The PRC LET Reviewer for 2025 is a comprehensive study guide designed to help aspiring teachers prepare for the Licensure Examination for Teachers (LET). It covers the three main areas of the exam: Professional Education (Prof Ed), General Education (Gen Ed), and Majorship.
March 23, 2025 Let examination
September 21, 2025 LET examination
For Elementary (BEEd) , Gen.Ed. (40%) & Prof.Ed. (60%).
For Secondary (BSEd), Gen.Ed. (20%), Prof.Ed. (40%), Majorship (40%).
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CASE #1 (BEEd)
Scores: Gen.Ed. = (75/150)*0.4 = 20%
Prof.Ed. = (75/150)*0.6 = 30%
Total Rating - - - - - - - - -> = 50% (failed)
CASE #2 (BSEd)
Scores: Gen.Ed. = (74/150)*0.2 = 9.87%
Prof.Ed. = (145/150)*0.4 = 38.67%
Major = (145/150)*0.4 = 38.67%
Total Rating -- - - - -> = 87.21% (passed)
CASE #3 (BSEd)
Scores: Gen.Ed. = (75/150)*0.2 = 10%
Prof.Ed. = (145/150)*0.4 = 38.67%
Major = (145/150)*0.4 = 38.67%
Total Rating - - - - --> = 87.34% (passed)
CASE #4 (BSEd)
Scores: Gen.Ed. = (113/150)*0.2 = 15%
Prof.Ed. = (113/150)*0.4 = 30%
Major = (113/150)*0.4 = 30%
Total Rating - - - - --> = 75% (passed)
Labarn Future LPT’s🫶🏻✨
Professional Education focuses on the core knowledge and skills needed for effective teaching. This section includes topics such as:
- Assessment of Learning and Evaluation: This covers the different types of assessment, how to design effective assessments, and how to interpret assessment results.
- Child and Adolescent Development: This explores the physical, cognitive, social, and emotional development of children and adolescents, understanding how these stages impact learning.
- Educational Technology: This section focuses on the use of technology in education, including different tools, strategies, and ethical considerations.
- Foundations of Education: This delves into the historical, philosophical, and sociological foundations of education, providing context for understanding the current educational landscape.
- Principles and Strategies of Teaching: This covers different teaching methods, classroom management techniques, and strategies for effective instruction.
- Principles of Learning and Motivation: This explores the theories of learning and motivation, helping teachers understand how students learn best and how to engage them in the learning process.
- Social Dimensions in Education: This examines the role of education in society, addressing issues related to equity, diversity, and social justice.
- Teaching Profession: This section focuses on the ethics and professional responsibilities of teachers, including their roles and responsibilities within the educational system.
General Education covers core subjects that are essential for a well-rounded education. This section includes:
- English: This focuses on grammar, vocabulary, reading comprehension, and writing skills.
- Filipino: This covers the language, literature, and culture of the Philippines.
- Mathematics: This covers basic mathematical concepts, problem-solving skills, and applications of mathematics in real-world situations.
- Science: This covers the fundamental principles of biology, chemistry, physics, and earth science.
- Social Science: This explores history, geography, economics, and political science.
- Information and Communication Technology (ICT): This covers the use of technology for communication, information gathering, and learning.
Majorship focuses on the specific subject area that a teacher will specialize in. This section covers in-depth knowledge and skills related to the chosen field. Some examples of majorship areas include:
- Agriculture and Fishery Arts Major (AFA)
- Biological Science Major
- English Major
- Filipino Major
- MAPEH Major
- Mathematics Major
- Physical Science Major
- Social Science Major
- Technology and Livelihood Education (TLE) Major
- Values Education Major
The PRC LET Reviewer for 2025 aims to provide a comprehensive and up-to-date resource for aspiring teachers. It includes practice questions, answer keys, and explanations to help test-takers understand the concepts and apply them effectively. The reviewer is available in printable PDF and DOCX formats, making it convenient for students to access and study.
This comprehensive study guide, combined with dedicated study habits and practice, can significantly increase the chances of success in the PRC LET. It empowers aspiring teachers with the necessary knowledge and skills to excel in their chosen profession and contribute meaningfully to the education system.
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Cracking the Code: Unveiling the Secret to Achieving a 90+ Score on the LET
Manila, Philippines – [Insert Date], 2025 – The Licensure Examination for Teachers (LET) stands as a formidable hurdle for aspiring educators in the Philippines. Countless individuals dedicate months, even years, to rigorous preparation, investing in mountains of review materials, attending expensive review centers, and poring over countless online resources. Yet, despite these significant efforts, a considerable number still fall short of their desired score. The question then arises: what's the missing piece in this equation? The answer, according to numerous successful LET examinees, lies not in the sheer volume of review materials, but in mastering the correct techniques for answering the exam questions.
This article delves into the often-overlooked strategies that separate those who achieve a coveted 90+ score from those who fall just short. While a thorough understanding of the subject matter is undeniably crucial, the ability to effectively apply that knowledge within the constraints of the LET exam is equally, if not more, important.
Many aspiring teachers make the mistake of believing that success hinges solely on the quantity of their review materials. They accumulate stacks of books, countless soft copies downloaded from various sources, and spend hours watching free online lectures or attending expensive review center classes. This approach, while seemingly thorough, often proves counterproductive. The sheer volume of information can become overwhelming, leading to confusion and ultimately, poor performance on exam day.
The key to success, therefore, lies in strategic preparation and the mastery of specific test-taking techniques. These techniques are not about memorizing facts; they are about understanding the structure and format of the LET, recognizing question patterns, and developing efficient strategies for identifying and answering questions correctly.
Beyond Rote Memorization: Mastering Effective Test-Taking Strategies:
Successful LET examinees emphasize the importance of moving beyond passive review and actively engaging with the material. This involves:
- Understanding the Exam Format: Familiarizing oneself with the structure of the LET, including the types of questions asked, the time allotted for each section, and the scoring system, is paramount. This allows for the development of a tailored approach to tackling the examination.
- Identifying Question Patterns: The LET often employs recurring question patterns and themes. Recognizing these patterns allows examinees to anticipate the types of questions that might be asked and to develop efficient strategies for answering them.
- Time Management: Effective time management is crucial for success on the LET. Examinees should practice pacing themselves during their review sessions to ensure they can complete the exam within the allotted time.
- Eliminating Incorrect Answers: Often, the process of elimination can be just as effective as knowing the correct answer. By systematically eliminating incorrect options, examinees can significantly improve their chances of selecting the right answer.
- Strategic Guessing: While not ideal, there are times when educated guessing becomes necessary. Examinees should develop strategies for making informed guesses when they are unsure of the correct answer.
- Practice, Practice, Practice: Consistent practice with past LET exams and sample questions is essential for honing test-taking skills and identifying areas for improvement. This allows examinees to become comfortable with the exam format and to build their confidence.
- Mindset and Mental Preparation: A positive and confident mindset is crucial for success on the LET. Examinees should focus on their strengths, manage their stress levels, and approach the exam with a sense of calm and determination.
The Missing Link: Effective Application of Knowledge
The truth is, many review materials available are excellent resources for learning the concepts and principles essential for the LET. However, these resources often fall short in providing the necessary guidance on applying that knowledge effectively within the context of the exam questions. This is where the "secret" lies—in mastering the art of translating theoretical knowledge into practical application.
The journey to a 90+ score on the LET is not simply about accumulating knowledge; it's about mastering the techniques to effectively utilize that knowledge under pressure. By focusing on strategic preparation and mastering effective test-taking strategies, aspiring teachers can significantly increase their chances of success and achieve their dreams of becoming educators. The path to success lies in strategic preparation, effective time management, and a focused approach to tackling the exam questions. It's about understanding the subtle nuances of the LET and developing the skills to navigate its challenges effectively.
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Decoding the LET Passing Rate: A Comprehensive Guide to Score Calculation
Manila, Philippines – [Insert Date], 2025 – The Licensure Examination for Teachers (LET) is a critical milestone for aspiring educators in the Philippines. Understanding how the passing rate is computed is essential for effective preparation and realistic expectations. This article provides a detailed explanation of the scoring process for both the Elementary and Secondary levels, clarifying the weighting of different exam components and illustrating the calculation with several examples.
The LET is divided into two main categories: Elementary Level (BEEd) and Secondary Level (BSEd). The scoring system differs for each level, reflecting the distinct subject matter and competencies required for teaching at these respective levels.
Elementary Level (BEEd):
For the Elementary Level LET, the exam is composed of two major sections: General Education (Gen Ed) and Professional Education (Prof Ed). These sections are weighted differently in the final score calculation:
- General Education (Gen Ed): 40% of the total score
- Professional Education (Prof Ed): 60% of the total score
The raw scores obtained in each section are converted into percentages, weighted according to their respective percentages, and then summed to arrive at the final rating. A score of 75% or higher is generally required to pass the exam.
Secondary Level (BSEd):
The Secondary Level LET is more complex, incorporating a third major section: Majorship. The weighting for each section is as follows:
- General Education (Gen Ed): 20% of the total score
- Professional Education (Prof Ed): 40% of the total score
- Majorship: 40% of the total score
Similar to the Elementary Level, raw scores in each section are converted into percentages, weighted according to their percentages, and summed to determine the final rating. Again, a score of 75% or higher is generally required to pass.
Illustrative Examples:
Let's examine the examples provided to understand how the computation works practically:
Case #1 (BEEd):
- Gen Ed Score: (75/150) * 0.4 = 0.20 or 20%
- Prof Ed Score: (75/150) * 0.6 = 0.30 or 30%
- Total Rating: 20% + 30% = 50% (Failed)
In this case, the examinee failed because the total weighted score fell below the passing rate of 75%.
Case #2 (BSEd):
- Gen Ed Score: (74/150) * 0.2 = 0.0987 or 9.87%
- Prof Ed Score: (145/150) * 0.4 = 0.3867 or 38.67%
- Majorship Score: (145/150) * 0.4 = 0.3867 or 38.67%
- Total Rating: 9.87% + 38.67% + 38.67% = 87.21% (Passed)
This examinee passed because the total weighted score exceeded the 75% passing mark.
Case #3 (BSEd):
- Gen Ed Score: (75/150) * 0.2 = 0.10 or 10%
- Prof Ed Score: (145/150) * 0.4 = 0.3867 or 38.67%
- Majorship Score: (145/150) * 0.4 = 0.3867 or 38.67%
- Total Rating: 10% + 38.67% + 38.67% = 87.34% (Passed)
Similar to Case #2, this examinee also passed due to a total weighted score above 75%.
Case #4 (BSEd):
- Gen Ed Score: (113/150) * 0.2 = 0.15 or 15%
- Prof Ed Score: (113/150) * 0.4 = 0.30 or 30%
- Majorship Score: (113/150) * 0.4 = 0.30 or 30%
- Total Rating: 15% + 30% + 30% = 75% (Passed)
This examinee just barely passed, achieving the minimum passing score of 75%.
Important Considerations:
- Raw Scores: The examples use raw scores out of 150 for each section. The actual number of items in each section may vary slightly from year to year.
- Passing Rate: While 75% is generally considered the passing rate, the exact cutoff may vary depending on the difficulty of the exam and the performance of the examinees.
- Weighting: The weighting of each section is crucial. A strong performance in a heavily weighted section can significantly impact the overall score.
Understanding the LET scoring system is vital for effective exam preparation. By focusing on strategic study habits and mastering the content of each section, aspiring teachers can significantly improve their chances of achieving a passing score and embarking on their rewarding careers in education. This detailed breakdown should help future LET takers better understand the scoring process and plan their study strategies accordingly. Remember, consistent effort and a well-structured review plan are key to success
Important Notes:
SCIENCE
•Hair-like structure – Cilia
•Finger-like structure – Villi
•Flap-like structure – Epiglottis— feeling positive.
•Whip-like structure – Flagella
•Penicilin Discoverer – Alexander Fleming
•Released by plants at night – Carbon Dioxide
•GULF – sea partly enclosed by land
•ZONE – surface between tropic of cancer and arctic circle
•Combine chitins and glycans in their cell walls is a feature of FUNGI.
•LEECHES – facilitate anticoagulation
•HURRICANE – atlantic region / atlantic ocean
•TYPHOON – pacific area storm
•MICROFILAMENT – structures in cell
•METALLOIDS – display properties of both metals and non-metals
•BRIGHT GREEN – in a flame test indicates the presence of boron
•Psychogenetic describes the EVOLUTIONARY SEQUENCE of organism.
•MICROBIAL CULTURE – allows microorganism to multiply in medium.
•Leaves with green color look green in the sunlight because THEY REFLECT GREEN LIGHT
•GRAPHICS – illustration / maps
•BACTERIA – is an example of unicellular organism
•PROBIOTIC AS BIFIDOBACTERIUM is an eample of a non pathogenic microorganism
•Hermaphrodite – earth worm
•Capable of regeneration – starfish
•Dysentery – entamoeba hystolica
•Connection – food web
•Series – food chain
Social studies*
•Pag babagong anyo ng bayan – Reduccion
•Law of Bicameralism – Jones Law
•Team of Marcel H. Del Pilar - Frailocracia
•Arena Theater – Severino Montano
•Agreement between Legazpi and Datu Sikatuna – Blood Compact
•Oldeast religion in Asia – Hinduism
•Ikinamatay ni Donya Pia – tinding hirap sa panganganak o binat / lagnat
•BODABIL (not sure bout spelling but lumabas last 2018 LET)– a play NOT from Spanish Era.
•The Phil National Anthem which was composed by Julian Felipe was similar to SPANISH National Anthem
•ACTA DE TEJEROS – rejected Aguinaldo as President
Visit and follow for more reviewers
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Mga teorya ng pinagmulan ng wika
1. Tore ng Babel- Genesis 11:1-8
2. Bow-wow - mula sa panggagaya sa mga tunog ng kalikasan.
3. Ding-dong - kahawig ng teoryang bow-bow, gunit ang teoryang ito ay hindi limitado sa mga kalikasan lamang kung di maging sa mga bagay na likha ng tao.
4. Pooh-pooh - Unang natutong magsalita ang mga tao, nang hindi sinasadya ay napabulalas sila bunga ng mga masisidhing damdamin tulad ng sakit, tuwa, sarap, kalungkutan, takot, pagkabigla at iba pa.
5. Yo-he-ho - ang tao ay natutong magsalita bunga diumano ng kanyang pwersang pisikal.
6. Ta-ra-ra-boom-de-ay - ang wika raw ng tao ay nag-ugat sa mga tunog na kanilang nililikha sa mga ritwal na ito na kalauna’y nagpapabagu-bago at nilapatan ng iba’t ibang kahulugan.
7. Ta-ta - ang kumpas o galaw ng kamay ng tao na kanyang ginagawa sa bawat partikular na okasyon ay ginaya ng dila at naging sanhi ng pagkatuto ng taong lumikha ng tunog at kalauna’y nagsalita.
8. Mama - nagmula ang wika sa mga pinakamadadaling pantig ng pinakamahahalagang bagay.
9. Sing-song - ang wika ay nagmula sa paglalaro, pagtawa, pagbulong sa sarili, panliligaw at iba pang mga bulalas-emosyunal. Ang mga unang salita ay sadyang mahahaba at musikal, at hindi maiikling bulalas na pinaniniwalaan ng marami.
10. Hey you - bunga ng interpersonal na kontak ng tao sa kanyang kapwa tao ang wika. Nagmula ang wika sa mga tunog na nagbabadya ng pagkakakilanlan (Ako!) at pagkakabilang (Tayo!). Napapabulalas din tayo bilang pagbabadya ng takot, galit o sakit (Saklolo!).
11. Coo Coo - ang wika ay nagmula sa mga tunog na nalilikha ng mga sanggol.
12. Yum Yum - Katulad ng teoryang ta-ta, pinag-uugnay ng teoryang ito ang tunog at kilos ng pangangatawan.
13. Babble Lucky - ang wika raw ay nagmula sa mga walang kahulugang bulalas ng tao.
14. Hocus Pocus - maaaring ang pinanggalingan ng wika ay tulad ng pinanggalingan ng mga mahikal o relihiyosong aspeto ng pamunuhay ng ating mga ninuno.
15. Eureka! - Maaari raw na ang ating mga ninuno ay may ideya ng pagtatakda ng mga arbitraryong tunog upang ipakahulugan sa mga tiyak na bagay. Nang ang mga ideyang iyon ay nalikha, mabilis na iyong kumalat sa iba pang tao at naging kalakaran sa pagpapangalan ng mga bagay-bagay.
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PROFED
(Assessment and Evaluation
of Learning 1)
📌BASIC CONCEPTS
📎Test -an Instrument designed to measure any characteristic, quality, ability, knowledge or skill. It comprised of Items in the area. it is designed to measure.
📎Measurement -a process of quantifying the degree to which someone/something possesses a given trait. ie., quality, characteristic, or feature.
📎Assessment - process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgment or decision-making, it is a pre-requisite to evaluation. It provides the information which enables evaluation to take place.
📎Evaluation - a process of systematic interpretation, analysis, appraisal or judgment of the worth of organized data as basis for decision-making. It Involves judgment about the desirability of changes in students.
📎Traditional Assessment - it refers to the use of pen-and-paper objective test.
📎Alternative Assessment - It refers to the use of methods other than pen-and-paper objective test which includes performance tests, projects, portfolios, journals, and the likes.
📎Authentic Assessment - It refers to the use of an assessment method that simulate true-to-life situations. This could be objective tests that reflect real-life situations or alternative methods that are parallel to what we experience in real
life.
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COMMON DISABILITIES
1. Dyslexia - It is a learning disorder that impedes the student’s ability to read and comprehend a text. Fail to recognize the way words break down according to sound.
2. ADHD - Attention Deficit/Hyperactivity Disorder. Students who have ADHD have difficulty paying attention and staying on task. These students can be easily distracted and often have difficulty in traditional school settings.
3. Dyscalculia - a disorder that specifically affects one’s math capabilities. It is an inability to order numbers correctly and extend to limited strategies for problem solving.
4. Dysgraphia - A physical act of writing. The students often cannot hold a pencil correctly, and their posture may be tense while trying to write.
5. Dysphagia/Aphasia - more commonly used term for a speech impairment which can vary from no speech at all, to a difficulty in naming some objects.
6. Dyspraxia - is also known as "motor learning disability". Once known as "clumsy child syndrome"dyspraxia often comes with language problems, and sometimes a degree of difficulty with perception and thought.
7. Autism - a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors.
8. Trisomy 21/Down Syndrome - is a genetic disorder caused by the presence of all or part of a third copy of chromosome 21. It is typically associated with physical growth delays, characteristic facial features, and mild to moderate intellectual disability.
9. Cerebral palsy - or static encephalopathy, is a condition where non-progressive damage to the brain results in a disorder of posture or movement. CP may be accompanied by seizures or by problems with vision, speech, or intellect.
10. Myopia (Nearsightedness) - a type of refractive error in which the eye does not focus light properly onto the retinal surface to allow you to see images clearly.
11. Hyperopia (Farsightedness) - a type of refractive error in which extra focusing effort is required to see distant and near objects clearly. Patients with hyperopia tend to have more eye fatigue, strain, and headache from prolonged reading because of the extra focusing effort required.
12. Astigmatism - a refractive error resulting from the curvature of the cornea (the clear structure making up the front surface of your eye) not being born perfectly round on a microscopic level.
13. Amblyopia (lazy eye) - is a a condition in which vision is reduced but there is no pathology in the eye. It is caused by developmental problems of the visual pathway that connects the eye to the brain during early childhood.
14. Presbyopia - is a common condition that almost everybody experiences with normal aging. It is caused by the progressive loss of elasticity in a structure inside the eye responsible for focusing at near distance called the crystalline lens.
📌PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning - this Includes three types of assessment done before and during instruction. These are placement, formative and diagnostic.
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into the learning situation and use this as a starting point, for instruction.
• The results of this assessment place students in specific learning groups to facilitate teaching and learning.
b. Formative - done during instruction
• This assessment is where teachers continuously monitor the students' level of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to the students for them to know their strengths and weaknesses and the progress of their learning.
c. Diagnostic - done during instruction
• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred to as the summative assessment.
• it is used to certify what students know and can do and the level of their proficiency or competency.
• Its results reveal whether or not instructions have successfully achieved, the curriculum outcomes.
• The information from assessment of learning is usually expressed as marks or letter grades.
• The results of which are communicated to the students, parents, and other stakeholders for decision making.
•It is also a powerful factor that could pave the way for educational Reforms.
3. Assessment AS learning -this is done for teachers to understand and perform well their role of assessing FOR and OF learning. It requires teachers to undergo
training on how to assess learning and be equipped with the following competencies needed in performing their work as assessors.
📌Standards for Teacher Competence In Educational Assessment of Students
(Developed by the American Federation Teachers National, Council on Measurement In Education, National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of both externally produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments.
6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.
Professional Education
LET REVIEWERS
Sigmund Freud’s Psychoanalytic Theory (Personality)
Psychosexual Development
📚Oral Stage (0-1 yrs. old) – Infant
📚Anal Stage (1-3 yrs. old) – Toddler
📚Phallic Stage (3-6 yrs old) preschoolers
📚Latency Stage (age 6 - puberty) school age
📚Genital Stage (adolescence /puberty onwards)
Personality Component
📘ID (pleasure principles) infancy
📘EGO (reality principles) preschooler
📘SUPEREGO (morality principles) near end of preschool
3 Levels of Mind
📗CONCIOUS - all that we are aware of that are stored in our conscious mind.
📗UNCONCIOUS - all that we go through (feelings, beliefs, impulses deep within)
📗SUBCONCIOUS (a.k.a. Pre-Conscious) – the part of us that’s hidden unless we search for it
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Piaget’s Cognitive Development Theory
3 Basic Cognitive Concept
1. Schema – Building blocks of knowledge
2. Adaptation Processes (3)
📕Assimilation – using an existing schema to deal with a new object or situation.
📕Accommodation – happens when an existing schema does not work and needs to be changed to deal with a new object or situation
📕Equilibration – occurs when a child’s schemas can deal with most new information through assimilation. But when our experiences do not match our schemata, we experience cognitive disequilibrium
3. Stages of Cognitive Development
Stage 1. Sensori-motor stage (birth - infancy)
Highlight:
Object Permanence - ability to know that an object still exists even when out of sight
Stage 2. Pre-operational stage (2-7yrs) preschool years
Intelligence at this stage is intuitive in nature
Child can now make mental representations and is able to pretend
Highlights on this stage:
📒Symbolic Function – ability to represent objects and events
📒Egocentrism – the tendency of the child to only see his point of view and to assume that everyone also has his same point of view
📒Centration – the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
📒Irreversibility – inability to reverse their thinking
Can understand 2+3=5 but cannot understand that 5-3=2
📒Animism – attribute human like traits or characteristics to inanimate objects
(e.g. Mr. Sun is asleep)
📒Transductive Reasoning – reasoning appears to be from particular to particular
(i.e. If A causes B, then B causes A)
Stage 3. Concrete-operational stage (8-11 yrs.) elementary school years
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
📒Decentering – no longer focused or limited to one aspect or dimension which makes the child to be more logical when dealing with concrete objects and situations
📒Reversibility – can now follow that certain operations can be done in reverse
📒Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance.
📒Seriation – ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal-operational stage (12-15 yrs.)
Thinking becomes logical
Can solve problems and hypothesize
This stage is characterized by the following:
📓Hypothetical Reasoning – the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final decision. Can answer what if questions.
📓Analogical Reasoning – the ability to perceive the relationship in one instance and use it to narrow down possible answers. Can make an analogy.
📓Deductive Reasoning – the ability to think logically by applying the general rule to a particular situation.
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MARCH 17, 2024 ACTUAL LET : KEYWORDS
1. Da Vinci - Mona Lisa
2. Rein - of horse
3. Galleon trade
4. Firing squad (2x)
5. Bayan Ko naglapat ng titik - Jose Corazon de Jesus
6. Laong laan - pen name of Rizal
7. Mi Primera Inspiracion
8. Noli me tangere - Touch Me Not
9. Opthalmologist - Rizal
10 Flowers of Heidelberg where? Germany (2x)
11. The Big One - Earthquake
12. Not a man-made wonders - stonehenges
13. Eggs - flour - 14
14. Sucesos de los islas filipinas - Antonio de Morga
15. Filipinos are worth dying - Benigno Aquino Jr.
16. Rizal decide to study abroad - to cure his mother's eyesight
17. (RA 7836) - Panaklong
18. Zero Population Growth (2x)
19. Chordata - Phylum
20. Elizabethan - Shakespeare
21. Blood Compact
22. Bonifacio - armed rebellion
23. 3 times daw to lumabas, totoo ba?
The Greatest Generation: 1901–1927
Silent Generation: 1928–1945
Baby Boomers: 1946–1964
Generation X: 1965–1980
Millennials: 1981–1996
Generation Z: 1996–2012
Gen Alpha: 2013–2025
Math:
1. 480 cubic centimeters
2. 1
3. 3
4. 1,500
5. 5x-2y-5z
6. 16,000 amount the 12,750 net price
7. 76-average (70% at 80%)
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Father of printing - JOHANNES GUTENBERG
Father of English Essay- FRANCIS BACON
Greatest English Writer- William Shakespeare
Greatest Sonnet Writer- William Shakespeare
English Literature- Geofrey Chaucer
Morning star of English literature - Geofrey Chaucer
Father of Horror and Detective Stories- Edgar Allan Poe
Foremost French Short Story Writer- Guy de Maupassant
Mythical Geographer - Homer
Greatest Orator- Cicero
Greatest Lyric Poem- Psalm of king David
Indian National Poet- RABINDRANATH TAGORE
Indian' Shakespeare -KALIDASA
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The Top 20 Figures of Speech
1. Alliteration - the repetition of an initial consonant sound.
2. Anaphora - the repetition of the same word or phrase at the beginning of successive clauses or verses.
3. Antithesis - the juxtaposition of contrasting ideas in balanced phrases.
4. Apostrophe - reaking off discourse to address some absent person or thing, some abstract quality, an inanimate object, or a nonexistent character.
5. Assonance - identity or similarity in sound between internal vowels in neighboring words.
6. Chiasmus - a verbal pattern in which the second half of an expression is balanced against the first but with the parts reversed.
7. Euphemism - the substitution of an inoffensive term for one considered offensively explicit.
8. Hyperbole - an extravagant statement; the use of exaggerated terms for the purpose of emphasis or heightened effect.
9. Irony - the use of words to convey the opposite of their literal meaning. Also, a statement or situation where the meaning is contradicted by the appearance or presentation of the idea.
10. Litotes - a figure of speech consisting of an understatement in which an affirmative is expressed by negating its opposite.
11. Metaphor - an implied comparison between two unlike things that actually have something important in common.
12. Metonymy - a figure of speech in which one word or phrase is substituted for another with which it's closely associated; also, the rhetorical strategy of describing something indirectly by referring to things around it.
13. Onomatopoeia - the use of words that imitate the sounds associated with the objects or actions they refer to.
14. Oxymoron - a figure of speech in which incongruous or contradictory terms appear side by side.
15. Paradox - a statement that appears to contradict itself.
16. Personification - a figure of speech in which an inanimate object or abstraction is endowed with human qualities or abilities.
17. Pun - aplay on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words.
18. Simile - a stated comparison (usually formed with "like" or "as") between two fundamentally dissimilar things that have certain qualities in common.
19. Synecdoche - a figure of speech in which a part is used to represent the whole (for example, ABCs for alphabet) or the whole for a part ("England won the World Cup in 1966").
20. Understatement - a figure of speech in which a writer or speaker deliberately makes a situation seem less important or serious than it is.
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✔John Locke — tabularasa , empiricism:"Father of Liberalism"
✔Francis Bacon — "Father of scientific method" "Father of empiricism"
✔Jean Jacques Rousseau -- "Hollistic education"(physical, moral, intellectual): nature of child.
✔Edgar Dale - "Cone of Experience" aka "Father of Modern Media in Education"
✔Erik Erickson — Psychosocial development Theory
✔Edward Lee Thorndike =Theory of Connectionsim “satisfaction” “the law of effect, readiness and exercise”." Father of Modern Educational psychology;
✔Friedrich Frobel — "Father of kindergarten"
✔Johann Herbart — founder of pedagogy as an academic discipline.
✔Johann Heinrich Pestalozzi — symmetrical and harmonious devt of child: motto " Learning by head, hand and heart"
THEORIES AND THEIR PROPONENTS
✔Sigmund Freud — psychosexual , psychoanalytic; “father of modern psychology”
✔Wilhelm Woundt = german psycologist “father of psychology’.
✔John Dewey – Learning by doing: education for all.
✔David Froebel – Father of kinder garten
✔Ivan Pavlov = classical conditioning: involuntary behavior
✔Burrhus Frederic Skinner — operant cond.
✔Jean Piaget —cognitivist/ Cognitive dev’t Theory, info processing , dynamic interrelation.
✔David Ausubel — meaningful learning envronment theory, graphic organizer, assumption
✔William Kohler — insight learning theory
✔Lawrence Kohlberg — moral dev’t theory
✔Albert Bandura —Modeling/Imitate: Social learning Theory,"bobo doll" experiment, neo – behaviorism
✔Robert Gagne — Cumulative Learning Theory: sequence of instruction
✔Abraham Maslow — hierarchy of needs , motivation theory
✔Brofenbrenner's - Ecological System Theory (microsystem, mesosystem, exo, macro and chrono)
✔Benjamin Bloom — bloom’s cognitive taxonomy
✔David Krathwohl — affective domain
✔Simpsons / Anita Harrow — psychomotor domain
✔Jerome Bruner — Discovery Learning Theory/Inquiry method: Scaffolding Theory :constructivist, spiral curr, instrumental conceptualism
✔Lev Vygotsky — constructivist :Social Constructivism; Zond of Proximal Development (ZPD) : More knowledgeable others (MKO)
✔Edgar Dale — cone of exp. (20% remember)
✔John Locke — tabularasa , empiricism:"Father of Liberalism"
✔Howard Gardner — multiple int.
✔John Flavel — metacognition
✔John Watson — behaviorial theory: “Father of Behaviorism”, psychological school of behaviorism.
✔Kurt Lewin - The Father of Social Psychology; his work pioneered the use of scientific methods to study social behavior.
✔Charles darwin = theories to mental characteristics as human think, feel & behave(” evolutionary psychology”)
✔William Sheldon – Physiological
✔Max Wertheimer = gestalt psychology
✔Wolfgang Ratke — used vernacular for approaching the class.
✔Edward Tolman — purposive behaviorism and goal oriented
✔Plato --- Idealist/Idealism(own ideas) nothing exist except in the mind of a man.
✔Aristotle-- Realist/Realist (experience) mastery of organized subject matter.
✔Cunfucios – Great philosopher, analects, golden rule, society, name (essence) rule.
✔Mencius — idealistic wing of confucianism; love covers all (good, right)
✔Hzun tzu — realistic wing of confusianism
✔Lao tzu — taoism: Go with the flow.
✔Bowlby — attachment theory
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#LISTOFKEYWORDS
1. #Idealism – spiritual, values, ideal
2. #realism- science/ what is real
3. #empiricism- senses
4. #naturalism- innate
5. #existentialism- choice,decision,unique
6. #essentialism- specialization, basic, fundamental
7. #perrenialism- classic, literature, traditional
8. #pragmatism- activation of skills
9. #progressivism-child-centered
10. #Epicureanism- perfection
11. #Agnosticism- atheist, unknown
12. #stoicism- passionate emotions
13. #hedonism- pleasure
14. #humanism- humans
15. #constuctivism- prior knowledge activation
16. #reconstructionism- solution to problem
17. #scholasticism- rationalization of church
18. #Utilitarianism - usage/ utility
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PROF. ED PROPONENTS
B.F. SKINNER – Operant Conditioning
BANDURA – Modeling
BANDURA & WALLACE – Social Learning
CARL JUNG – Psychological
CARL JUNG – Psychological
CONFICIUS – Education for all, Golden Rule
EDWARD THORNDIKE – Connectionism
ERICK ERIKSON – Psychosocial
IVAN PAVLOV – Classical Conditioning
JEAN PIAGET – Cognitive FROEBEL - Father of Kndrgrtn
PEZTALLOZI – realia, Froebel’s protégé
JEROME BRUNER – Instrumental Conceptualism
JOHN DEWEY – learning by doing
JOHN LOCKE – Tabula Rasa (blank sheet)
KOHLERS – Insight Learning
LAURENCE KOHLBERG – Moral Development
LEV VGOTSKY – Social Cognitivist, Scaffolding
SIGMUND FREUD – Psychosexual
WILLIAM SHELDON – Physiological
PRINCIPLES
HEDONISM – pleasure principle
DOUBLE EFFECT – sacrifice for the good or bad
FORMAL COOPERATION – cooperation with will
LESSER EVIL – choice of the less one from two bad things
MATERIAL COOPERATION – cooperation without will
FREUD’S PSYCHOSEXUAL/PSYCHOANALYTICAL THEORY
1. ORAL (0-1 yrs. old) – Infant
2. ANAL (1-3 yrs. old) – Toddler
3. PHALLIC – Preschool
4. LATENCY – School Age
5. GENITAL – Adolescense
OEDIPUS – son to mom ELECTRA – daughter to dad
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PROFESSIONAL EDUCATION BULLETS
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1.The most reliable measure of central tendency when there are extreme scores
●Median
.
2. Iah's score from her LET are the following: 92, 88, 91. What is the median?
●91
3. What can be inferred from a low standard deviation? ●Scores are homogenous
4. A high negative discrimination index means that: ●More from the bottom group answered the test question correctly
5. When a student scored P80 on a single test, that means: ●He scored higher than 80 percent of the class
6. Which of the following is an accurate depiction of an authentic assessment? ●Performing first-aid measures to scald burns
7. Which of the following is a characteristics of a norm-referenced testing? ●The performance depends on the scores of his batch mates
8. Which of the following is a correct statement about validity and reliability? ●A valid test is always reliable
9. Which of the following is a characteristics of a norm-referenced testing? ●The performance depends on the scores of his batch mates
10. A difficulty index of .92 means that the item is: ●Very easy
11. Which of the following is an accurate depiction of an authentic assessment? ●Performing first-aid measures to scald burns
12.Which of the following is an example of a formative test? ●Quiz
13. Which of the following types of tests is most vulnerable to biases? ●Essays
14. A leptokurtic distribution signifies that: ●All scores are average
15. If a distribution is skewed to the right, this implies that: ●The scores are very low
16. Which of the following is the best method to imcrease the reliablity of a test material? ●Increase the number of items
17. This thinking strategy refers to narrowing down ideas from big concept to smaller ones? ●Convergent Thinking
18. This refers to the collection of works, artifacts, and pieces of a student and may serve as a basis for assessment: ●Portfolio
19. Which of the following does Not describe a holistic rubric in scoring ●It uses at least 3 or more basis
20. Which of the following types of tests is most vulnerable to biases? ●Essays
21. Withitness means: ●That the teacher knows everything that happens around the four corner of the classroom
22. When a teacher jumps from one topic to another without assessing of the students are ready to absorb the instructions, this practice depicts: ●Thrust
23. What can be inferred from a low standard deviation? ●Scores are homogenous
24. If a distribution is skewed to the right, this implies that: ●The scores are very low
25. When a teacher is able to perform multiple, different activities at the same, this shows: ●Overlapping
26. Which is an incorrect practice in test construction? ●When using numbers as options, arrange them in a descending order
27. Under the new version of Bloom's Taxonomy of conitive processes, which of the following belongs to the top level? ●Generating
28. Which is the basic form of cognitive process according to Bloom's? ●Knowledge
29. Which of the following forms of punishment is least likely to affect students negatively? ●Surprise quiz
30. The following are examples of extrinsic motivation, except? ●Community service
31. This is also known as the Enhanced Basic Education Act of 2013 ●K-12
32. Subject matter, Activities, Evaluation, Assignment, Sequence of a lesson plan ●Determine the objectives
33. A student makes the teachers and his classmates busy and asks everyone to give him special attention. What is the student's hidden message? ●The students wants to feel connected
34. Which of the following serves as a pre-requisite to employment and will ensure that only competent teachers will be granted privilege to teach to schools? ●Licensure and registration
35. Which of the following correctly describes inductive reasoning? ●Arriving to a main idea demo smaller topics
36. Which of the following laws prescribed licensure examination for teachers and will strengthen the regulation of the practice of teaching in the Philippines? ●RA 7836
37. Which of the following will disqualify a teacher to become a member of the board of professional teachers? ●A naturalized Filipino citizen that has 15 years of continuous teaching experience
38. Which of the following shall receive the highest budgetary allocation according to the Philippine Constitution? ●Education
39. According to the law, she can be referred to as a para-teacher. Which of the following is not correct about para-teachers? ●These teacher failed to reach the minimum GWA of 75 but have grades below 75
Kylie scored 74.80 from the recent LET.
40. Which of the following is most likely be related to existentialism? ●Free choice
41. Which of the following is NOT true about periodic merot examination for teachers according to RA 7836? ●This shall encourage continuing personal growth and development
42. While teaching Mathematics, Teacher Janus noticed that his students show interests on dancing. He then decides to change the topic and teaches concept about dancing and shows to them dance perdormances from the internet. What philosophy of education is shown? ●Progressivism
43. If a teacher wishes to enjoy study leave, she will get how many percent of her salary while on study leave? ●60%
44. What is the focus of education during the Commonwealth Period? ●Nationalism
45. Which of the following is the focus of Spartan Education? ●Military training
46. Teacher Vanessa receives a death threat because she gave her student a failing grade. She knows that passing the student will make her less credible as a teacher but will save herself from being harmed. She then decided to pass the student to avoid danger. Which of the following is observed by Teacher Vanessa? ●Principle of Double Effect
47. Which of the following actions of a teacher violated the Code of Ethics for Professional Teachers?●Having practice prejudice and eliminating discrimination against any learner
48. This type of conscience makes the person see that he sins but actually he/she does not. ●Scrupulous
49. K-12 curriculum is what type of subject-centered curriculum? ●Spiral
50. Which is the closest to the real thing? ●Performing real life task
51. Which of the following helps the learner to retain information best? ●Doing
52. A globe is an example of a ●Model
53. Which of the four pillars of learning focuses on the competencies of a certain individual on a particular skill? ●Learning to do
54. Which of the following involves enactive representations according to Bruner? ●Action-based
55. Which does not show acculturation? ●Learning from your American parents their traditions
56. A Venn Diagram is most likely to be used when: ●Discussing the similarities and differences of prokaryotic and eukaryotic cells
57. Teacher Iah wants to show her students the percentage of Math major, science major, social science major, english major and tle major based on the whole population of BSED students in the school where she teaches. Which of the following types of graph should she use? ●Circle graph
58. Which of the following traits of Filipino can be considered both a negative and a positive trait?●Pakikisama mentality
59. he ability of a child to realize that 1 liter of bottled water has the same quantity even if the water will be placed on a plastic pitcher or a pale is called: ●Conservation
60. Ana is a 13 year old high school student who thinks that death penalty should be implemented in her own countries as she believes that there are other ways to punish oppressors and teach them to be better citizens. She should be under what stage of Piaget's theory? ●Formal operational
61. Lawrence Kohlberg focuses more on which of the following aspects of child development?●Morality
62. Which does not show acculturation? ●Learning from your American parents their traditions
63. A toddler wishes to go the restroom alone and wishes to care for himself if not treated properly will have develop or lead to which of the following psychosocial stages based on Erikson's model? ●Doubt
64. This is known as a girl's psychosexual competition with her mother for the possession of her father. ●Electra Complex
65. The parts of human personality in which instinct and primary processes manifest: ●Id
66. Which of the following shall receive the highest priority accordin to Abraham Maslow's model on ●Warmth humanistic needs?
67. In Grace Goodell's Reading Skills Ladder, which of the following takes precedence? ●Basic sight words
68. Which of the following is not true about Language Acquisition among children? ●Chomsky explains in his model thay children acquired language solely through exposure.
69. This model shows reading as an active process that depends on reader characteristics, the text, and ●Interactive the reading situation
70. A child who has spatial intelligence will most likely enjoy which of the followong activities? ●Solving puzzles
71. It is the average, most commonly used and in greatly affected by extreme scores ●Mean
72. Who is the proponent of respondent conditioning? ●Ivan Pavlov
73. It is the middlemost of measures of central tendency and most reliable when there is extreme scores ●Median
74. Which of the following teacher most likely demonstrates Bandura's work in teaching? ●She shows the student how a dance should be performed.
75. It is the most frequently used measures of central tendency ●Mode
76. Which of the following refers to the law of effect by Thorndike? ●If the end result will be beneficial to the student he/she will probably perdorm well
77. It is the highest score minus the lowest score and is the simplest of measures of variability ●Range
78. ZPD is concept popularized by: ●Vygotsky
79. It is how spread the scores are from the mean and most reliable measures of variability ●Standard Deviation
79. It is the square of standard deviation ●Variance
80. Very easy/reject ●0.81-1.00
81. Very difficult/reject ●0-0.20
82. Easiness ●Difficulty index
83. Differentiate Upper group to lower group ●Discrimination index
84. Difficult/revise ●0.21-0.40
85. More from upper group/retain ●Positive Discrimination index
86.Moderate/retain ●0.41-0.60
87. Easy/revise ●0.61-0.80
88. More from lower group/reject ●Negative discrimination index
89. Cannot determine/reject ●Zero discrimination index
90. Measures what it intends to measure ●Validity
91. Consistency ●Reliability
92. Standard, criteria, specific target ●Criterion referenced
91. Others, class, batch mates ●Norm referenced
92. Scattered, far from the mean, heterogenous ●High standard deviation
93. Pen and paper, multiple choice, cognitive ●Traditional assessment
94. Divide by 9. Median is S5 ●Stanines
95. Clustered, near from the mean, homogenous ●Low standard deviation
96. Real-life application, holistic ●Authentic Assessment
97. Peakedness ●Kurtosis
98. Before instruction, strengths and weaknesses ●Diagnostic
99. Divide by 100. Median is P50 ●Percentile
100. Normal curve, bell-shaped, most scores-average, few scores are high and low ●Mesokurtic
101. Taller, more peaked, almost if not all scores are average ●Leptokurtic
102. Divide by 10. Median is D5 ●Decile
103. During instruction progress, gaps, quizzes ●Formative
104. Flat curve, scores are heterogenous ●Platykurtic
105. Divide by 4. Median is Q2 ●Quartile
106. Afetr instruction, evaluative learning ●Summative
107. Not biased, multiple choice, matching type, wide level of objectives, guessing ●Objective
108. Guide for scoring ●Rubrics
109. Biased, essay, wide sampling of ideas, bluffing ●Subjective
110. Single basis ●Holistic
111. Memorization ●Knowledge
112. Multiple basis ●Analytical
113. Understanding ●Comprehension
114. Use ●Application
115. Classroom Management Model ●Kounin
116. Breaking down ●Analysis
117. Eyes at the back ●Withitness
118. Synthesis
●Putting together
119. Multi-tasking ●Overlapping
120. Jumping from previous topic to new topic and vice versa ●Flip-flop
121. Judgment ●Evaluation
122. Narrowing ●Convergent thinking
123. Not able to return ●Truncation
124. The students are not ready ●Thrust
125.Widening ●Divergent thinking
126. Increase a response ●Reinforcement
127.Weakens a response ●Punsihment
128. General to specific ●Deductive reasoning
129. Outside ●Acculturation
130. Specific to general ●Inductive reasoning
131. Inside ●Enculturation
132. External, shallow, money ●Extrinsic motivation
133. Cognitive development ●Piaget
134. Internal, noble, social work ●Intrinsic motivation
135. Senses and motor (0-2) ●Sensorimotor
136. Hidden message: notice me
Requires special treatment
Keeps others busy ●Attention seeking
137. Egocentric, children tend to see only their point of view(2-7) ●Pre-operational
138. Hidden message: i am hurting
Get even
Violent ●Revenge seeking
139. (7-12) ●Concrete operational
140. 12-above
Abstract reasoning ●Formal operational
141. Hidden message: i want to help
Gets bossy ●Power seeking
142. Classical conditioning or respondent conditioning ●Pavlov
143. Hidden message: show me how
Refuses to participate ●Isolation/Withdrawal
144. Operant conditioning ●Skinner
145.Back to basics ●Essentialism
146. Social learning theory
Modelling
Imitation ●Albert Bandura
147.Traditional ●Perennialism
148. Trust vs. Mistrust ●Infant
149. Free choice ●Existentialism
150. Autonomy vs. Shame and doubt ●Toddler
151. Change ●Progressivism
152. Initiative vs. Guilt ●Preschool
153. Social change ●Social Reconstructionism
154. Industry vs. Inferiority ●School age
155. Practical use ●Pragmatism
156. Identity vs. Role confusion ●Adolescence
157. Labor/vocational training ●Japanese
158. Values, beliefs, affective, attitude ●Idealism
159. 2 options but each has both positive and negative effect ●Double effect
160. Senses ●Empiricism
161. 2 negative options but the other one is less evil ●Lesser evil
162. Intimacy vs. Isolation ●Young adult
163. With knowledge and intention ●Formal cooperation
164. Without knowledge and intention ●Material cooperation
165. Create new knowledge ●Constructivism
166.Pleasure ●Hedonism
167. Generativity vs. Stagnation ●Middle adult
168. More people will benefit ●Utilitarianism
169. Environment ●Behaviorism
170. Sure ●Certain
171. Ego integrity vs. Despair ●Late adult
172. Unsure ●Doubtful
173. Survival ●Pre-spanish
174. Hypocrite ●Pharisaical
175.Mouth ●Oral
176. Religion ●Spanish
177. Insensitive ●Callous
178. Thinks shes right but shes not ●Lax
179.Anus ●Anal
180. Thinks shes wrong but shes not ●Scrupulous
181. Nationalism ●Commonwealth
182.Sex organs ●Phallic
183. 10% ●Read
184. 20% ●Hear
185. Free basic education ●American
186. None ●Latentcy
187. 30% ●See
188. 50% ●Hear and see
189. Sex organs through opposite sex ●Genital
190. Reader to book ●Top down
191. 70% ●Say and write
192. Book to reader ●Bottom up
193. 90% ●Do
194. Action ●Enactive
195. Active process ●Interactive
196. Images ●Iconic
197. Language ●Symbolic
198. Trend or progress ●Line graph
199. Comparison ●Bar graph
200.Percentage ●Circle or pie graph
201. A process by which a conditioned response is lost. ●Extinction
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PHILOSOPHY/FOUNDATIONS OF EDUCATION
✔John Locke — tabularasa , empiricism:"Father of Liberalism"
✔Francis Bacon — "Father of scientific method" "Father of empiricism"
✔Jean Jacques Rousseau -- "Hollistic education"(physical, moral, intellectual): nature of child.
✔Edgar Dale - "Cone of Experience" aka "Father of Modern Media in Education"
✔Erik Erickson — Psychosocial development Theory
✔Edward Lee Thorndike =Theory of Connectionsim “satisfaction” “the law of effect, readiness and exercise”." Father of Modern Educational psychology;
✔Friedrich Frobel — "Father of kindergarten"
✔Johann Herbart — founder of pedagogy as an academic discipline.
✔Johann Heinrich Pestalozzi — symmetrical and harmonious devt of child: motto " Learning by head, hand and heart"
THEORIES AND THEIR PROPONENTS
✔Sigmund Freud — psychosexual , psychoanalytic; “father of modern psychology”
✔Wilhelm Woundt = german psycologist “father of psychology’.
✔John Dewey – Learning by doing: education for all.
✔David Froebel – Father of kinder garten
✔Ivan Pavlov = classical conditioning: involuntary behavior
✔Burrhus Frederic Skinner — operant cond.
✔Jean Piaget —cognitivist/ Cognitive dev’t Theory, info processing , dynamic interrelation.
✔David Ausubel — meaningful learning envronment theory, graphic organizer, assumption
✔William Kohler — insight learning theory
✔Lawrence Kohlberg — moral dev’t theory
✔Albert Bandura —Modeling/Imitate: Social learning Theory,"bobo doll" experiment, neo – behaviorism
✔Robert Gagne — Cumulative Learning Theory: sequence of instruction
✔Abraham Maslow — hierarchy of needs , motivation theory
✔Brofenbrenner's - Ecological System Theory (microsystem, mesosystem, exo, macro and chrono)
✔Benjamin Bloom — bloom’s cognitive taxonomy
✔David Krathwohl — affective domain
✔Simpsons / Anita Harrow — psychomotor domain
✔Jerome Bruner — Discovery Learning Theory/Inquiry method: Scaffolding Theory :constructivist, spiral curr, instrumental conceptualism
✔Lev Vygotsky — constructivist :Social Constructivism; Zond of Proximal Development (ZPD) : More knowledgeable others (MKO)
✔Edgar Dale — cone of exp. (20% remember)
✔John Locke — tabularasa , empiricism:"Father of Liberalism"
✔Howard Gardner — multiple int.
✔John Flavel — metacognition
✔John Watson — behaviorial theory: “Father of Behaviorism”, psychological school of behaviorism.
✔Kurt Lewin - The Father of Social Psychology; his work pioneered the use of scientific methods to study social behavior.
✔Charles darwin = theories to mental characteristics as human think, feel & behave(” evolutionary psychology”)
✔William Sheldon – Physiological
✔Max Wertheimer = gestalt psychology
✔Wolfgang Ratke — used vernacular for approaching the class.
✔Edward Tolman — purposive behaviorism and goal oriented
✔Plato --- Idealist/Idealism(own ideas) nothing exist except in the mind of a man.
✔Aristotle-- Realist/Realist (experience) mastery of organized subject matter.
✔Cunfucios – Great philosopher, analects, golden rule, society, name (essence) rule.
✔Mencius — idealistic wing of confucianism; love covers all (good, right)
✔Hzun tzu — realistic wing of confusianism
✔Lao tzu — taoism: Go with the flow.
✔Bowlby — attachment theory
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Important Notes:
SCIENCE
•Hair-like structure – Cilia
•Finger-like structure – Villi
•Flap-like structure – Epiglottis— feeling positive.
•Whip-like structure – Flagella
•Penicilin Discoverer – Alexander Fleming
•Released by plants at night – Carbon Dioxide
•GULF – sea partly enclosed by land
•ZONE – surface between tropic of cancer and arctic circle
•Combine chitins and glycans in their cell walls is a feature of FUNGI.
•LEECHES – facilitate anticoagulation
•HURRICANE – atlantic region / atlantic ocean
•TYPHOON – pacific area storm
•MICROFILAMENT – structures in cell
•METALLOIDS – display properties of both metals and non-metals
•BRIGHT GREEN – in a flame test indicates the presence of boron
•Psychogenetic describes the EVOLUTIONARY SEQUENCE of organism.
•MICROBIAL CULTURE – allows microorganism to multiply in medium.
•Leaves with green color look green in the sunlight because THEY REFLECT GREEN LIGHT
•GRAPHICS – illustration / maps
•BACTERIA – is an example of unicellular organism
•PROBIOTIC AS BIFIDOBACTERIUM is an eample of a non pathogenic microorganism
•Hermaphrodite – earth worm
•Capable of regeneration – starfish
•Dysentery – entamoeba hystolica
•Connection – food web
•Series – food chain
Social studies*
•Pag babagong anyo ng bayan – Reduccion
•Law of Bicameralism – Jones Law
•Team of Marcel H. Del Pilar - Frailocracia
•Arena Theater – Severino Montano
•Agreement between Legazpi and Datu Sikatuna – Blood Compact
•Oldeast religion in Asia – Hinduism
•Ikinamatay ni Donya Pia – tinding hirap sa panganganak o binat / lagnat
•BODABIL (not sure bout spelling but lumabas last 2018 LET)– a play NOT from Spanish Era.
•The Phil National Anthem which was composed by Julian Felipe was similar to SPANISH National Anthem
•ACTA DE TEJEROS – rejected Aguinaldo as President
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LET REVIEWERS
Sigmund Freud’s Psychoanalytic Theory (Personality)
Psychosexual Development
📚Oral Stage (0-1 yrs. old) – Infant
📚Anal Stage (1-3 yrs. old) – Toddler
📚Phallic Stage (3-6 yrs old) preschoolers
📚Latency Stage (age 6 - puberty) school age
📚Genital Stage (adolescence /puberty onwards)
Personality Component
📘ID (pleasure principles) infancy
📘EGO (reality principles) preschooler
📘SUPEREGO (morality principles) near end of preschool
3 Levels of Mind
📗CONCIOUS - all that we are aware of that are stored in our conscious mind.
📗UNCONCIOUS - all that we go through (feelings, beliefs, impulses deep within)
📗SUBCONCIOUS (a.k.a. Pre-Conscious) – the part of us that’s hidden unless we search for it
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Piaget’s Cognitive Development Theory
3 Basic Cognitive Concept
1. Schema – Building blocks of knowledge
2. Adaptation Processes (3)
📕Assimilation – using an existing schema to deal with a new object or situation.
📕Accommodation – happens when an existing schema does not work and needs to be changed to deal with a new object or situation
📕Equilibration – occurs when a child’s schemas can deal with most new information through assimilation. But when our experiences do not match our schemata, we experience cognitive disequilibrium
3. Stages of Cognitive Development
Stage 1. Sensori-motor stage (birth - infancy)
Highlight:
Object Permanence - ability to know that an object still exists even when out of sight
Stage 2. Pre-operational stage (2-7yrs) preschool years
Intelligence at this stage is intuitive in nature
Child can now make mental representations and is able to pretend
Highlights on this stage:
📒Symbolic Function – ability to represent objects and events
📒Egocentrism – the tendency of the child to only see his point of view and to assume that everyone also has his same point of view
📒Centration – the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
📒Irreversibility – inability to reverse their thinking
Can understand 2+3=5 but cannot understand that 5-3=2
📒Animism – attribute human like traits or characteristics to inanimate objects
(e.g. Mr. Sun is asleep)
📒Transductive Reasoning – reasoning appears to be from particular to particular
(i.e. If A causes B, then B causes A)
Stage 3. Concrete-operational stage (8-11 yrs.) elementary school years
This stage is characterized by the ability of the child to think logically but only in terms of concrete objects.
📒Decentering – no longer focused or limited to one aspect or dimension which makes the child to be more logical when dealing with concrete objects and situations
📒Reversibility – can now follow that certain operations can be done in reverse
📒Conservation – the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance.
📒Seriation – ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal-operational stage (12-15 yrs.)
Thinking becomes logical
Can solve problems and hypothesize
This stage is characterized by the following:
📓Hypothetical Reasoning – the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final decision. Can answer what if questions.
📓Analogical Reasoning – the ability to perceive the relationship in one instance and use it to narrow down possible answers. Can make an analogy.
📓Deductive Reasoning – the ability to think logically by applying the general rule to a particular situation.
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📚 Professional Education Notes
1. Law of Readiness - preparedness
2. Law of Exercise - practice makes perfect
3. Law of effect - satisfaction
4. Law of primacy - learn first / first impression
5. Law of Recency - now/most recent are best
remembered
6. Law of intensity - impact/ exciting
Ex. Role playing
7. Law of Freedom - right to freedom
8. Law of importance - essentials
📌Cognitive:
mental skills(knowledge)
📌Affective:
growth in feelings or emotional areas (Attitude)
📌Psychomotor:
manual or physical skills (skills)
📌Principles of TEACHING
A. create an active learning
B. Focus Attention
C. Connect Knowledge
D. Help students organize their knowledge
E. Provide timely feedback
F. Demand quality
G. Balance high expectations with student support
H. Enhance motivation to learn
I. Communicate your message in variety of ways.
J. Help students to productively manage their time
📌stages of Learning
1. Acquisition - learning new skill
2. Fluency - practice for mastery of skill
3. Generalization - across time & situation / variety
of setting
4. Adaptation -. Use for problem solving
5. Maintenance - performance over time
📌Bloom's Cognitive Domain
Blooms Taxonomy
Remember - recall facts & basic concepts
define, duplicate, list, memorize,state
Understand - Explain ideas or concepts
Classify, describe, discuss, explain,
locate, recognize
Apply -. Use of information in new situation
execute, implement, solve, use,
demonstrate, interpret, operate
Analyze -. Draw connection among ideas
differentiate, organize, relate, compare,
contrast, distinguish, examine,
expirement, question, test
Evaluate -. Justify a stand or decision
appraise, argue, defend, judge, select,
support, value, critique, weigh
Create -. Produce new or original work
Design, assemble, construct,
conjecture, develop, formulate, author,
investigate
📌Anderson Taxonomy
Remembering - recalling
Understanding - making sense of the material you
have learned
Applying -. Use knowledge gained in nee ways
Analyzing -. Breaking the concept into parts
Evaluating -. Making judgement
Creating -. Putting iNformation together in an
innovative way.
📌Affective Domain:
Receiving -
is being aware of or sensitive to the existence of a certain ideas, material, or phenomena and being willing to tolerate them.
Ex. To differentiate, to accept, to listen (for), to respond to.
Responding -
os committed in some small measure to the ideas l, materials, or phenomena involved by actively responding to them.
Example: to comply with, to follow, to command, to volunteer, to spend leisure time in, to acclaim.
Valuing -
is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, or relinquish, to subsidize, to support, to debate.
Organization -
is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples: to discuss, to theorize, to formulate, to balance, to examine.
Characterization-
by value or value set is to act consistently in accordance with the values he or she has internalized. Examples: include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.
📌Psychomotor Domain:
Perception -
Sensory cues to guide motor.
Set -
mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
Guided response -
first attempts at a physical skill. trial and error coupled lead to better performance.
Mechanism -
responses are habitual with a medium level of assurance and proficiency.
Complex Overt Response -
complex movements are possible with a minimum of wasted effort and a high level of assurance they will be successful.
Adaptation -
Movements can modified for special situations.
Origination -
New movements can be created for special situations.
📌Learning theories
A. Behaviourist (classical, operant, Connectionism , Social Learning and purposive)
PCSO
Pavlov - Classical
Skinner - Operant
🍏BEHAVIOURISM
📌A. Classical Conditioning (Ivan Pavlov)
Two stimuli are linked together one Neutral + one Natural Response.
Adhesive Principle
- response attached to stimulus to evoke new response.
Experimentation: 🐕
(Salivation of Dog and Ring of the bell)
Ringing of bell- stimuli
Response - Naglalaway ang aso
Unconditioned Stimulus:
- automatically produces an emotional or psychological response.
Unconditioned Response:
- Naturally occurring emotional or physiological response.
Neutral Stimulus:
- a stimulus that does not elicit a response.
Conditioned Stimulus:
- evokes an emotional or Physiological response.
📌B. Operant Conditioning (Bf Skinner)
Experimentation: 🐀
skinner Box (rat)
🥰Reinforcement - increase behaviour
😳Punishment - decrease behaviour
😆Positive Reinforcement -
may binigay na gusto ng bata.
🥹Negative reinforcement -
taking something away for the good of students.
😌Positive Punishment -
may binigay na ayaw mo / something unpleasant.
🥲Negative punishment -
tinagangalan ng bagay na gusto ng bata.
📌C. Connectionism theory/S-R (Edward Thorndike)
- specific stimulus has specific response
Law of Readiness- hinahanda mo sila
Law of Exercise- nagpapadrills
Law of Effect - satisfying effect
Secondary Laws of Learning
RIP
Law of primacy - dapat tama ang tinuro sa una.
Law of intensity - dapat fun ang learning
Law of Recency - mas natatandaan ang previous.
Other law:
Law of association By Aristotle
Law of similarity - recall similar object
Law of contrast - recall of opposite object
Law of Contiguity - recall of an activity which is frequently related with the previous one.
📌D. Social Learning Theory
By Badura
Experimentation: Bobo dull
- may pinaggagayahan
- focus on observation learning
Social learning theory
4 steps;
1. Attention - focus
2. Retention - store information
3. Reproduction - to perform the observed
behaviour
4. Motivation - be motivated
📌E. Purposive Behaviorism/ sign Learning theory
By (tolman)
Expirement: Rats🐀
- reinforcement is not essential to learning
- bridge between behaviorism and cognitive theilory
- Learning is acquired through meaningful behavior.
According to Tolman, in all learning some intelligence is atwork. It is the learner who actively participates on the act of getting new experience. He organises his perceptions and observations and gives meaning to them. He explains the theory of rats in teaching the goal through many trials as a result of insight or making cognitive map of the maze.
🍏COGNITIVIST
📌A. Meaningful Learning Theory
By (David Ausubel)
"Reception not discovery"
- advance organizer
- use of graphic organizer
📌B. Cognitive Development (piaget)
📌a). Sensory - 0 to 2 years old - permanent object
📌b). Pre-operational - 3 to 7 years old - egocentric
Symbolic function
- Centration -
refers to the tendency of the chikd to only focus on one aspects of a thing or event and exclude other aspects EXAMPLE:
when a child presented with two identical glasses with the same amount of water, the chikd will say they have the same amount of water. however, once water from one of the glasses is transferred to an obviously taller but narrower glass, the chikd migh say that there is more water in the taller glass.
"The Child only Focus (centered)".
Irreversibly-
Pre-operational children still have the inability to reverse their thinking. They can understand that 2+3 is 5, but cannot understand that 5-3 is 2.
Animism -
This is the tendency of children to attribute human like traits or characteristics to inanimate objects.
When at night, the child is asked, where the sun is, she will reply, "Mr. Sun is asleep."
Transductive reasoning -
This refers to the pre-operational child's type of reasoning that is neither inductive nor deductive.
Example: since her mommy comes home everyday around six o'clock in the evening, when asked why it is already night, the child will say, "because my mom is home".
📌c). Concrete operational - 7 to 11 years old - begin learning logical reasoning.
Decentering -
This refers to the ability of the child to perceive the different features of objects and situations.
This allows child to be more logical when dealing with concrete objects and situations.
Reversibility -
The child can now follow that certain operations can be done in reverse. For example, they can already comprehend the cummutative property of addition, and that subtraction is the reverse of addition.
Conversation-
This is the ability to know that certain properties if objects like number. Mass, Volume, or area do not change even if there is a change in appearance. Because of the development of the child's ability of decentering and also reversibility, the concrete operational chikd can now judge rightly that the same as when the water was shorter but wider glass.
Seriation -
This refers to the ability to order or arrange things in a series based on one dimension such as weight, volume or size.
📌d). Formal operational - 13 to onwards years old -
Thinking becomes more logical.can solve abstract problems and can hypothesis.
Hypothetical reasoning -
The ability to come up with different hypothesis about a problem and to gather and weight data in order to make final decisions or judgement.
(What if questions)
Analogical reasoning -
This is the ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem.
Deductive reasoning -
This is the ability to think logically by applying a general rule to a particular instance or situation.
For example, all countries near the north pole. therefore, Greenland has cold temperatures
📌C. Schema/Schemata theory
By: Bartlet
Schema-
- refers to the prior knowledge
Assimilation -
This is this is the process if fitting a new experience into an existing or previously created schema.
Accomodation-
This is the process if creating a new schema.
Equilibrium -
Achieving proper balance between Assimilation and accommodation.
If not match our schemata we experience
"Cognitive disequilibrium"
📌D. Gestalt principle of Visual perception
By Gestalt
- determine what we see/percept.
🏓Laws of Gestalt
Gestalt means "whole".
Law of similarity -
Kapag kapareho
Law of pragmanz or Law of Good Figure -
Symmetry order- brain will perceive ambiguous shapes in as simple a manner as possible for example, a monochrome of the Olympic logo is seen as a series of overlapping circles rather than a collection of a curved lines.
Law of proximity - refers to how close elements are to one another. The strongest proximity relationship are those between overlapping subjects, but just grouping objects into a single area can have a strong proximity effect.
Law of Continuity - posits that the human eye will follow the smoothest path when viewing lines, regardless of how the lines were actually drawn
Law of Closure - "fill the gap"
is one of the coolest gestalt principles and one I already touched on at the beginning of this piece. It's the idea that your brain will fill in the missing parts of a design or image to create a whole
📌E. Insight learning theory
By wolfgang kohler
- sudden grasping of the solution, a lash of understanding, without any process of trial and error.
Learning happen in sudden -"Eurika"
(Aha moment)
Expirement: monkey names (Sultan)
Believes that the whole is more important than the parts.so Learning takes place as a whole.
📌F. Information processing theory
By (Richard Atkinson & Richard Shiffrin)
Sensory memory - it holds information that the
mind perceives through various senses.
(small capacity).
Short term memory - last around 30 seconds.
(Short Duration)
Long term Memory - has an unlimited amount of space as it can store memories from a long time ago to be retrieved at a later time.
Long term memory
1. Episodic Memory
- recalling episodes (events)
2. Semantic Memory
- knowledge of a general Facts, principles and concepts.
3. Procedural Memory
- refers to "know how" as opposed to "know about".
📌G. Cumulative Learning
By Robert Gagne
Gradual development of knowledge and skills that improve over time.