LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION v Act #74-enacted in January 21, 1901.

It provides for the establishment of Department of Public Instruction and establishment of PCAT now TUP and PNS now PNU v Act #1870 founding of UP (June 18, 1908) v Act #2706 Private School Law (enacted March 10, 1917) v Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all citizens to render civil welfare service, law enforcement service and military service. v Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education (vocational training in an effort to eliminate illiteracy) v Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers v Commonwealth Act #586 Education Act of 1940-reduction of number of years in elementary (from 7 to 6), fixing school entrance age 7 years old, national support of elementary education, compulsory attendance in the primary grades for all children enrolled in grade one, introduction of double single session v Commonwealth Act #589-(August 19, 1940) established school rituals in private and public schools v RA #137 (June 14, 1947) enacted the Board of Textbooks v RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed Commonwealth Act #586 (restoration of grade 7, abolition of double single session, compulsory completion of elementary, compulsory enrolment of children in public school upon reaching 7 years old) v RA #1124 (June 16, 1954) created the Board of National Education v RA #1265 (June 11, 1955) compulsory daily flag ceremony in all educational institutions v RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especially Noli and Fili in all public and private schools v RA #4760 (June 18, 1966) Magna Cart of Public School Teachers v RA #1079 (June 15, 1959) provided that civil service eligibility shall be permanent and valid lifetime v RA #6655 (May 25, 1988) Free Public Secondary Act of 1988 v RA #7722 (May 18, 1994) created CHED v RA #7743 (June 17, 1994) established public libraries and reading centers in every barangay v RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Education Council v RA #7796 (August 25, 1994) established TESDA v RA #7836 (December 16, 1994) Phil Teachers Professionalization Act (supercedes PBET) v RA #7877 (February 14, 1995) Anti-Sexual Harassment Act v EO #27 (July 4, 1986) inclusion of human rights courses or subjects v EO #189 (June 10, 1987) Basic Salary and COLA of public school teachers will be paid for by national government v PD 6-A-(September 29, 1972) Education Development Decree of 1972 v PD 146-(March 9, 1972) NCEE (superceded by RA7731 on June 2, 1994) v PD 688-(April 22, 1975) gave power to CSC the authority to give appropriate exam to all public school teachers

v PD 907-(March 11, 1976) all honor graduates of colleges and universities are granted civil service eligibility v PD 1006 (September 22, 1976) PBET v DECS Order #30 s 1993- NEAT v DECS Order #30 s 1994- NSAT

PROFESSIONAL EDUCATION TEST (SAMPLE LET ITEMS WITH RATIONALIZATIONS) CHILD AND ADOLESCENT DEVELOPMENT Yuan always waits at his neighbor Gerald every morning. He enjoys seeing him while biking and imitates the actions of Gerald while he rides his own bike. Who is the proponent of Social Learning Theory which applies in the situation? Bandura C. Bruner Kohlberg D. Skinner RATIONALIZATION: A- Albert Bandura developed the Social Learning Theory and advocated that children learn from what they see in the environment. A child submitted a poor written report but packaged with brightly colored paper. This showcases_______. Art over academics C. art over science Substance over porma D. porma over substance RATIONALIZATION: D- When a student focuses more on designs and embellishments rather than of content of a report, then it shows porma over substance. With the use of mnemonics, the students are able to _____information. Analyze C. understand Apply D. remember RATIONALIZATION: D-mnemonics like My Dear Aunt Sally to mean multiplication, division, addition and subtraction help students remember information easily According to Krathwohls affective domain of objectives,________ is the lowest level of affective behavior. Valuing C. responding Organization D. characterization RATIONALIZATION: C-the arrangement of Krathwohls affective domain is responding, valuing, organization and characterization. A boy is closer to his mother and a girl is close to her father. These instances are under_. Oedipal complex C. phallic stage Latent stage D. Pre-genital stage RATIONALIZATION: C-when a boy is closer to the mother (Oedipus complex) and a girl is closer to her father (Electra complex), these instances are under Freuds phallic stage in the Psychosexual Development Theory.

1. A. B. 2. A. B. 3. A. B. 4. A. B. 5. A. B.

SOCIAL DIMENSIONS OF EDUCATION 1. Teacher Abi asks one of her students, What do you want to become when you grow up? This question is an indication of what kind of philosophy?

A. B. 2. A. B. 3. A. B.

4. A. B. 5. A. B.

Progressivism C. Existentialism Naturalism D. Idealism RATIONALIZATION: D-idealism because it stresses the existence of ideas independent from the material world. Ideas that which exist in the mind are the only reality. Teacher Jessy has not only explained the concept of Philosophy of Education but also imparted this to her students. This demonstrates what kind of philosophy? Naturalism C. Realism Idealism D. Perennialism RATIONALIZATION: C-realism concerns with what is real, actual. For ideas to be realized, they must be transferred or demonstrated. Which pillar of learning aimed in the acquisition of the instrument of understanding in order to develop the students learn-to-learn skills? Learning to do C. learning to live together Learning to know D. learning to be RATIONALIZATION: B- learning to know implies learning how to earn by developing ones concentration, memory skills and ability to think, acquiring the instrument of understanding. In his class, Teacher Jakob always presents principles and values so as to encourage his students to examine them and decide for themselves whether to accept them or not. What kind of philosophy does he practice? Idealism C. Humanism Essentialism D. Existentialism RATIONALIZATION: D-Existentialism is a philosophy that emphasizes subjectivity, freedom and responsibility. When a teacher emphasizes that mans sense should be trusted because they are the only way to acquire knowledge, the teacher can be regarded as____. Naturalist C. Empiricist Realist D. Pragmatist RATIONALIZATION: C-empiricism upholds that the only source of knowledge is the senses and sense-based experience. PRINCIPLES AND STRATEGIES OF TEACHING The school conducted a general student election for the Supreme Student Council. The election is patterned after the COMELEC system. The school is using what kind of technique? Symposium C. Panel discussion Simulation D. Dramatization RATIONALIZATION: B-simulation is an activity that simulates almost real-life situation. Other applications of simulation are the following: simulated flight for aviation students, assigning student to be the mayor of the day. During problem solving method, the teachers primary role is: Director C. lecturer Clarifier D. judge RATIONALIZATION: B-during problem solving activities, the teacher acts as a clarifier especially when students are in doubt how to go about the problem. Which among the following devices can be a scaled replica of a certain object? Mock ups C. globes Models D. maps

1. A. B.

2. A. B. 3. A. B.

4. A. B. 5. A. B.

RATIONALIZATION: B- models like Heart Models are scaled replicas. Which of the following would be the best choice if a teacher would like to focus on attitudinal change? Dramatization C. role play Field study D. simulation RATIONALIZATION: C-role playing allows the child to shows his own personal emotions and therefore is a good option when focusing on attitudinal change. This method relies heavily upon showing the learners a model performance. Activity C. reporting Demonstration D. field study RATIONALIZATION: B- demonstration includes Teacher-Directed Demo, Student-Directed Demo, Teacher-Student Directed Demo and Resource Person-Directed Demo CURRICULUM APPROACHES The curriculum approaches reflect the developers philosophy, view of reali ty, history, psychology, social issues and the domains of knowledge. Analysis of an approach provides information about personal and collective commitments to a particular viewpoint and the values deemed important by individuals, school and society.

1.

2.

3.

4. 5.

6.

TECHNICAL-SCIENTIFIC APPROACH The curriculum developers which may include specialists, superintendents, principals and coordinators are likened to engineers and architects who use instruments and empirical methods in preparing a blueprint with well defined elements orderlysequenced procedures and quality control measures to increase the probability of success in its implementation BEHAVIORAL-RATIONAL APPROACH It is a means-end approach. Curricula developed through this approach become the actual blueprints which prescribe the roles of key figures in the educative process. Viewing the curricula as the means and instruction as the end is a behavioral orientation SYSTEMS-MANAGERIAL APPROACH Motivate interest of all stakeholders. Encourage participation and involvement of all stakeholders. Synthesize divergent viewpoints. Monitor curriculum implementation. Create a climate of innovation and change. INTELLECTUAL-ACADEMIC APPROACH It emphasizes the importance of theories and principles in curriculum planning. This model is influenced by the philosophy of John Dewey. NON-TECHNICAL/NON-SCIENTIFIC APPROACH Flexible and less structured without pre-determined objectives to guide the learningteaching process. Contends that not all ends of education can be known nor indeed to be known in all cases. HUMANISTIC-AESTHETIC APPROACH It argues that those who favor the rational approach miss the artistic and personal aspects of curriculum and instruction. It is rooted in progressive philosophy which promotes the liberation of learners from authoritarian teachers.

7.

RECONCEPTUALIST APPROACH It criticizes the technocratic-scientific models as not sensitive to the inner feelings and experience of individuals. It reflects on existentialist orientation. The aim of education is not to control instruction in order to preserve existing order. 8. RECONSTRUCTIONISM The school is an institution of social reform. It criticizes the progressivists for putting too much emphasis on the individual learner to the neglect of the needs of society. 9. ECLECTIC MODEL Oftentimes, Filipino educators, in particular, prefer eclectic models (halo-halo) which are a combination of several approaches, rather than commit themselves to one particular approach only. Eclectic models are not mere patchwork (pagtagpi-tagpi) but a synthesis (pagbuo o paghahabi) where desired features from several models are selected and integrated into a new whole.

Keeping Yourself Fail-Safe in College 1. Pay Attention to Professor's Announcements. Of the four macro-skills; listening, reading, writing and speaking, listening is the most important yet least given prior concern. Most college professors and instructors announce schedules of quizzes or long tests a session before so that students can have sufficient time for review and preparations. However, most students disregard these announcements self-assuring that next-meeting business will be given consideration at any time and there will always be time, until the day has come and nothing has been done in respect of. As a result of this becoming habitual inattention, just the time the professor enters the room that students cram in their notes and as expected, poor preparation results to failing test scores.

2. Investigate on the Professors Grading System. In all colleges, Academics Departments provide standard grading systems for lecture and laboratory subjects. In fact, students are also well-informed about the computations of their grades but beyond these, professors and instructors have extrapersonal touches and somehow give special weights to some of the criteria. As a

student concerned, you must investigate and ask students who have been under their tutelages then about the specialized systems. It may sound impractical but somehow advantageous for you since you may work and comply with their requirements directionally. 3. Let them Feel Your Presence. One of the secrets is to participate consistently in interactive discussions. It is, indeed, not only for you to be the professors apple of the eye but for you to improve your interpersonal communication skills as well. On the other hand, you must be careful as whether you are already creating bad impression to your classmates. Sometimes being too active in the class means extending out unwontedly your paper or being epal as others say. 4. Keep Your Notebook and Pen on the Table. Professors and instructors sometimes, if not oftentimes, play tricks with their tests. You must jot down important points they mention at once during discussions. As long as they share them even if the bits information find to be least examined and remembered still there is a chance they will be re-encountered as in test items. 5. If you think its really impossible, dont hesitate to make bargains with them. In reality, they are just waiting for you to make the first move in approaching them for your special project. Feel confident and surely, you will never be disappointed.

APPLICATIONS OF DIFFERENT PHILOSOPHIES IN EDUCATION

o o o o o o o o o NATURALISM Naturalism stands for a democratic and universal way-everyone must be educated in the same manner Education is in accordance to human development and growth Emphasis is given more on the physical development-informal exercise-and hygiene of the person rather of the 3 Rs Aims to unfold the childs potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and needs Consequently, ones conduct is governed by impulse, instincts and experience. It puts the child at the center of educational process and prepares him to experience life as it is. IDEALISM Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas. Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only things worth knowing for Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and the use of logic

o Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better o Emphasis is given on subjectsphilosophy, literature, religion and historythat will develop and enhance the mind of the child o Methods used in teaching include lecture, discussion and Socratic dialogue o Character development is through emulation of examples and heroes REALISM o The most effective way to find about reality is to study it through organized, separate and systematically arranged matteremphasis is on subject matter concerning Science and Mathematics o Methods used in teaching include recitation, experimentation and demonstration o Character development is through training in the rules of conduct EXIXTENTIALISM o Subject matter is personal choice o Learning is based on the willingness of the student to choose and give meaning to the subject o Emphasis is given on the students rather than on the curriculum content o Students should not be treated as objects to be measured and standardized o Methods are geared on giving opportunities for the students for self-actualization and self-direction o Character development is through the responsibility of every individual in making a decision ESSENTIALISM o Schooling is practical for this will prepare students to become competent and valuable members of the society o Focuses on the basics-reading, writing, speaking and the ability to compute (arithmetic) o Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene o Stresses the values of hard work, perseverance, discipline and respect to authorities o Students should be taught to think logically and systematically-grasping not just the parts but the whole o Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation PRAGMATISM o Involves students to work in groups o Methods of teaching include experimentation, project making and problem solving. o Stresses on the application of what have learned rather that the transfer of the organized body of knowledge PERENNIALISM o Some of the ideas in the past are still being taught because they are significant o Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and religious principles. This includes history, language, mathematics, logic, literature, humanities and science. o Curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths

o The teacher must have the mastery of the subject matter and authority in exercising it. o Aims for the education of the rational personto develop mans power of thoughtthe central aim of this philosophy PROGRESSIVISM o Focuses on the child as a whole rather than of the content or the teacher o Curriculum content comes from the questions and interests of the students o Emphasis is given on the validation of ideas by the students through active experimentation o Methods of teaching include discussions, interaction (teacher with students) and group dynamics o Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four walled philosophy of education CONSTRUCTIVISM o A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by reflecting on his own experience and gives meaning to it. o Learning is the process of adjusting ones mental modes to accommodate new experience. RECONSTRUCTIVISM o Schools should originate policies and progress that will bring social reforms and orders o Teachers should be an instrument to encourage and lead students in the program or social reforms o Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems o Method of teaching include the problem-oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning o The classroom will serve as a laboratory in experimenting school practices bringing the world into the classroom BEHAVIORISM o Asserts that human beings are shaped entirely by their external environment o The only reality is the physical world NATIONALISM o The most important development was the creation of common language o Stresses on the teaching of the principles of democracy, and duties of citizenship o Stimulates the development of the state which includes the control and support of public school system o Curriculum includes the teaching of grammar, geography and history o Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play activities HUMANISM o Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding of nature o The learner should be in control of his destiny

o Concern is more on methods which include theme writing rather than oral discussions, drills and exercises, playing o Asserts the importance of playing in the curriculum o Emphasizes motivations and the use of praise and rewards o Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development