GENERAL EDUCATION AND PROFESSIONAL EDUCATION

📚 PROFESSIONAL EDUCATION AND GENERAL EDUCATION📚

GENERAL SCIENCE

Autotrophs- these Are living things that use sunlight,chlorophyll, water and carbon dioxide to produce food.

circulatory system-it is best described as the lifeline of the body;the body's" pickup" and delivery system.

arteries- carries the oxygen-rich blood to the head,arms,chest and down to the waist and the legs.

neorons or nerve cells-- are transmitters of messages from the different parts of the brain and vice versa.

brainstem--part of brain controls the following activities: breathing, blood pressure,heart rate and alertness.

Food chain-refers to a sequence of organisms in a community that constitutes a feeding chain.

Ecological community--is a group of interactibg plants ,animals and human in a particular area.

Greenhouse effect--excessive presence if carbon dioxide in the air trapping heat near the earths surface causing a rise in temperature in the environment.

moon's gravitational pull-- causes high and low tides.

Ozone layer-- the Earth's shield against sun's harmful radiation.

long shore drift--movement of sand and shingles along tge coast.

1950's--Theory of plate tectonics generally accepted.

Erosion--tge weathering away of rocks by water, wind and ice.

calorie--the unit of measurement of energy in a given amount of food.

amino acids--the building block of proteins.

DNA-- deoxyribonucleic acid.

parthenogenesis--the development of egg without fertilization.

Light-- source of energy needed for photosynthesis.

scientific theory--is a hypothesis not yet subjected to experimental test.

mass-- it is the measure of the amount of matter in an object.

speed--is the distance traveled by the body by per unit time and tell how fast or slow the body moves

acceleration---the rate of change of the distance traveled per unit time in a stated direction.

motion-- is the reluctance of the object to change either it's state of rest or uniform motion in a straight line.

Law of conservation energy-- this law states that energy cannot be created nor destroyed but only changes form to another.

kinetic theory-- this kaw states that matter is made up of a large number of molecules which are continuous motion.

absolute zero--the lowest possible temperature that a substance can reach.

specific heat capacity--is the amount of heat required to raise the temperature of kg. Of a substance by degree C.

symbiotic relationship--the relationship of give-and-take of living organisms in a biosphere is a balanced of nature.

aeration-- process of removing excess odor in water

jupiter--is one of the planets has the greatest gravitational pull.

law of inertia--- is the law which explains why one pull a piece without tapping a glass in a quick motion.

work--application of energy.

precipitation-- the falling of any form of water from the air to the Earth's surface.

ozone layer--the part of atmosphere that filters the ultraviolet rays of the sun.

Perihelion--the point in the Earths orbit nearest to the sun.

aphelion-- the point in the earths orbit farthest to the sun.

phosphorescence-- a property of minerals which gives off rays of light when exposed to ultraviolet light.

📚PROFESSIONAL EDUCATION📚

UNESCO'S 5 PILLARS of EDUCATION

Learning to Know

– the development of skills and knowledge needed to function in this world e.g. formal acquisition of literacy, numeracy, critical thinking and general knowledge.

Learning to DO

– the acquisition of applied skills linked to professional success.

Learning to Live Together

– the development of social skills and values such as respect and concern for others, and the appreciation of cultural diversity.

Learning to BE

– the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal discovery, acquired through reading, the Internet, and activities such as sports and arts.

Learning to Transform Oneself and Society

– when individuals and groups gain knowledge, develop skills, and acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting change in organizations, communities, and societies.

CURRICULUM DEVELOPMENT

1. ESSENTIALISM

The teacher is the sole athourity in her subject area or field of specialization

Excellence in education ,back to basics and cultural literacy

2. PERENNIALISM

Teachers help students think with reason based on socratic methods of oral exposition or recitation ,explicit or deliberate teaching of traditional values

Use of great books and return to liberal arts

3. PROGRESSIVISM

Subjects are interdisciplinary,integrative and interactive

Curriculum is focused on students interest,human problems and affairs

School reforms ,relevant and contextualized curriculum,humanistic education

4. RECONSTRUCTIONISM

Teacher act as agents of change and reform in various educational projects including research

Equality of educational opportunities in education,access to global education

5. CURRICULUM

a. It is based on students needs and interest

b. It is always related to instruction

c. Subject matter is organized in terms of

knowledge ,skills and values

d.the process emphazise problem solving

e. Curriculum aims to educate generalist and

not specialist

6. BEHAVIORIST PSYCHOLOGY

Learning should be organized so that students can experience success in the process of mastering the subject matter.

7. COGNITIVE PSYCOLOGY

Learning constitutes a logical method for organizing and interpreting learning.

8. HUMANISTIC PSYCHOLOGY

Curriculum is concerned with the process not the products

personal needs not subject matter

psychological meanings and environmental situations.

9. SOCIAL FOUNDATION OF CURRICULUM

Society as ever dynamic,is a source of very fast changes which are difficult to cope with.

10. PHILOSOPHICAL AND PSYCHOLOGICAL

FOUNDATION OF CURRICULUM

Helps in answering what school are for ,what subject are important, how students should learn,and what materials and methods should be used.

11. HISTORICAL FOUNDATIONS OF CURRICULUM

Shows different changes in the purposes ,principles and content of the curriculum.

12. GOOD CURRICULUM

Complements and cooperates with other programs of the community

Provides for the logical sequence of subject matter

Continuosly involving

Complex of detail

13. WRITTEN CURRICULUM

Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that appear in school,district or division documents

14. RECOMMENDED CURRICULUM

Proposed by schoolars and professional organization

15. HIDDEN CURRICULUM

Unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes.

16. TAUGHT CURRICULUM

Teachers implement or deliver in the classrooms or schools

17. OBJECTIVES

Implement or component of the curriculum provides the bases for the selection of content and learning experience which also set the criteria against which learning outcomes will be evaluated.

18. LEARNING EXPERIENCE

What instructional strategies resources and activities will be employed.

19. CONTENT

What subject matter is to be included

20. EVALUATION APPROACHES

What methods and instruments will be used to asses the results of curriculum.

21. INTEREST

A learner will value the content or subject matter if it is meaningful to him/her.

22. SIGNIFICANCE

When content or subject matter will contribute the basic ideas,concepts,principles and generalization to achieve the overall aim of the curriculum then it is significant.

23. LEARNABILITY

Subject matter is the curriculum should be within the range of the experience of the learners.

24. UTILITY

Usefulness of the content or subject matter may be relative to the learner who is going to use it.

25. LEARNING CONTENT OF A CURRICULUM

Frequently and commonly used in daily life

Suited to the maturity levels and abilities of students

Valuable in meeting the needs and the competences of a future career.

26. LEARNING EXPERIENCES

Elements or components of the curriculum includes instructional strategies and methods that put in action the goals and use the contents in order to produce the outcome.

27. AIMS,GOAL and OBJECTIVES

They provide the bases for the selection of learning content and learning experiences

They also set the criteria against which learning outcomes will be evaluated.

28. SUBJECT MATTER/CONTENT

It is the compendium of facts ,concepts,generalization,principles and theories.

It is individuals personal and social world and how he or she defines reality.

29. EVALUATION APPROACHES

Refer to the formal determination of the quality,effectiveness or value of the program,process and product of the curriculum.

30. INPUT

In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the content and all materials needed in the curriculum.

31. CONTEXT

Referes to the environment of the curriculum or the real situation where the curriculum is operating.

32. PROCESS

Refers to the ways and means of how the curriculum has been implemented.

33. PRODUCT

Indicates if the curriculum accomplishes its goal.

34. HILDA TABA

Grassroots approach-teachers who teach or implement the curriculum should participate in developing it.

35. RALPH TYLERS MODEL of CURRICULUM

Purpose of the school

Educational experience related to the purpose

Organization of the experience

Evaluatiom of the experience

36. PLANNING PHASE in curriculum development

The needs of the learners

The achievable goals and objectives to meet the needs

The selection of the content to be taught

The motivation to carry out the goals

The strategies most fit to carry out the goals

The evaluation process to measure learning outcomes

37. IMPLEMENTATION PHASE in curriculum develoment

Requires the teacher to implement what has been planned

38. EVALUATION PHASE in curriculum development

A match of the objectives with the learning outcomes will be made.

39. CHILD CENTERED DESIGN

Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel

Curriculum is ancored on the needs and interest of child.

40. HUMANISTIC DESIGN

Abraham Mashlow and Carl Rogers

who said the development of the self is the ultimate objective of learning

41. EXPERIENCE CENTERED DESIGN

Experiemces of the learners become the starting point of the curriculum.

42. PROBLEM CENTERED DESIGN

Draws on social problems ,needs,interest and abilities of the learners.

43. MANAGERIAL APPROACH

School principal is the curriculum leader and at the same time instructional leader.

44. SYSTEM APPROACH

Influenced by system theory,where the parts of total school district or school are determined in terms of how they related to each other.

45. BEHAVIORAL APPROACH

Change of behavior indicates the measure of the accomplishment.

46. HUMANISTIC APPROACH

Consider the whole child

believes that in a curriculum the total developmemt of the individual is the prime consideration

The learner is the center of the curriculum

47. SYSTEMS APPROACH

The organizational chart of the school shows the line staff relationships of personnel and how decision are made.

48. PROCESS OF FEEDBACK AND REFLECTION

To give information as to whether the three phases were appropriately done and gave good results.

49. EDUCATIONAL TECHNOLOGY'S ROLE

Upgrading the quality of teaching and learning in school

Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery of lessons and courses

Broadening the delivery of education outside school through non traditional approaches to normal and informal learning such as open universities and lifelong learning to adult learners

50. CURRICULUM ASSESSMENT

Teacher gathers information about his students know and can do.

51. PILOT TESTING

A process of gathering empirical data to support wheter tje material or the curriculum is useful,relevant,reliable and valid

52. MONITORING

A periodic assessment and adjusment during the try out period

53. CURRICULUM EVALUATION

Systematic process of judging the value effectiveness and adequacy of a curriculum

process of obtaining informationfor judging the worth of educational program,product ,procedure ,educational objectives or the potential utility orlf alternative approaches design to attain specified objects

54. CURRICULUM DEVELOPMENT

The process of selecting organizing executing and evaluating the learning experience on the basis of the needs abilities and interest of the learners and on the basis of the nature of the society or community for the possibilities of improving the teaching learning situation

55. CURRICULUM DESIGN

Focuses on the content and porpuses of the curicculum

56. BACKWARD DESIGN (UbD-Based curriculum)

Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES

Content/Performance standard

Essential understanding

Objevtives-KSA

Essential Question

Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT

Assessment-Product

Performance

Assessment criteria/tools

Six facets of understanding

Explain

Interpret

Apply

Perspective

Empathy

Self knowledge

Stage 3:LEARNING PLAN/INSTRUCTION

Explore

Firm up

Deepen

Transfer

57. K-12 CURRICULUM

1. Universal Kindergarten

2. Contextualization and Enhancement

3. Spiral Progression

4. Mother Tounge-Based Multilingual Education

5. Senior High School

6. College and Livelihood readiness,21st Century Skills

58. MEDIUM OF INSTRUCTION

RATIONALIZED

President Aquinos 10 ways to fix Phil education refers to the use of mother tounge as a medium of instruction from pre-school to grade 3

59. EVERY CHILD A READER BY GRADE 1

By the end of SY 2015-2016 every child passing preschool must be reader by grade 1

Gen Ed