CED 105 REVIEWER - Instructor talks; students listen

- Students work alone

Student-centered - teaching means - Instructor monitors and corrects every
inverting the traditional teacher-centered student utterance
understanding of the learning process and - Instructor answers students questions
putting students at the center of the learning about language
process. - Instructor chooses topics
- Does not employ a single teaching - Instructor evaluates student learning
method. - Classroom is quiet
Teacher-centered classroom – teachers are ➢ ESSENTIALISM
the primary source of knowledge. - Essentialists believe that there is a
common core of knowledge that needs to
CHARACTERISTICS be transmitted to students in a systematic,
Teacher-centered disciplined way. The emphasis in this
- Controlled Learning conservative perspective is on intellectual
- Lecture and moral standards that schools should
- Passive Learning teach
Student-centered - Schooling should be practical, preparing
- Active Learning students to become valuable members of
- Experience society. It should focus on facts-the
- Authentic Learning objective reality out there--and “the
- Collaboration basics.” training students to read, write,
speak, and compute clearly and logically
PHILOSOPHICAL FOUNDATION
- helps determine the driving purpose of ➢ PERENNIALISM
education, as well as the roles of the - These ideas have the potential for solving
various participants. problem in any era.
- all foundations propose to set goals of - The focus is to teach ideas that are
curriculum, philosophy presents the everlasting, to seek enduring truths which
manner of thinking from which those are constant, not charging, as the natural
goals are created. and human worlds as their most essential
level, do not change
PHILOSOPHIES - The goal of a perennialist educator is to
Teacher-centered teach students to think rationally and
- Essentialism develop minds that can think critically.
- Perennialism - A Perennialist classroom aims to be a
Learner-centered closely organized and well-disciplined
- Progressivism environment, which develops in students
- Humanism a lifelong quest for the truth
- Constructivism - Perennialists are primarily concerned
with the Importance of mastery of the
Teacher-centered philosophies content and development of reasoning
- Focus is on instructor skills. The adage “the more things
- Focus is on language forms and change, the more they stay the same”
structures (what the instructor knows
about the language)
 summarizes the perennialists’ perspective ➢ HUMANISM
on education. - Focuses on the whole child and
- Here, the teachers are the main actors on emphasizes personal growth, self-
the stage actualization, and the development of an
individual's potential.
Learner-centered philosophies - Focus: Prioritizes emotional well-being,
- Focus is on both students and instructor personal growth, and self-actualization.
- Focus is on language use in typical - Key Features: Emphasis on self-esteem,
situations (how students will use the emotional support, and creating a
language) nurturing learning environment.
- Instructor models; students interact with - Role of Teacher: Supportive mentor who
instructor and one another fosters a positive relationship with
- Students work in pairs, in groups, or students and encourages personal
alone depending on the purpose of the reflection.
activity - Role of Student: Self-aware learner who
- Students talk without constant instructor reflects on personal goals and emotional
monitoring; instructor provides experiences in relation to their education.
feedback/correction when questions arise
- Students answer each other questions, ➢ CONSTRUCTIVISM
using instructor as an information - Based on the idea that learners construct
resource their own understanding and knowledge
- Students have some choice of topics of the world through experiences and
- Students evaluate their own learning; reflecting on those experiences.
instructor also evaluates - Focus: Centers on students constructing
- Classroom is often noisy and busy their own understanding through
exploration and reflection.
➢ PROGRESSIVISM - Key Features: Active learning through
- Learning by doing and focuses on the exploration, guided discovery, and
development of critical thinking and critical thinking.
problem-solving skills - Role of Teacher: Guide who provides
- Key factors: Experiential learning, scaffolding and support while
Problem-based learning and Student- encouraging independent problem-
driven inquiry solving.
- Focus: Emphasizes experiential learning - Role of Student: Independent thinker who
and problem-solving. builds knowledge through personal
- Key Features: Learning by doing, exploration and interaction with others.
student-driven inquiry, and real-world
problem-solving. DIMENSIONS OF LEARNER-
- Role of Teacher: Facilitator who guides CENTERED TEACHING
and supports student exploration.
- Role of Student: Active participant in ➢ The Function of content
their own learning process, engaging in - Practice using inquiry or ways of thinking
hands-on activities and collaborative in the discipline
projects. - Students engage in most of the content to
make it their own, students make
meaning out of the content
- Learn to solve real problems ➢ The balance of power shifts so that the
- Content includes building a knowledge instructor shares some decisions about
base, how the instructor and the students the course with the students.
use the content
COGNITIVE AND METACOGNITIVE
➢ The role of a teacher? FACTORS IN LEARNING
➢ A teacher role is to shape the life chances ➢ Cognitive
of young people by imparting knowledge ➢ involves various strategies that one uses
bringing the curriculum to life. to learn
➢ Teachers play vital roles in the lives of the ➢ Cognition
students in their classrooms. ➢ mental process involved gaining
➢ Teachers serve many other roles in the knowledge and comprehension
classroom. ➢ Metacognitive
➢ An essential role of the instructor is to ➢ monitoring and evaluation of cognitive
assist students to learn. factors
➢ Metacognition
➢ The responsibility for learning ➢ higher order thinking, which involves
➢ Students are the one who should take the active control over cognitive process
responsibility for learning. engaged in learning.
➢ Learners has the ability to learn how to
develop their own skills and think for 1. Nature of the Learning Process
themselves ➢ The learning Process of complex subject
➢ Students should assume greater matter is most effective when it is an
responsibility for their own learning over intentional process of constructing
time. meaning from information and
experience.
➢ The purposes and processes of 2. Goals of the Learning Process
assessment ➢ The successful learner, over time and
➢ Assessment is integrated within the support and instructional guidance, can
learning process create meaningful, coherent
➢ Instructors give formative feedback for representations of knowledge
the purposes of fostering improvement 3. Construction of Knowledge
➢ Students have multiple opportunities to ➢ The successful learner can link new
assess themselves and their peers information with existing knowledge in
➢ There are additional purposes and meaningful ways.
processes of assessment beyond 4. Strategic Thinking
assigning grades. ➢ The successful learner can create and use
a repertoire of thinking and reasoning
➢ The Balance of power strategies to achieve complex learning
➢ Learner-centered approaches empower goals.
students to take responsibility and to 5. Thinking about Thinking
share in some of the decisions about their ➢ Higher order strategies for selecting and
courses monitoring mental operations facilitate
➢ Once students begin to gain some control creative and critical thinking.
over the course, they will engage more in 6. Context of Learning
the course and will learn more
➢ Learning is influenced by environmental
factor, including culture, technology, and 2 TYPES OF EMOTION
instructional practices. ➢ Positive Emotion (Curiosity, Joy,
Excitement)
MOTIVATIONAL AND AFFECTIVE - This can enhance cognitive flexibility,
FACTORS creativity, and openness to new ideas,
leading to deeper learning.
2 TYPES OF MOTIVATION ➢ Negative Emotion (Anxiety, Frustration,
➢ Intrinsic Motivation Boredom)
- This is when motivation comes from - This can hinder learning by making
“internal” factors to meet personal needs. We individuals withdrawn, disengaged, and
do things we do because we enjoy them, not less likely to retain information
because we have to.
➢ Extrinsic Motivation 2. Intrinsic motivation to learn
➢ This is when motivation comes from - to learn is from the word itself intrinsic
“external” factors that are given or means about your personal, personal
controlled by others. This type of hobbies. when we say intrinsic
motivation is everywhere and frequently motivation to learn is we learn while we
used within society enjoying what we want to do.
- is all about your personal characteristics
The Good Side of Motivation and also its from your internal interest
• Increased engagement: When motivated, you do that thing or you are doing
individuals are more likely to actively something that you want or you loved and
participate, focus on information, and no one pressure you also no reward while
persist through challenges. you doing something.
• Improved memory and retention: - we learn new things, new skills while we
Motivation enhances processing and enjoyed.
encoding of information, leading to better - learn the learner’s creativity, higher order
recall and understanding. thinking, and natural curiosity all
• Enhanced creativity and problem- contribute to motivation to learn. Intrinsic
solving: Motivated individuals are more motivation is stimulated by tasks of
likely to approach tasks with a positive optimal novelty and difficulty, relevant to
attitude and explore different approaches, personal interests, and providing for
leading to innovative solutions personal choice and control.

Emotion 3. Effects of motivation on effort

➢ an emotion is a feeling such as happiness, - complex knowledge and skills requires
love, fear, anger, or hatred, which can be extended learner effort and guided
caused by the situation that you are in or practice.
the people you are with. - without learners’ motivation to learn, the
➢ is a feeling such as happiness, love, fear, willingness to exert this effort is unlikely
anger, or hatred, which can be caused by without coercion.
the situation that you are in or the people - developmental and social factors. In the
you are with. effects of motivation in effort, we have a
➢ conscious mental reactions (such as anger question "para kanino ka bumabangon"
or fear) and someone say for my family and for
 my friends from that motivation can help - Learning is influenced by social
you to increased your effort and time to interactions, interpersonal relations, and
do something. communication with others.
- you give a lot of time to effort on that - Learning can be enhanced when learners
situation. In addition, we faced even the had an opportunity to interact and to
hardest challenged in our life because we collaborate with instructional task.
always think on our motivation. - In interactive and collaborative
- we gain and we put some time and hard instructional context, individuals have
work to achieve your goal and to motivate opportunities for perspective taking and
reflective thinking that may lead to higher
DEVELOPMENTAL AND SOCIAL levels of cognitive, social and moral
FACTORS development, as well as self-esteem.
Interactive and collaborative instructional
6 Developmental influences on learning contexts provide individuals with
1. Individuals learn best when material is opportunities to engage in perspective-
appropriate to their developmental level taking and reflective thinking that can
and is presented. lead into higher levels of cognitive,
2. Because individual development varies social, and moral development.
across intellectual, social, emotional, and - Also, in interactive, we can contribute to
physical domains, achievement in boost an individual's self-esteem to
different instructional domains may vary. actively participate, contribute, and learn
3. Overemphasis on one type of from each other's perspective and
developmental readiness such as reading experiences.
readiness, for example, may preclude - This engagement encourages them to
learners from demonstrating that they are consider different viewpoints, understand
more capable in other areas of others' perspectives, and reflect on their
performance. own thoughts and beliefs.
4. The cognitive, emotional, and social - Through this process of perspective
development of individual learners and taking and reflection, individuals can
how they interpret life experiences are deepen their understanding, develop
affected by prior schooling, home, culture critical thinking skills, and enhance their
and community factors. ability to empathize with others.
5. Early and continuing parental - Moreover, in the collaborative, we can
involvement in schooling and the quality learn how to communicate, especially
of language interactions and two-way with those shy people, because the rest of
communications between adults and us are introverts so it's difficult for them
children can influence these to collaborate.
developmental areas.
6. Awareness and understanding of Social Factors that can influence
developmental differences among children's learning:
children with and without emotional, 1. Social interactions - Social interactions
physical, or intellectual disabilities can with others is also an effective method for
facilitate the creation of optimal learning investigating reality and gaining insight
contexts and understanding.
2. Quality Personal Relationship - provide
Social influences on learning stability, trust, and caring can increase
 learners sense of belonging, self-respect - McNemar and Terman discovered the
and self-confidence, and provide climate following differences between men and
for learning. women, on the basis of some studies:
3. Family influences - positive o Racial differences:
interpersonal support and instruction in - There are different kinds of racial
self-motivation strategies can offset differences.
factors. o Differences of environment
4. Positive learning climates - can also - is a normal factor in causing these
help to establish the context for healthier differences.
levels of thinking, feeling, and behaving. - differences between the races, the mental
age of a particular individual cannot be
INDIVIDUAL DIFFERENCES calculated since this difference is based
FACTORS on environment.
o Differences due to economic status
Types of Individual Differences: - Differences in children's interests,
o Physical differences: tendencies and character are caused by
- Shortness or tallness of stature, darkness economic differences.
or fairness of complexion, fatness, o Differences in interests:
thinness, or weakness are various - Factors such as sex, family background
physical individual differences. level of development, differences of race
o Differences in intelligence: and nationality etc., cause differences in
- There are differences in intelligence level interests.
among different individuals. We can o Emotional differences:
classify the individuals from super- - Individuals differ in their emotional
normal (above 120 I.Q.) to idiots (from 0 reactions to a particular situation.
to 50 I.Q.) on the basis of their o Personality differences:
intelligence level. - classified people into three groups:
o Differences in attitudes: (a) Introverts,
- Individuals differ in their attitudes (b) Extroverts,
towards different people, objects, (c) Ambiverts.
institutions and authority. o Differences due to nationality:
o Differences in achievement: - Individuals of different nations differ in
- It has been found through achievement respect of physical and mental
tests that individuals differ in their differences, interests and personality etc.
achievement abilities. These differences Race and Nationality:
are very much visible in reading, writing - Race and Nationality is one cause of
and in learning mathematics. individual difference.
o Differences in motor ability:
- There are differences in motor ability. Causes of Individual Differences
These differences are visible at different ❖ Heredity
ages. Some people can perform - Some heretical traits bring a change from
mechanical tasks easily, while others, one individual to other.
even though they are at the same level, ❖ Environment:
feel much difficulty in performing these - Environment brings individual
tasks. differences in behaviors, activities,
o Differences on account of sex:
 attitude, and style of life characteristics. - including diagnostic, process, and
Personality etc. outcome assessment
❖ Sex - are integral parts of the learning process.
- Due to sex variation one individual - In teaching and learning, assessment and
differs from other. Men are strong in evaluation are essential aspects. They
mental power. On the other hand, women support teachers in identifying the
on the average show small superiority advantages, disadvantages, limitations,
over men in memory, language and and shortcomings of each learner.
aesthetic sense. - Teachers can give students the support
❖ Education: and guidance they need to achieve based
- Education is one major factor which on the outcomes of assessments.
brings individual differences. There is a - Assessments also assist teachers in
wide gap in the behaviors of educated and determining which teaching resources
uneducated persons. will improve their students' academic
❖ Age: achievement.
- Age is another factor which is responsible - Assessment should be continuous and
in bringing individual differences. ongoing. Whether an assessment is
Learning ability and adjustment capacity formative (conducted during instruction)
naturally grow with age. or summative (conducted at the end of a
unit or course), its outcomes intended to
There are three types of individuals which help teachers enhance their techniques
effects on Learning and strategies.
1. Socioeconomic Status -
2. Thinking/Learning Style Legal and Policy Frameworks and
3. Exceptionalities Learner-centered Teaching

Learning and diversity REPUBLIC ACT NO. 10533

- Learning is most effective when - "An Act Enhancing the Philippine Basic
differences in learners' linguistic, Education System by Strengthening its
cultural, and social backgrounds are taken Curriculum and Increasing the Number of
into account. Years for Basic Education, Appropriating
- The lessons should be based on what 5013.
students observe in their own - Aproved on May 15,201, and wic ot fiet
surroundings to make learning more on July,2013, he eptinet of Educaton
engaging and applicable. Students are (DepEd), the Commission on Higher
more engaged when they have a sense of Skills Development Authority (TESDA),
connection to their lessons. hereby issue the following rules and
- This technique creates a supportive regulations to implement the provisions
learning environment where all students on the Act.
can succeed.
WHO AND WHEN IT IS
Standards and assessment IMPLEMENTED?
- Setting appropriately high and - The law was approved on May 15, 2013
challenging standards and assessing the by former President Benigno Simeon
learner as well as learning progress Aquino III and took it's effect June 8,
2013.
- On May 15, 2013, former President - Comprising six years of primary
Benigno "Noynoy" Aquino signed RA education, from Grade 1 to Grade 6.
10533. Junior High School (JHS):
- It was on September 24, 2012, when - The next four years, from Grade 7 to
Senators Ralph Recto, Loren Legarda, Grade 10, aimed at providing students
Edgardo Sonny Angara, and Franklin with a broader understanding of various
Drilon filed the proposed Enhanced Basic subjects.
Education Program of 2012. Senior High School (SHS):
- The senators believed that this proposal - The additional two years, Grade 11 and
would provide students with the Grade 12, which offer specialized tracks
opportunity to receive quality education and strands to prepare students for either
that is globally competitive and aligned higher education, employment,
with international standards. entrepreneurship, or vocational training.
- The bill was approved by the Senate and
House of Representatives on January 13, The purpose of K to 12 curriculum in the
2013. Philippines.
- Under this law, Kindergarten lasts for 5 ➢ The K TO 12
years, Elementary for 6 years, High - system aims to improve Filipino students
School for 4 years, and Senior High skills in Mathematics, Science and
School for 2 years. After ten years since Linguistic to further exhibit competence
its enactment, the Department of in the global job market. With new
Education (DepEd) plans to revise the K- curriculum, the Department of Education
12 Education curriculum. promises to offer higher quality education
- Additionally, there are proposals to through the strands.
amend the Enhanced Basic Education Act
of 2013, with the advocacy for the K- ➢ Section 2: Declaration of Policy
10+12 curriculum. - The state shall established, maintain and
- The Enhanced Basic Education Act of support a complete, adequate and
2013 took effect on June 8, 2013. The integrated system of education relevant to
Philippines reformed its basic education the needs of the people, the country and
program for several reasons. the society at large.
➢ Section 3: Basic Education
K TO 12 FRAMEWORK - It is intended to meet basic learning needs
- The K to 12 Framework refers to an which provides the foundation on which
education reform program implemented subsequent learning can be based.
in many countries, including the ➢ Section 5: Curriculum Development
Philippines. It extends basic education - DepEd shall formulate the design and
from ten to twelve years, with the details of the education curriculum. -
addition of two years in senior high DepEd shall work with CHED and
school. TESDA. DepEd shall undertake
consultation to other national government
Kindergarten (K): agencies and stakeholders.
- The first stage of the K to 12 program, ➢ Section 6: Curriculum Consultative
focusing on early childhood education for Committee
children typically aged 4 to 5 years old. • Commission on Higher Education
Elementary Education: (CHED)
 • Technical Education Skills and The K to 12 CURRICULUM
Development Authority (TESDA) - Section 5 of the Enhanced Basic
• Department of Labor and Education Act of 2013, stipulates the
Employment (DOLE) following curricular standards which the
• Philippine Regulatory Comission curriculum developers adhered to on
(PRC) crafting like the K to 12 curriculum.
• Department of Science and
Technology (DOST) The curriculum shall be:
• Information Technology Business Learner-centered inclusive &
Process Outsourcing (IT-BPO) developmentally appropriate
➢ Section 7: Teacher Education and - It prioritizes the individual needs and
Training abilities of students, ensuring that
a) In-service Training on Content and education is tailored (pinasadya) to their
Pedagogy. learning styles and preferences.
b) Training of New Teachers. Relevant, responsive and research-based
c) Training of School Leadership. - It's essential to ensure that any
➢ Section 8: Hiring of Graduates of information or action is relevant,
Science, Mathematics, Statistics, responsive to the situation, and grounded
Engineering and other Specialists in in research to achieve the best outcomes.
Subjects with a Shortage of Qualified Contextualize and global
Applicants, Technical Vocational - To truly be effective, it's crucial to
Courses and Higher Education Institution contextualize actions within the specific
Faculty. circumstances while also considering
➢ Section 9: Career Guidance and their broader global implications.
Counselling Advocacy Use pedagogical. Approaches
• The DepEd in coordination with - Utilizing pedagogical approaches that
DOLE, TESDA and the CHED shall consider both local context and global
regularly conduct career advocacy perspectives can enhance learning
activities for secondary level. outcomes and promote a deeper
understanding of complex issues.
• Sec. 27 of RA 9258 or Guidance and
Cultural-sensitive
Counselling Act of 2004".
➢ Section 10: Expansion Of E-GASTPE - Adopting culture-sensitive pedagogical
approaches acknowledges and respects
Beneficiaries
diverse cultural backgrounds, enabling
- The benefits accorded by RA No. 8545 or
more inclusive and effective learning
the "Expanded Government Assistance to
experiences for all individuals involved.
Students and Teachers in Private
Adhere to the principles of. MTB-MLE
Education Act", shall be extended to
- Adhering to the principles of Mother
qualified students enrolled under Kto12.
Tongue-Based Multilingual Education
(MTBMLE) ensures that educational
Importance of Enhanced Basic Education
instruction is delivered in students' native
Act of 2013
languages, promoting better
• Preparedness for tertiary learning.
understanding and academic success
• Readiness to join the workforce.
while preserving linguistic diversity and
• Skill Competency in the Global Job cultural heritage.
Market. Use spiral progression approach
- Implementing a spiral progression
approach involves revisiting key concepts
and skills at increasingly complex levels
over time, allowing for deeper
understanding and mastery while
building upon prior knowledge in a
continuous and iterative manner.
Be flexible enough
- It's crucial for educational approaches to
be flexible enough to accommodate
diverse learning styles, individual needs,
and evolving circumstances, ensuring
that all learners have the opportunity to
succeed and thrive.

Attributes of the k το 12 teachers

• Multi-Literate
• Creative Problem Solver
• Multi-Specialist
• Critical Thinker
• Multi-Skilled
• Has passion for excellent teacher
• Self-Directed
• High Emotional Quotient (EQ)
• Flexible

Core & Track Subjects

- There are 31 Subjects
- Each subject will have 80 hours per
semester
- PE and Health will have 20 hours per
semester for 4 semesters
- Total of 2,480 hours.