LET REVIEWER

PILLARS OF LEARNING
• The Four Pillars of Education all started with the report entitled” Learning the Treasure within”
of the International Commission of Education for the Twenty-first –Century chaired by Jacques
Delors in 1996. It was published by UNESCO.
• The report itself provides new insights into education for the 21st century. It stresses that each
individual must be equipped to seize learning opportunities throughout life broaden one’s
knowledge, skills and attitudes, and adapt to a changing complex and interdependent world.

LEARNING TO KNOW
✓ Implies learning how to learn by developing one’s concentration, memory skills and ability to
think; acquiring the instrument of understanding.
✓ To learn to know, students need to develop learn-to-learn-skills. Such skills are learning to read with comprehension, listening, observing, asking question, data
gathering, note taking and
accessing, processing, selecting and using information
✓ The role of the teacher is as facilitator, catalyst, monitor and evaluator of learning.

LEARNING TO DO
✓ Represents the skillful, creative and discerning application of knowledge
✓ One must learn how to think creatively, critically and holistically, and how to deeply understand the information that is presented.
✓ To perform a job or work, the learning to do must be fulfilled. This entails the acquisition of
competence that enables people to deal with a variety of situations, and to work in teams.

LEARNING TO LIVE TOGETHER

✓ Vital in building a genuine and lasting culture of peace in the world.
✓ Can be achieved by developing in understanding of others and their history, traditions and
spiritual values, and appreciation of interdependence.
✓ A wide range of skills is necessary for the pillar of education; self-control, handling emotions,
communication, interpretation of behaviors, critical thinking, relationship building and
cooperation, negotiation, mediation and refusal, problem solving and decision making.
✓ Teachers should help the students realize the value of being able to live together, in their
gradually enlarging world: home, school, community, city, town, province, country, and the
world as a global village.
LEARNING TO BE
✓ Dominant theme of Edgar Faure is report” Learning to Be: The World of Education Today and
Tomorrow”, published UNESCO
✓ If refers to the role of education in developing all the dimensions of the complete person: to
achieve the physical, intellectual, emotional and ethical integration of the individual into a
complete man. Pertains to the overall development of the human person as individual and a
member of the society

Theories on Cognitive Development

Jean Piaget-Swiss psychologist (1896-1980). His theory provided many central concepts in the field of developmental psychology and concerned the
growth of intelligence, which for Piaget, meant the ability to more accurately represent the world and perform logical operations on representations of
the concepts grounded in the world. The theory concerns the emergence and acquisitions of the schemata-schemes, of one perceiving the world-
in”developmental stages”, time when children are acquiring new ways of mentally representing-information.

1. Sensorimotor period (years 0-2)

Infants are born with a set of congenital reflexes, according to Piaget, in addition to
explore their world. Their initial schemas are formed through differentiation of the
congenital reflexes:
❖ The first substage, known as the reflex schema stage, occurs from birth to six
weeks and is associated primarily with developmental reflexes. Three
primary reflexes are described by Piaget: sucking of objects in the mouth
following moving or interesting objects with the eyes, and closing of the hand
when an object makes contact with the palm (palmar grasp). Over this first six
weeks of life, these reflexes begin to become voluntary actions; for example,
the palmar reflex becomes intentional grasping.
❖ The second substage, primary circular reaction phase, occurs form six weeks
to four months and is associated primarily with the development of habits.
Primary circular reactions or repeating of an action involving only one’s body
begins. An example of this type of reaction would involve something like an
infants repeating the motion of passing their hands before their face. The schema
developed during this stage inform the infant about the relationships among his
body parts (e.g. in passing the hand in form of his eyes he develop a motor
schema for moving his arm so that the hand becomes visible.
❖ The third substage, the secondary circular reactions phase, occurs from four
to nine months and is associated primarily with the development of coordination
between vision and apprehension. Three new abilities occur at this stage:
intentional grasping for a desired object, secondary circular reactions, and
differentiations between ends and means. At this stage, infants will intentionally
grasp the air in the direction of a desired object, often to the amusement of
friends, family, younger and older siblings, grandparents, etc. Secondary
circular reactions, or the repetition of an action involving an external object
begin; for example, moving a switch to turn on a light repeatedly. The
Differentiation between means also occurs. This is perhaps of one of the most
important stages of a child’s growth as it signifies the drawn for logic. However,
babies still only have a very early rudimentary grasp of this and most of their
discoveries have an “accidental” quality to them in that the initial performance
of what will soon becomes a secondary circular reactions occurs by chance; but
the operant conditioning causes the initial “ accidental” behavior (which was
followed by an “interesting pattern of stimulation) to be repeated. And the
ability to repeat the act is the result of primary circular reactions established in
the previous stage. For example, when the infant’s hand accidentally makes
contact with an object in his field of vision is based on the primary circular
reaction bringing his hand into his field of vision. Thus, the child learns (at the
level of schemata) that “if he can see it then he can also touch it” and this results
in a schemata which is the knowledge that is external environment is populated
with solid objects.
❖ The fourth substage, called the coordination of secondary circular reactions
stage, which occurs from nine to twelve months, is when Piaget thought that
object permanence developed. In addition, the stage is called the coordination
of secondary circular reactions stage, and is primarily with the development of
logic and the coordination between means and ends, this is extremely important
marks the beginning of goal orientation or intentionally, the deliberate planning
of steps to meet an objective.
❖ The fifth substage, tertiary circular reactions phase, occurs from twelve to
eighteen months and is associated primarily with the discovery of new means
to meet goals. Piaget describes the child at this juncture as the “young scientist”,
conducting pseudo-experiments to discover new methods of meeting
challenges.
❖ The six sub-stage, considered “beginning of symbolic representation”, is
associated primarily with the beginnings of insight, or true creativity. In this
stag the trial- and error application of schemata, which was observable during
the previous stage, occurs internally ( at the level of schemata rather than of
motor responses), resulting in the sudden appearance of new effective behaviors
(without any observable trial-and-error). This is also the time when symbols
(words and images) begin to stand for other objects. This marks the passage
into the preoperational stage.

2. Preoperational period (years 2-7)

The Preoperational stage is the second of four stages of cognitive development. By
observing sequence of play, Piaget was able to demonstrate that towards the end of the
second year a qualitatively new kind of psychological functioning occurs (Pre)
Operatory Thought in Piagetian theory is any procedure for mentally acting on objects.
The hallmark of the preoperational stage is spare and logically inadequate mental
operations.
According to Piaget, the Pre Operational stage of development follows the Sensorimotor
stage and occur between 2-7 years of age. It includes the following processes.
1. Symbolic functioning- characterized by the use of mental symbols, words, or
pictures, which the child uses to represent something which is not physically present
2. Centration-characterized by a child focusing or attending to only one aspect of a
stimulus or situation. For example, in pouring a quantity of liquid from an narrow
beaker into a shallow dish, a preschool child might judge the quantity of liquid to
have decreased, because it is”lower”- that is, the child attends to the height of the
water, but not the compensating increase in the diameter of the container.
3. Intuitive thought- occurs when the child is able to believe in something without
knowing why she or he believes it.
4. Egocentrism- a version of centration, this denotes a tendency of a child to only
think for her or his own point of view. Also, the inability of a child to take the point
of the view of others. Example, if a child is in trouble, he or she might cover her eyes
thinking if I cannot see myself my mom cannot either.
5. Inability to Conserve-though Piaget’s conservation experiments (conservation of
mass, volume and number after the original form has been changed. For example,
a child in this phase will believe that a string which has up in”o-o-o-o” pattern will
have a larger number of beads than a string which has a oooo: pattern, because the
latter pattern has less space between Os; or that a tall, thin 8-ounce cup has more
liquid in it than a wide, short 8-ounce cup.
6. Animism- The child believes that inanimate objects have :lifelike” qualities and are
capable of action. Example, a child plays with a doll and treats it like a real person.
In a way this is like using their imagination.

3. Concrete operational period (years 7-11)

The Concrete operational stage is the third of four stages of cognitive development in
Piaget’s theory. This stage, which follows the Preoperational stage, occurs between the
ages 7 and 11 years and is characterized by the appropriate use of logic. Important
process during this stage are:
a. Seriation- the ability to arrange objects in an order according to size, shape, or any
another characteristic. For example, if given different-shaded objects they may make
a color gradient.
b. Classification-the ability to name and identify sets of objects according to
appearance, size or other characteristic, including the idea that one set of objects
can include another, a child is no longer subject to the illogical limitations of
animasim ( the belief that all objects are alive and therefore have feelings)
c. Decentering- where the child takes into account multiple aspects of a problem to
solve it. For example, the child will no longer perceive an exceptionally wide but
short cup to contain less than a normally-wide, taller cup.
d. Reversibility- where the child understands that numbers or objects can be changed,
then returned to their original state. For this reason, a child will be able to rapidly
determine that if 4 +4 equals 8, 8/4 will equal 4, the original quantity
e. Conservation- understanding that quantity, length or number of items is unrelated
to the arrangement or appearance of the object or items. For instance, when a child
is presented with two equally-sized, full cup they will be able to discern that if water
is transferred to a pitcher it will conserve the quantity and be equal to the other filled
up.
f. Elimination of Egocentrism- the ability to view things from another’s perspective
(even if they think incorrectly). For instance, show a child a comic in whom Jane
puts a doll under the box leaves the room, and then Sarah moves the doll to a drawer,
and Jane comes back. A child in the concrete operational stage will stay that Jane will
still think it’s under the box even through the child knows it is in the drawer

4. Formal operational period (years 11-adulthood)

The formal operational period is the fourth and final of the periods of cognitive
development in Piaget's theory. This stage, which follows the Concrete Operational
stage, commences at around 11 years of age ( puberty) and continues into adulthood.
It is characterized by acquisition of the ability to think abstractly, reason logically and
draw conclusions from the information available. During this stage the young adult is
able to understand such things as love”shades of gray”, logical proofs, and values,
Lev Vtgotsky-Psychologist, was born in 1896 in Orsha, Belarys (then a part of the
Russian Empire). Vygotsky was tutored privately by Solomom Asphiz and graduated
from Moscow State University in 1917. Later, he attended the Institute of Psychology
in Moscow (1924-34), where he worked extensively on ideas about cognitive
development, particularly the relationship between language and thinking. His writings
emphasized the roles of historical cultural, and social factors in cognition and argued
that language was the most important symbolic tool provided by society.
Perhaps Vygotsky’s most important contribution concerns the inter-relationship of
language development and thought. This concept, explored in Vygotsky’s book
“Thinking and Speaking”, establishes the explicit and profound connection between
speech (both silent inner speech and oral language), and the development of mental
concepts and cognitive awareness. It should be noted that Vygotsky described inner
speech as being qualitatively different than normal (external) speech, For Vygotsky,
social interaction is important for learning, e.i. children learn adults and other children

Information Processing Theory

There are three primary stages in IP Theory:
❖ Encoding- information is sensed, perceived, and attended .
❖ Storage- the information is stored for either a brief or extended period of time
depending upon the processes following encoding
❖ Retrieval- The information is found at the appropriate time, and reactivated fr
use on a current task, the true test of effective memory.

The initial appeal of information processing theories was the idea that cognitive processes could be
described in a stage-like model. The stages to processing follow a path along which information is taken
into the memory system, and reactivated when necessary. Most theories of information processing center
around three main stages in the memory process.
Sensory Register
The first step in the IP model, holds ALL sensory information for a VERY BRIEF time period.
❖ Capacity: we hold an enormous amount, more than we can ever perceive.
❖ Duration: Extremely brief- in order of 1 to 3 seconds

The Role of Attention

❖ To move information into consciousness, we need to attend to it. That is, we only have the
ability to perceive and remember later those things that pass through the attention gate.
Short Term Memory ( working Memory)
❖ Capacity: What you can say in 2 seconds. Often said to be 7+/_2 items.
❖ Duration: Around 18 seconds or less
❖ To reduce the loss of information in 18 seconds, you need to rehearse
❖ There are two types of rehearsal- Maintenance and Elaborative

Long Term Memory

The final storing house of memorial information, the long term memory store holds information until
needed again.
❖ Capacity: unlimited?
❖ Duration: indefinite?

Executive Control Processes

❖ Also known as executive processor, or Metacognitive skills
❖ Guide the flow of information through the system, helps the learner make informed
❖ Example processes-attention, rehearsals, organization, Sometimes call METACOGNITIVE SKILLS
Forgetting - The inability to access information when needed
❖ There are two main ways in which forgetting likely occurs:
❖ Decay-Information is not attended to, and eventually fades away. Very prevalent in working memory.
❖ Inference-New or old information blocks’ access to the information in question.

Methods for Increasing the Probability of Remembering

❖ Organization- info that is organized efficiently should be recalled
❖ Deep processing- This is focusing upon meaning.
❖ Elaboration- Connecting new info with old, to gain meaning.
♪ Generation- Things we produce are easier to remember than things we hear.
❖ Context-Remembering the situation helps recover information
❖ Personalization- making the information relevant to the individual
❖ Memory Methods
❖ Memorization ( note the same as learning)
❖ Serial Position Effect ( recency and primacy) you will remember the beginning and end of list most readily
❖ Part Learning- Break up the list to increase memorization
❖ Distributed Practice- Break up learning sessions, rather than cramming all the info in at once (Massed Practice)
❖ Mnemonics Aids
❖ Loci Method- Familiar place, associate list with items in place (i.e. living room)
❖ Peg-type- Standard list is a cue to the target list.
❖ Acronym – SCUBA
❖ Chain Mnemonics- EGBDF
❖ Keyword Method- Association of new word/ concept with well know word/concept that sounds similar.

REPUBLIC ACTS EDUCATION

● RA 7836 - Philippine Teacher Professionalization Act of 1994

● RA 7796 - TESDA Act of 1994
● RA 7722 - CHED
● Article XIV 1987 Philippine Constitution (Educ.Sci & Tech,Arts,Culture & Sports) this is the
very fundamental legal basis of education in the philippines.
● Education Act of 1982 (Batas Pambansa 232, Sept 11,1982) an Act providing for the
Establishment & Maintenance of an Integrated System of Education
● RA 4670 - Magna Carta for Public School Teachers (June 18,1966)
● RA 6713 - Code of Conduct & Ethical Standards For Public Officials and Employees
● RA 7877 - Anti-sexual Harassment Act of 1995
● RA 9155 - Decentralization; Legal basis of Shared Governance in Basic Education
● RA 7784 - Establishment of Center of Excellence
● RA 10533 or K-12 Curriculum - Enhanced Basic Education Curriculum
● RA 90210 - "An Act to Integrate Information Technology into the Public Elementary &
Secondary Curricula & Appropriating funds
● RA 10121 - DRMM approval headed by OCO office of Civil defense May 2010
● RA 9994 - ―Expanded Senior Citizens Act of 2003

List of the Famous Filipino Writers and their Pen Names or Pseudonyms

 Jose dela Cruz - Huseng Sisiw
 Marcelo H. Del Pilar - Plaridel, Dolores Manapat, Piping Dilat, Siling Labuyo, Kupang, Haitalaga, Patos, Carmelo, D.A. Murgas, L.O. Crame
D.M. Calero, Hilario, and M. Dati.
 Severino de las Alas - Di-kilala
 Epifanio delos Santos - G. Solon
 Valeriano Hernandez Peña - Ahas na Tulog, Anong, Damulag, Dating Alba, Isang Dukha, Kalampag and Kintin Kulirat
 Severino Reyes - Lola Basyang
 Pedro de Govantes de Azcarraga - Conde de Albay
 Francisco dela Cruz Balagtas - Francisco Baltazar
 Asuncion Lopez Bantug (Rizal’s grand niece) - Apo ni Dimas
 Jose Ma. Basa
 Dr. José Protasio Rizal Mercado y Alonso Realonda - José Rizal, Dimas-alang (Tagalog for Touch me not), Laong-Laan (which means Ever-
prepared), Agno and Calambeño
 Hugo Salazar - Ambut
 Moises Salvador - Araw
 Jose Turiano Santiago - Tiktik
 Lope K. Santos - Anak-Bayan and Doctor Lukas
 Luis Taruc - Alipato (which means spark that spreads a fire and one of Rizal’s pet dogs)
 Jose Ma. Sison - Amado Guerrero
 Dr. Pio Valenzuela - Madlang-Away
 Clemente Jose Zulueta - M. Kaun
 J. Zulueta - Juan Totoó
 Isaac Fernando delos Rios
 Bautista - Ba Basiong
 Gen. Vito Belarmino - Blind Veteran
 Andres Bonifacio - Agapito Bagumbayan, while his inspiring Katipunan name was May Pagasa
 Felipe Calderon - Simoun and Elias (names from Rizal’s novels)
 José Corazón de Jesús - Huseng Batute
 Mariano del Rosario - Tito-Tato
 Antonio K. Abad - Akasia
 Jose Abreu - Kaibigan
 Macario Adriatico - Amaori, C. Amabri and Felipe Malayo
 Faustino Aguilar - Sinag-Ina
 Emilio Aguinaldo - Magdalo
 Virgilio Almario - Rio Alma
 Pascual Alvarez - Bagong Buhay
 Aurelio Alvero - Magtanggul Asa
 Cecilio Apostol - Catulo, Calipso and Calypso
 Francisco Arcellana - Franz Arcellana
 Salvador Vivencio del Rosario - X and Juan Tagalog
 Domingo Gomez - Romero Franco
 Nestor Vicente Madali Gonzalez - N.V.M. Gonzalez
 Fernando Ma. Guerrero - Fluvio Gil
 Amado Hernandez - Amante Ernani, Herininia de la Riva and Julio Abril
 Emilio Jacinto - Dimas-ilaw and his Katipunan name was Pingkian
 Nick Joaquin - Quijano de Manila
 Jesus Lava - B. Ambrosio Rianzares
 Sixto Lopez - Batulao
 Gen. Antonio Luna - Taga-Ilog
 Juan Luna - J.B. and Buan (a translation of his surname Luna which means moon)
  Apolinario Mabini - Bini and Paralitico
 Jose Palma - Ana-haw, Esteban Estebanes and Gan Hantik
 Rafael Palma - Hapon and Dapit-Hapon
 Jose Maria Panganiban - Jomapa and J.M.P.
 Pascual H. Poblete - Anak-Bayan
 Mariano Ponce - Naning, Tikbalang, and Kalipulako

Additional ALL ABOUT RIZAL

Questions Answers
Birthday of Rizal June 19, 1861
Birthplace of Rizal Calamba, Laguna
Course of Rizal in Universidad Central de Madrid Medicine and Philosophy & Letters
Degree of Rizal in Ateneo Bachelor of Arts
Factors that influenced Rizal bad performance in UST Medicine was not his true passion, dissatisfied with the teaching,
distractions of being young
Formerly known as Escuela Pia, Rizal studied there Ateneo Municipal
when he was 11
Godfather of Rizal Fr. Pedro Casadas
Mixed ancestry of Rizal Negrito, Indonesian, Malay, Spanish, Chinese, Japanese
Name of Rizal’s childhood dog pet Usman
Nickname of Rizal’s mother Lolay
Number of copies of Noli Me Tangere initially printed 2,000 copies
Poem believed to have been written by Rizal at 8 years Sa Aking Mga Kabata
old (1 poem)
st

Poem dedicated by Rizal to his mother Mi Primera Inspiracion

Poem written by Rizal prior to execution Mi Ultimo Adios (title given by Mariano Ponce)
Predominant ancestry of Rizal Malay
Rizal borrowed ___ from his friend Maximo Viola to Php 300
print his book 
Rizal meaning Ricial = green pasture
Rizal noticed that people in Spain enjoyed Freedom and liberalization
Rizal was the __ child of the family 7 of 11
th

Rizal’s 1 teacher who taught him how to pray

st
His mother Teodora
Rizal’s course in UST Philosophy and Letter
Rizal’s father Francisco Mercado
Rizal’s father was independent, free-spirited and he Free soul
inherited ___ from him
Rizal’s grandfather (Chinese surname) Lamco
Rizal’s grandfather (mayor of Biñan) Juan Mercado
Rizal’s grandfather’s nationality (Ursua) Japanese
Rizal’s last words Consummatum Est (It is finished). Also used by Christ during his
death
Rizal’s mother Teodora Alonzo Y Realonda
Rizal’s name (Jose) came from His mother’s devotion to St. Joseph
Rizal’s only brother Paciano
Rizal’s pseudonym when he wrote El Amor Patrio (Love Laong Laan
of Country)
This act required colleges to study the life of Rizal RA 1425 (Rizal Law)
What form of execution done to Rizal Firing Squad
Why do we study Rizal? Incorruptible confidence, direction, courage, determination
Why Rizal shifted to medicine? To cure his mother
Why was Rizal unhappy in UST? Hostility of Dominicans, racial discrimination, obsolete and
repressive methods of teaching
Year of Rizal’s exile that ignited many Filipinos fight to 1896
Spanish