LEARNING EPISODE 16

ON TEACHER’S PHILOSOPHY ON EDUCATION

Activity 15.1

Resource Teacher: NATHY AGUILAR Teacher’s Signature: School: DDNNHS

Grade/Year Level: 10 & 11 Subject Area: COOKERY Date: 10-22-24

OBSERVE

Philosophies of education Which philosophies are Which philosophies are

expressed in the DepEd vision, expressed in the k to 12
mission statements, core values, curriculum framework and
mandate? Give proof guide and sec 5 of RA 10533?
Give proof.
1. Essentialism - teach mastery of Essentialism - the core values of Essentialism - list of standards and
the basics; curriculum is maka-diyos, maka-tao, makakalikasan competencies that learners are
prescribed; subject matter - and makabansa show thatDepEd expected to attain is the subject
centered there are universal, believes in unchanging values that matter that student are expected to
objectives values; inculcate values need to be inculcated. learn.
in subject matter. - Essentialist
2. Perennialism – teach those that Perennialism is reflected in To instill moral principles and
last, the classics; there are DepEd's vision, goal, core values, features of the K–12 curriculum
universal values; inculcate the and mandate, which emphasize framework, pupils had to
universal, objective values. moral development, universal get comprehensive knowledge,
access to education, and the abilities, attitudes and values via
incorporation of cultural heritage consistency and uniformity at
into the curriculum. every level and topics.
3. Progressivism – very child- The DepEd's status as a learner- Development of Curriculum, The
centered; teach those that centered organization that is Learner-centered curricula are
interest the child; one learns by continuously getting better to essential. Developmental and
experience; learners learn by better fulfill its participants inclusive suitable, illustrating how
doing so teacher teacher’s teaching proves that the DepEd is forward- In this statute, progressivism is
is experiential; values are thinking. According to DepEd, applied.
subjective; no inculcation of Students learn up knowledge by
values since they doing as well as by instructing on
are subjective; instead, teachers subjects that they are intrigued.
help students clarify their values.
4. Reconstructionism - school is The admin and employees, as The Curriculum's Significance to
agent of change; schooling is guardians of the organization, Students (Elaboration and
preparing students for the social guarantee a facilitating and Contextualization) proves that
changes; teaching is involving the encouraging setting for efficient there is an reconstructionist
students in discussions of moral learning to take place evidence principles are used in whereby the
dilemmas. that DepEd is reconstructionism. kids talk about the problems.
According to DepEd, Teaching
involves pupils in conversations
about moral conundrums in order
to for them to comprehend the
the results of their activities.
5. Existentialism - teachers teach Teachers help students learn. It proves that there is evidence of
learners to make choice, to make and continuously cultivate all Existentialism that is useful for
decisions and not merely to follow students in the DepEd mission, permitting students will select a
the crowd; one who does not make proving DepEd is existentialism. specialty. according to skills,
choice and so simply follow others DepEd feels that society ought not passions, and capacity of the
do not leave meaningful life. to restrict an person's life or school. The topics that a pupil
behavior due to the fact that such studies will enroll students in
restrictions. Suppress free will and grades eleven and twelve based on
the growth of that potential of an the professional route that he or
individual. she makes the decision.
6. Pragmatism -that which is The vision of DepEd, which The Curriculum Content Is related
useful, that which is practical and allows people to understand to students, it also illustrates how
that which works what is good; their complete potential and to of pragmatism when pupils gain
that which is efficient and contribute in a significant way to comprehensive knowledge,
effective is that which is good e.g the construction of the country, abilities, values, and mindsets by
showing a video clip on mitosis is evidence that DepEd employed means of consistency and
more efficient and more effective pragmatism because they think constancy to support them
and therefore more practical that that instruction items that pupils to develop into better individuals
teacher coming up with a visual are useful in daily lives helps them on all levels.
aid by drawing mitosis on a develop into better individuals.
cartolina or illustration board.
7. Rationalism - emphasizes the The Core Values of DepEd One example is curriculum
development of the learners’ Maka-tao, Maka-Diyos, development. of logical reasoning
reasoning powers; knowledge Makakalikasan, as well as in action, as the curriculum needs
comes through reason; teacher Makabansa serve as evidence that to be current sensitive and
must develop the reasoning power DepEd exercised reasoning, where grounded in research, as students
of the learner. they only trust what is based on only use reason to learn without
based on logic and offers the main the senses' assistance.
foundation for understanding.
8. Utilitarianism - what is good is We envision Filipinos who One example is curriculum
that which is most useful (that deeply cherish their nation, development. On the application
which brings happiness) to the It proves that Additionally, DepEd of utilitarianism, as the
greatest number of people; uses the utilitarian theory, which Curriculum needs to be attentive to
encourages behaviors that cultural differences.
encourage joy or enjoyment while While the instructor-led method
opposing activities that result in offers no understanding of what
discontent or injury. education is.

9. Empiricism - source of Teachers help students learn. Curriculum Development

knowledge is through the senses; and continuously cultivate every illustrates empiricism's application
teacher must involve the senses in student, the proof that DepEd in which the curriculum will
teaching-learning. makes use of Empiricism, in employ constructivism.
whereby the instruction and inquiry-driven, introspective,
learning of students is determined cooperative, and pedagogical
by the human senses, as well as in integration methods.
which it adheres to.

10. Behaviorism - behavior is Learners studying in a Curriculum Development

shaped deliberately by forces in safe, gender-sensitive, kid- illustrates that Behaviorism exists,
the environment and that the type friendly, and an inspiring setting is where the curriculum will focus on
of person and actions desired can the student. developmental and
be the product of design; behavior evidence utilized by DepEd inclusive suitable; we educators
is determined by others, rather In behaviorism, where the support pupils to exhibit the
than by person’s own free will; instructor offers constructive desired conduct by rewarding
teacher must carefully shape reinforcement, or incentives, excellence.
desirable behavior; drill are when the day is over for their
commonly used to enhance excellent conduct.
learning. Rewards reinforce
learning.
11. Constructivism -learners are Teachers help students learn. It proves the existence of
capable of constructing knowledge and continuously cultivate every The constructivism that promotes
and meaning; teaching-learning student, the proof that DepEd pupils to think about sharing their
therefore is constructing utilizes constructivism by important insights and experiences
knowledge and meaning; teacher helping students to create
does not just “tell” or dictate but knowledge instead of passively as students.
asks learners for knowledge they absorbing knowledge.
construct and meaning of lesson.
References:
https://www.deped.gov.ph/about-neap/vision-mission-and-core-values/
https://www.scribd.com/document/536455337/Philosophies-in-Education-docx
https://www.studocu.com/ph/document/balingasa-high-school/education/fs-16/40154891
https://www.teacherph.com/deped-vision-mission/
 https://www.coursehero.com/file/113053599/EPISODE-16-LAST-EPdocx/
Activity 16.2

Resource Teacher: NATHY AGUILAR Teacher’s Signature: School: DDNNHS

Grade/Year Level: 10 & 11 Subject Area: COOKERY Date: 10-22-24

OBSERVE
Philosophies of Education Teaching Behavior (State what the, taught or did)
1. Essentialism - teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter -
centered there are universal, objectives E. g he/she saw it that the students mastered
values; inculcate values in subject matter basic concepts and skills.

He/she included values.

2. Perennialism - teach those that last, the My resource teacher is consistent in conducting
classics; there are universal values; inculcate assessment like essay that reflect in real life
the universal, objective values situations, quizzes, and performance tasks.
3. Progressivism - very child-centered; teach My resource teacher creates engaging activities that
those that interest the child; one learns by inspire participation and enjoyment, fostering a
experience; learners learn by doing so teacher positive learning environment where every learner
teacher’s teaching is experiential; values are feels valued and excited to explore new concepts.
subjective; no inculcation of values since they
are subjective; instead, teachers help students
clarify their values.
4. Reconstructionism - school is agent of My teacher encourages self-reflection on
change; schooling is preparing students for performance, guiding students to consider their
the social changes; teaching is involving the personal growth and readiness for future social
students in discussions of moral dilemmas. changes. This approach fosters awareness and
prepares them to contribute positively to their
communities.
5. Existentialism - teachers teach learners to My resource teacher empowers students by allowing
make choice, to make decisions and not them to choose their own dishes she prepared to
merely to follow the crowd; one who does not cook, encouraging creativity and innovation in
make choice and so simply follow others do presentation. This hands-on approach fosters
not leave meaningful life. enthusiasm and a love for culinary exploration.
6. Pragmatism -that which is useful, that which My resource teacher inspires students to enjoy and
is practical and that which works what is reflect on their learning in real-life situations, often
good; that which is efficient and effective is reminding them the famous saying of Rizal: "Ang
that which is good e.g showing a video clip mga kabataan ay ang pag-asa ng bayan," instilling
on mitosis is more efficient and more hope and purpose.
effective and therefore more practical that
teacher coming up with a visual aid by
drawing mitosis on a cartolina or illustration
board.
7. Rationalism - emphasizes the development of My resource teacher guides students in creating
the learners’ reasoning powers; knowledge budget-friendly dishes that meet her expectations,
comes through reason; teacher must develop teaching them the importance of budgeting while
the reasoning power of the learner. enhancing their culinary skills and financial
awareness in a practical way.
8. Utilitarianism - what is good is that which is My teacher regularly asks her students if they enjoy
most useful (that which brings happiness) to cooking, and she is happy when they respond
the greatest number of people; positively, fostering a joyful and encouraging
environment in the kitchen.
9. Empiricism - source of knowledge is through My resource teacher encourages students to watch
the senses; teacher must involve the senses in videos and observe their daily meals, enhancing their
teaching-learning. cooking knowledge and skills. This practical
approach fosters curiosity and creativity in the
kitchen.
10. Behaviorism - behavior is shaped deliberately My resource teacher and the other resource teacher I
by forces in the environment and that the type have observed rewards students with extra points for
 of person and actions desired can be the participation, encouraging engagement and
product of design; behavior is determined by deepening understanding of the material through
others, rather than by person’s own free will; active discussion. Because recitation is vital for
teacher must carefully shape desirable reinforcing learning and boosting confidence.
behavior; drill are commonly used to enhance
learning. Rewards reinforce learning.
11. Constructivism - learners are capable of My resource teacher emphasizes the importance of
constructing knowledge and meaning; quarterly assessments as a final output of student
teaching-learning therefore is constructing performance. These evaluations are crucial for the
knowledge and meaning; teacher does not just teaching-learning process, providing valuable
“tell” or dictate but asks learners for insights that benefit both students and teachers in
knowledge they construct and meaning of their growth.
lesson.

ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies of
education is dominant in Philippine basic schools? Why do you say so?
 Progressivism, reconstructionism, behaviorism, and constructivism for me is dominate in
Philippine education, shaping me in my learning experience as a student. I’ve benefited from a
learner-centered approach that emphasizes academic and personal growth. These philosophies
have fostered my development as a responsible student and citizen, equipping me with the skills
and values needed for success in today’s society.
2. If there on philosophy that schools and teachers should give more attention to, what should that be and
why?
 For me, in my own opinion, perennialism and existentialism should be prioritized in schools and
teachers, as they emphasize critical thinking and individual growth. Despite the new DepEd
curriculum, many students still struggle with basic reading and writing skills, affecting their
decision-making. Unlike past generations, today’s students often lack the discipline and focus
that come from attentive teaching and learning.

REFLECT
My Philosophy in Teaching
I believe that the learners possess diverse learning styles and behaviors, making comparisons unproductive.
Emphasizing effective assessments to individual needs enhances their learning experience. By focusing on
learning through hands-on activities and practical application, students can fully engage and thrive in their
educational journeys.
I believe that I should teach the learners beyond academics, incorporating real-life situations that develop their
personalities and prepare them for real life challenges. Embracing the idea for me that "don’t teach them book,
teach them life" enables students to adapt effective learning styles that resonate with their experiences.
By teaching them both academic and real-life situations.
I believe that I can be an effective teacher by preparing my students for the real world, helping them become
aware and capable problem-solvers. While academic awards are rewarding, the true success lies in fostering
personal growth and challenging both myself and my students across multiple subjects for holistic development.

SHOW YOUR LEARNING ARTIFACTS

Accomplished Observation Sheet My Philosophy in Teaching

The answer can be found above.