PROFESSIONAL EDUCATION

PROFESSIONAL EDUCATION

TOPICS/NOTES IN PROFESSIONAL EDUCATION

REVIEW MATERIAL

PART 1: KOUNIN'S MGT MODEL (1970)

Stimulus boundedness -- teacher's attention interrupted by extrataneous stimulus

Thrust -- teacher interrupts students engaged in activities without considering whether the student is ready or not.

Dangels -- teacher interrupts activity of student and return to it again.

Truncations -- teacher does not return to current act. after being interrupted.

Overdwelling -- teacher focuses on a certain topic that will lead to too much time consumption, the lesson will slow down.

Fragmentation -- chunks of lesson for students to understand his/her lesson effectively or breaking down of act to cause too much time.

Flip Flop -- teacher changes its activity from current activity to new one and vice versa

whenever he/she changes his/her mind.

PART 2

THEORIES AND THEIR PROPONENTS

Wilhelm Wundt = german psycologist "founder of modern psychology.

Titchener = structuralism psychology

William James, G. Stanley Hall, James M. Cattell.... these three promote "functionalism psychology

Charles Darwin = theories to mental characteristics as human think, feel & behave(" evolutionary psychology")

Herman Ebbinghaus = associationism psychology

Edwin Guthrie = (stimulus and response ) :; temporal congruity

Edward Lee Thorndike = "satisfaction" "the law of effect".

Ivan Pavlov = involuntary behavior

Max Wertheimer = gestalt psychology

Otto Loewi = discovered "acetylchloline" respobsible in stimulation of muscles

Ulf von Euler discovered "norepinephrine" bringing our nervous system into "high alert"

Arvid Carlsson discovered "dopamine" the reward mechanisms in the brain

Jean Piaget -- cognitive development , info processing , dynamic interrelation.

Sigmund Freud -- psychosexual , psychoanalytic

Erik Erickson -- psychosocial

Lawrence Kohlberg -- moral development

Burrhus Frederic Skinner -- operant cond.

Ivan Pavlov -- classical cond.

Edward Lee Thorndike -- connectionism

Albert Bandura -- social learning, neo - behaviorism

Robert Gagne -- sequence of instruction

Abraham Maslow -- hierarchy of needs , motivation theory

William Kohler -- insight learning

Robert Havighurst -- development task theory

Benjamin Bloom -- bloom's cognitive taxonomy

Simpsons / Anita Harrow -- psychomotor domain

David Krathwohl -- affective domain

Jerome Bruner -- constructivist, spiral curriculum, instrumental conceptualism

Lev Vygotsky -- socio-cultural theory of cognitive devt , linguistic theory, Scaffolding

Edgar Dale -- cone of exp. (20% remember)

Kohler,Koffka, Weirtheimer -- gestalt psychology

John Locke -- tabula rasa , empiricism

Howard Gardner -- multiple int.

Noam Chomsky -- language acquisition theory , fr of linguistic, nativism

David Ausubel -- meaningful learning, graphic organizer, assumption

Charles Cooley -- looking glass self theory

John Flavel -- metacognition

Sandra Bem -- gender schema theory

Elliot Turriel -- social domain theory

Robert Sternberg -- triachic theory of int.

Johm Watson -- behaviorial theory

Maria Montessory -- transfer of learning, kinder garten preparation of children.

Edward Tolman -- purposive behaviorism and goal oriented

Edward Torrance -- creative problem solving

Bernard Weiner -- attribution theory

Daniel Goleman/coleman? -- emotional intelligence

Wolfgang Ratke -- used vernacular for approaching the class.

mencius -- idealistic wing of confucianism

hzun tzu -- realistic wing of confusianism

taoism -- lao tzu

Herbart spencer -- moral development

Pestallozi -- symmetrical and harmonious development of child

John Jacques Rosseau -- nature of child

Arnold Gesell - maturation theory

John Dewey - Learning by doing

David Froebel - Father of kindergarten

John Bowly - Attainment Theory

Edward Bono - Six Thinking Hats Theory

Auguste Comte - Father of Sociology

Carlos Linnaeus - Father of modern taxonomy.

John Amos Comencius - Father. of modern education.

Erasmus Desiderius - Father. of humanism/ social humanism

William Kilpatrick - Project method.

PART 3:

IDEALISM -- plato

REALIAM -- aristotle

EMPIRICISM -- locke

PRAGMATISM -- dewey

EXISTENTIALISM -- hegel

PHILOSOPHICAL ANALYSIS -- moore

ESSENTIALISM -- bagley

PERENNIALISM -- hutchins

PROGRESSIVISM -- dewey

RECONSTRUCTIONALISM -- brameld

BEHAVIORISM -- skinner or watson

STRUCTURALISM -- helmholts or wundt?

FUNCTIONALISM -- james,nugell, or carr?

PURPOSIVISM -- hormic

PART 4 -ISM

NATURALISM -- only nature exist, nature is better than civilization (NATURALESA ng isang BAGAY)

IDEALISM -- spiritual, values, moral, socratic method

REALISM -- natural world, values arenatural and absolute, reality exist undercieved

PRAGMATISM/­­­­­EXPERIMENTALISM -- practical, problem solving research, knowledge is what works, values are related, truth is warranted assertion.

ESSENTIALISM -- 3r's (4r's ngayon), achievement test, certain knowledge&skills are essential for rational being.

PROGRESSIVISM -- process of development, higher level of knowledge, the child's need and interest are relevant to curriculum.

EXISTENTIALISM -- knowledge is subjective, man shapes his being as he lives, we are what we do, deciding precedes knowing.

PERENNIALISM -- education that last for century, universalist, knowledge is eternally valid.

SOCIAL RECONSTRUCTIVISM -- for better society, community based learning

RECONSTRUCTUONALISM -- the school should help rebuild the social order thus social change.

BEHAVIORISM -- learning is change in behavior, S-R relationship

EMPIRICISM -- knowledge comes thru senses, 5 senses (observatory learning)

STRUCTURALISM -- complex mental exp. such as image,feeling and sensation

FUNCTIONALISM -- focus to motivation, thinking & learning.

PURPOSIVISM -- individual hormones are responsible for the motive to strive towards fulfillment of his/her objective.

PHILOSOPHICAL ANALYSIS -- reality is what verifiable, truth correspondes to reality, usage determines meaning

PART 5: LAWS/REPUBLIC ACTS

9155 -- Governance of basic educ. act of 2001

6728 -- GASTPE

7722 -- creating CHED

7784 -- " " of center of excellence

7796 -- creating TESDA

6655 -- Free public secondary act of 1988

4090 -- creating a state scholarship council to integrate, systematize, administer and implement all program scholarships and appropriating funds.

5447 -- creation of a special educ. fund act enacted in 1968

-- organization and extension of classes

-- adding classroom to remote areas, barrios and provincial schools

6139 -- regulated the sectarian schools/private school in charging higher tuition fee

7687 -- science and technology scholarship act of 1994

7743 -- establishment of city and municipal libraries.

8292 -- higher educ. modernization act of 1997

6850 -- an act to grant Civil Service eligibility under certain conditions to government employees appointed under provision or temporary status who rendered 7 years of efficient service

8545 -- amending RA 7628 Expanded GASTPE Act

8525 -- Adopt a school program

8491 -- Flag and Heraldic code of the Ph.

7797 -- lengthen the school prog. to 200 days and not more than 220 days

8190 -- act of granting priority to residents of the brgy. where school is located in the appointment and assignment of school.

6972 -- act of stablishing DAY CARE CENTER FOR EVERY BRGY.

7624 -- integrating of drug prevention and control in the intermediate & secondary curricula and indigenous learning system

7743 -- act providing libraries and reading centers throughout the Ph.

7877 -- anti-sexual harassment act of 1995

9163 -- NSTP of 2001

6193 -- regulation of tuition fees of private educ. institution

10627 -- anti-bully Act of 2013

10533 -- enhance basic educ. act of 2013 (K-12 PROGRAM)

9485 -- anti-red tape act

Executive Order (E.O.) 66 -- rule of cancellation of classes due to typhoon, flooding and other calamities.

PART 6

Philosophers Related to Learners Development

SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk avove water.

COMPONENTS OF PERSONALITY

ID -- pleasure center

EGO -- reality center

SUPER EGO -- conscience / judgment center.

PSYCHOSEXUAL STAGES OF DEV'T

ORAL -- thumb sucking, biting

ANAL -- toilet training, control of their bowel.

PHALLIC -- sexual interest, genital stimulation.

LATENCY -- sexual urges & interest were temporary

GENITAL -- adult sexual interest and activities come to dominate.

Oedipus complex - son vs father towards mother/wife feelings . (excessive attachment)(Phallic stage)

Electra complex - daughter vs mother towards father/husband feelings. (excessive attachment)(Phallic stage)

Personality Dynamics

LIFE INSTINCT

DEATH INSTINCT

ERIK ERICKSON

-- "healthy children will not fear in their elders have integrity enough to fear of death.

PSYCHOSOCIAL STAGES OF DEVELOPMENT

CRISIS -- a person goes through

MALADAPTATION -- result from failure to effectivity resolve the problem

MALIGNACY -- "

VIRTUE -- emerges when balance & resolution of crisis attained.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

LEV VYGOTSKY

-- "the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's.

SCAFFOLDING

-- is the systematic manner of providing assistance of the learners to effectively acquire skills.

MKO(More Knowledge Others)

-- higher level of performance.

JEAN PIAGET

-- " the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVELOPMENT

SENSORY MOTOR (BIRTH - 2y/o)

-- infants knowledge

PRE-OPERATIONAL ( 2-7y/o)

-- pretend to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11)

-- think logically, hypothetically and concepts, solve problems.

FORMAL OPERATIONAL (11-UP)

-- deductive reasoning and understanding of abstract ideas, think symbolically.

LAWRENCE KOHLBERG

-- "right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVELOPMENT

PRE-CONVENTIONAL

-- obedience & punishment (consequences), individualism & exchange

CONVENTIONAL

--interpersonal relationship, maintain social order.

POST-CONVENTIONAL

-- social contract and individual rights , universal principles, set of values and beliefs.

URIE BROFENBRENNER -ECOLOGICAL SYSTEM THEORY

MICROSYSTEM -- surroundings of individual: family, friends, neighborhood

MESOSYSTEM -- connections between context, school experiences to church experience.

EXOSYSTEM -- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her.

PSYCHOSOCIAL THEORY STAGES

Stage: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training

Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Stage: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration

Outcome: Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority

Important Events: School

Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Stage: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships

Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation

Important Events: Relationships

Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair

Important Events: Reflection on life

Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

LEV VYGOTSKY --

"the teacher must orient his work not on yesterday's devt in the childs but on tomorrow's.

SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire skills.

MKO(More Knowledge Others) -- higher level of performance.

JEAN PIAGET --

" the school should be creating men & women who are capable of doing new things not simply repeating what other generation have done.

STAGES OF COGNITIVE DEVELOPMENT.

SENSORY MOTOR (BIRTH - 2y/o)

-- infants knowledge.

PRE-OPERATIONAL ( 2-7y/o)

-- pretend to play but still struggle with logic,mental symbols interest.

CONCRETE OPERATIONAL (7-11)

-- think logically, hypothetically and concepts, solve problems

FORMAL OPERATIONAL (11-UP)

-- deductive reasoning and understanding of abstract ideas, think symbolically.

LAWRENCE KOHLBERG --

"right action tends to be defined in terms of general individual rights and standards that have been critically examined & agreed upon by the whole society.

LEVELS OF MORAL DEVELOPMENT.

PRE-CONVENTIONAL

-- obedience & punishment (consequences) , individualism & exchange

CONVENTIONAL

--interpersonal relationship, maintain social order.

POST-CONVENTIONAL

-- social contract and individual rights , universal principles, set of values and beliefs.

URIE BROFENBRENNER -ECOLOGICAL SYSTEM THEORY

MICROSYSTEM

-- surroundings of individual: family, friends, neighborhood

MESOSYSTEM

-- connections between context, school experiences to church experience.

EXOSYSTEM

-- includes other people and places that the child herself may not interact with often herself but that still have a large effect on her.

MACROSYSTEM

-- which is the largest and most remote set of people and places and things to a child but which still has a great influence over the child.

ALBERT BANDURA -- SOCIAL LEARNING THEORY

: environment affects child's personality

: learning occurs by simply observing people, people learned from what they see and the consequences of what they did

PART 7-FOUR PILLARS OF LEARNING

LEANING TO KNOW

-- focuses on combining broad general knowledge and basic education with the opportunity to work on a small number of subjects in the light of rapid changes brought about by scientific progress ang new forms of economic and social acitivity.

Learning how to learn and to discover, as to benefit from ongoing educational opportunities continuously arising throughout life.

Developing the faculties of memory, imagination, reasoning and problem solving.

Understanding about one's environment.

Communicating with others.

LEARNING TO DO

-- emphasizes on the learning of skills necessary to practice a profession or trade.

applying in practice what has been learned.

developing vocational / occupational and technical skills

developing social skills in building meaningful interpersonal relationships.

developing competence, social behavior, aptitude for teamwork

enhancing the ability to communicate and work with others

managing and resolving conflicts.

LEARNING TO BE

-- prioritizes the development of the human potencial to the fullest.

tapping the talents hidden with individual.

developing personal commitment and responsibilty for the common good.

LEARNING TO LIVE TOGETHER

-- emphasizes understanding of others, their history, tradition and cultures, and also living and interacting peacefully together.

appreciating diversity of human race

being receptive to others and encounter others through dialogue and debate.

caring about others

working toward common objectives in cooperative undertakings.

managing and resolving conflicts.

PART 8: COGNITIVE PERSPECTVE : GESTALT PRINCIPLE

German word means "whole, form, pattern or configuration"

the focus of this theory is on Perception and how people assign meaning to visual stimuli "The whole is more than the sum of all parts"

LAW OF PROXIMITY -- elements that are closer together be perceived as a coherent object.

LAW OF SIMILARITY -- similar will perceived as part of the same form.

LAW OF CLOSURE -- ignoring gaps in the figure.

LAW OF CONTINUATION -- patterns establish an impled direction, people tend a good continous line.

LAW OF PRAGNANZ -- stimulus will be organize into a good figure as possible.

LAW OF FIGURE/GROUND -- we tend to pay attention and percieved things in the foreground first.

INSIGHT LEARNING -- Gestalt adheres to the idea of learning takes place by discovery.

PART 9

Ripple Effect

-- spreading effect of series of consequences caused by singular action or event.

Hawthorne Effect

-- type of reactivity effect in which individuals improve an aspect of their behavior in response to their awareness of being observed.

Halo Effect

-- cognitive bias which an observer overall impression of a person, influences the observers feeling and thoughts about the entity's character or property

Pygmalion Effect

-- Shows the teacher's expectation (self-fulfillment)

Golem Effect

-- low expectation leads to decrease in performance.

REINFORCEMENTS

Positive -- presence of stimulus

Negative -- absence of stimulus

Escape -- removes stimulus

Avoidance -- prevents stimulus

Reinforcement -- increase of behavior

Punishment -- weakens response.,