Idealism

 reality lies in our consciousness or our intellect

 perfect knowledge of ideal resided outside human or as God.
 spiritual essence of soul is the permanent element of human nature that gives them the power
to think and feel.
 ideas that make up reality has already insisted in the mind of absolute or God
 schools are intellectual centers of teaching and learning
 teachers guided students to realize their intellectual potential
 school are repositories of eternal truth
 important subjects that cultivates abstract thinking Philosophy, Theology and Mathematics.
 Socratic method
 teachers should be model
 technology should be means rather than the end of transmitting knowledge.

Realism
 Reality is outside of our mind is not eternal to our minds
 Object we perceive exist independently of the mind
 Human mind can know about the real world and knowledge
 Teach students of the world in which they Live
 Learning is through The curriculum of organized and classified subject matter discipline.
 Teachers must have wide repertoire of methods in teaching
 Bring students’ ideas about the world into reality
 Deductive and inductive logic and Scientific method
 Inclusion of non-academic activities interfere school’s primary purpose
 Technology as an aid in learning, recommend computer program to be realistic and effective

Pragmatism

 Evaluates the truth and meaning of ideas according to physical consequence and value
 Emphasizes the need to test the validity
 Test ideas is through scientific method
 John Dewy – function of education was to enhance human potential
 Students should be trained to construct knowledge
 Students are encouraged to do researches and apply them to the solution of a problem
 Education is an experimental process
 Believe that Children should learn how to make difficult situation and consider consequences.
 Education should focus on real life problems.
 Students should learn the process of problem solving
 Collaborative learning
 Interdisciplinary education
 Taking risk in education
 Values clarification than blindly accepting inherited values
 Communication technology provide opportunities to share ideas, insights and experiences.
Edtech
Ed-tech

 Develop to suit
 Promote education to adapt, adjust and to cope
 Ethical standard use for learning process
 Ethical standard
 Use for different kinds of learner
 Ex: field trip when teacher ask parent’s consent

Contrive experience

 You can’t have all learning materials in the classroom like nature appreciation.

Teacher

 The most promising technology in the classroom

 Make or break
 Element motivation
 Internal stake holders

Parents

 Stake holders

Metacognition

 Thinking what you think

21st Century pillars of learning

 Learning to learn
 Learning to do
 Learning to be with others
 Learning to plan

Synchronous learning

 Group of students engaging in Learning at the same time

 Classroom learning
 Face to face learning

Asynchronous learning

 Students learn the same material at the same time different times and location
 Online Learning / No determination
 Pace by pace Learning
Technology Adaption

 Own

Technology Adaptation

 Adding something

Persons in Education

Benjamin Bloom

 Mastery learning 90% perquisite to the next level

 Proponent learning objectives should have
1. Affective
2. Cognitive
3. Sensory
4. Affective (Gender sensitive)

Charles Babbage

 Concept of digital Programmable computer (Technical contribution)

 Technology in the learning process
 Don’t use tool if not needed only for educational purpose.

Maria Montessori

 Multi-sensory learning
 Input = output probability

Ivan Pavlov

 Classical Conditioning

John Dewey

 Constructivism
 Learning by Doing

Pragmatism

 What is true today may not be true tomorrow

Elements of Visual

 Color, Topography, Texture, Lines

Framework for teaching

1. Planning and preparation

2. Classroom environment
3. Instruction
 4. Professional responsibilities

Pixel

 Picture Element

Characteristics of a good learning material is

1. Availability
2. Easy to understand
3. Informative
4. Appropriate

Evaluation of Learning and for Learning

1. Formative test
 Conductive
 After the objective of the day
 Results of learning

2. Summative test
 For learning

Theories of Learning

1. Behaviorism
 To reward
 To punish
 Conditioning
 Positive and Negative reinforcement
 Ian Pavlov

2. Constructivism
 Learning by doing
 John Dewey

3. Cognitivism
 Speaks about the brain
 Process and interpret
 mind
Pareto diagram

 Bar graph

Dale

 Retentivity 10%
 Hearing 20%
 Seeing 30%
 Participating 70%
 Hands-on 90%

Teaching styles

 To suit different kinds of learning styles

Actual Experience

 First-hand experience

Importance are the ff.

 Holds the attention of the learner

 Catches the interest of the learner
 Gives entertainment
 It presents the picture clearly
 Erases boredom

Examples:

Dramatize Experience

 Plays, depicts life or a combination of life or a character

Pageant

 Community dramas plays by local actors

 Example is historical stilt

Pantomime

 A mute play
 Acting using body language or gesture

Taboo

 Examples are the picture of Mary and Joseph

Marionettes

 Woods and dolls

Puppetry

 Shadow puppet
 Rod puppets (using stick)
 Hand puppet (socks)

Contrive Experience

 edited copies of reality and use as substitute when it’s not possible to bring in the classroom.
 Using model in teaching (ex. Globe)
 Mack up (Election pre-board also a kind of simulation)
 Specimen (Living)
 Simulation (Earthquake drill )

Banduras Theory of learning

 Imitation
 Model
 Values are being caught and being taught
 Social learning theory 10% environment

Dualistic Theory

 Always consider the two sides of life (YinYang)

Multiple Intelligences

1. Interpersonal
2. Intrapersonal
3. Linguistic or Verbal-Linguistic
4. Kinesthetic
5. Visual spatial
6. Musical
7. Naturalistic
8. Logical Mathematical

Loco Parentis

 Once the child enters the school premises it’s under the supervision of the school personnel

Instructional Model

 Pillars of education
 Is to produce more effective teaching and learning
Assure (see other model in the note. Addie, Dick and Carey, Agents event instructions)

 Analyze Learners
 State the objectives
 Select strategy
 Utilize Materials
 Requires learner’s participation
 Evaluation and revised

SMART

 Specific
 Measurable
 Attainable
 Result oriented
 Time bounded

HOTS

 Higher
 Order
 Thinking
 Skills

Benefits of Ed-tech

1. Instructional effectiveness
2. Active learning
3. Critical thinking
4. Cooperative learning
5. Communication skills
6. Multi-sensory delivery
7. Multi-cultural education

Kinds of Map

1. Topographical Map (physical arrangement, land feat. Mountains)

2. Climate map (weather condition or general over a long period of time)
3. Political Map ( Territory Boundaries, Highly urbanized cities)
4. Road Map (Direction, road, land mark, blue print, travel.)
5. Physical map (Covers water feautures)
6. Economic map (certain product of province ex Negros, Sugarcane)
Curriculum Development
RA. 10533
 K-12

Assessment of Learning
Assessment OF learning – measure the level competency of the students before they graduate
Assessment FOR learning – provide an adequate feedback to student’s performance
Assessment As learning – An example of this is where you achieve learning throughout the progress that
you made in the study.

Bloom’s Taxonomy of learning domains

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

Three domains of learning

Cognitive domain
Psychomotor domain
Affective domain

Examples of assessment methods

Objective type of test
Essay
Performance based
Oral questioning
Observation
Self Report

Table of Specification-Is a plan prepared by a classroom teacher as a basis for test construction
especially a periodic test
Two types of TOS – one and two way table of specification
Objective type of test - requires a user to choose or provide a response to a question whose correct
answer s predetermined.
kinds of objective test:
Completion type of test item, identification teype of test items, Labeling of test items, Alternative type
of test items, matching type of test items.

Interpretative Exercise – an interpretative question exercise consists of a series of objective items Based
on a common set of data. The data may in the form of written materials, tables, charts. Graphs. Maps or
pictures.

Essay test – helps you evaluate how well a students or a group has learned through their own answers
expressed in their own manner.
Portfolio – are systematic collections of students work overtime. These collections help students and
teachers assess student growth and development.
Norm referenced item analysis – penultimate step in the test development process.
Upper group
Lowergroup
Difficulty index
Discrimination index