fee
 Not affiliated with a review center Incentives
 Diploma of merit
Examination and Registration  Earn merit points for purposes of promotion in salary
 A citizen of the Philippines or an alien whose country or to a higher position or grade level
has reciprocity with the Philippines  Be placed in the priority list for government
in the practice of the teaching profession
 At least eighteen (18) years of age R.A. 9293: Amendment to R.A. 7836
 In good health and of good reputation with high moral Special Permits:
values  Para- teachers
 Has not been convicted by final judgment  International Recognition
(1) For teachers in preschool, (BECED)  5 years inactive teachers take refresher course
(2) For teachers in the elementary grades (BSEED)  18 units of Prof. Ed
(3) For teachers in the secondary grades, a bachelor's
degree in education or its equivalent with a major and TEACHING AS A VOCATION AND MISSION
minor, or a bachelor's degree in arts and sciences with at Vocation – “Vocare” – to call, a calling
least ten (10) units in professional education Mission – “Misio” – to send, we are sent into the world
LAWS OF THE PROFESSIONALIZATION OF to accomplish a mission
TEACHERS
(4) For teachers of vocational and two-year technical OTHER LAWS IN EDUCATION
courses, a bachelor's degree in the RA 10157 – Kindergarten Education Act
field of specialization or its equivalent, with at least RA 10533 – Enhanced Basic Education Act
eighteen (18) units in professional education. RA 11713 – Excellence in Teacher Education Act
RA 8980 – Early Childhood Care Development Act
Sec. 16. Report of the Results of the Examination RA 7722 – Commission on Higher Education
The Board shall, within one hundred twenty (120) days RA 7796 – Technical Education Skills Development
after the examination, report the Authority
ratings obtained by each candidate to the Professional RA 9155 – Governance of Basic Education Act of 2001
Regulation Commission for approval and appropriate RA 8190 – Localization Law
action.
5 PILLAR’S OF EDUCATION
Sec. 26. Registration and Exception UNESCO’S Education for Sustainable Development
1. A holder of certificate of eligibility by CSC and Initiative (2012) presented a conceptual framework for
DECS ongoing, lifelong learning. This model organizes
2. A registered professional teacher with the NBT (PD learning into the following five pillars:
1006)
1. Learning to Know – the development of skills and - application
knowledge needed to function in this world e.g. formal 4. evaluation
acquisition of literacy, numeracy, critical thinking and 5. assignment (for enrichment, extension or remedial
general knowledge.
2. Learning to DO – the acquisition of applied skills Domains and Levels of Objectives
linked to professional success. Each domain reflects a particular set of beliefs and
3. Learning to Live Together – the development of assumptions about how students learn and behave
social skills and values such as respect and concern for • Cognitive Domain - objectivesthat have their purpose
others, and the appreciation of cultural diversity. to develop students’ intellectual skills
4. Learning to BE – the learning that contributes to a 1. Bloom’s Taxonomy
person’s mind, body, and spirit. Skills include creativity o knowledge- emphasis on remembering information
and personal discovery, acquired through reading, the o comprehension – emphasis on understanding and
Internet, and activities such as sports and arts. organizing previously learned information
5. Learning to Transform Oneself and Society – when o application- emphasis on using information in
individuals and groups gain knowledge, develop skills, pertinent situations
and acquire new values as a result of learning, they are o analysis – emphasis on thinking critically about
equipped with tools and mindsets for creating lasting information by studying its parts
change in organizations, communities, and societies. o synthesis- emphasis on original thinking about
information by putting its parts into new whole.
PHILIPPINE PROFESSIONAL STANDARDS FOR o evaluation- emphasis on making judgments about
TEACHERS information based on identified standards
Domains:
1. Content Knowledge and Pedagogy 2. Anderson’s Taxonomy (Revised Bloom’s
2. Learning Environment Taxonomy)
3. Diversity of Learners Remembering
4. Curriculum and Planning Understanding
5. Assessment and Reporting Applying
6. Community Linkages and Professional Engagement Analyzing
7. Personal Growth and Professional Development Evaluating
Creating
GENERAL PRINCIPLES AND METHODS OF
TEACHING 3. Marzano and Kendall’s Taxonomy- consists of
Topics: three learning system (Cognitive, Metacognitive, and
1. Instructional Planning Self-System)
2. Definition of Terms Retrieval
3. Techniques of teaching, discussion, art of questioning, Comprehension
classroom management Analysis
Knowledge Utilization
Variables in Instructional Planning (Brown, 1988) Metacognition
• teacher- attitudes, beliefs, teacher’s content Self-System
background
• students- age, background knowledge, motivational • Affective Domain - deals with attitudes, values,
level, interest interest and appreciation which ranges from simple
• content- the type of content that influences the awareness or perception of something to internalizing a
planning process, textbook being used phenomenon so that it becomes a part of one’s lifestyle
• learning content- subject matter guidelines o receiving – emphasis on becoming aware of some
• Material/ resources- activities and equipment/ tools communication or phenomenon from the environment
for teaching are considered first in planning o responding – emphasis on reacting to a
• Time- considerable planning for time communication or phenomenon through participation
o valuing – emphasis on attaching worth to something
Lesson Plan form the environment evaluating beliefs in the form of
• Sets forth the proposed program or instructional acceptance, preference, and commitment
activities for each day o organization – organizing the values in relation to
• A daily plan each other
• A step-by-step approach to learning o characterization – acts in accordance with the
Components of Lesson Plan accepted value and becomes part of personality
1. objectives
2. subject matter • Psychomotor Domain - objectives in this domain are
3. learning activities especially appropriate of the objectives generally
- review/ drills associated with motor and muscular-skill development
- motivation (intrinsic/extrinsic) o Perception- Uses the sense organs to obtain cues that
- presentation of the lesson guide motor activity; ranges from sensory stimulation
- generalization (awareness) through cue selection to translation.
o Set- Readiness to take a particular action, includes o The learning of complex subject matter is most
mental, physical, and emotional set. Perception is effective when it is an intentional process of constructing
an important prerequisite. meaning from information and
o Guided response- Concerned with early stages of experience.
learning a complex skill. Includes imitation, trail and 2. Goals of the learning process
error. o The successful learner, over time and with support and
o Mechanism- Concerned with habitual responses that instructional guidance, can create meaningful, coherent
can be performed with some confidence and representations of knowledge.
proficiency ( less complex). 3. Construction of knowledge
o Complex Overt response-Skill fully performs acts o The successful learner can link new information with
that require complex movement patterns, like the highly existing knowledge in meaningful ways.
coordinated motor a activities. Proficiency indicated by 4. Strategic thinking
quick, smooth, and accurate performance, requiring • The successful learner can create and use a repertoire
minimum effort. of thinking and reasoning strategies to achieve complex
o Adaptation-Concerned with skills so well learned that learning goals.
they are modified to fit special requirements or to
meet a problem situation. 5. Thinking about thinking
o Origination- Creates new movement patterns to fit a • Higher order strategies for selecting and monitoring
particular situation or problems mental operations facilitate creative and critical thinking.
6. Context of learning
GENERAL PRINCIPLES & METHODS OF • Learning is influenced by environmental factors,
TEACHING including culture, technology, and instructional
Concepts practices.
• Approach- viewpoint towardteaching Motivational and Affective Factors
• Strategy- general design of how the lesson will be 7. Motivational and emotional influences on learning
delivered • What and how much is learned is influenced by the
• Method- procedure employed to accomplish the lesson learner’s motivation. Motivation to learn is influenced
objective/s by the individual's emotional states, beliefs, interests and
• Technique- style or art of carrying out the steps of a goals, and habits of thinking.
method 8. Intrinsic motivation to learn
• The learner's creativity, higher order thinking, and
Principles Underlying Instruction natural curiosity all contribute to motivation to learn.
Principle of Context – learning depends largely on the Intrinsic motivation is stimulated by tasks of optimal
setting materials in which the process goes on. novelty and difficulty, relevant to personal interests, and
Principle of Focus – instruction must be organized about providing for personal choice and control.
a focus or direction 9. Effects of motivation on effort
Principle of Individualization – instruction must • Acquisition of complex knowledge and skills requires
progress in terms of the learner’s own purposes, extended learner effort and guided practice. Without
aptitudes, learners' motivation to learn, the willingness to exert this
abilities and experimental procedures effort is unlikely without coercion
Principle of Sequence – instruction depends on Developmental and Social Factors
effective ordering of a series of learning tasks. 10. Developmental influences on learning
Principle of Evaluation – learning is heightened by a • As individuals develop, there are different
valid and discriminating appraisal of all its aspects opportunities and constraints for learning. Learning is
most effective when differential development withinand
6 THE CHILD AND ADOLESCENT LEARNERS across physical, intellectual, emotional, and social
AND LEARNING PRINCIPLES domains is taken into account
Learner-Centered Psychological Principles (LCP) 11. Social influences on learning.
• Focus on psychological factors internal to the learner; • Learning is influenced by social interactions,
acknowledge external environment that interacts with interpersonal relations, and communication with others.
internal factors Individual Differences Factors
• Deal holistically with learners in the context of real- 12. Individual differences in learning
world learning situations • Learners have different strategies, approaches, and
• Intended to apply to all learners capabilities for learning that are a function of prior
o Children experience and heredity
o Teachers 13. Learning and diversity
o Administrators • Learning is most effective when differences in learners'
o parents linguistic, cultural, and social backgrounds are taken into
o community members account
14. Standards and assessment
Cognitive and Metacognitive Factors • Setting appropriately high and challenging standards
1. Nature of the learning process and assessing the learner as well as learning progress -
including diagnostic, process, and
outcome assessment - are integral parts of the learning
process. Approaches to Human Development
TRADITIONAL APPROACH - emphasizes extensive
Summary of 14 LCP (Murphy and Alexander) change from birth to adolescence, little or no change in
1. The knowledge base adulthood, and decline in late old age
• One’s knowledge serves as the foundation of all future LIFESPAN APPROACH – developmental change
learning. takes place even in adulthood as it does during childhood
2. Strategic processing and control
• Learners can develop skills to reflect and regulate their Characteristics of Lifespan Development
thoughts and behaviors in order to learn more 1. Lifelong - development is not completed in infancy or
effectively. childhood or at any specific age
3. Motivation and effect
• it encompasses the entire lifespan, from conception to
• Factors such as intrinsic motivation, reasons for death
wanting to learn, personal goals and enjoyment of 2. Plastic - there are many possible developmental
learning tasks all have a crucial role in the outcomes
learning process. • there is no single pathway that must be taken in an
4. Development and Individual Differences individual’s development across the lifespan
• Learning is a unique journey for each person because 3. Multidimensional - a complex interplay of factors
each learner has his own unique combination of genetic influence development across the lifespan, including
and environmental factors that influence him. biological, cognitive, and socioemotional changes
5. Situation or context 4. Gradual - it does not come all on a sudden
• Learning happens in the context of a society as well as • It is also cumulative in nature.
within an individual. 5. Contextual - occurs in context and varies from person
to person, depending on factors such as a person’s
HUMAN DEVELOPMENT refers to the physical, biology, family, school, church, profession, nationality,
cognitive, and psychosocial development of humans and ethnicity.
throughout the lifespan 6. Involves growth, maintenance, and regulation -
DEVELOPMENT - Increase in complexity of function encompasses the broader view and incorporates the
and skill progression important functions of maintenance and regulation
GROWTH – quantifiable amount of change in body • Rather than seeking growth in various areas, adults
dimensions seek to maintain performance and/or retard deterioration
MATURATION – change that comes with age
LEARNING – change that comes from experiences DEVELOPMENTAL TASK - a task that arises at or
about a certain period in life, unsuccessful achievement
Major Principles of Human Development of which leads to inability to perform tasks associated
1. A learner should be considered as a living human with
being the next period or stage in life
 Factors of Growth: Havighurst’s 6 Stages and Characteristics of
 Heredity Development and Developmental Tasks
 Environment Infancy and Early Childhood (0-5)
▪ Learning to walk
2. Development is unique to every individual ▪ Learning to take solid food
Elements: ▪ Learning to talk
 Growth ▪ Learning to control the elimination of body wastes
 Structural differences ▪ Getting ready to read
 Alteration in form Middle Childhood (6-12)
3. No two living individuals are exactly the same ▪ Learning to get along w/ age mates
DNA, Nipples, Eye Retina, Taste buds, Fingerprint ▪ Learning appropriate masculine or feminine social role
4. Development is relatively in order ▪ Developing fundamental skills in learning
Proximodistal - the tendency for growth to start at the ▪ Developing conscience, morality, and a scale of values
center of the body and work its way outward, toward the ▪ Achieving personal independence
extremities ▪ Developing acceptable attitudes
Cephalocaudal – development from head-to-toe Adolescence (13-17)
progression ▪ Establish emotional independence
5. Children grow in the same pattern ▪ Learn skills needed for productive occupation
▪ Achieve gender-based social role
 Very rapid growth (First 7 years)
▪ Establish mature relationships with peers
 Slowing in the middle (Early to late childhood)
▪ Desiring and achieving socially responsible behavior
 Rapid again (Puberty)
Early Adulthood (18-35)
6. Learners respond differently to academic stimuli
▪ Selecting a mate
7. Almost all human behavior is learned rather than ▪ Learning to live with a marriage partner
inherited
▪ Starting a family; rearing children; managing a home
▪ Getting started in an occupation  Develops fears
Middle Age (36-60) MIDDLE AND LATE CHILDHOOD (6 to 12 y.o.)
▪ Maintain a standard of living  School age
▪ Perform civic and social responsibilities  Age of conformity
▪ Maintain a relationship with spouse  Habit formation stage
▪ Adjust to physiological changes  Large and small muscles well-developed
Later Maturity / Old Age (Over 60)  Acceptance by peers very important
▪ Adjust to deteriorating health
 Parental approval still important
▪ Adjust to retirement
ADOLESCENCE (12 to 18 years old)
▪ Meet social and civil obligations
 Puberty
▪ Adjust to loss of spouse
 Period of change
JOHN W. SANTROCK’S DEVELOPMENTAL  Problem age
STAGES  Search for identity
PRE-NATAL PERIOD (conception to birth)  Extremely concerned with appearance
Involves tremendous growth – from a single cell to an EARLY ADULTHOOD/YOUNG ADULT (19-29 yo)
organism complete with  Physical development complete
brain and behavioral capabilities  Emotional maturation continues to develop
STAGES:  Usually learned to accept responsibility for
1. Germinal – first 2 weeks actions and accept criticism
2. Embryonic – 2 - 8 weeks  Usually knows how to profit from errors
3. Fetal - 2 - 7 months  Socially progress from age-related peer groups
to people with similar interests
TERATOLOGY AND HAZARDS TO PRE-NATAL MIDDLE ADULTHOOD (30 to 60 yo)
DEVELOPMENT Physical changes begin to occur
Teratology - field of study that investigates the causes ▪ Hair begins to thin and gray
of birth defects. Teratogens are any agents from the ▪ Wrinkles appear
environment that can cause harm to the ▪ Hearing and vision decrease
developing fetus. ▪ Muscle lose tone
• Many harmful agents cause damage only if exposure Main concerns: children, health, job security, aging
occurs during a sensitive period of prenatal parents, and fear of aging Love and acceptance still take
development. a major role
Critical factors that influence the degree of harm a LATE ADULTHOOD (61 years old and above)
teratogen will cause:  Physical deterioration (brittle bones, poor
– The amount and length of exposure coordination)
– Individual differences in susceptibility  Some memory problems
Key Teratogens:  Coping with retirement and forms of
1. Prescription and Nonprescription Drugs entertainment
2. Psychoactive Drugs (caffeine, alcohol, and nicotine,  Very concerned with health and finances
cocaine, methamphetamine, marijuana, and heroin)
 Significant number become depressed; suicide
3. Incompatible Blood Types
rate is high
4. Environmental Hazards (radiation, toxic wastes,

chemicals)
9 Temperament Categories
5. Maternal Diseases
1. the level and extent of motor activity
Risk Factors: Age, Nutrition, Exercise, Stress
2. the rhythmicity, or degree of regularity, of functions
such as eating, elimination and the cycle of sleeping and
INFANCY/BABYHOOD (birth to 2 years old)
wakefulness
 Formative years of development
3. the response to a new object or person, in terms of
 Extreme dependence on adults whether the child accepts the new experience or
 Language Development (cry – newborn) withdraws from it
 Usually eats every 2 to 3 hours 4. the adaptability of behavior to changes in the
 Uncoordinated movements environment
 Toothless 5. the threshold, or sensitivity to stimuli
 Poor vision 6. the intensity, or energy level, of responses
 Responds to human voice and touch 7. the child's general mood or "disposition", whether
EARLY CHILDHOOD (3 to 5 years old) cheerful or given to crying, pleasant or cranky, friendly,
 Preschool stage or unfriendly
 Language and transductive reasoning 8. the degree of the child's distractibility from what he is
 Initial socialization experience doing
 Wants to be just like parents 9. the span of the child's attention and his persistence in
 Vivid imagination; indistinct line between real an activity
and imaginary
Separation anxiety in children is a developmental stage • may initially seem happy to see the caregiver only to
in which the child is anxious when separated from the become resistant if the caregiver attempts to pick them
primary caregiver (usually the mother) up
• often respond angrily to the caregiver; however, they
also display moments of avoidance
BOWLBY’S ATTACHMENT THEORY Disorganized Attachment
Phases of Attachment • most often displayed by children who have been
Phase 1: Birth-3 months subject to abuse, neglect, or other inconsistent parenting
• Infants show preference for looking at human faces and practices
listening to human voices • seem to be disoriented or confused when their
• Respond to people but don’t distinguish between them caregiver is present
• 6 weeks: social smiles and eye contact promoting • seem to view the caregiver as a source of both comfort
attachment and fear, leading to disorganized and conflicting
• Babbling, crying, grasping, and sucking bring infant in behaviors
closer contact and
promotes bonding The Stages of Artistic Development
Phase 2: 3-6 months VIKTOR LOWENFELD’S Stages of Drawing
• start to differentiate between people and begin to Stage 1 – Scribble Stage (1 – 3 yo)
reserve their attachment behaviors for the people they • Children are engaged in the physical activity of
prefer drawing
• won’t do more than stare at a stranger • no connection made between the marks and
• If they cry, their favorite people are better able to representation
comfort them • towards the end of this stage children may begin to
• preferences are restricted to two to three individuals give marks names
and usually favors one person (anyone who most • mostly about the enjoyment of purely making marks
successfully responded to and had the most positive Stage 2 –Preschematic Stage (3–4 years old)
interactions with the baby) • beginning to see connections between the shapes that
Phase 3: 6 months to 3 years they draw and the physical world around them
• preference for a specific individual becomes more • Circles and lines may be described as people or objects
intense: when that individual leaves the room, the infants that are physically present in the child’s life
will have separation anxiety • A child first makes the connection to communicating
• attempt to actively follow their favorite person through their drawings
• after a period of absence, babies will enthusiastically Stage 3–The Schematic Stage (5–6 yo)
greet them • assigned shapes to objects that they are attempting to
• At 7 or 8 months old: start to fear strangers (extra communicate
caution in the presence • developed a schema for creating drawings
of a stranger to crying at the sight of someone new) • defined order in the development of the drawing
• At 1 yo: developed a working model of their favored • have a clear separation between the sky and the ground
individual, including • Objects are often placed on the ground instead of
how well they respond to the child floating in space
Phase 4: 3 years until childhood ends • Objects of importance are often drawn larger than
• at around 3 years old: children start to comprehend that objects of lesser importance
their caretakers have goals and plans of their own Stage 4–The Dawning Realism (7–9 yo)
• the child is less concerned when the caretaker leaves • Children are beginning to become more critical of their
for a period of time own work
• While a schema is still used to create drawings, it is
Patterns of Attachment more complex than the schema used in earlier stages
Secure Attachment • Overlapping can be seen and a sense of spatial
• use their caregiver as a secure base from which to relationships is more evident
explore the world, but if they're frightened or in need of Stage 5–The Pseudo-Naturalistic Stage
reassurance, they will return • (10-13 yo)
• If caregiver leaves, they will get upset, yet they are • use of value and light is now apparent in drawings
confident that their caregiver will return and will greet • Children are very critical of their own success
the caregiver with joy • Success is determined by the level of realism achieved
Avoidant Attachment in the drawing
• insecure in their attachment to the caregiver • Frustration is a common occurrence
• will not become overly distressed when their caregiver • It is exceptionally important to encourage students at
leaves, and upon their return, the child will deliberately this stage
avoid the caregiver Stage 6 – The Decision Stage (13 – 16 yo)
Resistant Attachment • Children will decide to continue drawing or view it as
• become extremely upset when the parent leaves an activity without merit
• when the caregiver returns their behavior will be
inconsistent
• Because of the level of self-criticism inherent at this in teams or as part of a community of practice to
stage, many children, (now young adults) view drawing improve the way they address issues and solve problems
as a skill that they do not possess - stems from their own questions about and reflections
• Others decide to continue working on their drawing on their everyday classroom practice
skills and continue to develop
• Any skill level can be attained with practice Data-gathering Techniques:
• Most critical stage to the development of an artist Observation – can be made in laboratories or natural
settings
ROBERT SIEGLER’S INFORMATION Physiological Measures – certain indicators of
PROCESSING THEORY children’s development are measured
Main Characteristics of IP Approach: Standardized – prepared tests that assess individuals’
• Thinking – information processing performance in different domains
• Change mechanism – focus should be on the role of Interviews and Questionnaires – asking participants to
mechanisms of change in development provide information about themselves based on the
• Encoding interview or questionnaires given
• Automatization Life-History Records – records of information about a
• Strategy Construction lifetime chronology of events and activities
• Generalization
Ethical Principles
Self-modification - self-awareness can enable them to 1. Research procedures must never harm children,
adapt and manage their strategies during problem physically or psychologically
solving and thinking 2. Children and their families have the right to full
information about the research, including possible
RESEARCH in CHILD and ADOLESCENT risks and benefits.
DEVELOPMENT - Decision must be based on informed consent
Teachers as Consumer/End Users of Research 3. Children’s questions about the research should be
• Research gives teachers and policy-makers important answered in a truthful manner and
knowledge to use in decision-making for the benefit of in ways that children can understand
the learners and their families - Researchers must be honest and clear in their
• Use and integrate the most authoritative research communication
findings 4. There should be respect for privacy.
• Enables teachers to come up with informed decision on - Information obtained through research with children
what to teach and how to teach should remain confidential
• Helps us to be more knowledgeable about how to fit - Researchers should not disclose personal information
our teaching with the developmental levels of learners or identity of participants
Teachers as Researchers
• The conduct of research does not only belong to thesis Data Privacy Act of 2012 (RA 10173)
and dissertation writers - To protect the fundamental human right of privacy of
• Research is for students and teachers communication while ensuring free flow of information
The Scientific Method to promote innovation and growth
• Research is a systematic and logical process - The collection of personal data “must be a declared,
• Identify and define the problem specified, and legitimate purpose and that...consent is
• Determine the hypothesis required prior to the collection of all personal data.”
• Collect and analyze data
• Formulate Conclusions Impact of Teachers’ Research Involvement on
• Apply conclusions to the original hypothesis Teachers
1. Teachers who have been involved in research may
Research Designs: become more reflective, more critical, and analytical in
Case Study – an in-depth look at an individual their teaching, and more open and committed to
Correlational Study – determines association professional development.
Experimental – determines cause-and-effect 2. participating in teacher research also helps teachers
relationships become more deliberate in their decision-making and
Naturalistic observation – focuses on children’s actions in the classroom
experiences in natural settings 3. Teacher research develops professional dispositions of
Longitudinal – studies and follows through a single lifelong learning, reflective and mindful teaching, and
group over a period of time, usually several years or self-transformation
more 4. Engaging in teacher research may lead to rethinking
Cross-sectional – individuals of different ages are and reconstructing what it means to be a teacher or
compared at one time teacher educator and the way teachers relate to children
Sequential – combined cross-sectional and longitudinal and students
approaches to learn about lifespan development 5. Teacher research has potential to demonstrate to
Action Research – reflective process of progressive teachers and prospective teachers that learning to teach
problem-solving led by individuals working with others is inherently connected to learning to inquire
 1. Re-evaluate your teaching materials
THE TEACHER, SCHOOL CULTURE AND 2. Get to know your students
ORGANIZATIONAL LEADERSHIP AND 3. Be willing to address inequality
FOUNDATIONS OF THE TEACHING-LEARNING 4. Connect with families and community
PROCES 5. Meet diverse learning needs
6. Support professional development opportunities
Metacognition
-Term coined by John Flavell (1970) Learning and Thinking Styles and Multiple
Consists of both metacognitive knowledge and Intelligences
metacognitive experiences. Sensory System
“Thinking about thinking” or “learning how to learn” -Sensory Receptors
Refers to higher order thinking which involves active Specialized cells or multicellular structures that collects
awareness and control over the cognitive processes information from the environment
engaged in learning -Sensation
A feeling that occurs when brain becomes aware of
Strategies to Develop Metacognition sensory impulse
1. Knowledge of Task -Perception
2. Knowledge of Strategies A person’s view of the situation; the way the brain
3. Knowledge of Self interprets the information
4. Planning General Senses
5. Monitoring -Receptors that are widely distributed throughout the
6. Evaluation body
-Skin, various organs and joints
Learning- Centered Psychological Principles
1. Nature of Learning Process Types of Receptors
2. Goals of the Learning Process 1. Thermoreceptors - Respond to changes in
3. Construction of Knowledge Temperature (heat)
4. Strategic Thinking 2. Pressure-mechanoreceptors - Respond to
5. Thinking about thinking mechanical forces (movement)
6. Context of Learning 3. Pain Receptors (Nociceptors) - Respond to tissue
7. Motivational and emotional influences on learning damaged (muscles, joints visceral organs and digestive
8. Intrinsic motivation to learn tract)
9. Effects of motivation on effort -sprains, bone fractures, burns, bumps, bruises,
10. Developmental influences on learning inflammation (from an infection or arthritic disorder),
11. Social influences on learning obstructions, and myofascial pain (which may indicate
12. Individual differences in learning abnormal muscle stresses)
13. Learning and diversity 4. Special Senses -Specialized receptors confined to
14. Standards and assessment structures in the head (Eyes, ears, nose and mouth)
5. Chemoreceptors -Respond to changes in chemical
Alexander and Murphy gave a summary of the 14 concentration (taste and smell)
principles and distilled them into five areas 6. Photoreceptors - Respond to light(eyes)
1. The knowledge base 7. Mechanoreceptors - Respond to mechanical forces
2. Strategic processing and control (balance) Equilibrium; Respond to sound (hearing)
3. Motivation and affect 8. Osmoreceptors -Respond to changes in solute
4. Development and Individual Differences concentration (hypothalamus/carotid artery)
5. Situation or context
The Eye and Vision
Individual differences - 70 percent of all sensory receptors are in the eyes
-Diversity is everything that makes people different from -Each eye has over a million nerve fibers
each other. Factors that make us different Parts of the EYE
➢ Race 1. Sclera.
➢ Ethnicity 2. Cornea.
3. Iris. 10. Ciliary Body
➢ Gender
4. Pupil. 11. Macula
➢ sexual orientation
5. Lens. 12. Conjuctiva
➢ socio-economic status, 6. Retina.
➢ Ability 7. Optic nerves.
➢ Age EARS Houses two senses
➢ religious belief -Hearing (interpreted in the auditory cortex of the
➢ or political conviction. temporal lobe)
-Equilibrium (balance) (interpreted in the cerebellum)
-Receptors are mechanoreceptors
7 ways to encourage a culture of diversity in your
-Different organs house receptors for each sense
school
Parts of the EAR -Equilibrium (balance) (interpreted in the cerebellum)
-Receptors are mechanoreceptors
External Ear -Different organs house receptors for each sense
1. Pinna or auricle
2. External auditory Canal or tube Parts of the EAR
3. Tympanic Membrane (eardrum) External Ear
Middle Ear (Tympanic Cavity) 1. Pinna or auricle
1. Ossicle 2. External auditory Canal or tube
- Malleus 3. Tympanic Membrane (eardrum)
-Incus Middle Ear (Tympanic Cavity)
-Stapes 1. Ossicle
2. Eustachian Tube - Malleus
Inner Ear -Incus
1. Cochlea (nerves for hearing) -Stapes
2. Vestibule (receptors for balance) 2. Eustachian Tube
3. Semicircular Canal (receptors for balance) Inner Ear
Common EAR Disorders and Diseases 1. Cochlea (nerves for hearing)
1. Balance Disorders. 2. Vestibule (receptors for balance)
2. Cholesteatoma- abnormal collection of skin cells deep 3. Semicircular Canal (receptors for balance)
inside your ear
3. Ear Infections. Common EAR Disorders and Diseases
4. Ear Ringing (tinnitus) 1. Balance Disorders.
5. Hearing Loss. 2. Cholesteatoma- abnormal collection of skin cells deep
6. Otitis. inside your ear
7. Perforated eardrum. 3. Ear Infections.
Chemical Senses – Taste and Smell 4. Ear Ringing (tinnitus)
Both senses use chemoreceptors 5. Hearing Loss.
6. Otitis.
➢ Stimulated by chemicals in solution 7. Perforated eardrum.
➢ Taste has four types of receptors Chemical Senses – Taste and Smel
➢ Smell can differentiate a large range of
Both senses use chemoreceptors
➢ chemicals
➢ Stimulated by chemicals in solution
-Both senses complement each other and respond to ➢ Taste has four types of receptors
many of the same stimuli ➢ Smell can differentiate a large range of
Olfaction – The Sense of Smell ➢ chemicals
-Olfactory receptors are in the roof of the nasal cavity
-Neurons with long cilia -Both senses complement each other and respond to
-Chemicals must be dissolved in mucus for detection many of the same stimuli
Parts of the Nose Olfaction – The Sense of Smell
1. External meatus. -Olfactory receptors are in the roof of the nasal cavity
2. External nostrils. -Neurons with long cilia
3. Septum. -Chemicals must be dissolved in mucus for detection
4. Nasal passages.
5. Sinuses. Parts of the Nose
Common Nose Problems 1. External meatus.
1. Sinus infections (sinusitis) 2. External nostrils.
2. Congestion 3. Septum.
3. Airway blockage 4. Nasal passages.
4. Pupil. 11. Macula 5. Sinuses.
5. Lens. 12. Conjuctiva Common Nose Problems
6. Retina. 1. Sinus infections (sinusitis)
7. Optic nerves. 2. Congestion
8. Aqueous Humor 3. Airway blockage
9. Vitreous Humor
10. Ciliary Body The Sense of Taste
11. Macula 1. Taste buds house the receptor organs
12. Conjuctiva 2. Location of taste buds
3. Most are on the tongue
EARS Houses two senses 4. Soft palate
-Hearing (interpreted in the auditory cortex of the 5. Cheeks
temporal lobe)
The tongue is made up of three elements ➢ Tectum (posterior)
➢ Epithelium ➢ Tegmentum
-Papillae ➢ Cerebral peduncles (anterior)
- Taste buds -contain part of the substantia negrae, which (like the
➢ Muscles ventral tegmental area) contain large
➢ Glands collections of dopamine-producing neurons.
-Mucous Glands
-Serous Glands The Forebrain contains-
-Lymph Nodes ➢ Cerebrum: the largest and most developed part of
brain.
Common Tongue Problems -Responsible for intelligence, personality, thinking The
➢ Aglossia absence of the tongue (congenital) cerebral cortex is a gray tissue that covers
➢ Hypoglossia a short and incompletely formed tongue the cerebrum.
➢ Burning Mouth Syndrome also known as ➢ The limbic system is the area of the brain that
glossodynia, glossopyrosis, and stomatopyrosis. It’s a regulates emotion and memory. It directly connects the
chronic lower and higher brain functions.
condition that can cause Trusted Source a burning ➢ Thalamus: relay station for all sensory information
sensation on the tongue or elsewhere in the mouth. except smell.
➢ Macroglossia refers to when your tongue is larger ➢ Hypothalamus: controls hunger, thirst, sexual
than what it should be. The condition is also called “big behavior
tongue” or “enlarged tongue.” ➢ Hippocampus: important in forming memories
➢ Atrophic glossitis is a condition in which the tongue ➢ Amygdala: involved in memory and emotions (fear,
is missing some or all of its papillae, making its usually anger, pleasure, aggression)
rough surface smooth.
LOBES of the Brain
Hemisphere of the Brain ➢ Occipital lobe: for vision and recognition
Brain one of the largest and most complex organ in the
➢ Parietal lobe: handles information from the senses
body
➢ Temporal lobe: hearing, memory, emotion,
-Pruning is the degradation of neurons because of aging
speaking, smelling, tasting, perception, aggressiveness,
-Plasticity is the ability of the brain to continuously
and sexual behavior.
change in response to learning or injury
-The human brain contains 50 billion neurons at birth ➢ Frontal lobe: organization, planning, creative
-At age 10, children have developed half of the brain cell thinking
connections
-Myelination begins prenatally and continues after birth MULTIPLE INTELLIGENCE THEORY BY
HOWARD GARDNER
Brain Anatomy These are:
The human brain is comprised of 3 parts: 1. Naturalistic
➢ Hindbrain 2. Musical
3. Logical–mathematical
➢ Midbrain
4. Existential
➢ Forebrain 5. Interpersonal
6. Linguistic
The Hindbrain is located at base of skull and consists 7. Bodily–kinesthetic
of: 8. Intra–personal
➢ Cerebellum: posture, balance, voluntary movement 9. Spatial intelligence.
➢ Medulla: breathing, heart rate, reflexes
➢ Pons: bridge between the spinal cord and the brain LEARNERS with Exceptionalities
➢ Brainstem is the most primitive part of the brain and The arrangement of teaching procedures, adapted
controls the basic functions of life: breathing, heart rate, equipment's and materials, accessible settings and other
swallowing, reflexes to sight or sound, sweating, blood interventions designed to address the needs of students
pressure, sleep, hormonal maturation, and balance. with:
1. Learning Differences
The Midbrain integrates sensory information 2. Mental Health Issues
-Handles all sensory information that passes between the 3. Physical Disabilities
spinal cord and the forebrain. 4. Developmental Disabilities
-It is also involved in body movement in relation to 5. Giftedness
auditory and visual signals.
-Located just above the hind brain. INTELLECTUAL DISABILITY: CAUSE BRAIN
- When viewed in cross-section, the midbrain can be MALFORMATION
divided into three portions: INFECTIONS - VIRAL
NUTRITIONAL - METABOLIC
DOWN SYNDROME – CHROMOSOMAL
AUTISM
LEARNING DISABILITY ✓ A developmental disability significantly affecting
DYSLEXIA verbal and non-verbal communication and social
- Developmental disorder characterized by delay and interaction.
difficulty in: ✓ Onset is before 3 years old
➢ WRITING ✓ Lifelong Disability
➢ SPELLING ✓ Males 4x more affected
➢ READING ✓ Cause: Unknown
✓ Risk Factors
DYSCALCULIA
* Genetic
Poor capacity in mathematics that is not par with age:
* Environmental:
1. Arithmetic facts
Lead, Mercury
2. Numerical magnitude
* Parental Age: Over 40
3. Calculations
4. Numbers
Features of Mental Retardation
5. Patterns
-DSM-IV Criteria significantly subaverage IQ
6. Shapes
(<70)concurrent deficits or impairments in adaptive
7. Graphs
functioning
8. Charts
characteristics evident prior to age 18.
9. Directions
The DSM-IV classifies mental retardation into four
10. Measurement
stages based on severity:
11. Card-board-video Games
1. mild (IQ score of 50-55 to approximately 70)
12. Schedules
2. moderate (IQ score of 30-35 to 50-55)
3. severe (IQ score of 20-25 to 35-40)
DYSGRAPHIA
4. profound (IQ score of less than 20-25
1. Impaired Handwriting
)
2. Difficulty putting ideas into written form
Level of Needed Supports
3. Writes slowly or letters go in all directions
level of support or assistance needed (rather than on IQ):
4. Trouble holding pencil, pen, crayons, scissors
✓ Intermittent
5. Problems with Punctuations
6. Erases a lot ✓ Limited
7. Mix upper-lower case letters ✓ Extensive
8. Spelling issues ✓ Pervasive

ATTENTION DEFICIT HYPERACTIVITY Causes of Mental Retardation

DISORDER ➢ Genetic and Constitutional Factors chromosomal
✓ Neurological condition that involves problems with: abnormalities
I NATTENTION ➢ Neurobiological influences
H YPERACTIVITY Emotional/Conduct Disorders
I MPULSIVITY -“a condition exhibiting one or more of the following
✓ Developmental failure in the Brain circuitry that characteristics over a long period of time and to a
monitors inhibition and self-control. marked degree that adversely affects a child's
❖ Cerebral Cortex delayed for about 3 years. educational performance”
❖ Brain Size 5% Smaller ‒ Inability to learn not explained by other factors
❖ Decreased Dopamine ‒ Inability to have interpersonal peer relationships
‒ Inappropriate behavior or feelings under normal
✓ Males 3x affected
circumstances
POSSIBLE CAUSES:
‒ Pervasive mood of depression or unhappiness
1. GENETIC
‒ Tendency to develop physical symptoms or fears
2. BRAIN INJURY
3. ENVIRONMENTAL
Classification of Individuals with Emotional or
?. TIME ON SCREENS
Behavioral Disorders
?. FOOD
Clinically derived classification system
• The Diagnostic and Statistical Manual of Mental
Common Speech Disorders
Disorders, Fifth Edition, Text Revision (DSM-
➢ Stuttering V) provides criteria
➢ Cluttering • Diagnosis involves observation of behavior over time
➢ Apraxia and across different settings
➢ Lisping
➢ Articulation Disorders Statistically derived classification systems
• Involves categories of disordered behaviors
➢ Dysarthria
• Externalizing behaviors 1. The school and classroom should be assessed by a
• Internalizing behavior physical or occupational therapist to determine its
accessibility.
DIMENSION OF PROBLEM BEHAVIOR 2. School arrangements such as ramp handrails,
1. Conduct disorder widening of sidewalks, and doorways, and adjustment of
2. Socialized aggression the heights of equipment might be necessary.
3. Attention problems/immaturity 3. In the classroom, the teachers should make sure that
4. Anxiety/withdrawal there is ready access to all parts of the room, including
5. Psychotic behavior centers and materials.
6. motor tension excess 4. Sometimes classroom temperatures may have to be
adjusted to accommodate a student's heath needs
Etiologies of Emotional or Behavioral Disorders (Rosenberg, Westling, & McLeskey, 2011 p. 390).
➢ Biological risk factors
➢ Psychosocial (environmental) Health impairments are diseases, illnesses, or
conditions, such as asthma and epilepsy that require
Characteristics of Students with Emotional or special care or attention and may impair learning and
Behavioral Disorders normal functioning. Students may be weak, tired, or
1. Learning characteristics in pain.
▪ Range of intellectual abilities, chronic school failure, Students with other health impairments tend to have
absenteeism, grade retention,school dropout more absences due to their illness. Common health
2. Social characteristics conditions that may classify a student as other health
▪ Difficulty building and maintaining relationships, impaired are:
aggressive behavior, experience rejection, externalizing ➢ Asthma
and internalizing behaviors ➢ HIV/AIDS
3. Language/communication characteristics ➢ Sickle-Cell Disease/anemia
▪ Deficits in the areas of pragmatics, receptive, and ➢ Epilepsy
expressive language and limited or
➢ Cancer
inappropriate language use.
➢ Type 1 (Juvenile) Diabetes
Assessing Students with Emotional or Behavioral ➢ Cystic Fibrosis/ Tourette Syndrome Rheumatic fever
Disorders (Rosenberg, Westling, & McLeskey, 2011)
1. Assessment strategies include:
2. Interviews with student, parents, and teachers The following are guidelines when teaching a student
3. Examination of student records with other health impairments in the
4. Parent, teacher, and student rating scales general classroom:
5. Observations in multiple natural settings 1. Know the warning signals for students with conditions
6. Medical evaluations such as respiratory problems, heart conditions, or other
7. Standardized academic and IQ testing chronic health problems and how to respond to students'
8. Functional behavioral assessment (FBA) needs.
9. Strength-based assessments 2. Follow universal precautions to avoid contact with
10. Other informal assessment strategies any communicable diseases.
3. Have emergency plans in case of an equipment
Physical and Health Impairments failure, an emergency physical problem, or problems
Physical disabilities are those that impair normal occurring due to natural disasters.
physical functioning. They may be: 4. Be aware of routine treatments and who is responsible
➢ Orthopedic for carrying them out.
5. Know the medication the student takes, who is to
➢ Neuromotor
administer it, and the possible side effects.
➢ musculoskeletal impairments 6. Know special nutritional needs such as dietary
restrictions, special diets, or special eating procedures.
Types of Physical Disability 7. Know how much the student is expected to participate
1. Cerebral Palsy in self-managing his special physical or health needs.
2. Spina Bifida. 8. It is essential that the student practice as much
3. Neuromotor Issues independence as possible (Rosenberg, Westling, &
4. Orthopedic Impairments McLeskey, 2011 p. 390).
5. Neuromotor Issues Severe and Multiple Disabilities
6. Orthopedic Impairments
7. Musculoskeletal disorder -Students with Multiple impairments have more than
one disability in cognitive, physical and/or functional
The following are guidelines when teaching a student abilities. They typically require intensive intervention
with physical disabilities in the general classroom: and supports for activities of daily living.
Multiple disabilities means a student has more than one
serious disability which may affect mobility, behavior,
emotion or sensory abilities. Some characteristic 5. Diabetic Retinopathy. a complication of diabetes,
challenges of individuals with severe multiple caused by high blood sugar levels damaging the back of
impairments are: the eye (retina)
➢ Limited communication or speech impairment 6. Amblyopia. (also called lazy eye) is a type of poor
➢ Problems with physical mobility vision that happens in just 1 eye.
7. Strabismus. a disorder in which both eyes do not line
➢ Cognitive impairments
up in the same direction
➢ Tendency to forget skills through disuse;
8. Colorblindness
➢ A need for support in major life activities (e.g., 9. Glaucoma is an increase in pressure inside the eye
domestic, leisure, community use, vocational Hearing Impairments
Causes/etiology of Multiple Disabilities Having multiple
disabilities means that a person has more than Hearing impairment -whether permanent or
one disability. Causes can include: fluctuating, that adversely affects a child's educational
➢ Chromosomal abnormalities performance.
➢ Premature birth Deafness is defined as "a hearing impairment that is so
➢ Difficulties after birth severe that the child is impaired in processing
➢ Poor development of the brain or spinal cord linguistic information through hearing, with or without
amplification."
➢ Infections
Types of Hearing Loss
➢ Genetic disorders There are four basic types of hearing loss:
➢ Injuries from accidents (1) 1. Conductive hearing loss
-occurs when sound waves are not transmitted
Multiple Disabilities Aren’t All the SAME effectively to the inner ear because of some interference.
Multiple disabilities gives two examples of possible 2. Sensorineural hearing loss
combinations of disabilities: With the sensorineural hearing loss, the damage lies in
1. Intellectual disability and blindness; and the inner ear, the auditory nerve, or both
2. Intellectual disability and orthopedic impairment 3. Central hearing loss
-In central hearing loss, the problem lies in the central
Developmental disabilities include nervous system, at some point within the brain.
1. Autism Comprehending speech is a complex task. Some people
2. behavior disorders can hear volume perfectly well, but have trouble
3. brain injury understanding what is being said.
4. cerebral palsy 4. Mixed hearing loss
5. Down syndrome -occurs when an individual has both a conductive and
6. fetal alcohol syndrome sensorineural hearing loss in the same ear.
7. intellectual disability 5. Unilateral hearing loss refers to hearing loss in one
8. spina bifida. ear only which can range from mild to total hearing
loss in that ear.
Severe disabilities requires mental retardation but
does not require an additional disability. Strategies available to Deaf/hard of hearing students
1. Seizures can be broken down into two general categories.
2. cerebral palsy ➢ Sign Language
3. sensory loss ➢ Speech/Oral Communication (refers to the use of
4. Hydrocephalus
speechreading and auditory cues)
5. scoliosis.
➢ Hearing Aids
Disability- impairment or limitations
Visual impairment is a term experts use to describe any
Handicap- degree of disadvantage
kind of vision loss, whether it's someone who
cannot see at all or someone who has partial vision loss.
People First Language
Usually caused by the following:
People First Language refers to the individual first and
1. Injury
the disability second.
2. Congenital
-People with disabilities are - first and foremost –people
3. Infection
- It is about respect and dignity, and it puts the person-
4. Inherited
not the condition first.
Common Eye Disorders and Diseases ➢ Say: People with Disabilities
1. Myopia -Nearsightedness, or myopia is the difficulty Instead of: Mental Retardation
of seeing objects at a distance. ➢ Say: Cognitive Disability
2. Hyperopia, or farsightedness, is when light entering Instead of: Mental Retardation
the eye focuses behind the retina. ➢ Say: He has autism
3. Presbyopia (loss of near vision with age) Instead of: He is autistic
4. Cataract -a cloudy area in the lens of your eye. ➢ Say: Joan uses a wheelchair
Cataracts are very common as you get older. Instead of: Joan is in wheelchair
Say: Bob has a mental health condition -Operant Conditioning- using pleasant and unpleasant
Instead of: Bob is mentally ill. consequences to control the occurrence of behavior
➢ Say: Accessible Parking Principles of Operant Conditioning
Instead of: Handicapped Parking 1. Shaping
➢ Say: He has autism 2. Chaining
Instead of: He is autistic 3. Extinction
Schedules of Reinforcement
➢ Say: Anthon has a disability
These four schedules of reinforcement are sometimes
Instead of: Anthon is crippled
referred to as
➢ Say: She has a learning disability (diagnosis)
➢ fixed-ratio
Instead of: She’s learning disabled.
➢ variable-ratio
➢ Say: Congenital disability
Instead of: Birth defect ➢ fixed-interval
➢ variable-interval.
John B. Watson-Father of Behaviorism
- Little Albert Experiment Kinds of reinforcer
- Understanding fears, love, phobias and prejudice ➢ Primary
Habituation - Decrease tendency to respond to stimuli ➢ Secondary
that become more familiar ➢ Positive
➢ Negative
BEHAVIORAL LEARNING THEORY
Purposive Theory – Edward Tolman
• Operates on the principle of attached to
-Often referred to as Sign Learning Theory
a S-R also known as Adhesive Principle
-States that organisms learns by pursuing signs to a goal
• Prefers to concentrate on actual behavior
-Stressed the relationship between stimuli rather than
• Conclusions are based on Observations of external
stimulus – response.
manifestations of Learning
❑ Learning is purposive and goal-directed
Classical Conditioning by Ivan Pavlov ❑ Cognitive mapping
-Classical means “in an established manner.” ❑ Latent learning
-An individual learns when a previously neutral stimulus ❑ Intervening variable
is paired with an unconditioned stimulus until the neutral ❑ Reinforcement is not essential for learning
stimulus evokes a conditioned response

Principles of Classical Conditioning Social Observational Learning Theory Albert

1. Stimulus Generalization Bandura -
2. Extinction ❑ Vicarious Learning
3. Excitation/Inhibition
❑ Bobo doll experiment
4. Discrimination
5. Spontaneous Recovery ❑ People learn through observation, simulation,
Connectionism Edward Lee Thorndike modeling which means watching (observing), another
- Puts more emphasis on the response of the organism, called a model and later imitating the model’s behavior.
not limiting himself to the association between the ❑ Concentrates on the power of example
stimulus and the response Four Phases of Modeling:
LAWS OF LEARNING ❖ Attention –
1. Laws of readiness ❖ Retention –.
2. Law of Exercise ❖ Motor Reproduction Process
3. Law of Effect
❖ Motivational Process –
4. Law of belongingness
5. Law of Association
Cognitive Perspective
6. Law of Multiple Response
Contributory of Gestalt Psychology together with Kurt
7. Law of Frequency
Koffka and Max Wertheimer
8. Law of Contiguity
9. Law of requirement ❖ Gestalt Psychology – shape of thoughts that looks at
Stages of Learning the human mind and behavior
• Acquisition ❖ Gestalt means form, figures, configuration
• Fluency (a complete shape)
• Generalization ❖ “The whole is more than the sum of it’s part”
• Adaptation DIFFERENT GESTALT PRINCIPLES
Operant Conditioning Burrhus Frederic Skinner- 1. Figure and Ground – our eye differentiates an object
Stresses the consequence of behavior in order to learn. form its surrounding area. a form, silhouette, or
-Proved that reinforcement is a powerful tool in shaping shape is naturally perceived as figure (object), while the
and controlling behavior inside and outside the surrounding area is perceived as ground (background).
classroom.
-Balancing figure and ground can make the perceived MEANINGFUL RECEPTION THEORY – David
image more clear. Ausbel
2. Proximity – when objects close together, unity Meaningful learning occurs when new experiences are
occurs. related to what a learner already knows.
3. Continuation May occur through:
4. Similarity 1. Reception -the learner actively associates the
5. Closure substances of new chains concepts and so forth with
6. The law of Pragnanz relevant components of previous learning
2. Rote learning -a memorization technique based on
- Insight Learning and Problem-Solving Theory repetition. The idea is that one will be able to quickly
Wolfgang Kohler recall the meaning of the material the more one repeats
• Insight Learning refers to the sudden realization of a it.
solution of a problem. 3. Discovery learning refers to various instructional
• The capacity to discern the true nature of situation design models that engages students in learning
• The imaginative power to see into and understand through discovery
immediately
• Gaining insight is a gradual process of exploring, 4 Processes of Meaningful Learning
analyzing, and structuring perception until a solution is 1. Derivative Subsumption
arrived at. 2. Correlative Subsumption
3. Superordinate Learning
4. Combinatorial Learning
INFORMATION PROCESSING THEORY (Richard Instructional mechanism proposed by Ausubel is the use
Shiffrin and Richard Atkinson) of advance organizers which help to link new
The individual learns when: learning material with existing related ideas.
1. the human mind takes in information (encoding), 1. Expository organizer
2. performs operation in it, stores the information 2. Comparative Organizer
(storage) 3. Narrative
3. and retrieves it when needed (retrieval).
KINDS OF RETRIEVAL Bruner’s Constructivist Theory
1. Recall -proposes that learners construct their own knowledge
2. Recognition and do this by organizing and categorizing information
Memory – the ability to store information so that it can using a coding system.
be used at a later time. Instrumental Conceptualism
Implies the idea is that students are more likely to
INFORMATION PROCESSING THEORY remember concepts they discover on their own
(Atkinson) Spiral Curriculum- learning is spread out over time
1. Sensory Register rather than being concentrated in shorter periods. In a
2. Short-Tern Memory spiral curriculum, material is revisited repeatedly over
3. Long Term Memory months and across grades.
Kinds of long-term Memory Learning Modes
1.Episodic 1. Enactive
2. Semantic 2. Iconic
3. Procedural 3. Symbolic
Declarative or Explicit Memory
Non-declarative or Implicit Memory Constructivism Jean Piaget is known as one of the
first theorists in constructivism
Cumulative Learning by Robert Gagne Constructivism is a learning theory which holds that
 Robert Gagne’s Cumulative Learning § -any task or knowledge is best gained through a process of reflection
skill can be broken down to simpler skills which and active construction in the mind (Mascolo & Fischer,
can still be further broken down to more simple tasks or 2005).
skills. Social Constructivism – Lev Vygotsky
Nine Events of Instruction Scaffolding - competent assistance or support
1. Gaining Attention ➢ ZPD child acquires new skills and information the
2. Informing Learner of Objective/s level at which a child finds a task too difficult to
3. Recalling Prior Knowledge complete alone, but which he can accomplish with the
4. Presenting Material assistance or support of an adult or older
5. Providing Guided Learning peer
6. Eliciting Performance Zone of Proximal Development (ZPD)
7. Providing Feedback - gap between actual and potential encounters.
8. Assessing Performance ➢ Actual Development – what children can do on their
9. Enhancing Retention and Transfer own
➢ Potential Development – what children can do with
help
 MOTIVATION
Sternberg’s Theory of Successful Intelligence - Ability refers to what an individual can do or is able to
Sternberg (1997) also stated that to be a successful do and motivation (or lack of it) refers to what a person
intelligent person, one must combine and balance the wants to do.
three abilities: THE 5 PRIMARY MOTIVATION FACTORS
➢ Analytical -Analytical intelligence involves - Fear
analyzation (from the word itself), evaluation, judgment - Peer Pressure
or comparison and contrast. - Pride
-his ability is “...valued in tests and in classroom - Recognition
➢ Creativity - It is ability to pursue endless possibilities - Money
of thinking and imagination
-“one [that] goes beyond the range of
unconventionality...”
Types of Motivation
➢ Practicality -practical intelligence refers to the ability
1. Extrinsic Motivation – learners reason to work or
to relate the learning or knowledge to the real world.
study lies primarily outside. themselves.
The WICS model is a possible common basis for
2. Intrinsic Motivation – learners reason for learning
identifying gifted individuals (Sternberg, 2003c).
resides primarily inside or upon them.
WICS is an acronym standing for
Need is a physiological deficiency that creates a
➢ Wisdom
condition of disequilibrium in the body.
➢ Intelligence, David McClelland's Human Motivation Theory (Need
➢ Creativity Theory)
➢ Synthesized. - allows you to identify people's motivating drivers.
According to this model, wisdom, intelligence, and - He identified three motivators that he believed we all
creativity are essential for the gifted leaders of the future have:
➢ a need for achievement
Creative Thinking ➢ a need for affiliation,
Dr. E. Paul Torrance (1915 – 2003) is called The ➢ a need for power.
Father of Creativity.
-Torrance invented the “Torrance Tests for Creative Drive Theory Clark Hull
Thinking Drive is a condition of arousal or tension that motivates
Components Of Creativity behavior.
1. Fluency – the ability to generate quantities of ideas
➢ Drives most typically have been considered to
2. Flexibility – the ability to create different categories
involve physiological survival needs: hunger, thirst,
of ideas, and to perceive an idea from different points of
sleep, pain,
view
sex.
3. Originality – the ability to generate new, different,
and unique ideas that others are not likely to generate. ➢ A drive results from the activation of a need.
4. Elaboration – the ability to expand on an idea by SELF DETERMINATION And MOTIVATION
embellishing it with details or the ability to create an THEORY by Edward Deci
intricate plan - We have the capacity to take risks or challenges that
can enrich our lives and develop ourselves more.
Problem-solving skills - Sense of Self-Determination Variables
Problem-solving skills help you determine the source of 1. Choices
a problem and find an effective solution. 2. Threats and deadlines
In order to be effective at problem solving you are likely 3. Controlling statements
to need some other key skills, which include: 4. Extrinsic rewards
5. Surveillance and evaluation
➢ Creativity. Problems are usually solved either
intuitively or systematically.
EXPECTANCIES and VALUES THEORY by John
-Intuition is used when no new knowledge is needed -
W. Atkinson
you know enough to be able to make a quick decision
Variables that Affects Motivation:
and solve the problem, or you use common sense or
1. Expectancy – People must believe that they can
experience to solve the problem
accomplish a task; that is, they should have an
-complex problems or problems that you have not
expectancy
experienced before will likely require a more
about what they want to achieve.
systematic and logical approach to solve.
2.Value – People should likewise place an importance or
➢ Researching Skills.
value in what they are doing.
➢ Team Working.
➢ Emotional intelligence ATTRIBUTION THEORY by Bernard Weiner
➢ Risk Management. Attributions pertain to people’s various explanations for
➢ Decision Making. success and failure – their beliefs about what causes
attributions.
- Dimensions underlying people’s attributions. People them at least twenty percent (20%) discount in all basic
can explain events in many different ways. services.
RA 10754 IRR OF RA 10754 -AN ACT EXPANDING
SPECIAL EDUCATION THE BENEFITS AND PRIVILEGES OF PERSONS
The Council for Exceptional Children lists the following WITH DISABILITY
terms and definitions taken from the individuals with (PWD)
Disabilities Education Act. PRESIDENTIAL DECREE 603 - “THE CHILD AND
YOUTH WELFARE CODE
Exceptional Students BATAS PAMBANSA 232 “EDUCATION ACT OF
The term “exceptional” has often been used to describe 1982”
unusual, unique, or outstanding qualities of people or SENATE BILL NO. 1414 "INCLUSIVE EDUCATION
objects. FOR CHILDREN AND YOUTH WITH SPECIAL
the term “exceptional” refers to students who learn and NEEDS ACT"
develop differently from most others or students who A PWD ID is a valid identification card issued to
have: persons with disabilities. This card serves as a proof for
➢ exceptional learning styles availing of the benefits and privileges for PWDs.
➢ exceptional talents,
What is the Validity of the PWD Card?
➢ exceptional behaviors.
The PWD ID is valid for three years as stated in the
➢ Exceptional students are those who fall outside of the
National Council on Disability Affairs Administrative
normal range of development. Order No. 001 series of 2021 PWD List of Disabilities in
the Philippines
The term "learners with special educational needs" The Department of Health (DOH) considers the
(LSEN) refers to learners who, for whatever reason, following types of disabilities as eligible for a PWD ID:
need
➢ Psychosocial disability –
additional help and support in their learning.
➢ Disability resulting from a chronic illness - Includes
➢ Persons with disabilities (PWDs), according the UN
orthopedic disability due to cancer, blindness
Convention on the Rights of Persons With Disabilities,
due to diabetes, and other disabilities due to a chronic
include those who have long-term physical, mental,
disease
intellectual or sensory impairments which in interaction
with various barriers may hinder their full and effective ➢ Learning disability
participation in society on an equal basis ➢ Visual disability
➢ Orthopedic (Musculoskeletal) disability
Barriers to healthcare ➢ Mental/Intellectual disability
People with disability encounter a range of barriers when ➢ Hearing disability
they attempt to access health care including:
➢ Speech impairment
➢ Attitudinal barriers
➢ Multiple disabilities
➢ Physical barriers
➢ Communication barriers Intellectual Disabilities
➢ Financial barriers Fragile X syndrome is a genetic condition that causes a
range of developmental problems including learning
RA 5250 – An Act Establishing A Ten-Year Training disabilities and cognitive impairment.
Program For Teachers Of Special And Exceptional Down Syndrome - Also known as Trisomy 21
Children In The Philippines And Authorizing The -Genetic disorder caused by the presence of all or part of
Appropriation Of Funds Thereof. a third copy of chromosome 21.
RA. 7277 The Magna Carta for Disabled Persons was A Developmental Delay refers to a child who has not
enacted for the primary reason that persons with gained the developmental skills expected of him or
disabilities have the same rights as other people. her, compared to others of the same age.
The seven types of disabilities mentioned in RA No. Delays may occur in the areas of :
7277 ➢ motor function
1. psychosocial disability ➢ speech and language,
2. disability due to chronic illness
➢ cognitive, play, and
3. learning disability
4. mental disability, ➢ social skills
5. visual disability, Prader-Willi syndrome is caused by some missing
6. orthopedic disability genetic material in a group of genes on chromosome
7. communication disability. number 15.
RA 9442 – An Act Amending Republic Act No. 7277, Fetal alcohol syndrome is a condition in a child that
Otherwise Known As The “Magna Carta For Disabled results from alcohol exposure during the mother's
Persons, And For Other Purposes”. pregnancy.
-to provide persons with disability, the opportunity to
participate fully into the mainstream of society by Physical Disabilities
granting
Cerebral palsy (CP) is a group of disorders that affect a 2. Bulimia Nervosa
person's ability to move and maintain balance and 3. Pica
posture. 4. Purging disorder
What are causes of cerebral palsy? 5. Night eating syndrome (NES)
Causes
➢ Gene mutations that result in genetic disorders or SPED Interventions
differences in brain development. Shadow Teaching
➢ Maternal infections that affect the developing fetus. -is when an educational paraprofessional, like a teaching
aide or assistant, works directly with young students who
➢ Fetal stroke, a disruption of blood supply to the
have learning differences to improve their classroom
developing brain.
experience.
➢ Bleeding into the brain in the womb or as a newborn.
Behavior Modification
Arthritis means inflammation or swelling of one or
➢ Praise
more joints.
A spinal cord injury — damage to any part of the ➢ Rewards
spinal cord or nerves at the end of the spinal canal ➢ Behavior Chart
(cauda ➢ Redirection
equina) — often causes permanent changes in strength, ➢ Engage
sensation and other body functions below the site ➢ Visuals
of the injury.
➢ Extinction
Epilepsy is a central nervous system (neurological)
disorder in which brain activity becomes abnormal, ➢ Direct Instruction
causing seizures or periods of unusual behavior, What are the four steps of direct instruction?
sensations and sometimes loss of awareness. Direct Instruction guides us through intermediary
stages to gently transition from teacher to
Muscular Dystrophy student.
Muscular dystrophies are a group of muscle diseases 1. Modeling – The teacher does it all.
caused by mutations in a person's genes. 2. Structured Practice – The teacher does it, but with
input from students.
Emotional and Behavioral Disorders 3. Guided Practice – Students do it, with input from the
Acute stress reaction occurs when a person experiences teacher.
certain symptoms after a particularly stressful event. 4. Independent Practice – Students
Bipolar Disorder
-formerly called manic depression, is a mental health PED 9: FIELD STUDY AND TEACHING
condition that causes extreme mood swings that INTERNSHIP WITH ACTION RESEARCH
include emotional highs (mania or hypomania) and lows
(depression). Field Study and Teaching Internship
10 Signs of Bipolar Disorder I. Experiential Learning
1. Decreased need for sleep. ... • Experiential Learning Theory (ELT) defines learning
2. Racing thoughts and accelerated speech. ... as ‘the process whereby knowledge is created through
3. Restlessness and agitation. ... the transformation of experience. Knowledge results
4. Overconfidence. ... from the combination of grasping and transforming
5. Impulsive and risky behavior. ... experience’ (Kolb, 1984: 41)
6. Hopelessness.... • It emphasizes the importance of experience and its role
7. Withdrawal from family and friends and lack of in the learning process (learning-
interest in activities. ... by-doing and reflective thinking)
8. Change in appetite and sleep.
9. Conduct Disorder Philosophical Roots of Experiential Learning
Conduct disorder refers to a group of behavioral and
emotional problems characterized by a disregard for • Pragmatism
others. o It is a classical philosophy which believes that the
There are four basic types of behavior that essence of an idea comes from the consequence of its
characterize conduct disorder: test or practice; if it works, the idea is true or good, if it
doesn’t, the idea is false or bad. It is called
➢ Physical aggression (such as cruelty toward animals,
experimentalism (Pierce), practicalism
assault or rape).
(James) and instrumentalism (Dewey)
➢ Violating others’ rights (such as theft or
vandalism) . • Progressivism
➢ Lying or manipulation. o It is a contemporary educational theory which views
➢ Delinquent behaviors (such as truancy or running that change, not permanence, is the essence of reality.
away from home). o It declares that education is always in the process of
development.
Eating Disorders o The essence of education is continual reconstruction of
1. Anorexia Nervosa experience.
 o No. 77 - Bachelor of Special Needs Education
II. Kolb's Model of Experiential Learning (1984) (BSNEd)
• Concrete experience (CE): This is the action phase. o No. 78 - Bachelor of Technology and Livelihood
Students are encouraged to try-out the action and have a Education (BTLEd)
new experience.
• Reflective observation (RO): This is the observation o No. 79 - Bachelor of Technical- Vocational Teacher
phase. Students are encouraged to intentionally reflect Education (BTVTEd)
on their experience from multiple perspectives and the o No. 80 - Bachelor of Physical Education (BPEd)
factors involved (e.g. environment, stakeholder, context, o No. 82 - Bachelor of Culture and Arts Education
outcomes) (BCAEd)
• Abstract conceptualization (AC): This is the
integration phase. Students are encouraged to integrate V. Teaching-Related Laws, Policies, and Legal
the experience (action and result) into existing Documents
knowledge schemas and with existing theory. As a • RA 7836 - Philippine Teachers Professionalization Act
result, a new concept is formed and can be applied to of 1994
future • RA 9293 - An Act Amending certain sections of RA
experience(s). 7836
• Active experimentation (AE): This is the • RA 4670 - Magna Carta for Public School Teachers
hypothesizing and trial phase. Students are encouraged • RA 10627 - Anti Bullying Act of 2013
to hypothesize what will happen and try the action out • RA 7877 - Anti Sexual Harassment Act of 1995
by making decisions and solving problems. • DO 40, s. 2012 - DepEd Child Protection Policy
• CMO 104, s. 2017 - Revised Guidelines for Student
IV. Alignment and Bases of the Experiential Internship Program in the Philippines (SIPP) for All
Learning Courses Programs
A. Philippine Professional Standards for Teachers • DO 14, s. 2020 - Guidelines on the Required Health
(DepEd Order No. 42, S. 2017) Standards in Basic Education Offices and Schools
• It is a framework for teacher quality and teacher • DOH AO 2020-0015 - Guidelines on the Risk-Based
development. Public Health Standards for COVID-19 Mitigation
• It shall be used as a basis for all learning and
development programs for teachers to ensure that VI. Acronyms & Key Terminologies
teachers are properly equipped to effectively implement • Classroom-Based Action Research (CBARs) – are
the K to 12 Program. research studies conducted by PTs in their teaching
• It comprises 7 Domains and 37 Strands. internship. The CBARs may only focus on a specific
PPST Domains teaching-learning process identified by the PTs.
1. Content Knowledge and • Coaching and Mentoring - are the support processes
Pedagogy to prepare Field Study students and practice teachers in
2. Learning Environment the experiential learning program
3. Diversity of Learners • Field Study Students (FSS) – are pre-service teachers
4. Curriculum and Planning taking their Field Study courses in a partner or
5. Assessment and Reporting laboratory school of a TEI
6. Community Linkages and Professional • Flexible Learning - is the program by CHED that
Engagement encompasses the different delivery modalities for
7. Personal Growth and Professional teaching and learning in the new normal
Development • Learning Delivery Modality (LDM) - refers to the
program that describes the different teaching-learning
B. Competency Framework for Southeast Asian modalities by the basic education schools such as online
Teachers of the 21st Century (CFSAT 21) instruction (synchronous/asynchronous), radio-based and
• It contains a list of 11 competencies which serves as a television-based instruction, and other modalities
guide in identifying instructional design of capacity- • Most Essential Learning Competencies (MELCs) –
building programs of SEAMEO INNOTECH in general modified basic education curriculum released by the
and flexible e- learning programs for teachers in Department of Education to address the present
particular. educational dilemma
• Resource Teachers (RTs) – are the educators being
C. Licensure Examination for Teachers (LET) observed by the FSS in a partner or laboratory school of
Competencies a TEI
D. Program Outcomes from CHED Memorandum
Order Nos. 74-80, 82 s. 2017 Field Study Courses
• These are the policies, standards, and guidelines for the I. Field Study 1: Observations of Teaching-Learning
following programs: in Actual School Environment
o No. 74 - Bachelor of Elementary Education (BEEd) • The core of FS1 is observation.
o No. 75 - Bachelor of Secondary Education (BSEd) • FSS shall observe the learners, the environment, and
o No. 76 - Bachelor of Early Childhood Education the teachers.
(BECEd) • A portfolio shall be required.
II. Field Study 2: Participation and Teaching • CS Vision, Mission, Goals, and Core Values
Assistantship • Content of the subject area, lesson exemplars, grading
• The core of FS2 is participation and assistantship. system, subject requirements
• FSS participates and assists in a limited actual • Forms to accomplish
teaching-learning activities that relate to 2. Observation and Building Relationship
assessment of learning, preparation of instructional • Cooperating Teacher(s) shall request you to observe
materials, preparation of bulletin boards, and other his/her classes in order that you will become familiar
routines in the classroom. with the classroom routines, subjects, teaching strategies,
• A portfolio shall be required. etc.
• A CBAR shall be required to start in this course and 3. Onsite Tasks - These include the following:
conclude during the internship. • assisting in teaching-related tasks
• checking of seat works and performance tasks
Teaching Internship • assisting in accomplishing of school forms
I. Teaching Internship Course 4. Final Demonstration and Accomplishing Exit
• This is a one semester full-time teaching internship in Forms
basic education schools either in- campus or off-campus 5. Evaluation of Teaching Internship
using a clinical approach under the mentorship of a
cooperating teacher. IV. Focus of Classroom Observation
• Teaching Approaches, Methods, and Strategies
II. Key People in Teaching Internship a. Teaching Approach – a set of principles, beliefs, or
1. Teacher Education Institution - refers to higher ideas about the nature of learning which is translated into
education institutions offering teacher education the classroom (Ex. teacher-directed, student-centered,
programs constructivist, collaborative, whole-child, etc.)
2. College Supervisors – are the faculty members b. Teaching Strategy – a long-term plan of action
assigned by the TEI to monitor, supervise, and evaluate designed to achieve a particular goal (Ex. discovery
the FSS and PTs in their experiential learning courses teaching, PBL, etc.)
3. Cooperating School - refers to the TEI partner school c. Teaching Method – a systematic or procedural way
where Field Study and Teaching Internship are of achieving short-term learning objectives (Ex.
undertaken simulation, demonstration, direct instruction etc.)
4. Cooperating Teachers (CTs) - are the selected d. Teaching Technique – a well-defined procedure in
educators who act as coaches and mentors of PTs in their applying the method
teaching internship program at the partner or laboratory e. Approach – Strategy – Method – Technique (Ex.
school of a TEI Deductive – Expository and Discovery
5. Practice Teachers (PTs) - are pre-service teachers Teaching – Lecture – Delivering Effective Lecture
having their teaching internship programs in a laboratory • Intended Learning Outcomes
school of a TEI or in a partner cooperating school • Organization/Structure of the Lesson
• Classroom Management
III. Phases of Teaching Internship • Teaching-Learning Activities
1. Orientation Sessions • Instructional Materials (IMs) and Resources
2. Observation and Building Relationship • Student Engagement
3. Onsite Tasks • Student Interaction
4. Final Demonstration and Accomplishing Exit Forms • Questioning Techniques
5. Evaluation of Teaching Internship • Integration of Values
1. Orientation Sessions • Modes of Assessment
• First Orientation – It is conducted by College • Assignment
Supervisor and the following are discussed: • Use of Language
• Subject requirements • Personal Qualities of the Teacher
• TEI’s Teaching Internship Policies • Teaching learners with special needs and those
• CHED Policies and Terms teaching in challenged areas
• Conduct of Discipline of Interns
• Schedules of dialogue and conferences V. Tips for Providing Classroom Structure
• Second Orientation – It is conducted by the 1. Rules and expectations must be given on the first day.
Cooperating School and Cooperating Principal and the 2. Set high expectations and explain its importance.
following are discussed: 3. Hold students accountable for their actions.
• CS Vision, Mission, Goals, and Core Values 4. Keep your rules clear and simple.
• School Rules and Policies (student’s attendance, school 5. Be prepared to adjust.
activities) 6. Be the primary model for your students when it comes
• Expectations of Interns to structure.
• A school tour of the facilities is conducted to 7. Be prepared and organized for the class each day.
familiarize the school environment 8. Build a good reputation/image.
• Third Orientation – It is conducted by the Subject
Area Coordinator / Cooperating Teacher and the VI. Creating Instructional Materials
following are discussed:
• Instructional Materials are tools used in instructional IX. Conducting Demonstration Lessons
activities. They assist teachers in facilitating the • Demonstration Teaching is a planned mock lesson
teaching-learning process. taught to a group of students or to a group of adults
posing as students to assess your teaching abilities and
Kinds of Instructional Materials skills.
o Print - books, dictionaries, encyclopedias, newspapers Conducting an Excellent Demo Lesson
o Non-print - microscope slides, models, rocks, field • Plan and organize your lesson based on the learning
visits delivery modality (LDM) of your CS.
o Electronic - slide presentations, videos, AR, VR, live • Be the BEST! – observe proper grooming and be in
content your practicum uniform
• Manage your class well – carry out classroom
• Teachers’ Criteria for Determining the Quality of management routines
Instructional Materials (Buglar, et.al.) • A Detailed Lesson Plan (DLP) is a teacher’s
1. Accuracy “roadmap” for the lesson. It contains a
2. Depth of Knowledge detaileddescription of the steps a teacher will take to
3. Engagement teach a particular topic.
4. Support
Parts of a Detailed Lesson Plan (DLP)
VII. Designing Differentiated Class Activities (DO 42, S. 2016)
• Classroom Diversity - It is a classroom with learners I. Objectives
of all abilities and backgrounds. II. Content
• Differentiated Instruction – It is the provision of III. Learning Resources
multiple learning options in the classroom so that IV. Procedures
learners of varying interests, needs, abilities, and needs V. Remarks
are able to take in the same content appropriate to their VI. Reflection
needs.
X. Accomplishing School Forms
VIII. Classroom Strategies for Varied Types of • SF 1: School Register - Master list of class enrollment
Learners • SF 2: Daily Attendance Report of Learner - -
1. Verbal-Linguistic (Word Smart) - conducting Recording of attendance, absence, or tardiness
interviews, writing poetry, writing essays, radio • SF 3: Books Issued and Returned - List of books (by
newscast, conducting debates, making acrostics, title) issue to/returned by learners
conducting speech choir, writing stories • SF 4: Monthly Learner’s Movement and
2. Logical-Mathematical (Number Smart) - solving Attendance - Enrollment count, transferred in/out and
puzzles, making analogies, creating visual diagrams, dropout by grade level (Summary of SF 2)
playing with blocks and shapes, writing solutions, • SF 5: Report on Promotion and Level of Proficiency
solving mysteries, creating timelines, manipulating - List of promoted/retained by class
computer programming activities • SF 6: Summarized Report on Promotion and Level
3. Interpersonal (People Smart) - Think-Pair-Share, of Proficiency - Number of promoted/retained by grade
using board games, conducting simulations, conducting level (Summary of SF 5)
role playing, cooperative games, literature circles • SF 7: Inventory of School Personnel - List of school
4. Intrapersonal (Self Smart) - reciting a declamation, personnel with basic profile and teaching
giving personal opinions, rewriting a story from their load/assignment
POV, using learning journals, reciting a monologue, • SF 8: Learner Basic Health Profile - Per learner
answering What if? questions assessment of Body Mass Index
5. Musical (Music Smart) - creating a parody, • SF 9: Learner Progress Report Card - Individual
composing simple songs, community singing, creating academic, behavioral and attendance report by quarter
raps of Math concepts, make up song memory devices (formerly Form 138)
6. Visual-Spatial (Art Smart) - making comic strips, • SF 10: Learner’s Permanent Academic Record -
conducting a virtual gallery, using graphic organizers, Individual academic record by quarter and SY (former
putting up an exhibit, map reading Form 137)
7. Bodily-Kinesthetic (Body Smart) - making comic
playing human scrabble, having a walkinggallery, XI. Building Networking and Linkages
dramatic re-enactments of historical or literary events, • Stakeholders are persons who have interest or concern
learning folk dances that represent different cultures, in the organization at hand.
using charades to act out parts of speech • In terms of education, a stakeholder is someone who
8. Naturalist (Nature Smart) - having nature has a vested interest in the success and welfare of a
trips/walks, categorizing species in the natural world, school or education system.
collecting items from nature, maintaining a community • This includes all parties that are directly affected by the
garden, hosting a nature clean-up success or failure of an educational system, as well as
event those indirectly affected.

Educational Stakeholders
o School administrators, Teachers, Government order to improve their quality and effectiveness.
Officials, Community, Learners, Parents (Mertler, 2009)
• Parent-Teacher Conference is a meeting between a • Action Research is the process of systematically testing
learner’s parent/s and teacher/s to discuss the child’s new ideas in the classroom or school, analyzing the
academic performance and other ideas for improvement. results, and deciding to implement the new idea or begin
the process again with another idea.
XII. Professional Advancement II. Needs and Demands for Action Research
• RA 10912 - Continuing Professional Development Act • Who can be an action researcher? - Any teacher who
of 2016 intends to:
• Continuing Professional Development (CPD) is a o understand more about teaching and learning;
mandatory requirement for the renewal of Professional o develop teaching skills and knowledge; and
Identification Card. o take action to improve student learning.
• The required number of CPD units is 45 units. While III. Addressing and Conquering Research
during transition period, the PRC cut the requirement to Constraints
15 units. 1. Time constraint
• In-house trainings and capacity-building activities of 2. Lack of research competence
government agencies and corporations, including local 3. Lack of research interest
government units and private employers shall be credited 4. Lack of confidence
and considered as CPD compliance. 5. Lack of statistical skill
6. Difficulty in identifying topic or problem
XIII. Designing My Teaching Internship Portfolio 7. Financial constraint
• A portfolio is a purposeful documentation prepared by 8. Lack of reading initiative
FSS and PTs that showcases their learning experiences 9. Complexity in gathering data
in the experiential learning courses. 10. Lack of administrative support
• The online or softcopy version of the said documents is
referred to as electronic or e-portfolio. IV. Action Research Processes and Procedures
Steps in Action Research
Types of Portfolios I. Identify the problem
o Growth Portfolio - shows learning progress II. Define an intervention
o Document Portfolio - lists learning artifacts III. Apply intervention and collect data
o Process Portfolio - demonstrates steps on how IV. Analyze data and findings
learning outcomes were achieved V. Take action based on results
o Showcase Portfolio - displays best student’s output VI. Share finding
o Assessment Portfolio - measures student’s V. Types and Varieties of Action Research
accountability
o Competence Portfolio - includes proofs of Types of Action Research (Ferrance, 2000)
qualifications, certificates, badges, honors received • Individual Action Research – done by one teacher-
o Project Portfolio - exhibits works from individual or researcher
group learning - Identified problem: single classroom issue
o Achievement Portfolio - showcases what students - Support system: supervisor, co-teacher/s, parents
have achieved over time - Expected effects: instruction, assessment change
o Celebration Portfolio - highlights occasions, • Collaborative Action Research – done by two or more
activities, events, happenings of great importance teacher-researchers
- Identified problem: single issue or a common
Parts of an Internship Portfolio problem
I. Introduction - Support system: supervisor, community, parents,
II. Acknowledgements organizations
III. Curriculum Vitae of Practice Teacher - Expected effects: curriculum, instruction, assessment,
IV. Certificate of Completion policy
V. Professional Readings • School-Wide Action Research – involves the whole
VI. Weekly Journals school administration, faculty, and/or personnel
VII. Experiences, Evidence, and Reflections on the - Identified problem: school problem or area of
PPST Domains collective interest
VIII. Teaching Philosophy - Support system: school commitment, leadership,
partners
Action Research - Expected effects: school restructuring, policy change,
I. Concepts, Perspectives, and Frameworks program evaluation
• Action Research is characterized as research that is • District-Wide Action Research – involves the whole
done by teachers for themselves. (Mertler, 2009) district administration, school heads, and/or personnel
• Action Research allows teachers to examine their own - Identified problem: district issue or organizational
classrooms, instructional strategies, assessment structure concerns
procedures, and interactions with student-learners in - Support system: district commitment, leadership,
partners
- Expected effects: allocation of resources, policy previous related studies, significance of the study,
change, structure evaluation statement of purpose and impact, connection of the
problem to the researcher
Varieties of Action Research B. Research Questions
• Diagnostic - researcher steps into an existing problem • A good problem is characterized as one which:
and diagnoses the situation - is of great interest to the researcher;
• Participatory - data is used to make recommendations - is useful to the concerned people in the field;
for the resolution of the problem - is novel and timebound; and
• Empirical - conclusions are exclusively derived from - has no ethical or moral impediments
concrete, verifiable evidence C. Hypothesis
• Experimental - conducted with a scientific approach • A hypothesis is a statement of expectation or prediction
using two sets of variables and a hypothesis that will be tested by research.
Types of Hypotheses
VI. Action Research vs. Formal Research • Null - predicts no effect or relationship between
variables
Action Research • Alternative - states research prediction of an effect or
Goal solve problems of local concern develop and test relationship
theories for wide D. Scope and Limitations of the Study
Sources of Data opinions of researcher are considered • The scope identifies the boundary or coverage of the
as data study in terms of subjects, objectives, facilities, areas,
Sampling Technique purposive samples time frame, issues
Research Design flexible, quick time frame • The limitations define the constraints or weaknesses
Application of Results practical significance that are not within the control of the researcher; those
Output driven by intervention that are not expected to be covered by the study.
Conclusion covers only specific context and locale (Zulueta & Costales, 2005)
Recommendation stated in one statement or brief E. Significance of the Study
paragraph • This expresses the value or importance of the study or
the contributions of the results.
Formal Research • Beneficiaries are arranged according to the degree of
 develop and test theories for wide population significance to them.
 opinions of researcher are NOT considered as F. Research Designs
data • Research Designs are plans and procedures that include
 random samples with large population detailed methods of data collection and analysis.
 rigorous, done over long periods
 theoretical significance Kinds of Research Designs
 driven by results, hypothesis-testing, and 1. Qualitative - requires the collection of narrative data
findings and utilizes an inductive reasoning approach
2. Quantitative - requires the collection of numerical
 entails general truth and universal knowledge
data and utilizes a deductive reasoning approach
and theories
3. Mixed Method - combines both quantitative and
 horizontal mapping with findings, conclusions,
qualitative types of data
and SOP
Methods/Strategies of Qualitative Design
VII. Research Proposal vs. Research Report
• Ethnography - describes interactions between people
in cultural and social settings
Research Proposal
• Case Study - in-depth study of individual activities,
 communicates a researcher’s plan for a study
people, or groups
 states what will be done
• Phenomenological Studies - explores and focuses on
 denotes future actions
people’s experience of a phenomena
• Narrative Research - studies individual lives and asks
subjects to provide stories about their lives, which is
Research Report
then retold into a narrative chronology
 communicates results and what was done
 states the analysis of data, findings, implications,
Methods/Strategies of Quantitative Design
and conclusions
• Experimental Research - uses a scientific approach
 denotes past actions
towards manipulating one or more control variables and
both use third person pronouns to maintain formality
measuring their defect on the dependent variables
of the paper
• Non-Experimental Research - describes a
phenomenon simply as it stands, or a relationship
VIII. Research Fundamentals
between two or more variables, all without any
A. Introduction
interference
• It must be written in at least 1 or 2 pages and must
contain the following: problem, supporting data,
Methods in Mixed Method
• Sequential - may begin with qualitative interview for Principle of Triangulation
exploratory purposes and followed by quantitative o It is the usage and employment of multiple sources of
survey method for generalization data in order to establish trustworthiness or consistency
• Concurrent - converging or merging qualitative and of the facts.
quantitative methods o Example: Teacher-researcher utilized checklists, field
• Transformative - using theoretical lens as an notes, and survey questionnaires as data collection tools
overarching perspective in his study.

G. Presentation, Analysis, and Interpretation of Data X. Ethics in Action Research

• It is the manner of organizing and reporting collected Four Types of Ethical Practices (Carson, et. al, 1989)
data, while analyzing and interpreting them. Presentation o Ethics of Hope - AR must ensure concern for the
can be done using tables, graphs, charts, etc. broad range of needs of students and school community.
H. Conclusions and Recommendations o Ethics of Caring - AR must put into prime
• Conclusions are the valid outgrowth of the findings you consideration the general welfare of both students and
would like to share together with your research teachers.
statement. o Ethics of Openness - AR participation, purpose, and
• Recommendations include suggestions to future intent must be made known to all involved.
researchers who would like to pursue investigation o Ethics of Responsibility - Teacher-researchers must
related to the same problem. be committed to principled action.
I. References and Appendices • Teacher-researchers must always ask for consent and
• References are listings of sources of materials that are permission when retrieving and recording data.
alphabetically arranged.
• Appendices are questionnaires, letter/s of transmittal, XI. Action Research Reporting and Sharing
legal documents and supplementary materials, referred Improving Research Culture
to or have been cited in the study. • Teacher-researchers, upon conclusion of their
action research may share their findings by:
IX. Data Collection Tools - collective sharing with other schools and districts
1. Observations - watching people, events, or noting - collaborating with school admin to explore changes
physical characteristics in their natural setting - conducting seminars with parents and teachers
2. Anecdotal Records – detailed descriptive narrative - conducting in-house trainings in schools
recorded after a specific behavior or interaction occurs - publishing and presenting papers
3. Field Notes – similar to anecdotal records, except that
they include impressions and interpretations GENERAL EDUCATION
4. Ecological Behavior Descriptions – Behavioral ART APPRECIATION
ecology is the study of behavioral interactions between WHAT IS ART?
individuals within populations and communities, usually The term ART derives from the old Latin, which implies
in an evolutionary context a “craft or specialized sort of expertise, as carpentry
5. Diaries – personal accounts on a regular basis or smithing or surgery” (Collingwood, 1938).
6. Interviews – a qualitative research method that relies
on asking questions in order to collect data and in-depth
information
7. Focus Group Discussions – a discussion of a selected The Subject of Art- In any art form- be it painting,
group of people on a given topic or issue, facilitated by a music, sculpture, architecture, o dance that serves as the
professional, external moderator.
8. Checklists – structured observations or evaluation of FOUNDATION OF THE CREATION of the work of
a performance or artifact art.
9. Tests – highly quantitative tools that bring more  The subject of art is VARIED.
reliable results  Usually anything that is represented in the artwork.
10. Survey Questionnaires – used for collecting data in (person, object, sense, or event.
survey research; includes a set of questions that explore Presented in 2 ways:
a specific content 1. Representational/ objective art : Artworks that
11. Authentic Assessment – measurement of depict something that is easily recognized. The subject is
demonstrated skills and competencies through rubrics clear/ identified. Ex. Painting * Sculpture* Graphic Arts
12. Portfolio Literature Theater Arts.
13. Documentary Analysis – interpretations of recorded 2. Non- representational/ non- objective art: Artworks
materials (student grades, faculty evaluation, enrollment that has no resemblance of any real subject. Do not
records) represent anything & they are what they are. Appear
14. Narratives – transcribed testaments about directly to the senses primarily because of the satisfying
individuals’ lives organization of their sensuous and expressive elements.
15. Projective Techniques – doodles, graphical Ex. Music * Architecture Abstract Art Non- figurative
sketches to be interpreted by psychometricians or other arts Etc.
concerned professionals
ASSUMPTIONS OF ART
1. Art Is Universal  Action, activity, enthusiasm, and movement are
 Timeless, transcending generations and nations represented by the diagonal.
through and through. It has the look of softness and generates a relaxing
 Misconception: Artistic created long time ago. sensation or atmosphere.
 Age is not a factor in determining art. It represents freedom, the natural world, and the ability
 Literature has contributed crucial terms of art. to be creative.
 lliad and the Odyssey are the two Greek Epics that COLOR
one’s being taught in school.  Color has an immediate and significant impact on the
 The Sanskrit compositions Mahabharata and design of a piece of artwork. Colors can influence how
Ramanaya are also classics in this domain. individuals feel and behave.
2. Nature Is Not Art, and Art Is Not Nature  Warm Colors: RED, ORANGE, and YELLOW
 In the absence of a depiction of reality, art may be  Cool Color : BLUE, PURPLE, and GREEN
thought of as a perspective of reality. FORM/SHAPE
 In the Philippines, it is fairly uncommon for some  Whatever something is in terms of its form, outline, or
viewers of local films to express their dissatisfaction arrangement.
with the films' realism by stating that they are  Squares, circles, ellipses, ovals, rectangles, and
unrealistic. They argue that local movies are based on a triangles are all possible shapes.
set of formulas SPACE
that are detrimental to the content and fidelity to reality  It can either increase or decrease visual space.
of the films they produce  Open, uncluttered environments are preferred.
 'Well and Grinding' is a painting by French artist Crammed and overburdened.
Paul Cezanne that depicts a situation from reality. TEXTURE
 The Chateau Noir's Forest has a wheel, and it is  The appearance or feel of an object's surface.
located there.  Reflects lighter than a rough surface, making the color
3. Art is a result of personal experience more vibrant as a result of the reflection.
 It is not a comprehensive guide, but rather an  Rough surface
experience. The actual act of accomplishing something.  Absorbs more light, giving the appearance of being
 For others, reaching this point without having a good darker.
definition of art might seem bizarre and bizarre. For the VALUE
majority of people, art does not need a comprehensive • Tone (the degree to which a color is bright or dark)
definition. Art is nothing more than a sensory • Shade (the degree to which a color is light or dark)
experience. • Tint (A pale or faint variation of a color)

FUNCTIONS OF ART There are five fundamental principles that underpin

I. Aesthetic Function : Any artwork means beauty. It is an engaging design.
reasonably reproduced visual images which Balance
communicates through fantastic persuasions and  Parts of the design are evenly placed across the space
meaningful words. Appreciate and Develops Humanity to generate a feeling of solidity. It's possible to have both
in us o Ex. Mona Lisa The Golden Stairs (Edward bodily and visual equilibrium.
Burne – Jones ) Rhythm
II. Utilitarian Function : Shelter, clothing,  Using line, form, color, texture or pattern repeatedly is
entertainment, landscapes, etc. what patterning is.
 Necessities Emphasis
 Anything that gives us comfort o Ex. Combs Buttons  The most personal component of a design is the way it
Cooking Pots is highlighted. This is the aspect that draws in viewers. It
III. Cultural Function: Preserve Cultural background may be created using several
Ex. Graffiti and Cultural Dances ( Tinikling ) elements like as size, positioning, color, and line use.
IV. Social Function Proportion and scale are important considerations.
 Civic and Graphic Arts o Unity  It is the comparative connections between components
 Help in a design that
 Cooperative are measured in terms of their size and proportion
 Sympathetic Unity
Ex. Advertisement Editorial Cartoons  is the use of uniform usage of lines, color, and texture
across a design project.
ELEMENTS AND PRINCIPLES OF ART
ELEMENTS There are six integral components in the ARTS AND ARTISANS
creation of adesign: lines, colors, Painting, sculpture, dance, music, and poetry are
texture, and shape. examples of art practitioners who use their imagination
LINES to produce or develop indirectly utilitarian arts with
 Verticality is associated with dignity, formality, aesthetic value. Artists include those who paint, sculpt,
stability, and strength. dance, and write.
 Horizontal axis represents quiet, tranquility, and
relaxation. Vertical axis represents activity.
A craftsman, such as a carpenter, a carver, a plumber, a Famous Works The Absinthe Drinker The Dance Class
blacksmith, a weaver, an embroider, and so on, who The Bellelli Family
creates directly utilitarian and/or ornamental arts
is known as an artisan. 8. EDVARD MUNCH
• Born: 12-12-1863, Adalsbruk, Norway
FAMOUS PERSONALTIES OF ART AND THEIR • Profile: Painter
WORKS • Died: 1-23-1944, Oslo, Norway
• Quotes: “From my rotting body, flowers shall grow and
1. LEONARDO DA VINCI I am in them and thatis eternity. “
• Born: 04-15-1452, Vinci, Italy • Famous Works The Scream The Day After The Dance
• Profile: Painter, Architect, Sculptor, Inventor, Military of Life
Engineer and Draftsman.
• Died: 05-2- 1519 ,Amboise, France 9 JACKSON POLLOCK
• Quotes: “He who thinks little, errs much” • Born: 1-28-1912, Wyoming, USA
• Famous Works The Last Supper Mona Lisa Vitruvian • Profile: Painter
Man • Died: 8-11-1956, NY, USA
• Quotes: “T he painting has a life of its own. I try to let
2. VINCENT VAN GOGH it come through.”
 Born: 03-30-1853 Zundert, Italy • Famous Works The Number 5 The Number 11 The
 Profile: Painter Number 31
 Died: 07-29-1890 Amboise, France
 Famous Works The Starry Night Sunflowers Irises 10. PABLO PICASSO
• Born: 10-26-1881, Malaga, Spain
3. MICHAELANGELO • Profile: Painter, Sculptor,
 Born: 4-6-1475, Michaelangelo, Italy • Ceramicist, Stage Designer, Poet and a Playwright.
 Profile: Painter, Architect, Poet • Died: 4-8-1973, Mougins, France
 Died: 2-18-1564, Rome, Italy • Quotes: “Every child is an artist. The problem is how
 Quotes: “Genius is eternal patience.” to remain an artist once he grows up.”
 Famous Works David Creation of Adam St. Peter’s
Basilica • Famous Works Guernica The Young Ladies of
Avignon The WeepingWoman
4. CLAUDE MONET
• Born: 11-14-1840, Paris, France 11. GUSTAV KLIMT
• Profile: Painter, Philosopher • Born: 7-14-1862, Baumgarten, Austria
• Died: 12-5-1926, Giverny, France • Profile: Painter
• Quotes:“The richness I achieve comes from Nature, the • Died: 2-6-1918, Vienna, Austria
source of my inspiration.” • Quotes: “Truth is like fire; to tell the truth means to
• Famous Works Water Lilies Impresion,Sunrise Rouen glow and burn.”
Cathedral Series • Famous Works The Kiss Portrait of Adele Bloch-Bauer
5. FRIDA KAHLO I
• Born: 07-06-1907, Mexico City, Mexico The Virgin
• Profile: Painter
• Died: 07-13-1954, Mexico City. Mexico 12. HENRY MOORE
• Quotes:” I never paint dreams or nightmares. I paint • Born: 7-30-1898, Castleford, Unite Kingdom
my own reality.” • Profile: Sculptor
• Famous Works The Two Fridas SELF-PORTRAIT • Died: 8-31-1986
WITH THORN NECKLACE AND HUMMINGBIRD • Quotes: “One never knows what each day is going to
The Broken Column bring. The importantthing
is to be open and ready for it.”
6. GEORGIA O’KEEFFE • Famous Works Reclining Figures King and Queen Bird
• Born: 11-15-1887, Wisconsin, USA Basket
• Profile: Painter
• Died: 03-06-1986, New Mexico , USA 13. SALVADOR DALI
• Quotes: “The days you work are the best days.” • Born: 5-11-1904, Figueras, Spain
• Famous Works Black Irises III Cow’s Skull: Red, • Profile: Painter,
White and Blue RadiatorBuilding Night- New York Draftsman
• Died: 1-23-1989,Figuerras, Spain
7. EDGAR DEGAS • Quotes: “Intelligence without
• Born: 7-19-1834, Paris, France ambition is a bird without wings.”
• Profile: Painter, Sculptor • Famous Works The Persistence of Memory Swans
• Died: 9-27-1917, Paris, France Reflecting Elephants Premonition of Civil War
• Quotes: “Art is not what you see, but what you make
others see. 14. PAUL CEZANNE
• Born: 1-19-1839, Aix-en, France Art is a representation of a version of reality.
• Profile: Painter Aristotelian philosophy holds that art has two distinct
• Died: 10- 22-1906, Aix-en, France purposes: it allows for the enjoyment of pleasure, and it
• Quotes: “We live in a rainbow of chaos.” has the power to be instructional, teaching its audience
• Famous Works The Bathers The Card Player Series valuable lessons about life and its surroundings.
Jug, Curtain and FruitBowl
Art as a kind of unbiased evaluation
15. DIEGO RIVERA Kant's Critique of Judgment asserted that the
• Born: 12-8-1886, Guanajuato, Mexico judgment of beauty, which he regarded to be the
• Profile: Painter foundation of art, was something universal, despite the
• Died: 11-24-1957, Mexico city, Mexico fact that it was susceptible to subjectivity. In his
• Quotes: “I've never believed in God, but I believe in understanding of beauty, he acknowledged that it is
Picasso. “ subjective.
• Famous Works The Man at the Crossroad The Card
Player Series The History of Mexico Art as a means of conveying emotional content
Tolstoy believed that art has a significant function in
PHILIPPINE ARTS AND CRAFTS: A communicating feelings that the creator has previously
CHRONOLOGY experienced to an audience via communication.Emotions
According to the Philippine Art Period Timeline, the are communicated via art
history of Philippine art is described in detail.
 Pre-colonial art was created before the arrival of the PSYCHOLOGY OF COLORS
Spanish explorers. o RED (PHYSICAL)
 Period of Spanish colonial art Positive:
 American colonial art Physical courage, strength, warmth, energy, basic
 Post-colonial art period survival, 'fight or flight’, stimulation,
 Contemporary Art period masculinity, excitement
Negative:
SOULMAKING Soul-making is a nontraditional Defiance, aggression, strain
method of getting to know oneself and delving into the o BLUE (INTELLECTUAL)
depths and true significance of what we do in our daily Positive:
lives. It Intelligence, communication, trust,efficiency, serenity,
encourages the development of our inner artist while duty, logic, coolness, reflection, calm
also assisting us in communicating with others, Negative:
understanding culture, and embodying tolerance and Coldness, aloofness, lack of emotion, unfriendliness.
peace. It opens the door to a plethora of different o YELLOW (EMOTIONAL)
intelligences and expressions. Positive:
Optimism, confidence, self-esteem, extraversion,
SOUL-MAKING is the process of creating and deriving emotional strength, friendliness, creativity
meaning through art. For a person to make sense of Negative:
language and draw meaning from words, it is necessary Irrationality, fear, emotional fragility, depression,
to take into consideration semantic and grammatical anxiety, suicide
principles. o GREEN (BALANCE)
Positive:
ART FROM THE PERSPECTIVE OF Harmony, balance, refreshment, universal love, rest,
PHILOSOPHY restoration, reassurance,
environmental awareness, equilibrium, peace
Art as a kind of emulation Negative:
Plato's The Republic portrays artists as mimics, and Boredom, stagnation, blandness, enervation
art as nothing more than a collection of imitations. He o VIOLET
believes that the things that exist in this world are simply Positive:
copies of the original, the eternal, and that authentic Spiritual awareness, containment, vision, luxury,
beings can only be discovered in the World of Forms, authenticity, truth, quality
according to his metaphysics or perspective of reality. Negative:
Art is nothing more than a copy of another's work. In the Introversion, decadence, suppression, inferiority.
World of Forms, a painting is just a copy of nature, o ORANGE
which in turn is an imitation of reality in the actual Positive:
world. Physical comfort, food, warmth, security, sensuality,
passion, abundance, fun
Art as a means of communication Negative:
In agreement with Plato, Aristotle, on the other hand, Deprivation, frustration, frivolity, immaturity
saw art as a tool to help philosophy in the pursuit of the o PINK
truth. Positive:
Physical tranquility, nurture, warmth, femininity, love, principles of universal history, which principles it seems
sexuality, survival ofthe species. hitherto to have lacked
Negative:
Inhibition, emotional claustrophobia, emasculation, 4. Georg Wilhelm Fredrich Hegel
physical weakness  History has a Telos (Goal)
o GRAY  Dialectics ( Thesis-Antithesis= Synthesis)
Positive:  Ideas towards the Human Freedom
Psychological neutrality.
Negative: 5. Karl Marx
Lack of confidence, dampness, depression, hibernation,  Materialistic version of Dialectic
lack of energy.  Production affecting the movement of history
o BLACK  A history of class struggle
Positive: Sophistication, glamour, security, emotional  Towards a communist society
safety, efficiency,
substance. 6. Fernand Braudel
Negative: Oppression, coldness, menace, heaviness.  Founded the Annales school of History
o WHITE  Importance of economic, social, political and cultural
Positive: Hygiene, sterility, clarity, purity, cleanliness, context of the writing of History
simplicity, sophistication, efficiency.  The subject matter of history changes because of the
Negative: Sterility, coldness, barriers, unfriendliness, changes in time frame
elitism.
o BROWN 7. Michel Foucault
Positive: Seriousness, warmth, nature, earthiness,  Archeology of knowledge
reliability, support.  There is no such thing as objective truth
Negative: Lack of humor, heaviness, lack of  Everything is an interpretation
sophistication.  History is about power relation
8. Zeus Salazar
READINGS in Philippine History  “Pantayong pananaw” lamang kung ang lahat ay
Historiography gumagamit ng mga konsepto at ugali na alam ng lahat
✣ The study of how history is written ang kahulugan, pati ang relasyon ng mga kahulugang ito
✣ Involves how history is interpreted by the various sa
writers isa’t isa. Ito ay nangyayari lamang kung iisa ang code o
“pinagtutumbasan ng mga kahulugan,”
✣ History is not totally OBJECTIVE; It has a
MGA DALUMAT ayon
SUBJECTIVE side
1. Pasalaysay na Kasaysayan
2. Epiko
Factors Affecting Historiography
3. Mito
1. Time it was written
4. Kwentong Bayan
2. Bias of the writer
5. Biro
3. Intentions of writing narrative
6. Awit
4. Proximity to the event
7. Tula
Philosophy of History
Historical Sources
1. Herodotus
1. Primary
 Father of History
- First hand experience
 the origins and execution of the Greco-Persian Wars
- Written during the event
(499–479B.C.) that he called “The Histories.”
- Diaries, letters, pictures, and government documents
 The Histories” was a straightforward account of the
2. Secondary
wars.
- Interpretation of primary sources
2. Thucydides
- Written at the time way beyond the event
 History of Peloponnesian War
• His writing is condensed and direct, almost austere in
Elements of History
places, and is meant to be read rather than delivered
1. People
orally.
2. Date
• He explains in a scientific and impartial manner the
3. Place
intricacies and complexities
4. Significance
of the events he observed
Controversies in Philippine History
3. Giambattista Vico
A. First Mass
 “comes to be at once a history of the ideas, the
1. Account of Antonio Pigafetta
customs, the deeds of mankind.
That island lies in a latitude of nine and two thirds
 the principles of the history of human nature, which
degrees toward the Arctic Pole and in a longitude of one
we shall show to be the
hundred and sixty two degrees from the line of
demarcation. It is 25 leguas from the Acquada Oral History
(Humonhon) and is called Mazaua 1. NATURE OF ORAL HISTORY
2. Account of Fr. Urdaneta Unwritten sources couched in a form suitable for oral
The Spaniards' next attempted call was at Camiguin... transmission and that their preservation depends on the
but they met the same reception at Masava. Then the power of memory of successive generations of human
ships made for Butuan but contrary currents drove them beings
northwards, to Bohol. 2. DANGER OF ORAL HISTORY
B. CAVITE MUTINY The end-product is conditioned both by the historian’s
1. Account of Jose Montero Vidal social position vis-à-vis the informant, and by the terms
Events: The soldiers wanted to assassinate their officers, in which he or she learned to analyze the past and which
their masters and the escort of the Captain General at may well be communicated to the informant.
Malacanang and dispose the governor general. The 3. INTERPRETATION OF ORAL HISTORY
rebels will start the rebellion upon the firing of the It requires critical evaluation and that it must be
rockets from the walls of the city. deployed in conjunction with all other available sources.
2. Account of Jose Montero Vidal Transcriptions of testimonies is needed.
Jan 20, 1872 the rebels started the mutiny The assault
headed by P. Felipe Ginoves in Jan 22, 1872 The
rebellion failed because the people of Cavite mistook the Local History
fireworks in the fiesta in Sampaloc Manila as the signal 1. NATURE OF LOCAL HISTORY
to start the rebellion. - Narrative in the Local Context
- Concentrated in the local community
3. Account of Rafael Izquierdo
The native clergy encouraged the Indios to join the Important in Building the National History.
rebellion because God was with them. The rebels made - Local history is the study of history in a local context,
the signal agreed upon by means of lanterns, but the often concentrating on events that affected a local
native civilians in Bacoor although they tried it, failed community.
because of the vigilance of the Spanish Navy that had STATE
placed there a gunboat and armed vessels. 1. Nature
4. Account of Dr. Trinidad Pardo de Tavera - A community of persons, more or less numerous,
Few soldiers participated the attack No further permanently occupying a definite portion of territory,
disturbance on peace or insubordination in any kind. The having a government of their own to which
uprising among soldiers in Cavite was used as powerful great body of inhabitants render obedience, and enjoying
lever by the Spaniards and by the friars. freedom from external control. (de Leon & de Leon,
C. CRY OF PUGAD LAWIN 2014)
1. Account of Dr. Pio Valenzuela 2. Element
In August 22, 1896, 1000 members of the Katipunan A. People
attended the meeting in the house of Juan Ramos, son of B. Territory
Melchora Aquino. C. Government
In August 23, 1896, debate and discussion on whether or D. Sovereignty
not the revolution against Spain should be started in 3. Power of the State
August 29, 1896. After the meeting they tore their cedula A. Power of Eminent Domain
and shouted “long live the Philippines”. B. Power of Taxation
2. Account of Mariano Alvarez C. Police Power
In August 23, 1896, 10 AM, 500 members of the
Katipunan arrived in Sampaukan, barrio of Bahay Toro, Constitution
property of Melchora Aquino. A. Malolos Constitution
In August 24, 1896, about 1000 katipuneros arrived and Date of Ratification: January 21, 1899
attended the meeting at 10:00 AM Historical Event Which Leads to the Creation: Philippine
In 12 noon of August 24,1896, they tore their cedula and Revolution against Spain and Declaration of
shouted “long Live The Philippines”. Independence
3. Account of Gregoria de Jesus Chairman of the Commission: Felipe Calderon
In August 25, 1896, the first cry for freedom happened. President of the Philippines: Emilio Aguinaldo
Through my friends, I learned that I will be arrested by Form of Government: Republican
the Spanish soldiers. At 11 pm, I left our home and fled Form of Legislature: Unicameral
to rice field of Laloma. Term of the President: 4 years with reelection
Suffrage: Male, 21 yrs old, welleducated and had
4. Account of Guillermo Masangkay properties and annual tax amounting
In August 26, 1896, the meeting was held in Balintawak to 500 pesos.
house of Apolonio Samson At about 9 AM, the meeting Significant Provisions of Malolos Constitution
was open with Andres Bonifacio as presiding and 1. Legality of the Declaration of Independence
Emilio Jacinto as secretary. The topic is about whether 2. Division of Government into three branches;
to start the revolution or not. Legislative, Executive and Judiciary.
3. The Separation of Church and State
4. Freedom of Religion 7. The incumbent President shall continue to exercise
5. National Assembly approve rules for it’s internal legislative powers until martial law
government. D. 1987 Constitution
6. To approve a bill, only 1⁄4 of the vote of the members Date of Ratification: February 2, 1987
of the legislative body is required. Historical Event Which Leads to the Creation: EDSA
7. The Chief Justice and the Solicitor-General shall be Revolution I
chosen by the Natl. Assembly Chairman of the Commission: Cecilia Munoz-Palma
8. the Executive Committee, headed by the Prime President of the Philippines: Corazon Aquino
Minister, as hereinafter provided, shall exercise the Form of Government: Republican
powers and discharge the duties of the President until a Form of Legislature: Bicameral
President shall have been elected and qualified Term of the President: 6 years without re-election
9. If the Batasang Pambansa withdraws its confidence in Important Provisions:
the Prime Minister, the Speaker shall preside over the 1. The State shall pursue an independent foreign policy
Executive Committee. 2. The State shall develop a self-reliant and independent
10. In the absence of an Executive Committee, the national economy effectively controlled by Filipinos.
Speaker of the Batasang Pambansa shall act as President 3. In case of serious illness of the President, the public
until a President shall have been elected and qualified. shall be informed of the state of his health
B. 1935 Constitution 4. Military Bases of other countries are not allowed in
Date of Ratification: May 14, 1935 the country
Historical Event Which Leads to the Creation: 5. In case of invasion or rebellion, when the public
Ratification of Tydings Mcduffie Law by Philippine safety requires it, he may, for a period not exceeding
Assembly sixty days, suspend the privilege of the writ of habeas
Chairman of the Commission: Claro M. Recto corpus or place the Philippines or any part thereof under
President of the Philippines: Manuel L Quezon martial law.
Form of Government: Commonwealth 6. The Congress, voting jointly, by a vote of at least a
Form of Legislature: Unicameral majority of all its Members in regular or special session,
Term of the President: 4 years with re-election may revoke such proclamation or suspension
Notable Provisions 7. The Congress may, in the same manner, extend such
The government established by this Constitution shall be proclamation or suspension
known as the Commonwealth of the Philippines 8. There is hereby created an independent office called
The public debt of the Philippines and its subordinate the Commission on Human Rights.
branches shall not exceed limits now or hereafter fixed
by the Congress of the United States Land Reform
C. 1973 Constitution A. Agricultural Tenancy Act of 1954
Date of Ratification: January 17, 1973 - RA No. 1199
Historical Event Which Leads to the Creation: Martial - President: Ramon Magsaysay
Law - It allows tenants to shift from share tenancy to
Chairman of the Commission: Ferdinand Marcos leasehold.
President of the Philippines: Ferdinand Marcos - This act prohibited the ejection of the tenants, unless
Form of Government: Parliamentary the Court of
Form of Legislature: Unicameral Agrarian Relations found a just cause.
Term of the President: 6 years with out re-election
Notable Provisions B. Land Reform Act of 1955 RA No. 1400
1. Suffrage shall be exercised by citizens of the - President: Ramon Magsaysay
Philippines not otherwise - Provided for the expropriation of private agricultural
disqualified by law, who are eighteen years of age or land over 300 hectares of contiguous area if owned by
over, private individual
2. No literacy, property, or other substantive requirement - It allows for the expropriation of the land regardless of
shall be imposed on the exercise of suffrage. the hectares in
3. The Legislative power shall be vested in a Batasang the places where there were justified agrarian unrest
Pambansa
4. The Prime Minister may advise the President in C. RA No. 3844
writing to dissolve the Batasang Pambansa whenever the - President: Diosdado Macapagal
need arises for a popular vote of - This code provided the purchase of private agricultural
confidence on fundamental issues, but not on a matter land with the intention of distributing them to the
involving his own personal integrity landless tenants in easy-term payments.
5. The Legislative power shall be vested in a Batasang - It lowered the retention limit to 75 hectares.
Pambansa - It formulated the bill of rights for the agricultural
6. The Prime Minister may advise the President in workers.
writing to dissolve the Batasang Pambansa whenever the D. Agricultural Land Reform Code of 1971
need arises for a popular vote of confidence on -President: Ferdinand Marcos
fundamental issues, but not on a matter involving his
own personal integrity
- Abolition of personal cultivation or the conversion of Me Tangere and El Filibusterismo, Authorizing the
agricultural land to residential land as reasons for the printing and Distribution Thereof, and For Other
ejection of the tenants. Purposes”.
- Automatic conversion of the share-tenants to leasehold  Mandates the study of life, works and writings of
tenants with some exemptions and qualifications. Rizal.
- Creation of the Department of Agrarian Reform  The Board of National Education is hereby authorized
E. CARP or Comprehensive Agrarian Reform and directed to adopt forthwith measures to implement
Program or RA 6657 and carry out the provisions of this Section.
- Except as otherwise provided in this Act, no person  The Board shall promulgate rules and regulations
may own or retain, directly or indirectly, any public or providing for the exemption of
private agricultural land, the size of which shall vary students for reasons of religious belief stated in a sworn
according to factors governing a viable family-size farm, written statement, from the requirement of the provision
such as commodity produced, terrain, infrastructure, and contained in the second part of the first paragraph of this
soil fertility as determined by the Presidential Agrarian section; but not from taking the course provided for in
Reform Council (PARC) created hereunder, but in no the first part of said paragraph.
case  It shall be obligatory on all schools, colleges, and
shall retention by the landowner exceed five (5) hectares. universities to keep in their libraries an adequate number
- Three (3) hectares may be awarded to each child of the of copies of the original and unexpurgated editions of the
landowner Noli Me Tangere and El Filibusterismo, as well as of
F. CARP or Comprehensive Agrarian Reform Rizal‟s other works and biography.
Program or RA 6657  The Board of National Education shall determine the
 Except as otherwise provided in this Act, no person adequacy of the number of books, depending upon the
may own or retain, directly or indirectly, any public or enrollment of the school, college, or university.
private agricultural land, the size of which shall vary
according to factors governing a viable family-size farm, Historical Background and context in the 1950‟s
such as commodity produced, terrain, infrastructure, and  The tension is brought about by the issues on the
soil fertility as determined by the Presidential Agrarian following:
Reform Council (PARC) created hereunder, but in no o Political unrest between Communism and Democratic
case Ideology.
shall retention by the landowner exceed five (5) hectares. o The growth of Communism in East Asia.
 Three (3) hectares may be awarded to each child of o Hukbalahap rebellion in the Philippines.
the landowner o Magsaysay create a wide-scale propaganda program to
educate the youth on the evils of communism (Reyno,
THEORIES IN TAXATION 2012)
A. Ability-to-pay principle o In support, Senator Claro M. Recto created Senate
 the belief that taxes should be based on the Bill 438 known as Rizal Bill.
individual’s ability to pay. 1. Objectives of Rizal Bill
B. Benefit principle 1. To rededicate the lives of the youth to the idea of
 the idea that there should be some equivalence freedom and
between what the individual pays and the benefits he nationalism, for which our hero lived and died;
subsequently receives from governmental activities. 2. To pay tribute to our national hero for devoting his
life and works in shaping the Filipino character; and
Types of TAXATION 3. To gain an inspiring source of patriotism through the
 A progressive tax imposes a higher percentage rate study of Rizal‟s life, works and writings.
on taxpayers who have
higher incomes.  The Issues and Debates of RA 1425 in the Context
 A regressive tax is a tax imposed in such a manner of 1950‟s
that the tax rate decreases as o Sen. Claro M. Recto authored the Rizal Bill
the amount subject to taxation increases o Sen. Jose P. Laurel sponsored the Rizal Bill
 A Proportional Tax- A proportional tax is a tax o It sparked the debate in senate that revolved around the
imposed so that the tax rate is fixed, with no change as separation of church and state issues. This is primarily
the taxable base amount increases or decreases. focused on the “unexpurgated edition” of novel.
o The Catholic Bishops Conference in the Philippines
Personal and Civic Competencies: Life and works of cited several violations of the novels on the free exercise
Rizal of religion that in turn would seriously injure the
Life and Works of Jose Rizal Catholic faith and its believers. The arguments they
presented:
I. RA 1425 1. They argued that the novels have passages that negate
“An act to include in the Curricula of All Public and the teachings of the Catholic Faith
Private schools, Colleges and Universities courses on the 2. These passages violate the freedom of the Church and
life, works and writings of Jose Rizal, particularly His the state.
Novel Noli
3. They feel that it is their sacred duty to come to the  The education gained by the ilustrados opened their
conclusion that these works fall under Canon Law 1399 minds to the opposing conditions that are happening in
which establishes books that are forbidden. the colony (Philippines) and the mother country (Spain).
o With these contentions, Senator Recto and Laurel
stood firm on their arguments C. Social Context
1. Rizal novels should be read in every generation for the  The rise of enlightenment period, where people began
Filipinos to know the sufferings, ideals and sacrifices of to rely on human reason rather than faith and religion.
the Filipino people that led us to where we are today and  Rise of Middle-Class (Principalias). With the
in the future. increasing demand for Abaca and other crops in Europe,
2. Rizal novels would allow us to see ourselves; it is there was a need for more Filipino to cultivate lands.
through the works of Rizal which would show not only Manila became Free port in 1834 primarily to European
the strengths and virtues of the Filipinos but also our traders.
defects and vices as well.  Spanish Government allowed Filipinos to rent and
3. The only objective of the bill is to foster a better cultivate lands. To achieve this more families had to
appreciation of our National Hero‟s role in fighting for engage in farming. Among those principalia families
freedom against the Spaniards, not to go against any was
religion. the family of Rizal.
II. Rizal in the 19th Century Context  Despite of social development, agricultural unrest
Just like what we have today, Rizal was also a product of continued to grow. Friars who owned the land exploited
his time. He did not wake up one day and realized that the tenants through flimsily increasing land rentals
he wanted to become a hero. His life‟s choices were a and taxes.
response to the successes and failures he experienced.
The 19th century III. Rizal as a Person
Philippines were not just about people struggling against  Name: Jose Protacio Rizal Mercado Y Alonzo
colonial rule; it was about Filipinos, men and women Realonda
alike, fighting against political oppression.  Birthdate: June 19, 1861
 To know why Rizal fought for reforms, one must look  Birthplace: Calamba, Laguna
into the political conditions of the 19th century to  Baptized by: Father Rufino Collantes
understand the political struggles of the Filipinos.  Godfather: Rev. Pedro Casañas
 To know why Rizal fought against the Spaniards, one  Mga Sikat na Nobela:
must assess the how the Spanish government exploited  Noli Me Tangere
the Filipinos through their economic policies.  El Filibuterismo
 To determine why Rizal attacked the Friars in his  Makamisa
novels, one must understand the Social Realities of the  Mga hayop na ipinangalan kay Rizal:
Filipinos during his time.  Draco Rizali - Lizard
A. Political Context  Apogonia Rizali - Beetle
 Spain was suffering from frequent constitutional and  Rhacophorus Rizali – Frog
governmental changes that led to colonial instability
 Maladministration in the delivery of justice. Family members:
 No equality before the law.  Father’s name: Francisco Engracio Rizal Mercado Y
 Spanish penal code imposed heavier penalties on Alejandra II
Filipinos.  Born as the youngest of 13 children of Cirila
 Implementation of Polo Y Servicio and tribute. Alejandro and Juan Mercado on May 18, 1818 in Biñan,
 Racial prejudice against native Filipinos became Laguna. He was from the fourth generation of Chinese
prevalent. immigrant named Domingo Lamco.
 Existence of Frailocracy or the “government rule of  School attended: Colegio de San Jose in Manila.
the friar”.  Degree: Philosophy and Latin
 Lack of Representation in the Spanish Cortes. It was  He was elected in Calamba as Cabeza De Barangay
year 1811 that the Philippines were represented by a 71- Teodora Alonso Realonda Y Quintos
years old Filipino-Spanish merchant named  Born as the second child of Lorenzo Alonso and
Ventura De los Reyes. His diligent representation was Brigida De quintos on November 9, 1827 in Manila.
one reason why the galleon trade was abolished for its  School attended: College of Sta. Rosa
reported abuses.  Rizal described her as “a woman of higher culture”
B. Economic Context  She was married to Don Francisco on June 28, 1848.
 The second half of 19th century was a period of rapid
economic growth due to Industrial Revolution.  Siblings of Jose Rizal:
 The opening of Suez Canal brought several  Saturnina “Neneng”
advantages to the Philippines:  Oldest of the siblings
 The distance of travel between Europe and Philippines  Attended La Concordia College in Manila
was significantly shortened.  Married to Manuel Hidalgo of Tanuan Batangas
 It brought the country closer to Spain.  In 1909, she published Pascual Poblete‟s Tagalog
 Principalias were able to send their children to translation of Noli Me Tangere.
universities in Europe.  She died on 1913, at the age of 63.
 Paciano “Ciano”  She died in 1951, having outlived all of her siblings
 Only brother  Soledad “Choleng”
 Jose referred to him as “Uto”  Youngest of the Rizal‟s siblings
 Attended Collegio de San Jose in Manila  Married Pantaleon Quintero and had 5 children
 He sent a monthly allowance of 50 pesos to Jose Rizal  Most educated among rizal‟s sister
 He became a Military Commander of Katipunan.  She was an Educator
 He married Severina Decena and they had 2 children.  She passed away in 1929
 He died of Tuberculosis at the age of 79
 Narcisa “Sisa”  Surname of Rizal
 She supported her Brother Jose‟s studies abroad.  CLAVERIA DECREE OF 1849
 She could narrate all of the poems of Jose Rizal  FRANCISCO MERCADO = RIZAL
 Married to Antonio Lopez, a teacher and musician.  TEODORA ALONSO QUINTOS = REALONDA
 She relentlessly searched for the grave of Rizal in  Originally “Ricial” which means “the green of
Paco Cemetry and after 2 days she found it and marked young growth”
the grave with the initials R.P.J.
 Olimpia “Ypia”  Rizal Birth
 Married to Silvestro Ubaldo, a telegraph operator  Rizal wrote in his diary, Memoirs of a Student in
from Manila. Manila," that his mother had a difficult time giving birth
 Jose loved to tease her; he described Ypia as stout to him. It is said that Dona Teodora made a pact with
sister. Antipolo's Patroness, Our Lady of Peace and Good
 Attended in La Concordia College. Voyage, that she would send the child she was carrying
 She was the schoolmate of Jose‟s first love, Segunda on a pilgrimage to her shrine once she had passed
Katigbak. through the difficult birthing process. The baby was
 Lucia “Lucia” saved. Dona Teodora kept her promise. She sent her
 Married to Mariano Herbosa and they had five seven- year-old son on a journey from their hometown of
children. Calamba to Antipolo, which was then part of the
 Mariano died in 1889 Cholera Epidemic, but he was province of Morong. Don Francisco Mercado, the young
denied a Christian burial. This was due to the fact that he Rizal's father, accompanied him.
was Jose Rizal‟s brother-in-law.
 In response Jose Rizal wrote the Una Profanacion.  Childhood
 She passed away in 1919.  Jose – Body was frail and sickly.
 Maria “Biang”  At the age of 3 – Learned Alphabet
 Married Daniel Faustino Cruz and they had 5 children  At the age of 5 – Could read and write.
 One of Maria‟s children, Mauricio Cruz, became one  In Memory of My Town – a poem about his love for
of the students of Rizal in Dapitan. his hometown.
 She was the recipient of many of Rizal‟s letter.  Animal Pet of Rizal
 Maria passed away in 1945.  Usman – Big black dog
 Jose “Pepe”  Alipato – Pony
 The seventh child of Don Kiko and Doña Lolay.  The Story Of The Moth
 Known on his pen name Laonglaan, Dimasalang at  Amigo De los Nios – The Children‟s Friend, a story
Agno book.
 Married to Josephine Bracken and had 1 child.  Donya Lolay scolded Jose for drawing on the pages of
 Died on December 30, 1898 at the age of 35 the story book.
 Pepe derived from Saint Joseph P.P. (pater putativus  She then read him a story in it to teach him the value
in latin) „P‟ is pronounced „peh‟ in Spanish. That‟s why of obedience to his
Jose was called as Pepe. parents.
 Concepcion “Concha”
 Died at the age of three (3) IV. Education of Rizal
 Cause of death: sickness  1. Calamba
 Rizal‟s first sorrow  Doña Teodora – First Teacher
 Jose played with her and from her he learned the  Taught Jose Rizal the ABC‟s
sweetness of a sisterly love.  Stimulated her son‟s imagination by telling many
 Josefa “Panggoy” stories
 She suffered in epilepsy  Encouraged to write poems
 She joined and was an active member of the  Uncle of Rizal – Influences
Katipunan. 1. Tio Jose Alberto - cultivate his artistic ability
 Unmarried and lived with sister Trinidad until death. 2. Tio Manuel - physical exercises
 She died in 1945. 3. Tio Gregorio - intensified avidness to read good books
 Trinidad “Trining”  The Private Tutors
 Known as the custodian of Mi Ultimo Adios 1. Maestro Celestino – was Jose‟s first private tutor.
 She also joined Katipunan when Jose died 2. Maestro Lucas Padua - was the second private tutor.
 Remained single and share a home with her sister 3. Leon Monroy – Tutor in Spanish and Latin. He was a
Josefa classmate of Don Francisco.
 2. Biñan  4. University of Sto. Tomas
 First formal Schooling  Enrolled on April 1877
 June 1869  Nearly 16 y/o
 Rizal was only 9 years old  Study Philosophy and Letters
 Maestro Justiniano Aquino Cruz – Strict  He enrolled for 2 reasons:
disciplinarian.  His father like it
 Pedro – the bully.  He is unsure of what career to pursue
 Andres Salandanan – challenged him to arm-  After his first year, he enrolled to medicine.
wrestling match.  He pursued medicine for the following reasons:
o During Rizal‟s early education, two disheartening  To cure his mother‟s failing eyesight
events drew his attention and disturbed him.  Fr. Pablo Ramon recommended medicine
1. The imprisonment of Doña Teodora  Land Surveyor and Assessors Degree – Ateneo.
 Arrested for alleged attempt to poison her sister-in-  In 1879, he joined in Artistico-Literario and submitted
law. his poem A La Juventud Filipina. He won First Place
 She was around 45 years old and received feathered shaped and gold-ribbon-
 Walk 50 km around Laguna decorated silver pen.
 Imprisoned for 2 years without trial  His allegorical drama, El Consejo De Los Dioses,
2. The Death of GomBurZa won for First Place.
 200 workers staged a mutiny led by Fernando La  He received gold ring engraved with a bust of
Madrid Cervantes.
 Mariano Gomez – Bacoor Priest  Cervantes, Spanish author of Don Quixote.
 Jose Burgos – Manila Priest  The book had a major influence on the literary
 Jacinto Zamora – Marikina Priest community, as evidenced by direct references in
Alexandre Dumas' The Three Musketeers (1844), Mark
 3. Ateneo De Municipal Twain's Adventures of Huckleberry Finn (1884), and
 Excellent School for boys Edmond Rostand's Cyrano de Bergerac (1897),
 Bachelor Of Art Degree - Sobresaliente  Other works published by Rizal:
 Initially denied admission:  Abd-el-Azis y Mahoma (1879)
1. Was already late for registration  Junto al Pasig (1880) Zarzuela performed by
2. He was frail and sickly. Ateneans.
 He was admitted because of the intervention of  A Filipinas (1880) – a sonnet
Manuel Xeres Burgos.  Al M.R.P. Pablo Ramon (1881) – a poem in tribute to
 To encourage healthy competition, classes in Ateneo Ateneo‟s rector.
were divided into two groups:  RIZAL STOP ATTENDING CLASS on 1882
1. Roman empire  Reasons:
2. Carthaginian empire (non-boarding)  The Dominican Professor were hostile to him
 The Spaniards discriminated Filipinos based on their
Individual competitions were used to win these honors, race.
in which one had to catch one‟s opponent in error three  The teaching method was antiquated and oppressive
times. When an individual from one empire was caught  He did not received high scholastic honors as a result
in of his professors‟ attitude.
error by one from the opposing empire, a point was
awarded to the latter. As a newcomer, Jose was placed at  5. Universidad Central de Madrid
the back of the class at first, but he was quickly  On Nov 3, 1882, he enrolled in coursed:
promoted and continued to be promoted until, at the end  Medicine - Fair
of one month, he had attained the rank of Emperor.  Philosophy and Letters – with honours.
 On June 1884 he was awarded with the Degree of
 JOSE BECH - a man with mood swing. He was a bit Licentiate in Medicine -
of a lunatic with a sporadic sense of humor.  Dr. Miguel Morayta – “freedom of Science and the
 FRANCISCO DE PAULA SANCHEZ - best teacher should be protected”
professor, a model of decency, solitude and love for the
student.  6. Other Places and Universities attended by Rizal
 Rizal also participate in the following: for Seminar/training/part-time job.
o Gymnastics Place Country People Encountered
o Fencing University of Paris France Dr. Louis de Weckert
o Sculpture – Romualdo de Jesus (Leading French Ophthalmologist
o Drawing and painting – Don Agustin Saez University of Heidelberg Germany Dr. Otto becker and
 Books encountered: Wilhelm Kuehne Wilhelmsfeld, Heidelberg Germany
o The Count of Monte Cristo – first foreign book read Dr. Karl Ullmer (Kind protestant Pastor)
by Rizal. University of Leipzig Germany Dr. Friedrich Ratzel
o Travels in the Philippines – book which had greatest (German Historian) Dr. Hans Meyer (German
influence upon the young man‟s career.
Anthropologist) Dresden Germany Dr. Adolph Meyer  Tuberculosis Expert
(Director of Anthropological and Ethnological Museum)  Youth Leader
Berlin Germany Dr. Feodor Jagor, Dr. Rudolf Virchow  Zoologist
and Dr. Karl Ernest Schweigger (Well-known German
Opthalmologist) VI. The Loves of Rizal
1. Segunda Katigbak Puppy Love. From Lipa,
V. Rizal as a Person Batanggas. First Love. Engaged to Manuel Luz. Rizal
 Actor referred to her as “Miss L” “Fair with seductive and
 Agriculturist attractive eyes”
 Ambassador of Good Will
 Animal Lover 2. Leonor Valenzuela Tall girl from Pagsanjan. Known
 Anthropologist as “Orang”. He wrote love letters in invisible ink.
 Archeologist
 Ascetic 3. Leonor Rivera “Taimis”, Cousin from Camiling,
 Bibliophile Tarlac. Antonio Rivera‟s “Casa Tomasina”. Longest
 Botanist love of Rizal. Inspiration for Maria Clara. She was
 Businessman married to Henry Kipping
 Cartographer
 Chess Player 4. Consuelo Ortiga Daughter of Civil Governor. Had a
 Cosmopolitan man short affair with Rizal Engaged pa si Rizal kay Leonor
 Commentator Rivera at that time Type siya ni Eduardo De Lete, friend
 Conchologist ni Rizal.
 Educator
 Ethnologist 5. Seiko Usui Rizal called her as “O-Sei-San”. They
 Father of Community School shared passion on Arts Anak ng Samurai, improved
 Fencer Nihonggo of Rizal. Help Rizal on Japanese Painting and
 Freemason Rizal 45 days in Japan was one of the happiest periods of
 Historian his life.
 Humorist
 Ichthyologist 6. Gertrude Beckett “Gettie” Daughter of Landlord in
 Japanophile London. She has blue eyes and brown hair. They had
 Journalist Short relationship.
 Ichthyologist
 Lover of truth 7. Nellie Boustead An emotional rebound. Reason for
 Musicians failed marriage proposal: Nellie demanded that he give
 Mythologist up his Catholic faith and convert to Protestantism and
 Nationalist Nelly's mother did not approve of Rizal.
 Ophthalmologist
 Orientalist 8. Josephine Bracken “Common-Law-Wife”
 Pharmacologist 18 years old petite Irish girl Adopted daughter of George
 Philologist Taufer from Hong Kong Give birth prematurely to a
 Philosopher stillborn baby. They had son named “Francisco”, only
 Physical Culturist lived for 3 hours.
 Poet
 Politician VII. Membership in Organization
 Polyglot Organization Country Description Comapañerismo
 Proof Reader Philippines Secret society of Filipino students in UST
 Propagandist (Companions of Jehu) Acacia Masonic Lodge Spain He
 Public joined for assistance of free-masonry in his fight against
Relation man friars. Rizal used the penname Dimasalang
 Reformer Berlin Ethnological Society and the Berlin
 Researcher Anthropological Society
 Revolutionist Germany Under the patronage of the famous
 Rhetorician pathologist Rudolf Virchow he was
 Rural Reconstruction Worker inducted in Berlin as a member of the Berlin
 Scientist Ethnological Society and the Berlin
 Sculptor Anthropological Society
 Sharpshooter
 Sinologist Circulo Hispano-Filipino Spain Founded by Filipino
 Sociologist and Spaniards who are pushing for government reform
 Sodalist
 Sportsman Kidlat Club France The Kidlat Club was purely a social
 Tourist and Traveler club of temporary nature.
Indios Bravos France The members pledged to excel in Crisostomo Ibarra He is a Filipino who studied in
intellectual and physical prowess in order to win the Europe for 7 years and the son of Don Rafael Ibarra. He
admiration of the Spaniards. Sociedad R.D.L.M France is Maria Clara‟s sweetheart and love interest.
(Redencion de los Malayos) Aim was the propagation Elias He is Ibarra‟s mysterious friend. He is a master
of all useful knowledge in the Philippines International boater who helps Ibarra to escape; he is also a fugitive.
Association of Filipinologists Maria Clara He is Ibarra‟s sweetheart and the beautiful
daughter of Capitan Tiago. She is the illegitimate
France Though a self-recognized convention, it was daughter of Father Damaso and Pia Alba.
never accredited and recognized by the Father Damaso Full name as Damaso Vedolagas; the
French government leading to its dissolution Franciscan friars and Maria Clara‟s biological father
in August 1889. Padre Salvi Full name: Bernardo Salvi, He is in love
with Maria Clara.
Propaganda Movement Spain Peaceful crusade for Capitan Tiago Full name: Don Santiago De los Santos
reform, notable members are Graciano Lopez Jaena, Captain General Most powerful official in the
Marcelo H. Del Pilar and Rizal Philippines, a hater of secular priests and corrupt
officials; and a friend of Ibarra.
La Liga Filipina Philippines It was a civic organization
founded on July 3, 1892 in Manila, Philippines. It was El Filibusterismo
conceived in Hong Kong. Characters Description
Simoun He is Crisostomo Ibarra who reincarnated as a
VIII. Comparative Analysis of Noli Me tangere and wealthy jeweler.
El Filibusterismo Isagana He is poet and Basilio‟s bestfriend; portrayed
Noli Me Tangere El Filibusterismo as emotional and reactive; Paulita Gomez boyfriend
 Published date: March 21, 1887 before being dumped for student Juanito Pelaez.
 Berlin, Germany Tiburcio De Espadaña Henpecked husband of Dona
 SOCIAL CANCER Victoria
 Touch Me Not (John 20:13-17) Ben Zayb Spanish journalist who wrote only articles
 Dedicated to Fatherland about the Filipinos
 Inspired on Uncle Tom‟s Cabin Padre Camorra Parish Priest of Tiani Basilio Medical
By Harriet Beecher Stowe student in the novel famous for his successful cures and
 MAXIMO VIOLA - SAVIOUR OF NOLI extra ordinary treatment.
 Romantic Novel Padre Florentino Priest with sad and serious features
 “Work of the Heart” perhaps tried by deep moral suffering
 Book of Feeling IX. Poem of Rizal
 It has: Poem Description
 Freshness TO MY FELLOW CHILDREN (Sa Aking Mga
 Color Kababata, 1869) It was believed to be the national
 Humor hero‟s first written Tagalog poem at the age of eight.
 Lightness
 Wit MY FIRST INSPIRATION (Mi Primera Inspiracion,
1874)
 64 Chapters Jose Rizal‟s poetic verses show his eternal love and
 Published date: Sept 18, 1891 appreciation for his mother. This is somehow his way of
 Gent, Belgium paying tribute to all the efforts of her dear mother.
 REIGN OF THE GREED
 Dedicated to GOMBURZA FELICITATION (Felicitacion, 1875)
 Inspired on The Count of Monte The 14 year old Rizal wrote this poem to congratulate
Cristo by Alexandre Dumas his
 VALENTIN VENTURA – SAVIOUR OF EL FILI brother-in-law, Antonio Lopez (husband of his sister
 38 Chapters Narcisa),on Saint‟s day.

 Political Novel IN MEMORY OF MY TOWN

 “Work of the Head” (Un Recuerdo A Mi Pueblo, 1876) The poem was
 Book of thought written to express his love and appreciation for the place
 Contains: where he grew up.
 Bitterness
 Hatred TO THE PHILIPPINE YOUTH (A la Juventud
 Pain Filipina, November 1879)
 Violence It is said to be a classical piece of Philippine literature
 Sorrow for
reasons that (1) Spanish literary authorities recognize it
Noli Me Tangere as an impressive poem written in Spanish by a Filipino
Characters Description and (2) it was the foremost literary piece to display the
nationalistic belief that Filipinos were the “fair hope of SINTAKSIS- pag-aaral sa ugnayan ng mga
the Fatherland” pangungusap
SEMANTIKA- pag-aaral sa kahulugan
THE FLOWERS OF HEIDELBERG April 1886) PRAGMATIKS- Pag-aaral sa praktikal na gamit ng
Expresses prayer for the wellbeing of his native land. salita
ORTOGRAPIYA- paraan ng pagsulat
MY RETREAT (Mi Retiro, 1895)
In the poem, he gave a narrative account of his peaceful May inilahad pa rin si Eastman (1982) kaugnay sa
life while exiled in Dapitan--where he lived a well- paraan ng pagpili ng wika. Sa katunayan, may sampung
rounded life as a farmer, teacher, and a merchant. kategorya kung saan maaaring makapamili ng isang
wika na sasailalim sa estandardisasyon (Constantino,
X. Essays of Rizal 1996.)
 “El Amor Patrio” (The Love of Country) 1. Indigeneous Language – Wikang sinasalita ng mga
 “A La Defensa” (To La Defensa) sinaunang tao na
 “Una Profanacion” (A Desecration/A Profanation) nakapanirahan sa isang lugar.
 “Llanto Y Risas” (Tears and Laughter) 2. Lingua Franca – Wikang gamitin ng mga taong may
 “Filipinas Dentro De Cien Anos” (The Philippines magkaibang unang wika na may tiyak na layunin sa
within One Hundred Years) paggamit.
 Sobre La Nueva Ortografia De La Lengua Tagala” 3. Mother Tongue – Wikang naakwayr mula sa
(On The New Orthography of The Tagalog Language) pagkabata.
 “Sobre La Indolencia De Los Filipinas” (The 4. National Language –Wikang ginagamit sa politika,
Indolence of the Filipinos) sosyal at kultural na pagkakakilanlan.
 To The Young Women of Malolos” 5. Official language –Wikang ginagamit sa
transaksyong pampamahalaan.
XI. Rizal in Dapitan 6. Pidgin – (Nabuo sa pamamagitan ng paghahalu-halo
 From July 17, 1892, to July 31, 1896 ng wika) Wikang kadalasang ginagamit ng mga taong
 a period of four years and 13 days –Jose Rizal lived may magkaibang pinagmulang wika.
the life of a political exile in Dapitan, the northern 7. Regional Language – Komong wika na ginagamit ng
Mindanao which today is part of the province of mga taong may magkaibang wikang pinagmulan na
Zamboanga del Norte, near Dipolog naninirahan sa isang partikular na lugar.
8. Second Language –Wikang natutunan bilang
karagdagan sa unang wika.
Malayuning Komunikasyon 9. Vernacular Language –Wika ng isang sosyal na
Wika grupo na nadomina ng ibang wika.
Kahulugan ng Wika 10. World Language – Wikang ginagamit sa malawak
WIKA ay masistemang balangkas na sinasalitang tunog na saklaw ng mundo.
na pinili at isinaayos
sa paraang arbitraryo na ginagamit ng tao sa ANTAS NG WIKA
komunikasyon na kabilang sa Ang wika ay nahahati sa iba’t ibang kategorya sa antas
partikular na kultura. na ginagamit ng tao batay sa kanyang pagkatao, sa
sa paraang arbitraryo na ginagamit ng tao sa lipunang kanyang ginagalawan, lugar na tinitirhan,
komunikasyon na kabilang sa panahon, katayuan at okasyong dinadaluhan.
partikular na kultura.-HENRY GLEASON 1.Pormal – Ito ay antas ng wika na istandard at
kinikilala/ginagamit ng nakararami.
-Pambansa.
Dagdag impormasyon: -Ito ay ginagamit ng karaniwang manunulat sa aklat at
1. Monolinggwal– isang wika lamang ang alam ng isang pambalarila para sa paaralan at pamahalaan
tao. -Mga salitang ginagamit sa mga aklat at babasasahing
2. Bilinggwal– taong marunong magsalita ng dalawang ipinalalabas sa buong kapuluan at lahat ng paaralan
wika
3. Multilinggwal- taong marunong magsalita ng higit sa -Ang wikang ginagamit ng pamahalaan at wikang
dalawang wika at nauunawaan ang agham ng wika na panturo sa mga nagsisipag-aral.
iyon. Halimbawa: Asawa, Anak, Tahanan
4. Polyglot– mahigit sa tatlong wika ang ginagamit ng -Pampanitikan o panretorika.
isang tao -Ito ay ginagamit ng mga malikhain manunulat.
5. Linggwistika– maagham na pag-aaral ng wika -Ang mga salita ay karaniwang malalim, makulay at
6. Linggwista– taong nag-aaral ng wika masining.
Halimbawa:
Linggwistika Pambansa- Kapatid
 maagham na pag-aaral ng wika Pampanitikan- Kapusod
PONOLOHIYA- pag-aaral ng makabuluhang ponema. 2. Impormal. Ito ay antas ng wika na karaniwan,
MORPOLOHIYA- pag-aaral ng salita palasak, pang araw-araw, madalas gamitin sa pakikipag-
usap at pakikipagtalastasan.
-Lalawiganin (Provincialism)
-Mga salitang kilala at saklaw lamang ng pook na Mga Larangang Pangwika at ang
pinaggagamitan nito. Intelektuwalisasyon ng Filipino
-May kakaibang bigkas at tono
Halimbawa: Ang mga Larangang Wika na Nagkokontrol
Ina- Pambansa (Controlling Domains Of Language)
Mamay- Bikol
Iloy- Bisaya Katangian:
Nanang-Ilokano 1. “nagdidikta” ng wika at ng rehistrong gagamitin sa
-Kolokyal (Colloquial) larangan;
-Mga salitang ginagamit sa pang-araw-araw na 2. Nangangailangan ng pagbabasa at pagsusulat;
pakikipagtalastasan ngunit may kagaspangan at 3. Nangangailangan nang paggamit ng wikang natutuhan
pagkabulgar, bagama’t may anyong repinado at malinis sa paaralan lalo sa mas mataas na institusyon ng pag-
ayon sa kung sino ang nagsasabi. aaral.
Halimbawa: Kabilang dito ang:
Pormal- Aywan 1. Pangasiwaang pampamahalaan
Impormal- ewan 2. Agham, teknolohiya, at industriya
-Balbal (Slang) 3. Edukasyon (elementarya, post-secondary na
-Sa Ingles ito ay slang. Nagkakaroon ng sariling codes, bokasyonal at teknikal, tersiyarya, gradwado)
mababa ang anta na ito; ikalawa sa antas bulgar. Hal.: pagtatanggol sa pagpapanatili ng wikang Filipino
-Una ay hindi tinatanggap ng mga matatanda at mga may hanggang kolehiyo
pinag-aralan dahil hindi raw maganda pakinggan 4. Mga propesyon
-Kilala rin bilang salitang kanto o salitang kalye
Halimbawa: Ang mga wika sa mga larangang nagkokontrol ay ang
Pormal- Tatay/Ama wikang kadalasang higit na gusto ng mga tao dahil ito
Balbal- Erpat ang pangunahing wika sa mga gawain Ito ang wika para
-Bulgar sa hangarin ng pagsulong na sosyo-ekonomiko at
Ito ang mga pagbaba sa moral ng isang tao. Halimbawa pangkarunungan Sa Pilipinas, ang wikang iyon ay Ingles
ay mga mura tulad ng put*ng ina mo atbp Layunin na palitan ng Filipino ang Ingles sa mga
nagkokontrol na larangang pangwika
Dahilan kung bakit TAGALOG ang wikang
Pambansa Ang Nagkokontrol nang Bahagya sa mga Larangang
1. Ito ay ginagamit sa sentro ng kalakalan. Pangwika
2. Ito ay may pinakamayamang talasalitaan. Ang tagalog (Semi-Controlling Domains of Language)
ay binubuo ng 30, 000 salitang-ugat at 700 na panlapi.
3. Ito ang may pinakamaunlad na panitikan Katangian:
4. Ito ang wikang ginagamit ng nakararami. 1. Nangangailangan ng paggamit ng isang partikular na
5. Madaling pag-aralan, matutuhan at bigkasin ito. wika subalit hindisa paraang kasinghigpit ng mga
6. Ito ay may kahalintulad na wika sa iba. nagkokontrol ng larangang pangwika
2. Ipinapahintulot nito ang pakikibahagi ng isang tao sa
Opisyales sa pagpili ng Wikang Pambansa mga gawain ng larangan nang hindi kailangang
nagpapakadalubhasa sa pagsusulat
Mga Opisyales
-Jaime C. Veyra (Visayang Samar), Tagapangulo Ang Di-Nagkokontrol
-Cecilio Lopez (Tagalog), Kalihim at Punong na mga Larangang Pangwika
Tagapagpaganap (Non-controlling Domains Of Language)
-Santiago A. Fonacier (Ilokano), Kagawad Halimbawa:
-Filemon Sotto (Visayang Cebu) Kagawad 1. Tahanan
- di nakaganap ng tungkulin dahil sa kapansanan 2. Lingua Franca
-Felix Salas-Rodriguez (Visayang Hiligaynon),
Kagawad Casimiro F. Perfecto Ano nga ba ang Teorya?
(Bikol), Kagawad Ang teorya ay isang siyentipikong pag-aaral ng iba’t
-Hadji Butu (Muslim), Kagawad ibang paniniwala ng mga bagay-bagay na may batayan
– di nakaganap ng tungkulin dahil sa maagang pero hanggang ngayon, hindi pa napapatunayan ng
pagkamatay. lubos.

Hinirang ni Pangulong Manuel L. Quezon ang mga MGA IBA’T IBANG MGA TEORYA NG WIKA
sumusunod na kagawad: 1. Teoryang Bow-wow- Tunog na nalilikha ng mga
-Lope K. Santos (Tagalog), pinalitan ni Iñigo Ed. hayop at ng kalikasan gaya ng ihip ng hangin.
Regalado
-Jose I. Zulueta (Pangasinan) 2. Teoryang Ding-dong- Sariling tunog ng lahat ng
-Zoilo Hilario (Kapampangan) bagay sa kapaligiran tulad ng tik-
-Isidro Abad (Visayang Cebu) tok ng orasan.
3. Teoryang Pooh-pooh- Matinding damdamin bunga
ng pagkatakot, sakit, labis na katuwaan o kalungkutan.
4. Teoryang Tarara Boom De Ay- Tunog na bunga ng
mga nilikhang ritwal ng mga sinaunang tao.
5. Teoryang Sing-song- Isang teorya na kung saan ang
mga unang salita ay mahaba at musikal, at hindi
maiikling bulalas na pinaniniwalaan ng marami
6. Tore ng Babel- Ito ay mula sa Biblia sa Genesis 11:
1-9 na nagsasabi na ang buong lupa ay iisang wika at
iisang mga salita,
7. Teoryang Yo He Yo- Ayon kay A.S Diamond, ang
tao ay natutong magsalita bunga ng kaniyang puwersang
pisikal.
8. Teoryang Ta-ta- Galing sa wikang Pranses, ito ay
nangahulugang paalam sapagkat kapag ang isang tao ay
nagpapaalam, siya ay kumakampay ang kamay nang
pataas o pababa.
9. Teoryang Jean Jacques Roussea- Ang kalayaan ng
tao ang nagtulak sa kanya na lumikha ng wika. Ang
unang wika ay magaspang at primitibo.
10. Teoryang Aramean- Sinaunang tao na nanirahan sa
Syria at Mesopotamia na ang wika ay ARAMAIC na
nagmula sa Afro- Asiatic Timog- Silangang Kanluran ng
Asya.
11. Teoryang Mama Tinutukoy ito sa unang sinabil ng
sanggol, na dahil hindi niya masabi ang salitang ina o
ang Ingles na mother, sinabi niyang mama kapalit sa
mother.
12. Teoryang Hey you! Ayon sa linggwistang si
Revesz, nagmula ang wika sa mga tunog na nagbabadya
ng pagkakakilanlan (Ako!) at pagkakabilang (Tayo!).
Napapabulalas din tayo bilang pagbabadya ng takot,
galit o sakit (Saklolo!). Tinatawag din itong teoryang
kontak.
13. Teoryang Coo coo Tinutukoy nito sa mga tunog na
nalilikha ng mga sanggol na ginagaya ng mga matatanda
bilang bilang pagpapangalan sa mga bagay-bagay sa
paligid.
14. Teoryang Hocus Pocus
Ayon kay Boree, ang pinanggalingan ng wika ay tulad
ng pinanggalingan ng mga mahikal o relihiyosong aspeto
ng pamumuhay ng ating mga ninuno.