Resource Teacher’s Luis B.

Puentevella
Teacher: Sandra N. Amugod Signature: School: Elementary School
Grade/Year Subject General
Level: 1016820 Area: Subjects Date: June 5, 2023

OBSERVE
• Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandates and on the K to 12 Curriculum Framework and
Guide.
• Study the DepEd Vision and Mission statements, Core values and Mandate.
• Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
Framework and guide and Sec. 5 RA 10533.
• Accomplish the table below by answering the questions: Which philosophies are
expressed?
• Cite relevant statement to back up an identified philosophy of education. You are
given an example.

Which philosophies are

Which philosophies are
expressed in the K to 12
expressed in the DepEd Vision,
Philosophy of Education Curriculum Framework and
Mission Statements, Core
Guide and Sec. 5 of RA
Values, Mandate? Give proof
10533? Give proof.
1. Essentialism-teach Essentialism- the core values of Essentialism- List of standards
mastery of the basics; maka-Dios, maka-tao, maka- and competencies that learners
curriculum is prescribed; kalikasan, at maka-bansa show are expected to attain is the
subject matter-centered the DepEd is essentialism. DepEd subject matter that students are
there are universal, behaves in unchanging values that expected to learn.
objective value, indicate need to be indicated. -Essentialist
values in subject matter
2. Perennialism-teach those The DepEd Mission, in which In the K–12 curriculum
that last, the classics; there students learn in a child-friendly, framework, which is making
are universal values gender-sensitive, safe, and the curriculum relevant to
inculcate these universal, motivating environment, shows learners (contextualization and
objective values. that DepEd applied perennialism enhancement), students need to
to their DepEd Mission, as they acquire in-depth knowledge,
believe that if the learners engage skills, values, and attitudes
with this kind of environment, it through continuity and
is possible that they will become consistency across all levels and
friendly and good citizens of our subjects to bring good values
country in the future as they bring and characteristics to their
the good values that they learn in future from what they have
schools. learned in schools.
3. Progressivism-very child- Teachers facilitate learning and Curriculum development: to
centered; teach those that constantly nurture every learner's show how progressivism is
interest the child; one needs. As a learner-centered applied in the law, the
learner by experience; institution, DepEd continuously curriculum must be learner-
teacher’s teaching is improves itself to better serve its
 experiential; values are stakeholders. DepEd believes that centered, inclusive, and
subjective; no inculcation students learn by doing well as by developmentally appropriate.
of values since they are teaching about topics in which
subjective; instead, they are interested.
teachers help students
clarify their values
4. Reconstructionism-school The DepEd mission states that The DepEd shall formulate the
is agent of change, school values and competencies enable design and details of the
is preparing students for them to realize their full potential enhanced basic education
the social changes; and contribute to building the curriculum. It shall work with
teaching is involving the nation. They also formulate, the Commission on Higher
students in discussions of implement, and coordinate Education (CHED) to craft
moral dilemmas policies, plans, and programs for harmonized basic and tertiary
basic education. curricula for the global
competitiveness of Filipino
graduates.
5. Existentialism-teachers The DepEd mission, in which The K-12 Curriculum
teach learners to make a teachers facilitate learning and Framework, which is Gearing
choice, to make decision constantly nurture every learner, Up for the Future (Senior High
and not merely to follow shows that DepEd is School), shows that there is
the crowd; one who does existentialism. DepEd believes proof of Existentialism that
not make a choice and so that society should not restrict an students may use to have the
simply follow others do individual's life or actions, and freedom to choose a
not leave meaningful life. these restrictions inhibit free will specialization based on
and the development of that aptitude, interests, and school
person's potential. capacity. The choice of career
track will define the content of
the subjects a student will take
in Grades 11 and 12. SHS
subjects fall under either the
core curriculum or specific
tracks.
6. Pragmatism-that which is The administrators and staff serve In the K-12 Curriculum
useful, that which is as stewards of the institution, Framework, which is Making
practical and that which ensuring enabling and supportive the Curriculum Relevant to
works is what is good; conditions for effective learning Learners (Contextualization and
that which is efficient and to happen. Promoting the right of Enhancement), it also shows
effective is that which is every Filipino to quality and that there is an application of
good, e.g. showing a equitable basic education Pragmatism as students acquire
video clip on mitosis is in-depth knowledge, skills,
more efficient and values, and attitudes through
effective and therefore continuity and consistency in
more practical than order to encourage them to
teacher coming up with grow into better people across
visual aid by drawing all levels.
mitosis on a cartolina or
illustration board.
7. Rationalism-emphasizes The DepEd Core Values, which In RA No. 10533 Sec. 5:
the development of the are Maka-Diyos, Maka-tao, Curriculum Development, there
learners’ reasoning Makakakalikasan, and is proof of the application of
 powers, knowledge comes Makabansa, are proof that shows rationalism in which the
through reason, teacher that DepEd applied rationalism, in curriculum shall be relevant,
must develop the which they practice only responsive, and research-based
reasoning power of the believing what is based on reason as students are acquired through
learner and provides the primary basis for reason without the aid of the
knowledge. senses.
8. Utilitarianism-what is The DepEd Vision, which is the In RA No. 10533 Sec. 5, which
good is that which is most dream of Filipinos who is curriculum development,
useful (that which brings passionately love their country, there is proof of the application
happiness) to the greatest shows that DepEd also uses of utilitarianism in which the
number of peoples. utilitarianism, which advocates curriculum shall be culture-
actions that foster happiness or sensitive, and the teacher's
pleasure and opposes actions that approach offers no sense of
cause unhappiness or harm. It what ought to constitute an
would aim for the betterment of education.
society as a whole when directed
toward making social, economic,
or political decisions.
9. Empiricism-source of The DepEd Vision, which is that In RA No. 10533 Sec. 5, which
knowledge is through the teachers facilitate learning and is Curriculum Development,
senses; teacher must constantly nurture every learner, shows that there is an
involve the senses in is evidence that DepEd uses application of Empiricism in
teaching-learning empiricism, where teaching and which the curriculum shall use
learning of the students are based pedagogical approaches that are
on the human senses, wherein it constructivist, inquiry-based,
shares the view that there is no reflective, collaborative, and
such thing as innate knowledge integrative; as a teacher, I
and that instead knowledge is involve the senses in the
derived from experience. teaching and learning of the
students to be able to gain
knowledge.
10. Behaviorism-behavior is The DepEd Vision, which is that RA No. 10533 Sec. 5, which is
shaped deliberately by students learn in a child-friendly, curriculum development, shows
forces in the environment gender-sensitive, safe, and that there is a behaviorism by
and that the type of person motivating environment, is also which the curriculum shall be
and actions desired can be proof that DepEd applies learner-centered, inclusive, and
the product of design; behaviorism, in which the teacher developmentally appropriate;
behavior is determined by provides positive reinforcement we teachers encourage students
others, rather than by or rewards at the end of the day to perform desired behaviors as
person’s own free will; for their good behavior. they reward them for their good
teachers must carefully Whenever students perform a performance.
shape desirable behavior; desired behavior, they will learn
drills are commonly used to perform the behavior on their
to enhance learning, own.
rewards reinforce
learning.
11. Constructivism-learners The DepEd mission, which is to The K–12 Curriculum
are cable of constructing facilitate learning and constantly Framework, shows that there is
knowledge and meaning nurture every learner, also shows constructivism, which
teaching-learning that DepEd is using encourages students to consider
 therefore is constructing constructivism, as they help sharing their valuable
knowledge and meaning, learners construct knowledge knowledge and experiences as
teacher does not just “tell” rather than passively take in learners.
or indicate but ask information. As students
learners for knowledge experience the world and reflect
they construct and on those experiences, it helps to
meaning of lesson. build their own.

OBSERVE
Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
Accomplish these Observation Sheets.

Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teachers and relates to learners.

Philosophies of Education Teaching Behavior (State what the teacher

said, taught of did)
1. Essentialism-teach mastery of the In what way was teacher essentialist?
basics; curriculum is prescribed;
subject matter-centered there are e.g. He/she saw it to that the students mastered
universal, objective value, indicate basic concepts and skills
values in subject matter
He/she included values.
2. Perennialism-teach those that last, The teacher imparted the values necessary
the classics; there are universal in life. He taught knowledge and skills that
values inculcate these universal, are useful even outside the school.
objective values.
3. Progressivism-very child-centered; Their resource teacher believes that learning
teach those that interest the child; occurs through experience. Teachers
one learner by experience; teacher’s frequently inspire students through thought-
teaching is experiential; values are provoking games and puzzles. The teacher
subjective; no inculcation of values had virtual field trips because students are
since they are subjective; instead, not permitted to go outside.
teachers help students clarify their
values
4. Reconstructionism-school is agent of Their resource teacher encourages learners
change, school is preparing students to speak up for others. She wants to
for the social changes; teaching is persuade the students that they must
involving the students in discussions contribute to the change in society.
of moral dilemmas
5. Existentialism-teachers teach Their resource teacher teaches the learners
learners to make a choice, to make to analyze situations from different
decision and not merely to follow perspectives, consider various options, and
the crowd; one who does not make a evaluate the pros and cons. Engage them in
choice and so simply follow others discussions, debates, and problem-solving
do not leave meaningful life. activities that require them to think critically
and make reasoned judgments.
6. Pragmatism-that which is useful, Since pragmatism encouraged
that which is practical and that students to apply their knowledge
which works is what is good; that into real-life situations. Their resource
which is efficient and effective is teacher provides a real-life scenario wherein
that which is good, e.g. showing a she lets the learner to make a decision on
video clip on mitosis is more their own.
efficient and effective and therefore
more practical than teacher coming
up with visual aid by drawing
mitosis on a cartolina or illustration
board.
7. Rationalism-emphasizes the Their resource teacher helps them make
development of the learners’ sound decisions, solve problems effectively,
reasoning powers, knowledge comes and approach situations with a logical
through reason, teacher must mindset. And it takes time for students to
develop the reasoning power of the develop these skills. Patience, practice, and
learner consistent reinforcement of rational thinking
strategies will help students become more
adept at approaching situations with a
rational mindset.
8. Utilitarianism-what is good is that Their resource teacher teaches students
which is most useful (that which about things that they think will make them
brings happiness) to the greatest happy when they talk about consumer
number of peoples. preferences.
9. Empiricism-source of knowledge is Their resource teacher let the students
through the senses; teacher must observe their surroundings and relate to the
involve the senses in teaching- topic.
learning
10. Behaviorism-behavior is shaped Their resource teacher implements
deliberately by forces in the behavioral learning strategy techniques in
environment and that the type of the classroom in many ways, including;
person and actions desired can be the drills, question and answer, guided practice,
product of design; behavior is regular review, and positive reinforcement.
determined by others, rather than by
person’s own free will; teachers
must carefully shape desirable
behavior; drills are commonly used
to enhance learning, rewards
reinforce learning.
11. Constructivism-learners are capable Their resource teacher guides them in
of constructing knowledge and actively constructing their own knowledge
meaning teaching-learning therefore and understanding of the world. Teaching
is constructing knowledge and constructivism requires flexibility and
meaning, teacher does not just “tell” adaptability to meet the diverse needs of
or indicate but ask learners for your students. By creating an environment
knowledge they construct and that supports active learning, collaboration,
meaning of lesson. and critical thinking, can help students
construct their own knowledge and develop
a lifelong love for learning.
ANALYZE
1. Based on your findings and observation in activity 16.1 ad activity 16.2, which
philosophies of education are dominant in Philippines basic schools? Why do you
say so?

In the Philippines, several philosophies of education have influenced basic schools.

However, it's important to note that the dominant philosophies may vary across
different regions and institutions. The two most prominent philosophies of
education in the Philippines are progressivism and essentialism. It's important to
mention that while progressivism and essentialism are prominent, other
philosophies of education, such as perennialism, reconstructionism, and
constructivism, also have some influence in Filipino schools. The dominance of
these philosophies can be attributed to historical, cultural, and societal factors, as
well as the influence of educational policies and curriculum frameworks set by the
Department of Education. It's worth noting that the education landscape is dynamic,
and there may be ongoing shifts in the dominant philosophies as new educational
theories and approaches emerge.

2. If there is one philosophy that schools and teachers should give more attention
to, what should that be and why?

If we were to prioritize one philosophy of education that schools and teachers while
should give more attention to, it would be constructivism. Constructivism is a
learning theory that emphasizes the active construction of knowledge by the learner
through their experiences, interactions, and reflections. While all educational
philosophies have their merits; constructivism aligns well with contemporary
educational research and the demands of a knowledge-based society. By embracing
constructivist principles, schools and teachers can create an engaging and
empowering learning environment that nurtures students' intellectual growth,
critical thinking abilities, and lifelong learning habits. The dominance of these
philosophies can be attributed to historical, cultural, and societal factors, as well as
the influence of educational policies and curriculum frameworks set by the
Department of Education.
REFLECT

What is your philosophy of teaching? This described what you believed you should
teach, how you should teach and how you should relate to others in school – with the
learners, your colleagues, your superiors and all other stakeholders. Write them down.
This is your title, “My Philosophy of Teaching”

My Philosophy of Teaching

I believe that the learner should love the subject matter; it is not enough to like the subject.
Fostering intrinsic motivation should prevail over extrinsic motivation. It is better to learn the
subject through intrinsic motivation, which is when you engage in a behavior because you
find it rewarding. You are performing an activity for its own sake rather than out of a desire
for some external reward. Behavior itself is its own reward. On the other hand, extrinsic
motivation is when we are motivated to perform a behavior or engage in an activity because
we want to earn a reward or avoid punishment. You will engage in behavior not because you
enjoy it or because you find it satisfying, but because you expect to get something in return or
avoid something unpleasant. I want to show my learners that getting an average grade is okay
rather than getting a high grade through cheating. It is okay to get a lower grade; what is
important is that you learn the subject at the end of the grading period or semester. However,
it is also okay if the learners are extrinsically motivated because there are some learners who
need to achieve honors and high grades to be noticed by their parents and peer pressured by
their relatives. If my learners are happy, I will guide and nurture them to their full potential.

I believe that I should teach the learner the right values in life. Being a teacher is not only
limited to teaching a certain subject but also to teaching learners how to be good. I should
imprint in their minds that they always remember the acronym A.S.K., which is attitude,
skills, and knowledge.

By helping them understand that there are more things in life that are worth more than having
good grades. However, I am not saying that learners should not aim for high grades; what I
am trying to clarify is that not all learners can get a high grade. If my learners are happy, I
will support them as long as I can.

I believe that I can do all these things with the help of the school, colleagues, parents, and
learners. Communication is the key to achieving the teaching-learning process with their
help. Every child is special, unique, and talented. I believe that I am ready to teach in the
future, and I have the qualities of a good teacher. I can assure the stakeholders that the future
of their child is safe.