TERMS-and-CONCEPTS-to-KNOW-PROF-EDucation.pptx

Terms and concepts to know professional education

1. TERMS and CONCEPTS to KNOW Social Dimensions Curriculum Development Educational Technology

2. EDUCATION Process of ACQUIRING KNOWLEDGE, HABITS, ATTITUDES, INTEREST, SKILLS, and ABILITIES, and other HUMAN QUALITIES through TRAINING, SELF-ACTIVITY, and TRANSMISSION of VITAL ELEMENTS to POSTERITY

3. 3 types FORMAL NON-FORMAL INFORMAL

4. HIERARCHICALLY STRUCTURED and CHRONOLOGICALLY graded ORGANIZED PROVIDED BY FORMAL SCHOOLS CERTIFICATION IS REQUIRED TO PROGRESS FORMAL EDUCATION

5. School-based educational activities Undertaken by DepED and other agencies Aimed at attaining specific learning objectives for a particular learner. NON-FORMAL EDUCATION

6. Can be acquired ANYTIME and ANYWHERE EDUCATION FOR ALL SEASON INFORMAL EDUCATION

7. 2 THEORIES ORIGIN OF EDUCATION

8. God equipped man with INTELLECT and FREE WILL Theory of DIVINE CREATION

9. Education started WHEN PRIMITIVE MAN began his quest to find ways to feed, clothe, shelter and protect, and compete for SURVIVAL Theory of EVOLUTION

10. ANCIENT CIVILIZATIONS

11. CONTRIBUTION: RELIGIOUS EDUCATION ANCIENT JEWISH

12. CONTRIBUTION: CAREER ORIENTED EDUCATION ANCIENT CHINESE

13. CONTRIBUTION: PRACTICAL and EMPIRICAL EDUCATION ANCIENT EGYPTIAN

14. CONTRIBUTION: LIBERAL and DEMOCRATIC EDUCATION ANCIENT GREEK

15. GREAT THINKERS

16. BELIEVED: KNOWLEDGE is VIRTUE and ALL VIRTUES ACTIONS are based on KNOWLEDGE SOCRATES

17. BELIEVED: The SOCIAL CLASS the PERSON belongs to determine their EDUCATION PLATO

18. BELIEVED:VIRTUE is brought by DOING not by KNOWING ARISTOTLE

19. Advanced the idea that MAN is a SOCIAL ANIMAL and must use REASON to attain ULTIMATE END ARISTOTLE

20. ULTIMATE END: the Summumbonum (highest/ supreme GOOD) ARISTOTLE

21. Contributed PRAGMATIC and PROGRESSIVE EDUCATION ANCIENT ROMAN CIVILIZATION

22. EDUCATION was an INTELLECTUAL DISCIPLINE and PURPOSE IS TO BRING REASON TO FAITH and SUPPORT THEOLOGY With LOGIC SCHOLASTICISM

23. One of the foremost proponents of the SCHOLASTIC MOVEMENT ST. THOMAS AQUINAS

24. Chartered the first organized university- UNIVERSITY of BOLOGNA in 1158 EMPEROR FREDERICK I

25. EDUCATION was used as a SOCIAL DISCIPLINE- a noble boy has to pass several stages to be fully accepted CHIVALRY

26. PAGE- attendant to noble courts (7) SQUIRE- attendant to KNIGHT (14) KNIGHT- full-pledged warrior CHIVALRY

27. Education aims to LIBERATE man from the OPPRESSIVE and DEMANDING medieval institutions (CHURCH and STATE) and enable him to fully develop his potentials HUMANISM

28. PROTESTS of dissatisfied people of the policies of the ROMAN CATHOLIC CHURCH- corruption an indulgences of the church. REFORMATION

29. Education should be concerned with the ACTUALITIES of LIFE and prepare for its CONCRETE DUTIES REALISM

30. “ OrbisPictusSensualism ” World of Sensible Things Pictured- FIRST TEXTBOOK on using VISUAL AIDS John Amos Comenius

31. Education is based on DISCIPLINE DISCIPLINISM

32. Advocate of Disciplinism “TABULA RASA” JOHN LOCKE

33. EDUCATION should be in accordance with the nature of the child NATURALISM

34. EDUCATION looked upon as the process geared towards PROPAGATION, PERPETUATION, and IMPROVEMENT of the SOCIETY for individual development SOCIOLOGICAL MOVEMENT

35. Proponent: JOHN DEWEY Believed: Education must be DEMOCRATIC and considered as LIFE and not just the preparation for LIFE. SOCIOLOGICAL MOVEMENT

36. “LEARNING BY DOING” DICTUM States: Learners learn best if they are active participants in the teaching learning process JOHN DEWEY

37. connotes GROWTH and DEVELOPMENT, engaging students in problem solving activities (personal and social experience) can help them solve their own real-life problem. PROGRESSIVISM

38. ENVIRONMENT: stimulates or INVITES PARTICIPATION, INVOLVEMENT and DEMOCRATIC PROCESS. PROGRESSIVISM

39. Philosophy of SUBJECTIVITY of SELFHOOD Proclaims MAN’S FREEDOM in the ACCOMPLISHMENT of his DESTINY EXISTENTIALISM

40. Students are encouraged to become involved in the problems that confronts the society whether POLITICAL, SOCIAL, or ECONOMICAL and is able to arrive at SOLUTIONS in order to RECONSTRUCT society RECONSTRUCTIVISM

41. Emphasis in education that should be on how to become ECONOMICALLY SELF-RELIANT RECONSTRUCTIVISM

42. Education involves confronting the problems and questions that have challenged people over the centuries PERENNIALISM

43. Fundamental education skill and knowledge without which a person can’t be either individually or socially efficient ESSENTIALISM

44. Claims that the meaning of a proposition or idea lies in its practical consequences PRAGMATISM

45. Focuses on the things at work and what works is not only for himself but also for the entire community PRAGMATIST TEACHER

46. Claims that EDUCATION must provide for the development of the mind of students and to realize this- concentrate on INTELLECTUAL, MORAL and AESTHETIC development IDEALISM

47. Teacher should IMPLEMENT a LEARNING ENVIRONMENT that Is SAFE, SECURE, and GENDER SENSITIVE In a PLURALISTIC society

48. Vital in BUILDING a GENUINE and LASTING CULTURE of PEACE in the WORLD Learning to live TOGETHER

49. FIRST ESSENTIAL CHARACTERISTIC of CULTURE Culture is LEARNED

50. Allows STUDENTS to be more ACCEPTING/ TOLERANT of other CULTURES GLOBAL EDUCATION

51. MOST IMPORTANT IN EDUCATIONAL REFORM PARENT’S INVOLVEMENT

52. Man’s ULTIMATE VOCATION and DESTINY is HUMANIZATION that can be achieved through CONSCIENTIZATION (BEING AWARE OF THE CONTRADICTIONS existing in SELF and SOCIETY) and gradually bring about PERSONAL and SOCIAL TRANSFORMATIONS PAULO FREIRE

53. United Nations Educational, Scientific, and Cultural Organization- AIMS to promote PEACE and SECURITY in the WORLD thru COLLABORATION on its aspects UNESCO

54. Desire of the individual to be with other people because MAN is a SOCIAL BEING GREGARIOUSNESS

55. Face-to-face INTERACTION POSITIVE Interdependence GROUP ACCOUNTABILITY for LEARNING FEATURES of COLLABORATIVE LEARNING

56. By Dr. Howard Gardner 8- Linguistic, Logical Mathematical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, naturalist, and Existential Theory of Multiple INTELLIGENCE

57. Shyness, Sensitiveness, Lack of perseverance, lack of resourcefulnessand lack of industry CHARACTERISTICS of FILIPINO LEARNERS

58. Men in nature are basically good and that the influences of society are what makes men evil. JEAN JACQUES ROUSSEAU

59. Emphasize CONTRIBUTION, RESPONSIBILITY, and COOPERATION To DEVELOP POSITIVE BEHAVIOR in CHILDREN

60. MODERN PHILOSOPHIES OF EDUCATION

61. Rejected SUPERNATURALISM Man as a natural object Asserted Essential DIGNITY and worth to achieve SELF-REALIZATION thru the use of REASON and SCIENTIFIC METHOD HUMANISM

62. HUMAN INVENTION & or DISCOVERIES – SATISFY EDUCATIONAL NEEDS and FACILITATE LEARNING EDUCATIONAL TECHNOLOGY

63. MATERIAL OBJECTS OF USE TO HUMANITY- MACHINES or HARDWARE but also includes SYSTEMS, METHODS or ORGANIZATION and TECHNIQUES TECHNOLOGY

64. ANY DEVICE USED TO AID IN THE COMMUNICATION OF IDEAS AUDIO-VISUAL AIDS

65. ANY MEANS OTHER THAN THE SUBJECT MATTER ITSELF DEVICE

66. INTRINSIC EXTRINSIC MATERIAL MENTAL FOUR TYPES

67. USED TO SUPPLEMENT A METHOD USED SUCH AS PICTURE, GRAPH, FILMSTRIPS, SLIDES EXTRINSIC

68. USED AS PART OF THE METHOD SUCH AS PICTURES ACCOMPANYING AN ARTICLE IN TRINSIC

69. DEVICES THAT HAVE NO BEARING ON THE SUBJECT MATTER SUCH AS BLACK BOARD, CHALK, BOOKS and PENCILS MATERIAL DEVICES

70. RELATED IN FORM AND MEANING TO THE SUBJECT MATTER SUCH AS QUESTIONS, PROJECTS, DRILLS, LESSON PLANS MENTAL DEVICES

71. USING LEARNING TECHNOLOGIES TO INTRODUCE, REINFORCE, SUPPLEMENT, and EXTEND SKILLS TECHNOLOGY INTEGRATION

72. INDIVIDUALIZED (SELF-STUDY) LEARNING COMPUTER-BASED TEACHING/ LEARNING

73. Teaching TOOL appropriate for graphically representing a lesson in chronological order. TIMELINE

74. A GRAPHIC ORGANIZER to present the WATER CYCLE. SEQUENCE CHAIN

75. PRIMARY CONCERN: SHOULD BE SUITED TO THE OBJECTIVE OF THE LESSON TEACHING AID

76. PRINCIPLE: “I AM WHAT I SHOULD BE” ALLOWS STUDENT TO PUT INTO PRATICE WHAT THEY HAVE LEARNED SIMULATION

77. MASTERING CONCEPTS IN CLASS THROUGH REPETITION DRILL METHOD

78. USED TO ILLUSTRATE RELATIONSHIPS AMONG DETAILS, ENABLES STUDENTS TO IDENTIFY IMPORTANT IDEAS, DETAILS, and INFORMATION GRAPHIC ORGANIZER

79. GRAPHIC ORGANIZER- ILLUSTRATES SIMILARITIES & DIFFERENCES OF TWO SUBJECTS VENN DIAGRAM

80. GRAPHIC ORGANIZER- TO ILLUSTRATE CAUSE and EFFECT FISHBONE DIAGRAM

81. BEST CLASSROOM DEVICE BECAUSE THE DEVICES THEMSELVES CANNOT TEACH TEACHER

82. SHOULD ONLY BE BROUGHT INSIDE THE CLASSROOM IF IT IS FEASIBLE REALIA

83. GLOBE AS A TEACHING AID ANY TANGIBLE and SCALED REPLICA of SOMETHING MODELS

84. LINE DRAWING- SHOWS ARRANGEMENT & RELATION AS PASRTS TO THE WHOLE, RELATIVE VALUES, ORIGINS & DEVELOPMENTS, CHRONOLOGICAL FUNCTIONS, DISTRIBUTION DIAGRAM

85. CLUSTER COMPLEX, UNRELATED DATA INTO NATURAL & MEANINGFUL GROUPS AFFINITY DIAGRAM

86. CHART OUT, IN INCREASING DETAIL, THE VARIOUS TASKS THAT MUST BE ACCOMPLISHED TO COMPLETE A PROJECT OR ACHIEVE A SPECIFIC OBJECTIVE TREE DIAGRAM

87. CAUSE-AND EFFECT DIAGRAM USED TO ANALYZE WORK-RELATED PROBLEMS FISHBONE DIAGRAM

88. COMICS OR COMICS STRIP THAT CAN BE USED TO TEACH PATTERNS OF DIALOGUES AMONG CHARACTERS IN STORY STRIP DRAWINGS

89. DIAGRAMMATIC REPRESENTATION OF RELATIONSHIPS AMONG INDIVIDUALS WITHIN AN ORGANIZATION CHART

90. USED TO SHOW and or ANALYZE A PROCESS FROM BEGINNING TO END FLOW CHART

91. TYPE OF BAR CHART in descending order of importance, left to right- shows at a glance the factors that are occurring the most PARETO CHART

92. ACTIVITY TIME CHART GANTT CHART

93. WATCHING DEMONSTRATIONS as AN EXPERIENCE THAT IS ALMOST THE SAME AS THE ACTUAL ONE EDGAR DALE’S CONE OF EXPERIENCE

94. THEORIZED LEARNERS RETAIN MORE INFORMATION BY WHAT THEY DO EDGAR DALE’S CONE OF EXPERIENCE

95. GIVES PRIMARY IMPORTANCE ON PSYCHOMOTOR EXPERIENCE EDGAR DALE’S CONE OF EXPERIENCE

96. BASIS OF LEARNING BY DOING AND OR EXPERIENTIAL LEARNING OR ACTION LEARNING EDGAR DALE’S CONE OF EXPERIENCE

97. TRADITIONAL CURRICULUM PATTERN

98. BASES for organizing school experiences Various subjects offered based on their logical relationship SUBJECT CURRICULUM

99. Establishes relationships between two or more subjects on the basis of topic for students to gain better understanding of the topic CORRELATED CURRICULUM

100. COMBINES SEVERAL specific areas into larger fields BROAD-FIELDS CURRICULUM

101. INTEGRATIVE CURRICULUM PATTERN

102. Organizes the learning experiences and content around the life of the child LEARNER-CENTERED

103. EMPHASIS on the immediate interests and needs of the child and not on anticipated needs EXPERIENCE CURRICULUM

104. a.k.a SOCIAL FUNCTION or AREA-OF-LIVING Organized on the basis of major functions of social aspects of living CORE CURRICULUM

105. Complements and cooperates with other programs of the Community. 2. Provides LOGICAL SEQUENCE of subject matter 3. Continuously evolving 4. Complex of detail Characteristics of GOOD CURRICULUM

106. 7 types of CURRICULUM OPERATING IN SCHOOL

107. Proposed by SCHOLARS and PROFESSIONAL ORGANIZATIONS RECOMMENDED CURRICULUM

108. Appears in school, district, or division documents WRITTEN CURRICULUM

109. Different planned activities put into action to arrive at the objectives of the written curriculum TAUGHT CURRICULUM

110. Resources like TEXTBOOKS, COMPUTERS, AUDIO-VISUAL MATERIALS which support in the implementation SUPPORTED CURRICULUM

111. Tested and Evaluated ASSESSED CURRICULUM

112. LEARNING OUTCOMES INDICATED BY THE RESULTS and CHANGES in behavior (either CAP) LEARNED CURRICULUM

113. UNINTENDED , NOT PLANNED but may MODIFY BEHAVIOR or INFLUENCE LEARNING OUTCOMES HIDDEN CURRICULUM

114. PEER ENVIRONMENT PHYSICAL CONDITION INTERACTION MOOD HIDDEN CURRICULUM

115. ELEMENT or COMPONENT that provides bases for the selection of learning content and experiences OBJECTIVES

116. Instructional strategies Resources and activities that will be employed LEARNING EXPERIENCES

117. SUBJECT MATTER CONTENT

118. METHODS and INSTRUMENTS will be used to assess the results of the curriculum EVALUATION

119. Criterion that should be considered in developing a curriculum INTEREST

120. Frequently and commonly used daily 2. Maturity levels and abilities 3. VALUE in meeting needs and competencies of future career CONSIDERATIONS in SELECTION of LEARNING CONTENT

121. “Grass roots approach” Teachers should participate HILDA TABA’S MODEL OF CURRICULUM DEVELOPMENT

122. CONSIDERATIONS: Purpose of the School b. Education experiences c. Organization of experiences d. Evaluation of outcomes RALPH TYLER’S MODEL OF CURRICULUM DEVELOPMENT

123. Develop a curriculum attributed to Abraham Maslow HUMANISTIC DESIGN MODEL

124. Process- teacher gather info about what students know and can do. CURRICULUM ASSESSMENT

125. Process-obtaining info for judging the worth of an educational program CURRICULUM EVALUATION

126. DECISIONS about needs of learners, objectives, content, motivation, strategies and evaluation CURRICULUM PLANNING

127. PROCESS- selecting, organizing, executing, and evaluating learning experiences based on needs, abilities, and interests of learners CURRICULUM DEVELOPMENT

128. Approach in which decisions about curriculum are driven by the exit learning outcomes that students should display at the end of the course. OUTCOME-BASED EDUCATION

129. SUBJECTS ARE TAUGHT from the SIMPLEST to more COMPLICATED concepts through grade levels SPIRAL PROGRESSION