Name: Micoh Rhey A.

De Guzman

Course/Yr/Sec: BEE- 3 SPED

Course Title: EDUC 197- Competency Appraisal 1

Date of submission: Monday, March 4

CHILD AND ADOLESCENT DEVELOPMENT

A. Freud’s Psychoanalytic Theory
 Level of mentality life
 UNCONSCIOUS - Contains all the feeling, urges or instinct that are beyond our
awareness, but it affect our expression, feeling, action (E.g. Slip of tongue,
dreams, wishes)
 PRECONSCIOUS - Facts stored in a part of the brain, which are not conscious
but are available for possible use in the future (E.g. A person will never think of
her home address at that moment but when her friend asks for it, she can easily
recall it)
 CONSCIOUS - Only level of mental life that are directly available to us. The
awareness of our own mental process (Thoughts/feeling)

 Structure of Personality
 Id - Instinctual drives present at birth – does not distinguish between reality and
fantasy – operates according to the pleasure principle.
 Ego - develops out of the id in infancy – understands reality and logic – mediator
between id and superego.
 Superego – internalization of society’s & parental moral standards – One’s
conscience; focuses on what the person “should” do – Develops around ages 5-
6. – Partially unconscious – Can be harshly punitive using feelings of guilt.
B. Freud’s Psychosexual Theory
 Psychology Stages Psychosexual in development
 Oral Stage - Infant obtains satisfaction from biting, chewing and nursing.
 Anal Stage - Pleasure is obtained through expelling feces.
 Phallic Stage - Child discover the differences between male and female.
 Latency Stage - The Libido interest is suppressed.
 Genital Stage - individual develops strong sexual interest in the opposite sex.

C. Piaget’s Cognitive Theory

 Four Stages of Development
1. The Sensorimotor Stage (Birth to 2 yrs.) – infancy
a) Infants construct an understanding of the world by coordinating sensory
experiences (seeing, hearing) with motor actions (reaching, touching).
b) Develop Object Permanence (memory) - Realize that objects exist even
if they are out of sight.
c) Infants progress from reflexive, instinctual actions at birth to the
beginning of problem solving (intellectual) and symbolic abilities
(language) toward the end of this stage.
2. Preoperational Stage (2-7 yrs.) -Toddler and Early Childhood
a) Preconceptual stage (2-4 yrs.): Increased use of verbal representation
but speech is egocentric. The child uses symbols to stand for actions; a
toy doll stands for a real baby or the child role plays mummy or daddy.
b) Intuitive stage (4-7 yrs.): Speech becomes more social, less egocentric.
Here the child bases their knowledge on what they feel or sense to be
true, yet they cannot explain the underlying principles behind what they
feel or sense.
 The following are the key features of this stage
 Egocentrism: The child's thoughts and communications
are typically egocentric (i.e, about themselves or their
own point of view).
 Animism: Treating inanimate objects as living ones.
 Concentration: The process of concentrating on one
limited aspect of a stimulus and ignoring other aspects.
 Conservation on the other hand is the knowledge that
quantity is unrelated to the arrangement and physical
appearance of objects. Children at this stage are
unaware of conservation.
3. Concrete Operational Stage (7-12 yrs.) -Childhood and Early Adolescence
a) Seriation: The ability to sort objects in an order according to size, shape
or any other characteristic. E.g.: if given different-sized objects, they may
place them accordingly.
b) Transitivity: The ability to recognize logical relationships among
elements in a serial order. E.g.: if A is taller than B and B is taller than C,
then A must be taller than C.
c) Classification: The ability to group objects together on the basis of
common features. The child also begins to get the idea that one set can
include another. E.g.: there is a class of objects called dogs. There is
also a class called animals. But all dogs are also animals, so the class of
animals includes that of dogs.
d) Decentering: The ability to take multiple aspects of a situation into
account. E.g.: the child will no longer perceive an exceptionally- wide but
short cup to contain less than a normally-wide, taller cup.
e) Reversibility: The child understands that numbers or objects can be
changed, then returned to their original state. E.g.: the child will rapidly
determine that if 4+4=8 then 8-4=4, the original quantity.
f) Conservation: Understanding that the quantity, length or number of
items is unrelated to the arrangement or appearance of the object or
item.
g) Elimination of Egocentrism: The ability to view things from another's
perspective.
h) The child performs operations: combining, separating, multiplying,
repeating, dividing etc.
4. Formal Operational Stage (12 yrs. & above) -Adolescence and Adulthood
a) The thought becomes increasingly flexible and abstract, i.e., can carry
out systematic experiments.
b) The ability to systematically solve a problem in a logical and
methodological way.
c) Understands that nothing is absolute; everything is relative.
 d) Develops skills such as logical thought, deductive reasoning as well as
inductive reasoning and systematic planning etc.
e) Understands that the rules of any game or social system are developed
by a man by mutual agreement and hence could be changed or
modified.
f) The child's way of thinking is at its most advanced, although the
knowledge it must work with, will change.

D. Erikson’s Psycho-social Theory

 Eight Stages of Psycho-social Development
1. Trust vs. Mistrust - Infancy (birth-18 months)
a) Babies must learn to trust their parents care and affection.
b) If not done the babies could develop a distrust and view the world as
inconsistent and unpredictable.
c) Questions one’s hope.
2. Autonomy vs. Shame and Doubt - Toddler age (18 months-3 years)
a) Child learns to feed themselves and do things on their own.
b) Or they could start feeling ashamed and doubt their abilities.
c) Questions the child's willpower.
3. Initiative vs. Guilt - Preschool age (3-5 years old)
a) Using initiative in planning or carrying out plans.
b) Or develop a sense of guilt over misbehavior regarding parents’ limits.
c) Questions one’s purpose and role in life.
4. Industry vs. Inferiority - School age (5-11 years of age)
a) Learn to follow the rules imposed by schools or home.
b) Or the child can start believing they are inferior to others.
c) Questions competency.
5. Identity vs. Role Confusion - Adolescence (11-18 years of age)
a) Acquire a sense of identity.
b) Or can become confused about one’s role in life.
c) Questions who you are and if your happy.
6. Intimacy vs. Isolation - Young adulthood (18-40 years of age)
a) Develop a relationship and joint identity with a partner.
b) Or can become isolated and stay away from meaningful relationships.
c) Questions if the person is ready for new relationships, or if there is a fear
of rejection.

7. Generativity vs. Stagnation - Middle adulthood (40-65 years of age)

a) Making use of time and having a concern with helping others and guiding
the next generation.
b) Or can become self-centered, and stagnant.
c) Questions what the person will do with their extra time.
8. Integrity vs. Despair - Late adulthood (60-and up).
a) Understand and accept the meaning of temporary life.
b) Or complains about regrets, not having enough time, and not finding a
meaning throughout life.
c) Questions one’s overview of their entire life.
E. Bronfenbrenner’s Bio-ecological Systems Theory
 Five Environmental System
1. Microsystem - The system closest to the person and the one in which they have
direct contact.
2. Mesosystem - The interactions between the different parts of a person’s
microsystem.
 Interactions between the family and teachers.
 Relationship between the child’s peers and the family.
3. Exosystem - A setting that does not involve the person as an active participant,
but still affects them.
 Parent’s workplace.
4. Macrosystem - The cultural environment in which the person lives and all other
systems that affect them.
 Provides the values, beliefs, customs, and laws of the culture in which a
child grows up.
 Influences how parents, teachers, and others raise a child.
 May be positive or negative.
5. Chronosystem - The dimension of time in relation to a person’s development.

F. Kohlberg's Moral Development Theory

 Levels of Moral Development
5. Pre conventional
a) Stage 1. Obedience and Punishment orientation (How can I avoid
punishment?).
b) Stage 2. Self-interest orientation (What's in it for me?) Incentive for good
grades or doing a chore. (Paying for a benefit).
6. Conventional
a) Stage 3. Interpersonal accord and conformity (Social norms) (The good
boy/girl attitude).
b) Stage 4. Authority and social-order maintaining orientation (Law and
order morality) dictation of morality).
7. Post-Conventional
a) Stage 5. Social contract orientation (Awareness of laws and rules).
b) Stage 6. Universal ethical principles (Principled conscience).
G. Bowlby’s Attachment Theory
 Four Stages of Attachment
1. Pre-attachment (0 - 2 months): infants do not discriminate one person from
another – no fear of strangers.
2. Attachment-in-the-making (2 - 6 months): Infant prefers a particular person.
Recognizes their parents but do not protest when separated.
3. Clear-cut attachment (6 months – 3 years): Separation anxiety: Cry when
separated from caregiver. Can be attached to several persons.
4. Goal-corrected partnership (4 yrs. onwards): Understand caregiver’s schedule.
Separation protests decline.

H. Human Development
 Stages of Human Development
1. Pre-natal Period (Before Birth)
 3 Phases of pre-natal period
 Germinal stage - first 2 weeks conception, implantation,
formation of placenta.
  Embryonic stage - 2 weeks – 2 months formation of vital organs
and systems.
 Fetal stage - 2 months – birth bodily growth continues,
movement capability begins, brain cells multiply age of viability
2. Infancy (Birth – 2 years)
 Extreme dependence on adults
 beginning psychological activities:
 language, symbolic thought, sensorimotor coordination and
social learning.
3. Early Childhood (3 to 5 years old)
 3 years old
 wants to be just like parents
 vocabulary and pronunciation continue to expand
 climbs stairs with alternating feet
 can briefly stand on one foot
 4 years old
 sentences are more complex; speaks well enough for strangers
to understand
 imagination is vivid; line between what is real & imaginary is
often indistinct
 develops fears (common fears: fear of dark, fear of animals, &
fear of death)
 5 years old
 can hop on one foot & skip
 can accurately copy figures
 may begin to read
 socialize with other children their age
4. Middle and Late Childhood
 6 to 12 years old
 both large & small muscles well-developed
 developed complex motor skills
 from independent activities to same sex group activities
 acceptance by peers very important
 parental approval still important
5. Adolescence
 13 to 18 years old
 traumatic life stage for child & parent
 puberty occurs
 extremely concerned with appearance
 trying to establish self-identity
 confrontations with authority
6. Early Adulthood/ Young Adult
 19 to 29 years old
 physical development complete
 emotional maturation continues to develop
 usually learned to accept responsibility for actions & accept
criticism
 usually knows how to profit from errors
 socially progress from age-related peer groups to people with
similar interests
 7. Middle Adulthood
 30 to 60 years old
 physical changes begin to occur:
 hair begins to thin & gray
 wrinkles appear
 hearing & vision decrease
 muscles lose tone
 main concerns: children, health, job security, aging parents, &
fear of aging
 love & acceptance still take a major role
8. Late Adulthood
 61 years and above
 fastest growing age bracket of society
 physical deterioration (brittle bones, poor coordination)
 some memory problems
 coping with retirement & forms of entertainment
 very concerned with health & finances
 significant number become depressed; suicide rate is high

PRINCIPLES OF TEACHING
A. Roles of Teacher
 Diagnostician - Finds out the needs and interests of students.
 Planner - Chooses materials and/or methodology before the course or lesson.
 Manager - Manages students and activities during class time.
 Facilitator - Encouraging Learners to participate, contribute ideas and guiding Learners
checking/clarifying language.
 Monitor - No direct evidence of this role from lesson notes, but it’s possible teacher may
need to take on this role at any time in the lesson Checking.
 Assessor - Observing throughout the lesson, as the teacher is constantly collecting
information about learners work through observing them, and maybe asking/interacting
with them at times; giving feedback on performance.
 Counsellor - This involves teacher providing support and advice on e.g. language and
performance problems, etc.

B. Taxonomy of Objectives (Cognitive, Affective, Psychomotor)

 Three Domains of Learning
1. Cognitive Domain - domain of thought process.
a. Knowledge or Recall – knowledge of terminology and conventions,
trends and sequences, classifications and categories, criteria and
methodologies, principles, theories, and structures.
b. Comprehension – relate to translation, interpretation, and extrapolation.
c. Application – use of abstractions in particular situations.
d. Analysis – objectives relate to breaking a whole into parts.
e. Synthesis – putting parts together in a new form such as a unique
communication, a plan of operation, and a set of abstract relations.
f. Evaluation – judging in terms of internal evidence or logical consistency
and external evidence or consistency with facts develop elsewhere.
 2. Affective Domain – domain of valuing, attitude and appreciation.
a. Receiving (attending) refers to the learner’s sensitivity to the existence
of certain ideas, materials, or phenomena and the willingness to
particular phenomena of stimuli such activities, textbook, music, etc. as
classroom.
b. Responding is not only being aware of the stimulus but reacting and
responding to the stimulus.
c. Valuing - concerned with the worth or value a student attaches to a
particular object, phenomenon, or behavior.
d. Organizing – organization is to relate the value to those already held
and bring it into a harmonious.
e. Characterization - at this level, students behave consistently with their
value system.
3. Psychomotor Domain– domain of the use of psychomotor attributes.
a. Perception – use of sense organs to guide motor activities. 2. Set –
refers to the readiness to take a particular type of action.
b. Guided Response – concerned with the early stages in learning
complex skills. Imitation and trial and error are some ways of doing.
c. Mechanism - responses have become Performance skills are with ease
and confidence. habitual.
d. Complex Overt Response – skillful performance and with complex
movement patterns.
e. Adaptation – skill well developed that the ability to modify is very easy.
f. Origination - refers to creating new movements patterns to fit the
situation. Creativity is evident.

C. Teaching Methods, Strategies, Approaches

 Teaching Approaches
 Teaching Approach – is a set of principles, beliefs or ideas about the nature of
learning which is translated into the classroom. It springs from a teacher own
philosophy of education, the nature of education, the role of the teacher and the
role of the student.
 Examples of Teaching Approach
a. Teacher – Centered
 Subject-centered Teacher-dominated
 Banking-Approach
 Collaborative approach
 Indirect teaching approach
b. Learner-Centered
 Learner-centered
 Interactive
 Constructivist
 Individualistic Approach
 Direct-Teaching Approach
 Teaching Method – is a systematic way of doing something. It implies an orderly
logical arrangement of steps. It is more procedural.
 Methods of Teaching
1. Direct/Expository
a) Direct Instruction/Lecture Method Direct instruction is
aimed at helping students acquire procedural knowledge
which is exercised in the performance of some task.
Procedural knowledge refers to skills needed in the
 performance of the task. Examples are focusing the
microscope, doing PowerPoint presentation, playing
basketball, sewing a pair of pajamas etc.

b) Demonstration Method As the name implies, in the

demonstration method the teacher or an assigned
student or group shows how a process is done while the
students become observers.
2. Indirect/Exploratory Approach
a) Inquiry Method - We will never be able to help children
learn if we tell them everything they need to know, rather
we must provide them opportunities to explore, inquire
and discover new learning.
b) Problem Solving Method - Is a teaching strategy that
employs the scientific method in searching for
information. This method is used often in science and
mathematics classes.
c) Project Method - In the project method, learners solve a
practical problem over a period of several days or
weeks.
 Teaching Strategy – is a long-term plan of action designed to achieve a
particular goal. Strategy applies to many disparate fields such as military
strategy, economic strategy, teaching strategy and the like.

D. Concepts in Classroom Management

 Rules- Develop rules that foster respect, caring and community in your classroom. Make
your expectations for behavior clear at the beginning of the year by reviewing these rules
with students.
 Discipline- Students will test the limitations of each teacher from the very first day of
school. Be firm, fair and consistent. Begin by warning a student and having them confirm
their knowledge of the classroom rules.
 Scheduling- Keep your class in order by staying on time and on task. Do classwork during
class time, leaving plenty of room for in-class assignments.
 Organization- Stay organized inside and out. Keep your student files, assignments, lesson
plans and administrative paperwork in order.
 Instructional Technique- Although you may not have flexibility over the content of your
curriculum, teachers are able to convey information as they see fit.
 Communication- is the most important aspect of classroom management. Be flexible and
willing to accommodate reasonable requests.

ASSESSMENT OF LEARNING
A. Measurement, Assessment, Evaluation
 Measurement
 assignment of numbers(quantity), uses variety of instrument: test, rating scale. It
is the process of obtaining numerical description of the degree of individual
possesses. Quantifying of how much learner learns.
  Assessment
 process by which evidence of student achievement is obtained and evaluated.
Information is obtained relative to objective it includes testing, interpreting and
placing information in context. It is the process of gathering and organizing
data—the basis for decision making (evaluation). Methods of measuring and
evaluating the nature of the learner/(what he learned, how he learned).
 Evaluation
 it is a process because it includes a series of steps (*establishing objective,
*classifying objective, *defining objective, *selecting indicators, *and comparing
data with objectives). It is concerned with making judgments on the worth or
value of a performance, answer the question ―how good, adequate, or
desirable‖. It is also the process of obtaining, analyzing and interpreting
information to determent the extent to which students achieve instructional
objective.

B. Forms of Assessment
 Placement evaluation used to place students according to prior achievement or personal
characteristics, at the most appropriate point in an instructional sequence, in a unique
instructional strategy, or with a suitable teacher;
 Formative evaluation used to provide the student and teacher with feedback on the
student's progress toward mastery of relatively small units of learning to provide information
that will direct subsequent teaching or study;
 Diagnostic evaluation for the identification of students whose learning or classroom
behavior is being adversely affected by factors not directly related to instructional practices;
 Summative evaluation used principally to certify, assign a grade, or to attest to the
student's successful completion of a relatively large unit of instruction. (Included are charts
comparing the four types of evaluation on each of the nine characteristics.)

C. Traditional vs. Authentic Assessment

 Traditional - Measures students’ knowledge of the content
 Authentic Assessment- Measures students’ ability to apply knowledge of the content in
real life situations; ability to use/apply what they have learned in meaningful ways.

D. Assessment FOR, AS, OF Learning

 Assessment for learning involves teachers using evidence about students' knowledge,
understanding and skills to inform their teaching. Sometimes referred to as ‘formative
assessment', it usually occurs throughout the teaching and learning process to clarify
student learning and understanding.
 Assessment as Learning Assessment as learning occurs when students are their own
assessors. Students monitor their own learning, ask questions and use a range of
strategies to decide what they know and can do, and how to use assessment information
for new learning.
 Assessment of Learning Assessment of learning assists teachers in using evidence of
student learning to assess achievement against outcomes and standards. Sometimes
referred to as ‘summative assessment', it usually occurs at defined key points during a
teaching work or at the end of a unit, term or semester, and may be used to rank or grade
students.

E. Types of teacher-made test and when appropriate to use

  Teacher‐made tests are more than assessment devices: They are a fundamental part of
the educational process. They can define instructional purposes, influence what students
study, and help instructors to gain perspective on their courses. How well the tests
accomplish these purposes is a function of their quality.
 placement evaluation used to place students according to prior achievement or
personal characteristics, at the most appropriate point in an instructional
sequence, in a unique instructional strategy, or with a suitable teacher;
 formative evaluation used to provide the student and teacher with feedback on
the student's progress toward mastery of relatively small units of learning to
provide information that will direct subsequent teaching or study;
 diagnostic evaluation for the identification of students whose learning or
classroom behavior is being adversely affected by factors not directly related to
instructional practices;
 summative evaluation used principally to certify, assign a grade, or to attest to
the student's successful completion of a relatively large unit of instruction.
(Included are charts comparing the four types of evaluation on each of the nine
characteristics.)

F. Measures of Central Tendency Terms

 Is a measure that attempts to describe a whole set of data with a single value that
represents the middle or center of its distribution.
 The mode is the most commonly occurring value in a distribution.
 The median is the middle value in distribution when the values are arranged in
ascending or descending order.
 The mean is the sum of the value of each observation in a dataset divided by the number
of observations. This is also known as the arithmetic average.

G. Measures of Variation Terms

 Different Measures of Variation
 The Range
 A range is one of the most basic measures of variation. It is the difference
between the smallest data item in the set and the largest. For example,
the range of 73, 79, 84, 87, 88, 91, and 94 is 21, because 94 – 73 is 21.
 Quartiles
 Quartiles divide your data into quarters: the lowest 25%, the next lowest
25%, the second highest 25% and the highest 25%.
 Measures of Variation: Definition, Types and Examples
 Descriptive Statistics Measures of Variation
 Variation is a way to show how data is dispersed, or spread out. Several
measures of variation are used in statistics.
 Interquartile Range
 The interquartile range is one of the most popular measures of variation
used in statistics. It is a measure of how data is spread around the mean.
The basic formula is:
IQR = Q3 – Q1
 Variance
 tells you how far a data set is spread out, but it is an abstract number that
really is only useful for calculating the Standard Deviation.

H. Difficulty Index and Discrimination Index

  Item analysis is a process of examining class-wide performance on individual test items.
There are three common types of item analysis which provide teachers with three different
types of information:
 Difficulty Index - Teachers produce a difficulty index for a test item by calculating
the proportion of students in class who got an item correct.
 Discrimination Index - The discrimination index is a basic measure of the validity
of an item. It is a measure of an item's ability to discriminate between those who
scored high on the total test and those who scored low.
 Analysis of Response Options - In addition to examining the performance of an
entire test item, teachers are often interested in examining the performance of
individual distractors (incorrect answer options) on multiple-choice items.

I. Types of Rubrics and when appropriate to use

 Holistic rubrics
 single criteria rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels;
 performance descriptions are written in paragraphs and usually in full sentences.
 Analytic rubrics
 two-dimensional rubrics with levels of achievement as columns and assessment
criteria as rows. Allows you to assess participants' achievements based on multiple
criteria using a single rubric. You can assign different weights (value) to different
criteria and include an overall achievement by totaling the criteria;
 written in a table form.

Facilitating Learning

A. Classical Conditioning Terms- (also known as Pavlovian or respondent conditioning) refers to a

learning procedure in which a biologically potent stimulus (e.g. food) is paired with a previously neutral
stimulus (e.g. a bell).

 Before Conditioning: In this stage, the unconditioned stimulus (UCS) produces an

unconditioned response (UCR) in an organism.
 During Conditioning: During this stage a stimulus which produces no response (i.e.,
neutral) is associated with the unconditioned stimulus at which point it now becomes known
as the conditioned stimulus (CS).
 After Conditioning: Now the conditioned stimulus (CS) has been associated with the
unconditioned stimulus (UCS) to create a new conditioned response (CR).

B. Operant Conditioning Terms

Skinner - Operant Conditioning. Operant conditioning is a method of learning that occurs through
rewards and punishments for behavior. Through operant conditioning, an individual makes an association
between a particular behavior and a consequence

 Positive reinforcement strengthens a behavior by providing a consequence an individual finds

rewarding.
 Negative reinforcement strengthens behavior because it stops or removes an unpleasant
experience.
 Punishment is defined as the opposite of reinforcement since it is designed to weaken or eliminate
a response rather than increase it.
 Behavior Condition
Positive reinforcement strengthened Positive
Negative reinforcement strengthened Negative
Punishment weakened Negative
Extinction weakened Positive or Negative

C. Vygotsky’s Scaffolding

 Scaffolding consists of the activities provided by the educator, or more competent peer, to support
the student as he or she is led through the zone of proximal development.
 ZPD refers to the difference between what a learner can do without help and what he or she can
achieve with guidance and encouragement from a skilled partner.

D. Bandura’s Social Learning Theory

 Social Learning Theory, theorized by Albert Bandura, posits that people learn from one another,
via observation, imitation, and modeling. The theory has often been called a bridge between
behaviorist and cognitive learning theories because it encompasses attention, memory, and
motivation.

E. Ausubel’s Meaningful Learning Theory

 Meaningful learning is occurring, then the learner is fully engaged, and the brain can then organize
the information based on what it relates to; this creates the associations that help us learn more
and understand better by making connections

F. Bruner’s Three Models of Learning (Inactive, Iconic, Symbolic)

 Inactive stage- use concrete things

 iconic stage –use images
 symbolic stage -abstract thought becomes possible.

G. Osborn’s Theory on Creativity

 Osborn's technique of deferred judgment increases the individual's synthesis capabilities by

releasing the human mind from the analysis mode of thinking. Brainstorming is considered to be a
group method of listing suggested ideas pertaining to a solution for a specific problem

H. Theories of Motivation (Attribution Theory, Self-Efficacy Theory, Drive Theory, Choice Theory)

 Motivation and Needs

 According to Maslow, a need is a relatively lasting condition or feeling that requires relief
or satisfaction, and it tends to influence action over the long term. Some needs (like hunger)
may decrease when satisfied, while others (like curiosity) may not.
 Physiological Needs
 The most basic of Maslow’s needs are physiological needs, such as the need for air, food,
and water. When you are very hungry, for example, all your behavior may be motivated by
the need to find food. Once you eat, the search for food ceases, and the need for food no
longer motivates you.
  Safety Needs
 Once physiological needs are satisfied, people tend to become concerned about safety
needs. Are they safe from danger, pain, or an uncertain future? At this stage they will be
motivated to direct their behavior toward obtaining shelter and protection in order to satisfy
this need.
 Love/Belonging Needs
 Once safety needs have been met, social needs for love/belonging become important. This
can include the need to bond with other human beings, the need to be loved, and the need
to form lasting attachments. Having no attachments can negatively affect health and well-
being; as a result, people are motivated to find friends and romantic partners.
 Esteem Needs
 Once love and belonging needs have been satisfied, esteem needs become more salient.
Esteem needs refer to the desire to be respected by one’s peers, to feel important, and to
be appreciated. People will often look for ways to achieve a sense of mastery, and they
may seek validation and praise from others in order to fulfill these needs.
 Self-Actualization
 At the highest level of the hierarchy, attention shifts to the need for self-actualization, which
is a need that essentially equates to achieving one’s full potential. This can be seen in
acquiring new skills, taking on new challenges, and behaving in a way that will help you to
achieve your life goals. According to Maslow and other humanistic theorists, self-
actualization reflects the humanistic emphasis on positive aspects of human nature.
Maslow suggested that this is an ongoing, life-long process and that only a small
percentage of people actually achieve a self-actualized state.
 Drive-Reduction Theory of Motivation
 According to drive-reduction theory, humans are motivated to satisfy physiological needs
in order to maintain homeostasis.

Educational Technology

A. 5 Domains of EdTech

 The Domain of Design is the process of specifying conditions for learning. The purpose of design
is to create strategies and products at the macro level, such as programs and curricula, and at the
micro level, such as lessons and modules.
 The Domain of Development is the process of translating the design specifications into physical
form. It includes hardware, software, visual and auditory materials, as well as the programs or
packages which integrate the various parts.
 The Domain of Utilization. This is the oldest of the domains because regular use of AV materials
predates even concern for production of instructional media. Utilization is the act of using processes
and resources for learning.
 The Domain of Management Instructional technologists are often called upon to manage.
Programs, projects and settings may differ greatly, but the basic skills necessary to manage remain
constant. These skills include planning and organizing programs, supervising personnel, planning
and administering budget and facilities, coordinating policies and procedures, and providing
leadership.
 The Domain of Evaluation, evaluation is the process of determining the merit, worth or value of
an instructional program, project or product for the purpose of making a judgment. The focus is on
the instructional program, project or product (material) not on the learners.
B. Different Types of Instructional Media

 Print- Pamphlets, handouts, study guides, manuals

 Visual- Charts, real objects, photographs, transparencies
 Audiovisual- Slides, tapes, films, filmstrips, television, video, multimedia
 Static/display- Chalkboard, felt board, display easels, flip charts, cloth board, magnetic board
 Electronic- Radio computers, electronic mail, CD-ROM, multimedia

C. Assure and Addie Model

ASSURE

A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise

ADDIE

 Design Phase
 The design phase deals with learning objectives, assessment instruments, exercises,
content, subject matter analysis, lesson planning and media selection. The design phase
should be systematic and specific. Systematic means a logical, orderly method of
identifying, developing and evaluating a set of planned strategies targeted for attaining the
project’s goals. Specific means each element of the instructional design plan needs to be
executed with attention to details.
 Development Phase
 The development phase is where the developers create and assemble the content assets
that were created in the design phase. Programmers work to develop and/or integrate
technologies. Testers perform debugging procedures. The project is reviewed and revised
according to any feedback given.
 Implementation Phase
 During the implementation phase, a procedure for training the facilitators and the learners
is developed. The facilitators’ training should cover the course curriculum, learning
outcomes, method of delivery, and testing procedures. Preparation of the learners include
training them on new tools (software or hardware), student registration.
 Evaluation Phase
 The evaluation phase consists of two parts: formative and summative. Formative
evaluation is present in each stage of the ADDIE process. Summative evaluation consists
of tests designed for domain specific criterion-related referenced items and providing
opportunities for feedback from the users.

D. Levels of Technology Integration

 ACTIVE
 COLLABORATIVE
 CONSTRUCTIVE
 AUTHENTIC
E. Different Roles of Computer as a Tool

 Storing
 Displaying
 Exchanging Information

F. Different Roles of Computer as a Tutor

 Drill- for basic skills

 Simulation-real life
 Instructional game-application level
 Multimedia encyclopedia- huge data base

Curriculum Development

A. Types of Curriculum

Recommended Curriculum - Comes from a national agency like the DepEd, CHED, DOST or any
professional organization that has a stake in education

Written Curriculum - Includes documents, course of study, or syllabi handed down to the schools, districts,
division, departments, or colleges for implementation.

Taught Curriculum - Different planned activities which are put into action in the classroom • Varied
activities that are implemented in order to arrive at the objectives or purposes of the written curriculum

Supported Curriculum -Materials which support or help in the implementation of the written curriculum
Should enable each learner to achieve real and lifelong learning.

Assessed Curriculum -Tested or evaluated curriculum. A series of evaluations done by the teacher to
determine the extent of teaching or to tell if the students are progressing

Learned Curriculum - Learning outcomes achieved by the students. Indicated by the results of the tests
and changes in behavior which can either be cognitive, affective or psychomotor

Hidden Curriculum- unplanned

B. Philosophical Foundation of Curriculum

a. Idealism- idea is the only true

b. Realism- object is the reality

c. Pragmatism – concerned with the result of the current experience

d. Existentialism- it depends on the person choice

C. Curriculum Development Process
 Curriculum Planning
 Curriculum designing
 Curriculum Implementing
 Curriculum Evaluating

 Hilda Taba Model –Grass-root Approach

D. Curriculum Designs

 Subject-centered design- content based

 Learner-centered design-centered on learner themselves
 Problem-centered design-problem based

E. Curriculum Approaches

 Behavioral Approach- based on goals and objectives

 Managerial Approach- establish direction
 System Approach- how decisions are made
 Humanistic Approach- the learner is the center of the curriculum

F. Forms of Curriculum Changes

 Substitution- current curriculum will be replaced or substitute by a new one

 Alteration- a minor change to the current or existing curriculum
 Restructuring- building a new structure would mean major change or modification in the
school system, degree, program or educational system
 Perturbation- changes that are disruptive, but teachers have to adjust to them within a
fairly short time.
 Value-Orientation- this classification respond to shift in the emphasis that the teacher
provides which are not within the mission or vision of the school or vise versa.

G. Features of K-12 Program

1) Strengthening Early Childhood Education

2) Making the Curriculum Relevant to Learners
3) Building Skill
4) Ensuring Unified and Seamless Learning
5) Gearing Up for the Future
6) Nurturing the Fully Developed Filipino