Reinforcer, which gains its effectiveness as a

PROFED1 reinforcer through its association with a primary

UNIT 2 reinforcer.

LESSON 1- COGNITIVE DEVELOPMENT SHAPING - a procedure in operant conditioning in

which reinforcers guide behaviors closer and closer to
Behaviorism deals with measurable and observable successive approximations of the desired behavior.
behavior. EXTINCTION - when the conditioned stimulus and the
unconditioned stimulus are repeatedly not paired until
Classical conditioning- association or pairing of the unconditioned stimulus no longer elicits the
stimuli and involuntary behavior. conditioned response.

Paired the smell of food ( Unconditioned stimulus) PARTIAL or INTERMITTENT REINFORCEMENT-

Involuntary salivate to (Unconditional response) when reinforcement is given only part of the time.
Things that do not cause salivation like sound of a bell,
since it does not mean anything to the dog (Neutral Lee Canter (1976). He speaks of classroom behavior
stimulus) management for. He explains how to implement
Smell of food with the sound of a bell, the dog would behavior management cycle in the classroom.
salivate (conditioned response)
Just sound of the bell (Conditioned stimulus) Level 1- Teacher- managed Level (highly teacher-
directed) which is used at the beginning of the school
Associative Learning- when a subject associates or year, or when trying to turn around a disruptive
links certain stimulus, or behaviors together in the classroom.
process of conditioning. Level 2- Transitioning fo Student Self-Management
Level 3- Student Self-Management Level
John B. Watson (1920) He conditioned a child (Little
Albert) to fear a rat. This was done by pairing the rat Behavior Modification operant conditioning- used to
with a loud scary noise. changed human behavior. Token economy used as
reinforcement.
1.2 OPERANT CONDITIONING- involves voluntary
behavior. Direct instruction - method of academic teaching, is
- Associating our own behavior with consequences. based on operant conditioning.

B. F. Skinner (1948) proposed that children "operate" 1.3 COGNITIVE BEHAVIORISM.

in their environment, seek out rewards, and avoid
punishment. Edward C. Tolman- is best known for cognitive
behaviorism. Effect of reinforcement is not on learning
REINFORCEMENT INCREASES BEHAVIOR. but in the motivation to engage in a certain behavior,
which was learned by other means.
Positive Reinforcement - a stimulus that, when
presented after a response, strengthens the response Latent learning- learning that shows up later
(giving the child a cookie when he says "please"
Negative Reinforcement- any stimulus that, when 1.4 IMPLICATIONS OF BEHAVIORISM FOR
removed after a response, strengthens the response. TEACHING. There are implications for teaching rather
Taking away or removing an upsetting stimulus. than behavior modification and classroom management.
Teachers can model correct behaviors and provide
PUNISHMENT DECREASES BEHAVIOR extrinsic motivation to increase engagement of
students.
Positive Punishment- when the traffic police gives you
a speeding ticket. LESSON 2- COGNITIVISM
Negative Punishment- traffic police removes or takes Cognitivism- support by Gestalt psychologist, it's the
away your driver's license when you did some violation. acquisition of knowledge and skill by mental or cognitive
Reinforcement - something that increases desired processes.
behavior.
Punishment - decreases unwanted behavior. 2.1 PIAGET'S THEORY OF COGNITIVE
Positive -both instances means adding or giving DEVELOPMENT- presents how a child creates a
something. mental model of the world.
Negative- both instances means removing or taking
away something. Cognitive Stages of Jean Piaget
Sensimotor Stage, 0-2 years old
PRIMARY REINFORCER - an innately reinforcing -infant leans about the world using its senses and
stimulus, it occurs naturally, like salivation in the sight of through the action, starting with the reflexes, then
food. This does not have to be learned, it would satisfy moving around exploring the environment.
a biological need. Preoperational Stage, 2-7 years old
-toddler incorporates language in understanding of the
The salary of a working person is a Conditioned world. Acquires the ability to internally represent the
world through language and mental imagery. Synthesis
Concrete Operational Stage, 7-12 years old Analysis
- the child can process events and information as it is. Application
However, she will not be able to accommodate abstract Comprehension
or hypothetical concepts yet. Knowledge
Formal Operational Stage, 12 years old and above
- The child would be able to perform thought processes NEW
like abstract thinking, being able to envision Create
hypothetical scenarios, creating strategies, and looking Evaluate
through various perspectives. Analyze
Apply
Schemas- buildng blocks of knowledge that enable us Understand
to form a mental representation of the world- a way of Remember
organizing what we know.
Adaptation Processes- are adjustment to people make 2.6 COGNITIVISM AND ITS IMPLICATIONS FOR
to live in this world. TEACHING

ADAPTATION PROCCESSES IN LEARNING LESSON 3- CONSTRUCTIVISM AND LEARNR-

SOMETHING NEW CENTERED TEACHING
Assimilation- process of fitting new information into
existing cognitice schemas, perceptions, and 3.1. CONSTRUCTIVISM- learning theory that says
understanding. learners construct knowledge instead of just receiving
Accomodation- process of revising our existing information passively.
schemas, perceptions, and understanding in order to
incorporate new information. 3.2 THE NATURE OF LEARNING
Equilibrium - state whe a child's existing schemas can 1. Learning is Incremental- active and deliberate
exolain what it can perceived around it learning requires focus in our working memories
2. Learning is Interpretive- meaning are not directly
2.2 JEROME BRUNER communicayed in words, gestures, symbol drawing.
-children have an unnate capacity to learn and that 3. Learning is Iterative- There is iteration or repetition
cognitive abilities develop through active interaction.
3.3 HOW TO CHANGE MISCONCEPTIONS
3 STEPS, LEARNING FROM CONCRETE TO - Acceptance
ABSTRACT - Connectedness
- Multiplicity
1. Enactive- learning through movement or action - Implicitness
2. Iconic- through images or icons
3. Symbolic- abstract symbols 3.4 CONSTRUCTIVISM TYPES ADN THEORIES

2.3 DAVID AUSUBEL- learing relies on what the 3.4.1 COGNITIVE CONSTRUCTIVISM- knowledge is
learner already knows. widely constructeyby learner based on their cognitive
capacities, reltive to their stage of cognitive
Advance Organizer development.
Phase 1- Presentation of Advance Organizer
Phase 2- Presentation of the Learning task JOHN DEWEY- philosophical founder of cognitive
Phase 3- Strengthening cognitive organization constructivism. Learning should be "directed living
engage in real world, practical experience"
2.4 ROBERT GAGNE- the conditions of larning
presented mental conditions needed for effective JEAN PIAGET- Theory of Cognitive Development and
learning Developmentally Appropriate Practice.
- Constructuvist Teaching
Nine Instructional events.
1. Gain attention JEROME BRUNER - Discovery Learning
2. Inform the learners of the objective
3. Stimulate recall of prior learning 3.4.3 SOCIAL CONSTRUCTIVISM- knowledge is
4. present the material constructed through interaction with others.
5. Provide learning guidance
6. Elicit performance Social Constructivism
7. Provide feedbacks - Authentic
8. Assess performance - Student -centered
9. Enhance retention - Situated learning
- sharing ideas
2.5 BENJAMIN BLOOM - Develop classification of - group learning
learning levels known as the Bloom's taxonomy. - interactive learning
OLD
Evaluation LEV VYGOTSKY - sociocultural theory, zone of
proximal development, use of scaffolding, language and
private speech.

ALBERT BANDURA- Social cognitive theory, behavior

experiment on aggression known as the Bobo doll, and
Vicarious Learning. Proposes learning by imitation and
modeling.

Direct Reinforcement - positive reinforcement

Self-reinforcement- situations where a person has
established standards for their own behavor
Self- efficacy - belief of a person in his/her own ability to
produce desired results

3.5 CONNECTIVISM AND CONSTRUCTIVISM

Connectivism- learning in the digital age

Constructivism- learning occurs when each person

tried to make sense or make new meaning of new
information based on prior knowledge or experience.
Social interaction

3.6 LEARNER CENTERED TEACHING/

CONSTRUCTIVISM AND ITS IMPLICATIONS FOR
TEACHING

LESSON 4 FACTORS AFFECTING COGNITIVE

DEVELOPMENT

4.1 Biological Factors

1. sense organs
2. Intelligence
3. Heredity
4. Maturation

4.2 Environmental Factors

1. Family and society
2. Socioeconomic status
3. Nutrition
4. Play
5. Learning Opportunities
6. Various Stimuli
7. Sleep
8. Stress
9. Context
 1. Attention
UNIT 3 2. Retention
3. Reproduction
LESSON 1- Developmental Theories 4. Motivation

1.1 Sigmund Freud's Psychosexual Stages

1.4 Bowlby’s Attachment Theory- British psychologist who
- each of us undergoes personality development though the
worked as a child psychiatrist in London, experiment in
five sexual stages.
treating emotionally disturbed children led to formulate his
theory. He proposed that relationship of a child to caregiver
1. Oral Stage- birth to one year, the libido centers in the
has a strong impact to holistic development.
mouth which is the child's main source of interaction.
2. Anal Stage- 1 to 3 years, the libido is centered on the anus
Stages of Attachment
and bowel movement.
1. Pre-attachment (0-2 months) -Infants can already show
3. Phallic Stage- 3 to 6 years, time when the libido is on the
innate behaviors, grasping, crying, smiling and gazing to
genitals.
attach and maintain attention.
4. Latency Stage- 6 to puberty, children engage to social
2. Attachment in-the-making (2-7 months)- the second stage
activity and develop social and intellectual skills.
is marked by the learning of basic rules of interaction, such as
5. Genital Stage- puberty to death, makes the libido to be turn-taking and shared attention.
active once again which can be fulfilled through relationship 3. Clear-cut attachment (7 months - 2 yrs old)- stage where
toward the opposite sex. the attachment to the caregiver becomes evident, shows
1.2 Erikson’s Stages of Psychosocial Development- a favorable behavior.
German- American developmental psychologist postulated 4. Formation of Reciprocal Relationships (2 yrs onward)-
that personality develops through a series of psychosocial behavior shown by children are intentional.
stages.
Stage 1: Trust vs. Mistrust (Birth to 18 months) Infant is born, LESSON 2- Development of Motivation and Self-Regulation
uncertain about the world and primarily relies on the
caregiver. Motivation- willingness of a person to accomplish a task.
- the virtue is HOPE Intrinsic Motivation- desire to accomplish a task not for
Stage 2: Autonomy vs. Shame and Doubt (18 months to 3 yrs) external factors such as rewards, but for the sake of
this stage is crucial for the developmental of physical skills accomplishment.
and independence, toddlers. Extrinsic Motivation- desire to achieve a goal because of
-the virtue is WILL external factors or because of avoiding punishments.
Stage 3: Initiative vs. Guilt (3 to 6 yrs) children interact with Self-Regulation- process of self-monitoring and self-
other children. correction of three general aspects of learning: behavior,
-the virtue is PURPOSE motivation and cognition.
Stage 4: Industry vs. Inferiority (6 to 11 years) Children at this
stage advance through the elementary grades where Theories for Motivation and Self-regulation
teachers take an important part in the lives. 2.1 Maslow’s Hierarchy of Needs- motivational theory in
-the virtue is COMPETENCE psychology which is presented in 5-level hierarchy. (Bottom
Stage 5: Identity vs. Role confusion (Adolescence) to top)
Adolescence is the transition period from childhood to
adulthood. A person encounters rapid changes physically and Psychological needs- breathing, food, water, clothing, sleep
emotionally. Safety and security- health, employment, property, family,
-the virtue is FIDELITY social stability
Stage 6: Intimacy and Isolation (Emerging adult) Young adults Love and Belonging- friendship, family, intimacy, send of
in this period begins to make efforts to intimately share connection
themselves to others. Self-esteem- confidence, achievement, respect of others
-the virtue is LOVE Self-actualization- morality, creativity, spontaneity, and
Stage 7: Generativity vs. Stagnation (Adult) Erikson acceptance
forwarded that generativity as the concern for the next
generation. -CARE 2.2 Alderfer’s ERG Theory- Clayton Paul Alderfer, American
Stage 8: Integrity vs. Despair (Old age) the time when people psychologist, his theory is basically a simplified version of
look back on their accomplishments. - WISDOM Maslow’s but more flexible.
(Bottom to top)
1.3 Bandura’s Social Cognitive Theory - Albert Bandura born
in 1952 in Alberta, Canada. During his time as psychologist, Existence- basic needs for survival
behaviorism was dominant, children learn their behavior Relatedness- socialization needs
through observation. He is notable for the Bobo Doll Grow-needs for personal development
experiment.

He proposed the four mediational processes:

2.3 McClelland’s Human Motivation Theory- David
McClelland, academician, scientist, psychologist. Notable for Level 3. Postconventional Morality: Abstract Principles of
Human Motivation Theory or Motivational Needs Theory. Justice and Rights.
Stage 5: Social Rights and Individual Rights- laws in this stage
This is centered on these three important aspects: are open for evaluation.
1. Need for Achievement (NAch)- this need is reflective of Stage 6: Universal Principles- doing right is based on self-
the drive to succeed, to meet set standards, and to excel in chosen ethical principles.
one’s endeavor.
2. Need for Power (NPower)- this need is to influence people 3.3 Gilligan’s Stages of Moral Development- Carol Gilligan,
so as far for them to exemplify the desired behavior. centered on the moral development and dilemmas of young
3. Need for Affiliation (Naff)- reflects the desire for girls and emphasized the gender difference.
interpersonal relationship toward others.
LESSON 4- Factors Affecting Social and Emotional
2.4 Herzberg’s Two Factors Theory- theoretical framework Development
that ensures motivation of employees to work harder.
This theory is consisting of two factors: 4.1 Environmental Risk Factors
1. Motivation factors- achievement, growth, responsibility,  Poor social surroundings
recognition, and advancement  Lack of health facilities and cleanliness
2. Hygiene factors- company rules, environmental condition,  Lack of educational facilities
working status, salary, eliminate dissatisfaction.  Lack of community support
 Frequent change of community and school
2.5 Classroom Implications of Motivation and Self- 4.2 Family Risk factors
Regulation- the success of a meaningful learning acquisition  Work related stress for parents
does not only rely on the end of the teacher. The learners are  Poor family rituals and routines
also expected to give a fair share for the success of their own  Lack of love and respect in the relationship at home
learning.  Abuse & violence
4.3 Within-Child Risk Factors
LESSON 3- Moral Development Theories  Fussy temperament
 Developmental disabilities
Moral Development - development of the attitudes,
dispositions, sentiments, and cognitive well-being that are
seen on a person’s moral judgments and actions.

3.1 Piaget’s Theory of Moral Reasoning- explored how

children developed moral reasoning, he believed that
children do not automatically learn their society but by
means of interaction with the society and environment.

Piaget concluded two kinds of moral reasoning:

1. Heteronymous morality (5-9 years), also known as moral
realism.
2. Autonomous morality (9-10), also known as moral
relativism.

3.2 Kohlberg’s Stages of Moral Development- Laurence

Kohlberg, stage-based moral development model based from
Piaget’s ideas. This is divided into three levels with two
stages each.

Level 1: Preconventional Morality: Punishment and

Obedience to Authority
Stage 1. Obedience and Punishment Orientation- child sees
obedience as avoidance to punishment.
Stage 2. Individualism and Exchange- Fairness is given much
premium.

Level 2. Conventional Morality: Laws are Supreme

Stage 3. Good Interpersonal relationships- morality in this
stage depends on what is expected of you.
Stage 4. Maintaining the Social Order- doing what is right,
fulfilling the duties that you agreed on.
UNIT 4
LESSON 1- Making Sense of the Teaching and Learning Lesson 2: Components of Effective Teaching and Learning
Process
2.1 The Teachers- knowledgeable, expert and manager
1.1 The teaching and learning process- it happens anywhere.
It is an essential life hack where we can learn basic things 2.1.1 Top Five Characteristics of 21st century educator
such as survival skills, social skills and many other.  Life-Long learners
 Creative
Teaching- It is a deliberate intervention that involves  Adaptive
planning and implementation of instructional activities and  Collaborative
experiences to meet intended learners outcome according to  Technology Savvy
teaching plan.
2.1.2 Teaching Styles
The Teaching process - 3 types of Teachers
1. Planning- it is where the teacher begin by studying the 1. Authoritarian Teachers- firm in terms of decisions, create
instructional objectives and taking all consideration all rules that are obliged to follow to avoid punishment
nuances such as types of learners, available resources and 2. Permissive Teachers- teachers are lenient, rules but not
instructional time among others. consistent in implementation.
2. Implementation- it is where teacher execute what was 3. Democratic Teachers-they set authority but listens to the
planned. students.
3. Assessment- process of gathering data to better
understand the strength and weaknesses of student learning. 2.2 The Learners
4. Revision- it is where the teacher incorporate changes for - Learning Styles
improvement of teaching to ensure optimum learning. 1. Visual Learners- learn when presented using graphic
organizers, images, and charts.
Goals of Teaching 2. Auditory Learners- good listeners
 Assist students to become independent learners 3. Read/Write Learners- process information through
 Guide student to become self-regulated learners reading
4. Kinesthetic Learners- like physical task
3 Types of Learning Domain
Cognitive Domain- focuses on intellectual development 2.3 The Learning Environment- physical conditions, contexts
Affective Domain- deals with values and attitudes needed to and cultures where student learns.
understand themselves, other, their society.
Psychomotor Domain- is concerned with the development of Tips to Enhance Learning Environment
motor skills and coordination. 1. The Physical Condition
2. Classroom Culture
1.2 Reflecting on Pedagogy 3. The Social Climate
Pedagogy- It is an educational concept that has been use by
our professor in class. Lesson 3: The Basic of Instructional Planning

1.3 Principles of Effective Teaching and Learning Lesson Plan - is the teacher's blueprint. It contains the
Principle 1: The teacher must be a role model learning objectives and competencies to be realized as well
Principle 2: Learning is an active process where learners need as the smallest details such as textbooks to be used,
to be involved. materials for activities, and many more.
Principle 3: Prior and experiences must be enhanced
learning. 3.1 Importance of Lesson Plan
Principle 4: Learning is meaningful and contextualized. A. Higher change of achieving learning objectives.
Principle 5: Cooperation enhanced learning. B. It guides teachers and gives them a sense of direction.
Principle 6: Learning is influenced by interpersonal relation C. It ensures lesson organization.
and communication. D. It encourage teachers to project on possible outcomes.
Principle 7: Learner’s motivation can define effective E. It eliminates time wastage
learning.
Principle 8: Learning takes place in different ways. 3.2 Parts of a lesson plan
Principle 9: Feedback enhance Learning. A. Before the lesson plan- preliminary activities
Principle 10: Learning must be goal oriented. B. Lesson proper- middle part of the lesson, majority of
instructional time
C. After the lesson- generalization
3.3 Features of K to 12 Curriculum
A. Spiral Progression- follows spiral progression, they learn
concepts repeatedly but of different level of complexity.
B. Constructivism- learners construct knowledge instead of
just receiving
C. Differentiated instruction- recommends the use of
instructional approaches and strategies.

3.4 Things to consider in Lesson Planning

A. Content
B. Objectives - core of planning
C. Classroom environment
D. Materials
E. Teacher- own capabilities

LESSON 4: Classroom Management

4.1 Overview of Classroom Management- refers to the sets

of plans and actions that teacher use for efficient and
effective learning.

Tips to Effective Classroom Management

1. Preparation is an effective way to ensure the success of the
class.
2. Be firm with time.
3. Develop effective working relationship with your learners.
4. Establish Behavioral Standards.
5. Classroom design is a component of effective
management.

4.2 Culturally Responsive Classroom Management

 Cultural Diversity- an inherent force that is present in all
corners of the world.
 Culturally Responsive Classroom Management(CRCM)-
a mechanism to provide learners with equitable learning
opportunity that minimize discrimination.

1. Teacher must recognize their own cultural biases.

2. Use varied management strategies that fits your
learner”s cultural background.
3. Recognize pattern of institutional biases and correct
them or give some leeway for cultural practices.
4. Let the student feel that they are cared for.

4.3 Maintaining Classroom Control

Causes of Classroom Misbehavior
1. Seeking for attention
2. Learning Environment
3. Lack of Interest in subject matter
4. The Teacher
5. The Society

4.4 Managing student Behavior

-Context of Establishing Boundaries
-Rewards and punishment
-Learning strategies, classroom management, and creating
stronger bonds.
 Teacher's Attitude Toward Local Customs & Traditions-
Section 4 expects every teacher to live for and with the
community and shall, therefore study and understand
local customs and traditions in order to have a
sympathetic attitude. The professional teacher is
PROFED 2 neither ethnocentric not xenocentric.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS The Professional Teacher & Information Update-
ARTICLE III- this unit indicates that teachers are Section 5 states that the teacher "shall help the school
expected to be part of the community. The 8 sections of inform the community about the school's work,
Article III of the Code of Ethics refers to the community accomplishments, needs and problems. Internal
within the school and the community outside the stakeholders: Students, Parents of the Students, and
school. the Teachers. External Stakeholders: Other parents in
TEACHERS AS FACILITATOR -Article III, Section 1 states the community without children enrolled in school,
that the teacher is a facilitator of learning and the barangay officials, and other government officials, non-
development of the youth... therefore shall render the government organizations, government organizations,
best service by providing an environment conducive for alumni/alumnae, and retirees
such learning and growth. Facilitator comes from the The Parents-Teachers Association-.A PTA is an
word "facilitate" which means to make something easy association of teachers and parents with children who
or easier. Learning is a difficult task and is made easier are enrolled in a school. It is a forum for discussions on
when you make dry lessons interesting, exciting and school problems and how they can be solved.
enjoyable. A pleasant environment is where the The School Governing Council-A School Governing
learners can be themselves because teachers are Council as a policy-making body has the school head as
caring. A pleasant environment is where the learners a Chief Executive Officer, Manager, and Chief
believe they can do the work and they feel accepted. Operations Officer. The formation of SGC in every
TEACHER LEADERSHIP & INITIATIVE FOR COMMUNITY school is a proof of school head sharing his/her
PARTICIPATION- Section 2 refers to the "Leadership leadership with members of the community. This
and initiative of the professional teacher to participate School Governing Council shares in the management of
in community movements for moral, social, economic the school with School Head as chair. This SGC is
and civic betterment of the community. As professional another opportunity for communities to participate in
teachers we do not live in an IVORY TOWER. Schools school activities.
are at the heart of communities and you as professional The Professional Teacher and Government Officials
teachers are expected to be-in-the-world and tobe-in- and Other Professionals- Section 7 states: "Every
the-world- with-others and for others. (Heidegger). teacher shall maintain harmonious and pleasant
SECTION 2 of Article III are "Provide leadership and personal and official relations with other professionals,
initiative". “Every teacher is an intellectual leader in the with government officials and with the people
community, especially in the barangay and shall individually or collectively."
welcome the opportunity to provide such leadership The Professional Teacher Does not Use Position to
when needed, to extend counseling services, as Proselyte- SECTION 8 "A teacher possesses freedom to
appropriate and to be actively involved in matters attend church and worship as appropriate, but shall not
affecting the welfare of people”. use his position and influence to proselyte others."
SECTION 6- You just need to welcome the opportunity Freedom of religion is guaranteed by the 1987
to lead. Philippine Constitution. ARTICLE II, SEC. 6 “No law shall
SECTION 2 states that you, the professional teacher be made respecting an establishment of religion, or
ought to take the initiative to offer you help for the prohibiting the free exercise thereof. The free exercise
improvement of the community. Providing leadership and enjoyment of religious profession and worship,
and initiative also means working with the community. without discrimination or preference, shall forever be
This means getting the parents and other members of allowed”
the community participate in school activities.
Organizational Leadership- A field of work that includes
Professional Teacher with Honor and Dignity-Society setting goals for both individuals and groups of people.
expects so much of teachers that when they fail to live Leaders help set strategic goals for organization while
up to the challenge to behave or model good behavior, motivating individual to successfully carry out
we are "condemned without trial”. "The influence of a assignment in order to realize their goal.
good teacher can never be erased but the influence of a -In school settings school leader helps to set the goal for
dishonorable teacher is as lasting" school and motivate the parents, teachers, learners,
non-teaching personnel and other member of
community to do the task and realize their goal. Work
toward what is the best for the individual member and Direc Coach Supporti
for organization as a group at the same time ting ing ng

Leadership- the action of leading a group of people or Servant Leadership- seek to involves other in decision
an organization. making, is strongly in ethical and caring behavior, and
Management- the act or skill of controlling and making enhances the growth of workers while improving the
decisions. caring and quality of organizational life. The school
heads who act as servant leader forever remember that
A school head must be both a leader and a manager- A he/she is there to serve his/her teachers, learners,
school head leads the school community to formulate parents to serve him/her.
the vision, mission, goals and school improvement plan. Transformational Leadership- is not content with
This is the leadership function. S/he see to it that this status quo and sees the need to transform the way
plan gets well implemented on time and ensure that organization thinks, and relates and does thing. They
the resources needed are there, the person to do the sees school cultures as it could be and should be, not as
job are qualified and available. This is a management it is and so play their role as visionary, engager, learner,
function. collaborator, and instructional leaders. They make
MANAGERS LEADERS changes in organization by collaboratively developing
Administer Innovate new vision for organization and mobilizing members to
Work Focused People Focused work toward that vision.
Have Subordinates Have Followers Sustaining Change- reforms to transforms, the
Do things right Do the right things innovations introduced by the transformational leaders
must be institutional and sustained or else innovation is
simply a passing fad that loses its favor after a time.
3 Broad types of skills
School Based Management - a decentralized
Technical Skills-refers to any types of process or
management initiative by developing power or
technique like sending e-mails, preparing ppt.
authority to school heads, teachers, parents and
Human Skill- ability to work effectively with people and
students. –provide principals,
to build teamwork.
teachers, students and parents greater control over
Conceptual Skills- ability to think in terms of models,
education process by giving them responsibility for
framework and broad relationships such a long range of
decision about the budget, personnel and curriculum
plan.
which provide the principal, teachers, students and
parents control of academic process.
Leadership Style
SBM and the Principle of Subsidiarity SBM is in keeping
Autocratic Leaders- do decision making by themselves.
with the principle of subsidiarity which states that it is
Consultative Leaders- allow participation of the
the people at the lowest level who will know best their
members of organization by consulting them but make
problems and so are in the best position to address the
the decision themselves.
same. This tenet holds that “nothing should be done by
Democratic Leaders- allow the member of the
a larger and more complex organization which can be
organization to fully participate in decision making.
done as well by a smaller and simpler organization. In
Laissez Faire or free-rein Leadership style- leaders
other words, any activity which can be performed by a
avoid responsibility and leave the member s of the
more decentralized entity should be done by that more
organization to establish their own work or “kanya-
decentralized entity.
kanya” a pilipino mentality
Advantage
Leadership Model
• Allow competent individuals in the schools to make
Situational Leadership Model- effective leaders adapt
decisions that will improve learning;
their leadership style to the situation of members of the
• Give the entire school community a voice in key
organizations; the readiness and willingness of group
decisions;
members. PAUL HERSEY and KENNETH H.
• Focus accountability for decisions;
BALCHARD(1996) Characterized leadership style in
• Lead to greater creativity in the design of programs;
terms of the amount of task behaviour and relationship
• Redirect resources to support the goals developed in
behaviour that the leader provides to their follower.
each school;
They categorized all leadership style into four style,
• Lead to realistic budgeting as parents and teachers
which they named S1 to S4.
become more aware of the school’s financial status,
Behaviour Style in Situational Leadership
spending limitations, and the costs of its program;
S1 S2 S3 S4
• Improve morale of teachers and nurture new
Sellin Tellin Participa Delega leadership at all levels.
g/ g/ ting/ ting Disadvantage
• Participatory decision-making needs time and may • Are given advice on how they may improve.
slow down process. • Emphasize the motivational element in the
• SBM stakeholders might experience more work, management work of the principal.
disorder roles and responsibilities, rough academic
attainment (Prasch 1990). Roles and function of school head in sbm
• Some of the recent studies about SBM gather that • Visionary principal, motivator, advocate, and planner-
there is no approaching evidence that SBM enhanced lead in setting the vision, mission and goals of the
the learners' performance (Summers and Johnson school.
1995). • Builder of networks and support systems-
Demand of SBM Organize/expand school, community, and local
• Active and intelligent participation of stakeholders. government networks and groups that will actively
• Democratic and transformative leadership of school participate in school improvement
head. . • Curriculum developer- Create a physical and
• Support and openness of higher authorities to psychological climate conducive to teaching and
schools. learning. School heads localize and implement school
• Refine involvement of the parents and community in curriculum.
school matters. • Fiscal Resource Manager- Administer and manage all
• Improve the teachers to devise school quality and personnel, physical and fiscal resources of the school.
provide more scholarly resources. Encourage and accept donations, gifts, bequests, and
grants for educational purposes and report all such
Legal Basis of SBM- The Philippine Constitution donations to the appropriate offices.
provides a Congress shall enact a local government Factors of School Effectiveness Based on Research
code that will institutionalize a system of • School autonomy has a positive relationship with
decentralization (Article 10, Sec. 3) whereby local student performance when accountability measures are
government units shall be extended more power, in place and/or when school principals and teachers
authority… The Local Government Code in 1991 is a collaborate in school management.
fulfillment of this Constitutional provision. • This • With SBM, significant decision making authority was
means that long before the DepEd legally introduced transferred from state and district officers to individual
decentralization in schools through School-Based schools. SBM provided principals, teachers, students,
Management (SBM) in 2001 through the enactment of and parents greater control over the education process
RA 9155, local government units were already by giving them responsibility for decisions about the
empowered for local governance. RA 9155, Basic budget, personnel, and the curriculum
Governance Act transfers the power and authority as • To institutionalize decentralization efforts at the
well as the resources to the school level. School school level and in line with R.A. No. 9155 also known
empowerment is based on the assumption that the as the Governance Basic Education Act of 2001, the
school heads including teachers, key leaders in the DepEd provided SBM Grants as additional funds to
community, parents know best the root and solution to public elementary and secondary schools, ... to
the problem. augment the school fund on maintenance and other
Conditions for the success of SBM operating expenses.
• Teachers, school heads must be given the opportunity • Principals play an important role in SBM programs;
to make choices. they focus on accountability, operate as a leader and
• The involvement of parents and teachers must be mediators of instructional and shared authority, but
strongly encouraged and highly welcomed. teachers have better access and are more influential in
• Stakeholders must participate in the development of the decision-making process for the school
a school improvement plan. improvement.
• Higher authorities must actively encourage Philippine Accreditation System for Basic Education
thoughtful experimentation and innovation in an (PASBE)
atmosphere where mistakes are viewed as learning • PASBE was launched through DepEd order no. 64, s.
experience. 2012
• Teachers must develop reflection, problem solving. • Accreditation is a process of self evaluation and peer-
review to ensure that quality standards agreed upon by
The following must be present for SBM to succeed in stakeholders are understood, implemented,
schools: maintained, and enhanced for continuous improvement
• Have basic resources. of learner outcomes.
• Have developed an effective school support system.
• Are provided with regular information on their Philippine Accreditation System for Basic Education -
performance. Importance
• Accreditation stimulates and encourages school behaviors of the school staff and is centered on the
progress. organizational system style of the school.
• Accreditation examines the school in its goals, the School Climate- It refers to the school's effects on
needed facilities, and monetary. students, including teaching practices, diversity and the
• It serves as a basis for implementing a strategic plan relationships among administrators, teachers, parents
• Creates articulation and communication between and students.
school level and the stakeholder groups School Culture-is deeper level of reflection of shared
values, beliefs, and tradition between staff members
School's Level of SBM Practice - It refers to the way of teachers and other staff
Level 1: Developing members work together and the set of beliefs, values
Level 2: Maturing and assumptions they share.
Level 3: Advanced (Accredited) School Culture can be Positive or Negative or Toxic
- A positive school culture fosters improvement,
Factors that Contribute to School Effectiveness collaborative decision making, professional
• Human Factors - include dynamic school head, highly development and staff and student learning.
selected competent and committed teachers, highly - A negative culture fosters the opposite.
motivated pupils with high expectations, and a - Positive school cultures provide a safe, supportive,
supportive community. encouraging, inviting, and challenging environment for
• Non-Human Factors, processes - refer to clear and students and staff, which in turn allows students’
shared vision-mission (focus), high academic achievement to evolve.
expectations/ambitious standards, emphasis on - A school that is able to develop and maintain a
accountability, aligned curriculum, instruction, and positive shared culture knows what aspects of the
assessment with state/DepEd standards, efficiency on culture are important in developing an effective
optimal utilization of resources and facilities, learning environment; it consciously transmits these
collaboration and communication, focused professional values to its students. Through collective awareness
development, and global and future orientation. and action, culture can be used positively in order to
SBM Assessment Tool is an instrument used to assess enhance student learning and achievement, whether
school's effectiveness and its use for accreditation of through small actions such as celebrating achievements
schools is an assurance that effective practices get in public events, or to more large-scale projects such as
institutionalized to build the school's culture of developing democratic processes for teachers, students
excellence and other stakeholders to contribute to curriculum
Meaning School Culture -School and culture is one of reform.
the most complex and important concepts in education.
However, the term also encompasses more concrete Element of positive culture
issues such as the physical and emotional safety of Collegiality - The definition of collegiality is the shared
students, the orderliness of classrooms and public authority between two or more people who work
spaces or degree to which a school embraces racial, together. An example of collegiality is a group of
ethnic, linguistic and cultural diversity. teachers sharing the responsibility of student discipline
- According to Spacey, school culture consist of the Experimentation- the environment encourages
norms and shared experiences that evolve over school's experimentation, failures will be welcomed as part of
history. the learning process. A culture of experimentation
- Scott and Marzano (2014) state that "school culture is involves implementing new ideas or solutions
reinforced by norms, expectations and traditions, throughout your organization without restricting
including everything from dress codes to discipline these things to only certain departments.
systems to celebrations of achievements. High ExpectatioN - The extent to which the school
- "school culture" refers to the beliefs, perceptions, members hold a pervasive focus on student and teacher
relationships, attitudes, and written and unwritten rules learning along with a continual conversation about the
that shape and influence every aspect of how a school quality of everyone’s work.
operates, but it also includes more concrete issues like Trust and Confidence-When relationships are solidly
student physical and emotional safety, classroom and founded on trust and confidence, students, instructors,
public space order, and the degree to which a school school heads, and parents relate well and work well. In
embraces and celebrates racial, ethnic, linguistic, and truth, honest and open communication is only feasible
cultural diversity. when the school community has trust and confidence in
Culture as a Social ConstrucT -These terms are one another.
frequently used interchangeably, but school climate is Tangible Support - For the good that they do, everyone
more relational; it is reflected in the attitudes and in the school community receives tangible support.
Support does not only come in the form of words; it • Respect your teachers and classmates.
also comes in the form of actions.
Reaching out to the knowledge base - For the good
that they do, everyone in the school community
receives tangible support. Support does not only come
in the form of words; it also comes in the form of
actions.
Appreciation and Recognition - The degree to which
the school community shows its gratitude and esteem
for those members who are making meaningful
contributions to the organization or to its members.
Caring, Celebration, Humor- Establish specific
standards for caring and respectful behavior and
guidelines for unacceptable language and conduct.
Involvement in decision making - The degree of
participation granted by administrators to teachers,
staff, students, and parents to receive relevant and
timely information, discuss its meaning in terms of
school values and goals, and share in making decisions
that affect the school
Protection on what is important - What schools value
must become part of their tradition and must be
preserved at all costs. Students, as well as the school,
must defend what is important to them.
Tradition - Learning does not stop with the
assimilation by indoctrination of a tradition; it merely
begins there. Our intention, in handing on our own
learning and acquired wisdom to our intellectual heirs,
is not that they should remain passive and dependent.
Honest and Open Communication- No one is ever
shunned for speaking his mind. Everyone is encouraged
to speak his thoughts without fear of being outcast
because of the atmosphere. Every discussion starts with
the phrase "agree to disagree."
Shared Norms: Teacher and Student Norms - Shared
norms for both teacher and students contribute to a
positive school culture. Boss and Larmer (2018) share
teacher norm and student norms to contribute to a fair
and an engaging learning environment, a characteristic
of a positive school culture.
Teacher's Norms
-Build important relationships -
Act in your students' best interest
- Be explicit about rules and expectations - Be fair and
consistent
-Be prepared
-Learn everyday
- Leave your problems at the door
-Involve families
-Protect your students and yourself
- Get along with administration
- Get to know your students
Students Norms
• Be respectful of others’ ideas
• Cooperate with your classmates
• Follow the teacher’s directions the first time they are
given.
 M- message
E-emotion strategy
L- logical fallacies
L-language

GEC 105 Purposive Communication 12 COMMON LOGICAL FALLACIES

Logical Fallacy
PERSUASIVE APPEAL • is an error or trick in reasoning
Logos • False assumption, bad argument
“Appeal to credibility” • to make one's argument appear to be true, it may be
• Ethos pertains to the way you establish trust in your intentional or an intentionally used that misled a person
audience- how you portrayed yourself as an authority
and expert on the subject matter and convey your Two major categories of fallacies:
reputation for honesty and expertise. Formal
• Your ethos is conveyed through the tone and style of • Fallacies that exemplify invalid inference patterns
the message. Informal
• fail to provide adequate reasons for believing the
Question to ponder truth of the conclusion
• How can you win the trust of your audience?
• What in your statement or argument will help you 12 Common Fallacies
convey to your audience that you are knowledgeable of
what you are saying or advocating? 1. Appeal to Authority "Ad Verecundiam"
• How can you convey to your audience your • insisting that a claim is true simply because of valid
educational or professional experience that will validate authority/ expert said it was true without supporting
your expertise or capability without giving the evidence
impression that you are you bragging?
2. Begging the Question or Circular Reasoning
Pathos • the writer instead of applying evidence simply
"Appeal to logic or reason" restates the point in other language.
• Logos refers primarily to the internal consistency and
clarity of the message and the logic of its reasons and 3. Hasty Generalization
support. • inductive fallacy which means drawing a conclusion
based on two little idea.
Question to ponder Example: My brother it's a lot of pizza and he is healthy,
• What evidence should you provide to convince your therefore, pizza and fries are healthy food.
audience that your arguments are logical and
reasonable? 4. Ad Hominem "Against the Men"
• What proof should you present? • A personal attack on the character of a person rather
than evaluating the argument can be insult towards the
Logos flaw of the speaker.
"Appeal to emotion" 4.1 Abusive
• Pathos is often associated with "empathy" that is , • Undermines the credibility
how you can be vicariously make your audience feel the • Insulting the speaker
way you feel. 4.2 Circumstantial
• Focuses on the situations around the subject to create
Question to ponder doubt
• What feeling or emotion should you evoke from your 4.3 Tu Quoque "You too"
audience to affect their beliefs or move them to • Rejecting an argument attacking back to its source.
action ? 4.4 Guilt by Association
• What part in your message is best to inject emotional • Speaker is judged by the company they are associated
overtones like happiness, sadness, anger, sorrow,
frustration, and so on ? 5. Appeal to Ignorance "Argumentatum ad
Ignorantiam"
Learn to SMELL
S-sender-receiver relationship
• Lack of evidence for an argument is a good reason to • Activities
believe that argument is false (bcs no one has proven it • Computer Skills
yet). • Professional Associations

6. The Alphabet Soup Optional Sections

• Excessive use of acronyms and abbreviations to • Objective
appear knowledgeable. • Special Skills and Abilities
• Reference Statement
7. Slippery Slope
• One small first step can lead to a chain of related Characteristics Of A Successful Resume
events results to undesirable. • Focuses on skills. Uses action words to define the
Example: Losing a pen then leads to death. responsibilities of your job-related experience.
• Easy to read and understand.
8. Appeal to emotion • Visually powerful and free of gimmicks.
• When a misleading argument, the one that is unsound • One page, or at most 2 pages long.
or missing factual evidence is used with the goal of • Language is grammatically correct.
manipulating people's emotion. • Spelling has been checked.
• Formal Style
9. Red Herring • Must always be 100% truthful.
• Irrelevant topic is presented in order to divert • Contains no inappropriate personal information.
audience attention away from the original issue. • Produced on a computer.
• Data presented in chronological order (unless
10. Straw Man functional).
• Occurs when someone takes another person's
argument distorts it or exaggerate it in some kind of Basic Checklist
extreme way and then attacks it as if that is really the • No spelling or grammar errors.
claim the person is making. • Neat, clean, and professional looking.
• Length should be 1-2 pages.
11. False dilemma • Margins at sides and bottom.
• Also known as false dichotomy or the either/or fallacy
. • Layout makes reading easy.
• Statement that falsely claim an either/or situation • Important titles should be emphasized.
when in fact there are at least best one or two more • Information is logically recorded.
choices valid option for you. • Use Action Verbs for accomplishments & results.
• Bullet points when possible for accomplishments.
12. Appeal to People/ Bandwagon "Ad populum" • Quantify your results whenever you can.
• Argues that one must accept or reject an argument • Format - chronological
because of everyone accepts it or rejects it.
WRITING AN APPLICATION LETTER
ARGUMENTATION AND ARGUMENT BUILDING - A letter that you write to a company or organization
Assertion (Claim) when you are applying for a job.
 What is your position?
Importance
Reasoning (“Because”) - The letter of application is like a personal sales letter
 Why do you take this position? because of its task of selling the personality and
qualifications to the applicant’s future employee.
Evidence (Proof)
 What proof do you have? Purpose
• to secure an interview
HOW TO WRITE AN EFFECTIVE RESUME • eventually to obtain a job

What Information Should Be In A Resume? 1. HEADING- contains the address of the sender, and
• Identify Yourself the date on which the letter is being written.
• Education Example: 28 Susano Street Novaliches, Quezon City
• Continuing Education June 20, 2007
• Work or Professional Experience
• Volunteer Experience
2. INSIDE ADDRESS- contains the name of the employer
, his/ her position, company’s name and the address of
the company or organization.

3. SALUTATION- an expression of greeting to the

employer that comes immediately before the body of
the letter.

4. BODY OF THE LETTER- it is in this part where you may

convey all the messages you want your reader to
understand.

A.First Paragraph- attract the attention of the employer

B. Second Paragraph- indicating your educational
attainment.
C. Third Paragraph- indicate your work experience and
training sessions attended
D. Fourth Paragraph- personal attitudes, interests,
qualities, activities towards the job
E. Fifth Paragraph- to make the employer believe that
you are the right person
F. Sixth Paragraph- urge the employer to act on your
application letter by requesting for an interview

5. COMPLIMENTARY CLOSE- serves to end the message

just as goodbye serves to end a conversation.

6. SIGNATURE- contains the name and signature of the

writer.
GEC 105 Purposive Communication
12 COMMON LOGICAL FALLACIES
Logical Fallacy
PERSUASIVE APPEAL
• is an error or trick in reasoning
Logos
• False assumption, bad argument
“Appeal to credibility”
• to make one's argument appear to be true, it may be
• Ethos pertains to the way you establish trust in your
intentional or an intentionally used that misled a person
audience- how you portrayed yourself as an authority
and expert on the subject matter and convey your
Two major categories of fallacies:
reputation for honesty and expertise.
Formal
• Your ethos is conveyed through the tone and style of
• Fallacies that exemplify invalid inference patterns
the message.
Informal
• fail to provide adequate reasons for believing the
Question to ponder
truth of the conclusion
• How can you win the trust of your audience?
• What in your statement or argument will help you
12 Common Fallacies
convey to your audience that you are knowledgeable of
what you are saying or advocating?
1. Appeal to Authority "Ad Verecundiam"
• How can you convey to your audience your
• insisting that a claim is true simply because of valid
educational or professional experience that will validate
authority/ expert said it was true without supporting
your expertise or capability without giving the
evidence
impression that you are you bragging?
2. Begging the Question or Circular Reasoning
Pathos
• the writer instead of applying evidence simply
"Appeal to logic or reason"
restates the point in other language.
• Logos refers primarily to the internal consistency and
clarity of the message and the logic of its reasons and
3. Hasty Generalization
support.
• inductive fallacy which means drawing a conclusion
based on two little idea.
Question to ponder
Example: My brother it's a lot of pizza and he is healthy,
• What evidence should you provide to convince your
therefore, pizza and fries are healthy food.
audience that your arguments are logical and
reasonable?
4. Ad Hominem "Against the Men"
• What proof should you present?
• A personal attack on the character of a person rather
than evaluating the argument can be insult towards the
Logos
flaw of the speaker.
"Appeal to emotion"
4.1 Abusive
• Pathos is often associated with "empathy" that is ,
• Undermines the credibility
how you can be vicariously make your audience feel the
• Insulting the speaker
way you feel.
4.2 Circumstantial
• Focuses on the situations around the subject to create
Question to ponder
doubt
• What feeling or emotion should you evoke from your
4.3 Tu Quoque "You too"
audience to affect their beliefs or move them to
• Rejecting an argument attacking back to its source.
action ?
4.4 Guilt by Association
• What part in your message is best to inject emotional
• Speaker is judged by the company they are associated
overtones like happiness, sadness, anger, sorrow,
frustration, and so on ?
5. Appeal to Ignorance "Argumentatum ad
Ignorantiam"
Learn to SMELL
• Lack of evidence for an argument is a good reason to
S-sender-receiver relationship
believe that argument is false (bcs no one has proven it
M- message
yet).
E-emotion strategy
L- logical fallacies
6. The Alphabet Soup
L-language
• Excessive use of acronyms and abbreviations to
appear knowledgeable.
7. Slippery Slope
• One small first step can lead to a chain of related Characteristics Of A Successful Resume
events results to undesirable. • Focuses on skills. Uses action words to define the
Example: Losing a pen then leads to death. responsibilities of your job-related experience.
• Easy to read and understand.
8. Appeal to emotion • Visually powerful and free of gimmicks.
• When a misleading argument, the one that is unsound • One page, or at most 2 pages long.
or missing factual evidence is used with the goal of • Language is grammatically correct.
manipulating people's emotion. • Spelling has been checked.
• Formal Style
9. Red Herring • Must always be 100% truthful.
• Irrelevant topic is presented in order to divert • Contains no inappropriate personal information.
audience attention away from the original issue. • Produced on a computer.
• Data presented in chronological order (unless
10. Straw Man functional).
• Occurs when someone takes another person's
argument distorts it or exaggerate it in some kind of Basic Checklist
extreme way and then attacks it as if that is really the • No spelling or grammar errors.
claim the person is making. • Neat, clean, and professional looking.
• Length should be 1-2 pages.
11. False dilemma • Margins at sides and bottom.
• Also known as false dichotomy or the either/or fallacy
. • Layout makes reading easy.
• Statement that falsely claim an either/or situation • Important titles should be emphasized.
when in fact there are at least best one or two more • Information is logically recorded.
choices valid option for you. • Use Action Verbs for accomplishments & results.
• Bullet points when possible for accomplishments.
12. Appeal to People/ Bandwagon "Ad populum" • Quantify your results whenever you can.
• Argues that one must accept or reject an argument • Format - chronological
because of everyone accepts it or rejects it.
WRITING AN APPLICATION LETTER
ARGUMENTATION AND ARGUMENT BUILDING - A letter that you write to a company or organization
Assertion (Claim) when you are applying for a job.
 What is your position?
Importance
Reasoning (“Because”) - The letter of application is like a personal sales letter
 Why do you take this position? because of its task of selling the personality and
qualifications to the applicant’s future employee.
Evidence (Proof)
 What proof do you have? Purpose
• to secure an interview
HOW TO WRITE AN EFFECTIVE RESUME • eventually to obtain a job

What Information Should Be In A Resume? 1. HEADING- contains the address of the sender, and
• Identify Yourself the date on which the letter is being written.
• Education Example: 28 Susano Street Novaliches, Quezon City
• Continuing Education June 20, 2007
• Work or Professional Experience
• Volunteer Experience 2. INSIDE ADDRESS- contains the name of the employer
• Activities , his/ her position, company’s name and the address of
• Computer Skills the company or organization.
• Professional Associations
3. SALUTATION- an expression of greeting to the
Optional Sections employer that comes immediately before the body of
• Objective the letter.
• Special Skills and Abilities
• Reference Statement
4. BODY OF THE LETTER- it is in this part where you may
convey all the messages you want your reader to
understand.

A.First Paragraph- attract the attention of the employer

B. Second Paragraph- indicating your educational
attainment.
C. Third Paragraph- indicate your work experience and
training sessions attended
D. Fourth Paragraph- personal attitudes, interests,
qualities, activities towards the job
E. Fifth Paragraph- to make the employer believe that
you are the right person
F. Sixth Paragraph- urge the employer to act on your
application letter by requesting for an interview

7. COMPLIMENTARY CLOSE- serves to end the message

just as goodbye serves to end a conversation.

8. SIGNATURE- contains the name and signature of the

writer.
 9. They turned after sailing along that channel moving
GEC102- RIPH west and stopping at the subu town (la villa)
10. The direction of the village of subu was east- west
SITE OF FIRST MASS with the suluan and mazava islands. But between mazava
• Francisco Albo- was a boatswain and navigator of to subu.
Ferdinand Magellan’s ship Trinidad. He was a pilot of the It must be pointed out that both Albo and Pigafetta’s
Victoria under the command of Juan Sebastian Elcano. testimonies coincide and corroborate each other.
• Butuan has long been believed as the site of the first Pigafetta gave more details on what they did during their
mass. weeklong stay at Mazaua.
• Case for three centuries, culminating in the erection of
a monument in 1872 near Agusan river celebration of Pigafetta and Seven (7) Days in Mazaua
mass on April 8 1521, end of 19th and start of 20th
century. - Thursday, March 28 – In the morning they anchored
Accepted interpretation of the First mass in the near an island where they had seen a light the night
Philippines was both made by Spanish and Filipino before a small boat (boloto) came with eight (8) natives,
scholars. to whom Magellan threw some trinkets as presents. An
exchanged of gifts was effected. In the afternoon that
TWO PRIMARY SOURCES day, the Spanish ships weighed anchor and came closer
Francisco Albo- one of Magellan’s ship Pilot, Trinidad. to shore, anchoring near the native king’s village. This
One of the 18 survivors who returned with Sebastian Thursday, March 28, was Thurdsday in Holy Week.
Elcano, ship of Victoria. - Friday, March 29 – “Next day. Holy Friday,” Magellan
Antonio Pigafetta- (first voyage around the world), sent his slave interpreter ashore in a small boat to ask the
member of the Magellan’s expedition and an eye witness king if he could provide the expedition with food supplies,
of the events particularly the First Mass. He is also one of and to say that thay had come as friends and not
the 18 men who returned to Spain in 1522. enemies.
Saturday, March 30 – Pigafetta and his companion had
Albo’s Log spent the previous evening feasting and drinking with the
- Albo’s account, the location of Mazava fits the location native king and his son. Pigafetta deplored the fact that,
of the island ofLimasawa, at the southern tip of Leyte. although it was Good Friday, they had to eat meat. The
- Also, Albo does not mention the first Mass, but only the following morning(Saturday) Pigafetta and his companion
planting of the cross upon a mountain-top which could be took leave and return to their ship.
seen three islands to the west and southwest, which also Sunday, March 31 – “Early in the morning of Sunday, the
fits the southern end of Limawasa. last of March and Easter day,” Magellan sent the priest
ashore with some men to prepare for the Mass. Mass was
1. On the 16th of march (1521) as they sailed in a celebrated, after which a cross was venerated. Magellan
westerly course from ladrones. and the Spaniards returned to the ship for the noon-day
2. Instead, they traveled that day south to a different tiny meal, but in the afternoon they returned ashore to plant
island called suluan. the cross on the summit of the highest hill.
3. They sailed away from those two islands. Westward to Sunday, March 31 – On that afternoon, while on the
"Gada," An uninhabited island they brought in some summit of the highest hill, Magellan asked the two (2)
water and wood. kings which ports he should go to in order to obtain more
4. They left that island and headed west in search of a abundant supplies of food than were available in that
seilani, a huge island. island. He asked someone to guide him thither. The kings
5. Sailing along the southern coast of that huge seilani replied that the pilots would be available “anytime.” But
island, they went to a little island called "Mazava"Island. later that evening the king of Mazaua changed his mind
6. The inhabitants of the island, mazava, were excellent. and said that he would himself conduct Magellan to Zubu
The spanish placed a cross there, mountain-top. but that he would first have to bring the harvest in. He
7. Subu's settlement was on an east-west direction, with asked Magellan to send him men to help with the
the islands of mazava and suluan. harvest.
8. From there, they headedwest before heading Monday, April 1 – Magellan sent men ashore to halp with
southwest. They entered a channel there between two the harvest, but no work was done that day because the
islands, "Matan" Being one of them. The other "Subu," two (2) kings were sleeping off their drinking bout the
night before.
Tuesday, April 2 and Wednesday, April 3 – Work on the Jose Burgos, Mariano Gómez, Jacinto Zamora
harvest during the “next to days,” i.e.,Tuesday and (GOMBURZA)
Wednesday, the 2nd and 3rd of April.
Thursday, April 4 – They leave Mazaua, bound for Cebu. GOMBURZA is the three filipino martyred catholic priest
– who led the secularization of filipino priest who were
The Butuan assertion is supported by a fairly simple executed on February 17, 1873 by the spanish colonial
reading of primary sources from the event. authorities at the luneta in bagumbayan.Their execution
led to awakening of nationalism of Filipinos.
Ultimately, the National Historical Institute led by its chair Secularization- movement within churchseeking for the
Ambeth Ocampo recognized the historical records of transfer of parishes from the regulars to secular priest.
Limasawa in Southern Leyte as the venue of the first Edmund Plauchut- support the Filipino version of cavite
Mass, held on March 31, 1521. mutiny.
Polo y servicio- forced labor of all males from 16 to 60
CAVITE MUTINY years.
Tributo- any compulsory monetary payment.
Two major events happened in 1872, first was the 1872 January 20 1872- Cavite Mutiny
Cavite Mutiny and the other was the martyrdom of the February 17 1872 GOMBURZA execution
three martyr priests in the persons of Fathers Mariano 1892 Philippine Revolution
Gomes, Jose Burgos and Jacinto Zamora (GOMBURZA). 1898 Proclamation of independence day
El Filibusterismo- paghahari ng kasamaan, dedicated to
Jose Montero y Vidal-Spanish historian documented the GOMBURZA.
event and highlighted it as an attempt of the Indios to
overthrow the Spanish government in the Philippines. RETRACTION OF RIZAL

1872 Cavite Mutiny: Spanish Perspective Dr. Rene Escalante -a professor of history and a former
Gov. Gen. Rafael Izquierdo’s official report magnified the chair of the Department of History of De La Salle
event and made use of it to implicate the native clergy, University Manila.
which was then active in the call for secularization. Retraction - the act of withdrawal of statement that has
been
Montero and Izquierdo scored out that the disclosed or any considered actions that expresses the
abolition of privileges enjoyed by the workers of Cavite change of a person’s insight, perspective and even their
arsenal such as non-payment of tributes and exemption emotions.
from force labor were the main reasons of the Masonry- an organization that promotes brother- hood,
“revolution”, however, other causes including the Spanish integrity, decency, and professionalism.
Revolution which overthrew the secular throne, dirty
propagandas proliferated by unrestrained press, The Jesuit Version -Rizal’s execution on December 30,
democratic, liberal and republican books and pamphlets 1896 was a major political event, closely monitored by
reaching the Philippines, and most importantly, the local and international newspapers at the time. A number
presence of the native clergy who out of animosity of them reported that he had denounced his Masonic
against the Spanish friars, “conspired and supported” the beliefs and re-professed his Catholic faith.
rebels and enemies of Spain. Some even reprinted the retraction letter that he
In particular, Izquierdo blamed the unruly wrote, in order toprove that he did indeed die a Catholic.
Spanish Press for “stockpiling” malicious propagandas They also mentioned the Jesuit priests and other colonial
grasped by the Filipinos. officials who witnessed this controversial act by Rizal.
They based their narrative on thetestimonies of the
Dr. Trinidad Hermenigildo Pardo de Tavera- A Filipino Jesuits and other colonial officials who visited and talked
scholar and researcher, wrote the Filipino version of the to Rizal the day before he was executed.
bloody incident in Cavite. The Jesuits figured prominently during the last
24 hours of Rizal’s life because Manila Archbishop
Bernardino Nozaleda asked them to take care of Rizal’s
spiritual
needs while the latter awaited the hour of his death. In 1895. It was organized primarily to gather information on
an affidavit that he issued in 1917, Fr. Pio Pi (the Superior the activities of Katipunan members and supporters.
of the Jesuits) declared that he had accepted the task.
Fr. Pi instructed them to persuade Rizal to retract Chief Inspector Federico Moreno (Harper 1997)-
his anti-Catholic teachings as well as his affiliation with Federico Moreno is another eyewitness to what
the Masons. The Jesuits were supposed to demand these transpired in Rizal's cell before he was executed.
two things before ministering the necessary sacraments. Moreno’s report contains details that are not consistent
Fr. Pi also ordered that the retraction should be in writing with Fr. Balaguer’s affidavit. Moreno’s report casts a
using either of the two sample retraction templates negative light on both the Catholic Church and the
approved by the archbishop. Masons. On the one hand, it reduces Fr. Balaguer’s
affidavit to a secondary source by insinuating that Fr.
Fr. Vicente Balaguer- he was one of the Jesuit priests Balaguer was not an eyewitness of Rizal’s last 24 hours.
who visited Rizal’s last hours in Fort Santiago and claimed Form several decades, this affidavit served as the primary
that he managed to persuade Rizal to denounce basis of people claiming that Rizal had retracted.
masonry and return to the Catholic fold.
- affidavit executed that proves he was who solemnized Cry of the Revolution
the marriage of Jose Rizal and Josephine Bracken.
Pio Valenzuela- confirmed the controversia “cry of
pugadlawin”. He claims that the cry was held at
Challenges of Jesuit Version
Pugadlawin on August 23 2896 as follows.
• Friedrich Stahl wrote to Ferdinand Blumentritt in
January 1897, informing him that people did not take the Santiago Alvarez- a prominent Katipunan warlord of
retraction account seriously because “nobody has ever cavite, he was not an eyewitness of historic event hence
seen this written decla- ration in spite of the fact that his version cannot be accepted as equal in weight to that
quite a number of people would want to see it” given by actual participant because he was in cavite at
• Trinidad, Rizal’s sister, also attested that after her that time.
brother’s death the Jesuits invited their family to attend a Gregoria de Jesus- wife of Andres Bonifacio( lakambini ng
Mass offered for the eternal repose of his soul. The katipunan), she was the custodian of secret documents,
Jesuits promised that after the Mass they would show seal and some weapons of katipunan. According to her
them the original retraction. Until they parted ways, the the cry occurred near Caloocan on August 25 1896.
promise did not materialize.
• The Masons regarded the retraction document that Guardia Civil Report ( Olegario Diaz- Spanish
came out in 1935 as a fact, but whether it was indeed commander)- he investigate the discovery of katipunan
written and signed by Rizal was for them a big question. and included to his report the on site and date of the first
The discourse during this time was no longer over rally of revolution and according to him, the cry occurred
whether Rizal had retracted or not. The debate was at Balintawak on August 25 1896 as follows.
whether the newly found retraction document was Guillermo Masangkay- Bonifacio’s childhood friend. The
genuine or not. first historic rally of Philippine revolution occurred at
rustic barrio of Balintawak on august 26 1896. Masangkay
Rafael Palma- a prominent Mason, disputed the veracity recounts the cry happened in Balintawak.
of the document because it did not reflect Rizal’s true
character and beliefs. He regarded the resurrected Teodoro Kalaw- wrote that the event took place during
retraction story as a “pious fraud”. last week of August 1896 at the Kangkong Balintawak.
Battle of Pasong Tamo- was a series of short skirmishes
The Masons, remained adamant in their stand and shortly after the cry of balintawak between the remaining
refused to accede to the arguments and evidence katipuneros in Caloocan and the guardia civil.
presented by pro- retraction advocates. Since there was
no new evidence or primary sources presented, the PHILIPPINE AGRARIAN REFORM
debates during the postwar era were mostly
philosophical and interpretative in nature Agrarian reform is the rectification of the whole system of
agriculture, an important aspect of the Philippine
The Cuerpo de Vigilancia Collection- was the intelligence economy (nearly half of the population is employed in the
service that the Spanish colonial government created in agricultural sector).
LAND REFORM- Redistribution of piece of land to the Thus, the Congress of the Philippines revised the tenancy
farmers from land owners law.
AGRARIAN REFORM- Rectification of the whole system of President Manuel A. Roxas (1946-1948)
agriculture -Republic Act No. 34 -- Established the 70-30 sharing
arrangements and regulating share-tenancy contracts.
Pre-Spanish Period- Filipinos lived in villages or barangays
-Republic Act No. 55 -- Provided for a more effective
ruled by chiefs or datus. The datus comprised the
safeguard against arbitrary
nobility. Then came the maharlikas (freemen), followed
ejectment of tenants.
by the aliping mamamahay (serfs) and aliping saguiguilid
(slaves). However, despite the existence of different Elpidio R. Quirino (1948-1953) enacted the following law
classes in the social structure, practically everyone had - Executive Order No. 355 issued on October 23, 1950 --
access to the fruits of the soil. Money was unknown, and Replaced the National Land Settlement Administration
rice served as the medium of exchange. with Land Settlement Development Corporation
(LASEDECO) which takes over the responsibilities of the
Spanish Period- the concept of encomienda was
Agricultural Machinery Equipment Corporation and the
introduced. This system grants that Encomienderos must
Rice and Corn Production Administration.
defend his encomienda fromexternal attack, maintain
peace and order within, and support the missionaries. In Ramon Magsaysay (1953-1957)
turn, the encomiendero acquired the right to collect - Republic Act No. 1160 of 1954 -- Abolished the
tribute from the indios (native). LASEDECO and established the National Resettlement and
Rehabilitation Administration (NARRA) to resettle
- The system, however, degenerated into abuse of power
dissidents and landless farmers. It was particularly aimed
by the encomienderos. The tribute soon became land
at rebel returnees providing home lots and farmlands in
rents to a few powerful landlords. And the natives who
Palawan and Mindanao.
once cultivated the lands in freedom were transformed
-Republic Act No. 1199 (Agricultural Tenancy Act of 1954)
into mere share tenants.
- Republic Act No. 1400 (Land Reform Act of 1955)
- First Philippine Republic-When the First Philippine - Republic Act No. 821 (Creation of Agricultural Credit
Republic was established in 1899, Gen. Emilio Aguinaldo Cooperative Financing Administration)
declared in the Malolos Constitution his intention to
President Carlos P. Garcia (1957-1961)- Continued the
confiscate large estates, especially the so-called Friar
program of President Ramon Magsaysay. No new
lands. However, as the Republic was short-lived,
legislation passed.
Aguinaldo’s plan was never implemented.
President Diosdado P. Macapagal (1961-1965)
American Period- The Torrens system, which the
-Republic Act No. 3844 of August 8, 1963 (Agricultural
Americans instituted for the registration of lands, did not
Land Reform Code). The RA was hailed as one that would
solve the problem completely. Either they were not
emancipate Filipino farmers from the bondage of
aware of the law or if they did, they could not pay the
tenancy.
survey cost and other fees required in applying for a
Torrens title. President Ferdinand E. Marcos (1965-1986)
-Proclamation No. 1081 on September 21, 1972 ushered
Commonwealth Period- President Manuel L. Quezon
the Period of the New Society. Five days after the
espoused the "Social Justice" program to
proclamation of Martial Law, the entire country was
arrest the increasingsocial unrest in Central Luzon.
proclaimed a land reform area and simultaneously the
Japanese Occupation-The Second World War II started in Agrarian Reform Program was decreed
Europe in 1939 and in the Pacific in 1941.Hukbalahap -Republic Act No. 6389, (Code of Agrarian Reform) and RA
controlled whole areas of Central Luzon; landlords who No. 6390 of 1971
supported the Japanese lost their lands to peasants while - Presidential Decree No. 2, September 26, 1972
those who supported the Huks earned fixed rentals in - Presidential Decree No. 27, October 21, 1972
favor of the tenants.
President Corazon C. Aquino (1986-1992)- The
HUKBALAHAP (Hukbo ng Bayan Laban sa Hapon)- the Constitution ratified by the Filipino people during the
anti- Japanese group. administration of President Corazon C. Aquino provides
Philippine Republic- After the establishment of the under Section 21 under Article II that “The State shall
Philippine Independence in 1946, the problems of land promote comprehensive rural development and agrarian
tenure remained. These became worst in certain areas. reform.” On June 10, 1988, former President Corazon C.
Aquino signed into law Republic Act No. 6657or
otherwise known as the Comprehensive Agrarian Reform
Law (CARL). The law became effective on June 15, 1988.
President Fidel V. Ramos (1992-1998)- 1992, his
administration came face to face with publics who have
lost confidence in the agrarian reform program. His
administration committed to the vision “Fairer, faster and
more meaningful implementation of the Agrarian Reform
Program.
President Joseph E. Estrada (1998-2000)- “ERAP PARA SA
MAHIRAP’. This was the battle cry that endeared
President Joseph Estrada and made him very popular
during the 1998 presidential election. During his
administration, President Estrada launched the
Magkabalikat Para sa Kaunlarang Agraryo or
MAGKASAKA.
President Gloria Macapacal-Arroyo (2000-2010)-
anchored on the vision “To make the countryside
economically viable for the Filipino family by building
partnership and promoting social equity and new
economic opportunities towards lasting peace and
sustainable rural development.”
President Benigno Aquino III (2010-2016)- Aquino vowed
during his 2012 State of the Nation Address that he would
complete before the end of his term the Comprehensive
Agrarian Reform Program (CARP), the centerpiece
program of the administration of his mother, President
Corazon Aquino. Distributed their family-owned Hacienda
Luisita in Tarlac. Under his administration, the Agrarian
Reform Community Connectivity and Economic Support
Services (ARCCESS) project was created to contribute to
the overall goal of rural poverty reduction
President Rodrigo Roa Duterte (2016 – present) - pursue
an “aggressive” land reform program that would help
alleviate the life of poor Filipino farmers by prioritizing
the provision of support services alongside land
distribution. The President directed the DAR to launch the
2nd phase of agrarian reform where landless farmers
would be awarded with undistributed lands under the
Comprehensive Agrarian Reform Program (CARP).
Duterte plans to place almost all public lands, including
military reserves, under agrarian reform DAR created an
anti-corruption task force to investigate and handle
reports .
CONSTITUTION Malolos Congress was elected which
Constituo – Latin word means “fixed, established selected commission to draw up a draft
or settled.” constitution on September 17, 1898.
- Body of rules and principles in accordance with  Approved by the Congress on 29
which the power of sovereignty is regular November 1898, and promulgated by
exercised. Aguinaldo on January 21 1899.
- Fundamental rules governing the conduct of an  It was titled as “The Political Constitution
organization or nation state, and establishing its of 1899”
concept, character, and structure. It is usually a  Written in Spanish by Felipe Calderon
short document, general in nature and  Patterned after the Spanish Constitution
embodying the aspirations and values of its of 1812
writers and subjects.  Sovereignty was retroverted to the people
 It details the natural rights and popular
EVOLUTION OF THE PHILIPPINE sovereignty of Filipinos
CONSTITUTION  It declares that the state recognizes the
Constitution Of Biak-Na-Bato (1897) freedom and equality of all beliefs as well
The Constitution of Biak-na –bato was the as the separation of Church and state.
provisionary Constitution of the Philippine
Republic during the Philippine Revolution, and The government shall exercise three district
was promulgated by the Philippine powers: legislative, executive, judicial
Revolutionary Government on 1 November Legislative power was vested in unicameral
1897, The constitution barrowed from Cuba, was body called the Assembly Representatives with
written by Isablo Artacho and Felix Ferrer in a 4- year term and was given the right to select
Spanish, and later on Translated into Tagalog. its own officers,right of censure and
1. The Supreme Council which was interpellation, and right of impeaching the
Invented with the power of Republic , president, cabinet members, chief justice of the
Headed by the President and four Supreme Court, and the solicitor-general.
department secretaries; the interior, Executive power was vested in the president
foreign affairs treasury, and war and elected by constituent assembly of the
2. Consejo Supremo de gracia YJusticia Assembly of Representatives and special
( Supreme Counsil of Grace and Justice) representatives; the president will serve for 4
have the authority to make decision and years without re-election; no vice president; in
affirm ordisprove the sentence rendered case of vacancy, a president was to be selected
by other Courts by the constituent assembly
3. The Asamblea de Representantes The 1899 Malolos Constitution was never
( Asembly of Representatives )was to enforced due to the ongoing war. The
convened after the revolution to create a Philippines was effectively a territory of the
new Constitution and elect a new Council United States upon the signing of the Treaty of
of Government and representative of Paris between the Spain and the US,
people. transferring sovereignty of the Philippines on
The Constitution was never fully December 10, 1898.
implemented because of a truce, the The Commonwealth Constitution (1935)
PACT OF BIAK-NA-BATO, was signed After the Treaty of Paris, the Philippines was
between the Spanish and the Philippine subject to the power of the United States of
Revolutionary Army. America. From 1898-1901, the Philippines
The revolutionary leaders led by Emilio would be placed under a military government
Aguinaldo accepted payment from Spain until a civil government would be put into place.
and went to exile in Hongkong. Two acts were passed:
Malolos Constitution (1899) 1. Philippine Organic Act of 1902
 After the declaration of Philippine - It specified that the legislative power
Independence on June 12, 1898, the First would be vested in a bicameral
Philippine Republic was formed. The legislature composed of the Philippine
 Commission as the upper house and - rights to suffrage which was originally
the Philippine Assembly as the lower afforded to male Filipino citizens, 21 y/o
house and above and are able to read and write
- It included a bill of rights for Filipinos was extended to women two years after
and the appointment of two non-voting the adoption of the constitution
Filipino Resident Commissioners of The draft of the constitution was approved by
the Philippines as representative of the constitutional convention on February 8,
the United States House of 1935 and submitted it to the U.S. President
Representatives Franklin B. Roosevelt for certification that its
2. Philippine Autonomy Act of 1916 provisions complied with the Philippine
- Commonly known as the “Jones Law” Independence Act. It was certified on March
- It removed the Philippine Commission 25, 1935 and it was subsequently ratified by
and replacing it with a Senate that the Filipino people in a plebiscite on May 14,
served as the upper house and its 1935.
members elected by the Filipino Elections were held in 1935 and Senate
voters President Manuel L. Quezon and his running
- It explicitly declared the purpose of the mate Senate President pro tempore Sergio
United States to end their sovereignty Osmeña were elected as President and Vice
over the Philippines and recognize President.
Philippine independence as soon as a The Commonwealth was briefly interrupted by
stable government can be established the events of the world War II, with the
In 1932, with the efforts of the mission led Japanese occupying the Philippines. Afterward,
by Sergio Osmeña and Manuel Roxas (Os-Rox upon liberation, the Philippines was declared an
mission), the US Congress passed the Hare- Independent Republic on July 4,1946.
Hawes- Cutting Act which promised Filipinos’ THE CONSTITUTIONAL AUTHORITARIANISM
independence. But this was opposed by Senate In 1965, Ferdinand E. Marcos was elected
President Manuel Quezon and consequently President , and in 1967, Philippine Congress
rejected by the Philippine Senate. passed a resolution calling for a constitutional
By 1934, the Tydings-McDuffie Act also convention to change the 1935 Constitution.
known as Philippine Independence Act was Marcos won the re-election in 1969. Elections of
passed by the US Congress that provided the delegates to the constitutional convention
authority and defined mechanisms for the were held on November 20, 1970 and the
establishment of a formal constitution by a convention began on June 1, 1971. Former
constitutional convention. The members of the president Carlos P. Garcia was elected
convention were elected and Claro M. Recto as convention president, but when he died, he was
elected president. succeeded by former president Diosdado
The constitution was crafted to meet the Macapagal.
approval of the US government and to ensure Before the convention finish its work, Martial
that the US would live up to its promise to grant Law was declared on September 21, 1972.
independence of the Philippines. Marcos cited a growing communist insurgency
The Constitution created the Commonwealth of as reason for the Martial Law , which was
the Philippines provided for in the 1935 Constitution. Some
- administrative body to govern the delegates of ongoing Constitutional convention
Philippines from 1935-1946 were placed behind bars and others went into
- president and vice-president were elected hiding or were voluntary exiled. With Marcos as
for a 6-year term without re-election a dictator, he dictated provisions of the
- it was amended in 1940 to have a constitution which he was able to hold on to
bicameral Congress composed of the power for as long as he could. On November
Senate and House of Representatives 29, 1972, the convention approved the
and limited the term of the president and constitution.
vice-president to 4 years with one re- The constitution was supposed to introduce a
election Parliamentary -style government where
legislative power was vested in the unicameral the widow of Benigno Aquino, was installed as
National Assembly, with members being elected president on February 25, 1986.
to a six-year term. The president was to be 1987 Constitution After the Martial Law
elected as the symbolic head of the state When democracy was restored in 1986, the
chosen from the members of the National 1973 Constitution was replaced by first the
Assembly. The president would serve a six- freedom constitution, also known as
year term and could be re- elected to an Proclamation No. 3, s. 1986, then our current
unlimited number of terms. Executive power constitution, the 1987 Constitution. This
was relegated to the Prime Minister, who was constitution came into full force and effect on
also the head of government and Commander- February 11, 1987, after President Corazon C.
in-Chief of the Armed Forces who was also to be Aquino issued Proclamation No. 58, s. 1987.
elected from the National Assembly. The proclamation issued by President Aquino
President Marcos issue Presidential decree No. included the results of the plebiscite held on
73 setting the date of the plebiscite to ratify or February 2, 1987.
reject the propose constitution on November 30, The constitution begins with a preamble and has
1973 . This plebiscite was postponed later on 18 articles. It allocates governmental powers to
since Marcos feared that the public might vote to executive, legislative, and judicial branches.
reject the constitution. Instead of plebiscite, Executive Branch
Citizens assemblies were held, from January - headed by the President and his cabinet
10-15, 1973 , were the citizens coming and (whom he chooses)
voting by hand . On January 17, 1973, Marcos - power is limited by significant checks from the
proclaimed that the proposed constitution had two co-equal branches of government
been ratified. - in case of national emergency, the president
In 1976, the Citizen Assemblies, once again, may declare Martial Law but not longer than 60
decided to allow the continuation of Martial Law, days
as well as approved amendments where the - the Congress (through a majority vote) can
president to also become the Prime Minister and revoke his decision
continue to exercise legislative powers until - the Supreme Court may review the declaration
Martial Law was lifted, and authorize the of Martial Law and decide if there were sufficient
president to legislate on his own on an justifying facts for the act
emergency basis. - the president and vice-president are elected at
In 1980, the retirement age of the members of large by a direct vote serving 6-year term
the judiciary was extended to 70 years.
In 1981, the parliamentary system was modified Legislative Branch
to a semi-presidential system where executive - power resides in the Congress which is
power was restored to the president. The divided into two houses: The Senate and House
Executive Committee was to be created of Representatives
composed of the Prime Minister and 14 others, - 24 senators (can serve no more than 2
that would serve as the president’s Cabinet. consecutive six-year terms)
In 1984, the Executive Committee was - the House is composed of district
abolished and the position of the vice president representatives (234 legislative districts in the
was restored. Philippines, to serve 3-year terms)
In 1980’s, Marcos amassed power and - Congress may declare war (through 2/3 vote
discontent has also been burgeoning. On in upper and lower houses)
August 21, 1983, Benigno Aquino Jr., opposition - the power of the legislation is also subject to
leader was assassinated after his return from an executive check, as the president retains the
exile in the United States. Marcos was forced to power to veto or stop a bill from becoming a law.
hold a ‘snap’ election and were marred by Congress may override this power with a 2/3
widespread fraud. In February 1986, EDSA vote in both houses
People Power Revolution happened. Under The constitution created a party-list system to
pressure from the United States of America, the provide spaces for the participation of under-
Marcos family fled into exile. Corazon Aquino, represented community sectors or groups.
Party-list representatives may fill up no more
than 20% of the seats in the House
Judiciary
- composed of a Supreme Court and lower
courts
- Supreme Court (15 members appointed by the
President)
- may hear, on appeal, any cases dealing with
the constitutionality of any law, treaty, or decree
of the government, cases where questions of
jurisdiction or judicial error are concerned, or
cases where the penalty is sufficiently grave
The Constitution established 3 independent
Constitutional Commissions:
1. Civil Service Commission- central agency in
charge of government personnel
2. Commission on Elections- enforce and
administer all election laws and regulations
3. Commission on Audit- examines all funds,
transactions, and property accounts of the
government and its agencies
The Office of the Ombudsman was also created
to:
- investigate complaints that pertain to public
corruption, unlawful behavior of public officials,
and other public misconduct.
- can charge public officials before the
Sandiganbayan, a special court created for this
purpose
EVOLUTION OF PHILIPPINE TAXATION 8. mining concessions
Taxation is the practice of collecting taxes (money) from 9. taxes on business and manufacturing
citizens based on their earnings and property. The money 10. occupational licenses
raised from taxation supports the government and allows
it to fund its services. • Cedula was fixed per adult male, which resulted in
Taxation in Spanish Philippines a great decline in revenues
During the Spanish Period, revolutionary income- • In 1907, some provinces were authorized to
generating means were introduced by the government. double the fee for the cedula to support
• Tributos (tributes)- tax during the Spanish times construction and maintenance of roads
which may be paid in cash or by agricultural • Industria tax was levied on the business
produce community which assigned a certain tax to an
• Manila-Acapulco Galleon Trade- once a year the individual or commercial activity according to
galleon would be loaded up with merchandise profitability
from Asia and sent to New Spain (Mexico) by way • 1913, Underwood-Simmons Tarrif Act was passed
of Manila which became the main source of which resulted in the reduction in the revenue of
income for the colony during its early years the government as taxes levied on sugar, tobacco,
• Polo Y Servicio (Forced Labor)- It is the forced hemp and copra were lifted.
labor for 40 days of men 16 to 60 years old who • 1904, Internal Revenue Act imposed taxes on
were obligated to give personal services to mines, petroleum products, and dealers of
community projects. They may opt by paying petroleum products and tobacco
fallas of three pesos per annum • 1914, Income Tax was introduced
• In 1884, the payment of tribute was put to stop • 1919, Inheritance Tax was created
and was replaced by poll tax collected through a • 1932, national lottery was created
certificate of identification called cedula personal Taxation During the Commonwealth Period
where tax payment was made per person and not  1936, Income tax rates were increased adding
by family surtax rate on individual net incomes in excess of
• Urbana- tax on the annual rental value of an 10,000 pesos
urban real estate  Income tax rates of corporations were increased
• Industria- tax on salaries, dividends and profits  1937, the cedula tax was abolished
• Indirect taxes such as customs duties were  1939, National Internal Revenue Code introduced
imposed on exports and imports the new tax system
• Monopolies from the sale of stamped paper,  personal exemptions were reduced
manufacture and sale of liquor, cockpits and  corporation income was increased
opium, and tobacco  increased taxes on liquors, cigarettes, forestry
Taxation in the Philippines during the Spanish products, and mining
period was characterized by heavy burden placed  1940, residence tax was imposed on every citizen
on the Filipinos and the corruption of the 18 y/o and above and on every corporation
principales, or the former datus and local elites  The tax structure improved but still remained
who were co-opted by the Spaniards. inequitable
Taxation under the Americans  The lower class felt the bulk of the burden of
From 1898-1903, the Americans followed the Spanish taxation while the the upperclass (landed elite and
system of taxation with some modifications: people in political positions) were able to
• Urbana was replaced by tax on real estate which maneuver the situation
became known as land tax which was levied on
both rural and urban real estates World War II
• Land titling was very disorderly in the rural areas;
appraising of land value was influenced by  The Japanese continued the system of tax collection
political and familial factors but exempted the articles belonging to the Japanese
• Taxation system on agricultural land faced armed forces
objections from the landed elite  Foreign trade fell and the main sources of taxation
• Tax evasion was prevalent. came from amusements, manufacturers, professions,
Internal Revenue Law of 1904- Major Source of and business licenses
Revenue:  Additional incomes of the government were derived
1. licensed taxes on firms dealing in alcoholic from the sale of National Sweepstakes
beverages and tobacco  Military notes were issued to cover the costs of the
2. excise tax on alcoholic beverages and tobacco war
products Fiscal Policy from 1916 to Present
3. taxes on banks and bankers  Tax Commission in 1959 (RA 2211) was created for a
4. document stamp taxes more robust and efficient tax collection scheme but
5. cedula remained regressive and overburdened the lowest
6. taxes on insurance and insurance companies classes
7. taxes on forest products
 Landed elite who were in the Congress ensured that President Benigno Aquino III
taxes would not be levied on them who belong to the  adjusted excise tax on liquor and cigarette (Sin Tax
higher classes of society Reform) with motivations for which was primarily
 Rise in corruption fiscal, public health, and social order- related
 Collection of taxes remained poor, tax structure still conditions
problematic, and much of public funds were lost to RA 10351 (An Act Restructuring the Excise Tax on
corruption Alcohol and Tobacco)
President Ferdinand Marcos  an exemplar on how tax reform could impact social
 tax system remained regressive and unresponsive services as it allowed for the increase of the DOH
 taxes grew at an average rate of 15% and generated budget (triple in 2015) and free health insurance
low tax yield premiums for PhilHealth beneficiaries
Pres. Corazon Aquino President Rodrigo Duterte
 reformed the tax system through the 1986 TAX The Tax Reform for Acceleration and
REFORM PROGRAM which aimed to: Inclusion (TRAIN) Act, officially cited as Republic Act
- promote equity by ensuring similarly situated No. 10963, is the initial package of the Comprehensive
individuals and firms bear the same tax burden Tax Reform Program (CTRP) signed into law by
- simplify tax system and promote tax compliance President Rodrigo Duterte on December 19, 2017 This
 introduced the Value- Added Tax (VAT) law which package introduced changes in personal income
was signed in 1986 and put to effect in 1988. tax (PIT), estate tax, donor's tax, value added tax
 restructured the Department of Finance and its (VAT), documentary stamp tax (DST) and the excise
attached agency the Bureau of Internal Revenue (BIR)
tax of tobacco products, petroleum products, mineral
through E.O. 127
products, automobiles, sweetened beverages, and
 tax collection and tax audits were intensified
 computerization was introduced
cosmetic procedures.
 corruption was relatively reduced The prominent features of the tax reform are
 tax and revenue effort rose lower personal income tax and higher consumption tax.
President Fidel Ramos Individual taxpayers with taxable income not exceeding
 characterized by political stability ₱250,000 annually are exempted from income tax. The
 Comprehensive Tax Reform Program (1997) was exemption for minimum wage earners is retained in the
implemented to: revised tax system. Tax rates for individual taxpayers
1. make tax system broad-based, simple and with still follow the progressive tax system with the
reasonable tax rates maximum rate of 35%, and minimum rates of 20%
2. minimize tax avoidance (taxable years 2018 to 2022) and 15% (2023 onwards).
3. encourage payments by increasing tax exemption On the other hand, consumption taxes, in the form of
levels, and simplifying procedures higher excise tax on tobacco products, petroleum
4. rationalize the grant of tax incentives products, automobiles, tobacco, and additional excise
 RA 7716 (improved VAT) tax on sweetened beverages and non-essential,
1. restored the VAT exemptions for all cooperatives invasive cosmetic procedures were introduced. It also
(agricultural, electric, credit or multipurpose, and others) expanded the VAT base by repealing exemption
provided that the share of each member is no more thatn provisions in numerous special laws.
515,000 pesos
The TRAIN Act is aimed to generate revenue to
2. expanded the coverage of the term “simple processes”
achieve the 2022 and 2040 vision of
by including broiling and roasting
3. expanded the coverage of the term “original state” by
the Duterte administration, namely, to eradicate
including molasses extreme poverty, to create inclusive institutions that will
offer equal opportunities to all, and to achieve higher
 Exempted from the VAT the ff: income country status. It is also aimed at making the
- importation of meat tax system simpler, fairer and more efficient.
- sale or importation of coal and natural gas Regardless, contentions about the passing of this law
- educational services rendered by CHED has been present since the beginning and the
- house and lot and other residential dwellings valued at subsequent reception by the people since its ratification
51 million and below has been controversial. In the first quarter of 2018, both
- lease of residential units with monthly rental of not more positive and negative outcomes have been observed.
than 58,000 pesos
- sale, importation, printing or publication of books and
newspaper
President Gloria Arroyo
 RA 9337, E-VAT (Expanded Value- Added Tax)
- expanded the VAT base subjecting to VAT energy
products such as coal and petroleum products and
electricity generation, transmission, and distribution
- select professional services were taxed
CHAPTER 6- THE EVOLUTION OF SOCIAL SCIENCE 10. People, places, and environment
CURRICULUM WHAT IS THE DIFFERENCE BETWEEN SOCIAL STUDIES
AND SOCIAL SCIENCE?
WHAT IS SOCIAL SCIENCE? Social Studies and Social Science can be easy to
The study of society and the manner in which people confuse. Though Social they are sounds like two similar
behave and influence the world concepts, and deal with some of the same subject
matter but they are two different fields of study.
BRIEF HISTORY OF SOCIAL SCIENCE
 Origin in the common stock of Western philosophy The main difference between social science and social
 It began in early 19th century with the Positivist studies is in their intended purposes.
Philosophy of Science that was made by Auguste
Comte Social Science- A subject area that studies the society
 Mid 20th century the term Social Science has come and the relationship among individuals within the
to refer generally to all those discipline that society
analyse society and cultures  streams oriented. It’s the Science of Society; the in
depth knowledge and systematic study of each
WHAT IS SOCIAL SCIENCE CURRICULUM? branch of social transaction
 It involves a study of the network of social relation  is the field of sciences concerned with the studies
 Social Science seek to enable the students to gain of social life of human groups and individuals
knowledge and understanding of the historical,  deals with the science of society utilizing the
socio-cultural, economic, political and physical gathering of data and analysis of that data
aspect of society
 It helps them acquire important values and Social studies - Introduced as study of both social
prepares them to grow as responsible citizen sciences and humanities
 the integrated study of the Social Science and
OBJECTIVES OF SOCIAL SCIENCE CURRICULUM humanities to promote effective citizenry. It is
1. To promote an understanding of the issues and frequently taught in school student to help the
major challenges of contemporary society – understand how to be effective citizens of Society
against the broad world perspective  Is term used to describe the broad study of various
2. To promote an understanding of the process of field which involves the past and current human
continuity, change and development through behaviours and interactions
which human societies have evolved  Deals with observation of the society. Here some
3. To develop an appreciation of the structure and student develop and apply skills as they investigate
working of civic and political institutions in the society, explore issues make decisions, and work
country cooperatively with others
4. To promote an insight into the physical
environment and the need for its protection The study of Social science in our daily lives is important
proper upkeep and qualitative improvement; because the knowledge gained help us to understand
5. To acquaint learners with our natural and human the society we live in by understanding the connectivity
resources and the ways of their systematic and of the world. Rowland Jones, Ba Social Sciences, The
sustainable developments Open University)
6. To promote an understanding about world affairs,
and how it influence each individuals in the Social Science is essential for us to understand how we
society. understand and interpret our world around us. From
very minimal understanding, it can be determine what
Ten Themes are organizing strands for Social Science career path you choose in your future
programs Rocky Joy Guy, B.A. Political Geology, Social Studies
(2007)
1. CULTURE
2. Time, continuity, and change LESSON 7- American and Spanish Influence in Social
3. Global Connection Science
4. Civic Ideals and Practices American Influence
5. Individuals, Group, and Institution Propaganda Analysis
6. Power, Authority, and Governance  During the 1920s and 1930s, a critical framework
7. Individual development and identity for analysis of social influence, called propaganda
8. Science, Technology, and Society analysis, gained sway in American social science.
9. Production, Consumption and Distributions
 It has the ability to explain the phenomenon of accomplished by bringing religion into harmony
modern mass persuasion. with social science”. “Religion desires to release
 Ability to widen citizen participation in society humanity from its ills and social science is
 By the late 1930s, the epistemic germ of continually discovering the means to this end.”
propaganda analysis was weakened by the growing
tendency to equate science with statistical and LESSON 8 -GENDER PERSPECTIVES
experimental methods.
“How important it is for us to recognize and
Institute for Propaganda Analysis (IPA) celebrate our heroes and she-roe” -Gloria Steinem
 In 1937, the IPA was created to educate the “It is time that we all see gender as a spectrum
American public about the widespread nature of instead of two sets of opposing ideals.”-Maya Angelou
political propaganda. “Achieving gender equality requires the
 The IPA is best-known for identifying the seven engagement of women and men, girls and boys. It is
basic propaganda devices: Name-Calling, Glittering everyone’s responsibility.” -Emma Watson
Generality, Transfer, Testimonial, Plain Folks, Card
Stacking, and Band Wagon. According to the SEX AND GENDER
authors of a recent book on propaganda, “these Sex refers to the permanent and immutable
seven devices have been repeated so frequently in biological characteristics common to individuals in all
lectures, articles, and textbooks ever since that societies and cultures, while gender defines traits
they have become virtually synonymous with the forged throughout the history of social relations.
practice and analysis of propaganda in all of its Social scientists and development experts use
aspects.” two separate terms to designate biologically
determined differences between men and women,
Spanish Influence which are called "sex differences", and those
New World constructed socially, which are called "gender
 Around this time in 1492, Christopher Columbus' differences".
arrival into the New World affected the way
Europeans viewed the world politically, socially, GENDER PERSPECTIVES
and economically. The gender perspective looks at the impact of
 Spanish conquerors used their large plantations to gender on people's opportunities, social roles and
force labor among African and Indian slaves. interactions.
 Spanish began to intermarry and discriminated The gender perspective focuses particularly on
against these laborers, which in turn created a new gender-based differences in status and power, and
class system, and destroyed native cultures. considers how such discrimination shapes the
 Higher class made the most of materialistic goods immediate needs, as well as the long-term interests, of
and were known for being a bit of a show off, women and men.
especially in paintings. The gender perspective is not only about
 Also, gender roles for men and women began to women in society. It is about the ways women and men
come into play. Men and women had specific roles interact and their ability to access resources and
and expectations for their daily lives. opportunities, in their communities depending on their
 It resulted in deep-rooted race issues and being a woman or a man.
inequality, created divisions between the rich and
the poor, and created specific gender roles that Gender Perspective in Urban Planning Processes
that are still followed to this day. There are various inequalities in society based
on class, wealth, race, gender, disability, age, or other
Religion as part of the Society cultural factors. These factors make equal participation
 Roman Catholicism was the official religion of of all members of society in planning processes more
Spain, Spanish explorers and soldiers, called difficult.
conquistadors, sought to spread Catholicism Women and men have different perceptions of
throughout their colonies, in addition to security and further more different urban protection
accumulating wealth and power. needs.
 Because of colonization, Spaniards influenced the Gender Perspective and Urban Planning Strategies
society not just by the culture but also religion that Women and men have different perceptions of
shape them on what they are now. security, which leads to different urban protection
 According to Harry Ward of Union Theology needs. Understanding the various situations, individual
Seminary, “The revitalizing of religion and the needs and perspectives of men and women should
consequent saving of the world is to be inform all aspects of urban planning and management.
 sector, providing a wide range of education. (DepEd)
oversees the provision of basic education. The private
sector includes kindergartens, international schools and
religious schools.

K-12 Implementation- Three years since the Enhanced

Basic Education Act (EBEA, known as the K-12 law) was
signed, the Philippines has finally embarked on its most
ground-breaking change to the schooling system in
decades, the K-12 reform.
K-12 extends compulsory schooling to grades
11 and 12, adding two years to secondary school, and
makes secondary education compulsory.

Alternative Learning System- increased spending on

basic education – including an expanded Alternative
Learning System (ALS) – is a centrepiece of the new
president’s 10-point socio-economic agenda. President
Duterte insists that the development of the Philippines’
human capital is a priority of his administration

10-Point Plan- shift to K-12 began under President

Duterte’s predecessor, Benigno Aquino III, who
approached education as an investment in Filipinos,
and offered a 10-point plan for improving education as
LESSON 11- The Phillipine Policy Framework in Access part of his election campaign. As well as K-12, the 10
Education fixes included pre-schooling for all, technical-vocational
The Philippine education system has evolved training as an alternative in senior high school, working
over hundreds of years of colonial occupation, first by with local governments to build new schools.
Spain and then by the US, through martial law and the
people’s power revolution that brought democracy to Education For All- 2015 the Education for All (EFA)
the sprawling archipelago. initiative included provisions to ensure all Filipinos were
able to achieve what UNESCO calls “functional literacy”,
History- Today’s system has been shaped by the the ability to read, write and do calculations at a level
Philippines’ colonial and post-war history. Under the that is sufficient for the country in which a particular
Spanish, education was largely provided by missionaries person lives.
and the study of religion was compulsory, but most
Filipinos were not included. World Bank Assessment- The World Bank estimates
In the 19th century that they were able to that public spending increased by 60% in real terms
attend the universities that had been established. US between 2010 and 2015, helping finance infrastructure
took control of the Philippines in 1898 to non-religious improvements and provide the means to hire more
education, English-language teaching and free primary teachers.
school education for all.
The country was ill-prepared for the sudden Early Encouragement- DepEd itself assessed the
expansion of education and did not have enough implementation of K-12 at a January 2017 conference
teachers to meet the new demand, so the colonial with stakeholders including government officials, school
authorities established a teacher-training school and administrators and teachers.
brought in 1000 teachers from the US to provide Among the encouraging news, it found that the
training. situation in kindergartens had improved, with a more
early 20th century, while bilingual teaching – localised curriculum, the construction of clean, safe and
with maths, science and literature taught in English – child-friendly classrooms, and closer cooperation with
was introduced under Ferdinand Marcos in 1974. The the community.
commitment to a bilingual education and universal
access was enshrined in the 1987 constitution. Raising Standards- Much of the official discussion on K-
12 centres on the need to raise standards, improve
System- Philippines has a vibrant and diverse education teacher quality and encourage completion of basic
system, with the government, assisted by the private schooling. The drop-out rate has remained high, and
data from the “Functional Literacy, Education and Mass with a pass rate of zero, “indicative of a large number of
Media Survey” produced by the Philippine Statistics low-quality higher education institutions.”
Authority, shows that around 4m children and young
people were out of school in 2013, while as of April Research Partnerships- Research and development
2016, 16.6m Filipinos – or 39% of the workforce – had (R&D) has also been a focus in areas such as food
not completed basic education. security, the environment and natural disasters,
biodiversity and health systems in order to support the
Allocation Of Funds- More effective targeting of funds Duterte administration’s socio-economic objectives. As
to the areas of greatest need is therefore a priority part of the push for reform, the government is keen to
alongside an overall increase in budget allocations. encourage increased private investment and
Briones told the Education Summit in November 2016 internationalisation in higher education.
there is “a need for a drastic improvement in absorptive
capacity”. The Duterte administration is planning to Outlook- The Philippines has embarked on education
introduce a series of financial management reforms to reforms that it considers crucial to its economic
improve education outcomes. development, bringing its school system into line with
international standards and seeking to open up its
Teaching Standards- In recent years DepEd has higher education sector to more people, while
introduced a number of measures to improve the supporting R&D that will raise its academic profile and
standard of teaching, revising professional benchmarks bring lasting benefits to the country.
and providing more on-the-job training. It has also
made a concerted effort to attract the brightest and the
best by raising compensation and making the selection
process more competitive.

Meeting National Needs- The government insists that

the education of the country, its economy. To improve
students’ abilities in science and technology, and
nurture critical thinking, creativity and entrepreneurial
spirit, as well as to encourage them to support the
wider community, especially those on the margins. Sex
education, along with awareness of the issues
surrounding teenage pregnancy and the dangers of
drugs , emphasis on the environment, climate change
and disaster preparedness in a country that has
frequently endured earthquakes, volcanic eruptions
and severe weather.

Higher Education- The Philippines is one of the few

countries where the number of private higher
education institutions and students enrolled there is
greater than in the state sector. Leading private
universities, such as the University of Santo Tomas,
were established hundreds of years before their public
sector counterparts – although Filipinos were not
allowed to attend until the 19th century while the
University of the Philippines, the archipelago’s leading
state university, was set up in 1908, when the country
was under US control.

Quality Of Instruction- Despite the size of the higher

education sector, the quality of instruction remains low,
according to the Asian Development Bank (ADB). In
professional board examinations, for instance, median
pass rates between 2005 and 2015 ranged from 34% to
43%. The ADB also noted a “worrisome preponderance”
within both the state and private sector of institutions