1. UNIVERSITY OF REGINA CARMELI COLLEGE
City of Malolos
GRADUATE SCHOOL
EDUC 203
NAME: ROBERT S. LOVENDINO
ACTIVITY SHEET/RESEARCH ACTIVITY 1:
HISTORICAL FOUNDATION OF EDUCATION
1. Do you believe that the trends in teacher education are desirable? Do you think they will
result in improved education in the schools? What conditions are necessary to make them
effective?
Answer: The trend in teachers’ education is desirable; it will help our countries
dilemmas on brain drain in education because many effective and efficient teachers
choose to go abroad for good and high compensation. On the other hand, not all
students taking up education course have a potential to become teachers, some
believes that teaching is an easy employment after graduation they can teach and
earned money easily that is why in my own opinion this is not a reason to improved
education quality in schools. Furthermore, to make them efficient and effective
educators the only condition is to like, love and study wholeheartedly because teaching
profession is a vocation. We will learn here the true meaning of service to our clientele.
Through this they will become effective and efficient educators that facilitate proper
and up to date learning experiences to the learners.

2. 2. Which of the preceding areas of professionalism—a defined body of knowledge , control of
licensing and entry, autonomy in decision making, or high prestige and economic standing—is
most important to your personal definition of a profession? Is it important to you that teaching
seems to lag behind other professions in these areas? Why or why not?
Answer: Our profession should not stay behind other profession in the areas of professionalism
sited, why because without teachers there were no other professions.
The profession is also a vocation. The possibility is that you may find many teachers regretting
that they had decided to become teachers. But the reason is not the profession nor is it the
working environment. It is the low earnings of the teacher. Teachers truly feel that they shape
the future of their countries. Preparing the students for the challenges of life, teaching them
the methods of interacting, researching, discussing, agreeing and disagreeing, they prepare
their students for life. However, if this type of education is interrupted by any biases or
personal beliefs, much harm is being done. I have been teaching since 2002 and I am proud of
my profession and the advances I have made in my qualification. It has been a continuous trip
of learning and I am still learning.
3. How were knowledge, education, schooling, teaching, and learning defined in the major
historical periods?
Answer: During the Ancient periods, culture was passed on and preserved for
generation, tribal people were able to adjust and adapt to political and social life, liberal
education was integrated in the curriculum, The complimentary development of the
person become vital for his cultural development and social transformation of the State
and the concept of education ladder was introduce.
In Medieval Conception of Education, Equality before God was expounded in Education;
Society became revolutionalized through a system of morality with fuller recognition of
the integrity of the human personality, and the individual formed bondage to
authorities and concentions of the church.

3. Education became person-oriented in approach during the Modern Conceptions of
Education. Education became an agency for citizenship involvement for national
development and progress, more sciences were included in the curriculum, to
determine the suitability and effectiveness of the curriculum materials, systematic and
objective analysis was done, learners were trained to make intelligent choices by finding
all available facts and the reasoning power to solve life problems.
4. How did racial, gender, and socio-economic factors limit educational opportunities in the
past?
Answer: During the early education, they were limited number of individuals was hired to be
trained in its reading and writing. Only royal offspring and sons of the rich and professionals
such as scribes, physicians, and temple administrators, went to school. Most boys were taught
their father's trade or were apprenticed out to learn a trade. Girls had to stay home with their
mothers to learn housekeeping and cooking, and to look after the younger children.
Girls were not provided with formal education. They were required to know a large part of the
subject areas to prepare them to maintain the home after marriage, and to educate the
children before the age of seven. Despite this schooling system, it would seem that many
children did not learn to read and write.
To synthesized, during the early age in education there is no equal opportunities between man
and woman.

4. 5. What curriculum (the content of education) and what teaching methods were used in the
various historical periods?
Answer:

5. Historical Period Contents Teaching Methods
 Ancient  Ritualistic and prescriptive  Tell me and show me
Period  Language, literature,  Trial and error
religious beliefs  Enculturalization
 Gymnastics, paramilitary  Indoctrination
exercises,3R’s education  Organic education
 Cultural, professional and  Dictation
Twelve Tables  Memorization
 Conscious imitation
 Harsh discipline
 Principles of Individual
Differences (Athenian)
 Exercises in good literary
 Intensive drill on parts of
speech/grammatical
elements
 Medieval  Human conduct  Parable method
Conception  Fundamental universal  Practical, familiar practices
truths in social life and nature
 7 liberal arts(grammar,  Language understood by all
rhetoric, dialectic,  Uses allusions
arithmetic, geometry,  Question and answer
astronomy and music)  Reflection
 Theology, Religious and  Logical Analysis
Philosophy  Example and practice of
 7 free arts discipline
 3R’s Sciences, literature,  Memorization
logic and Arabic language  Repetition and drill
 4 R’s  Observation and
experimentation
 Modern  3 things of the world  Text study to replace lecture
Conceptions (World of the past,  Ciceronianism
Subjective world of  Prelection
emotion, grammar,  Phonetic teaching the
rhetoric and mathematics reading of vernacular
and Biblical literature)  Direct Social Contacts
 Bible, religion, singing,  Understanding and
trades and crafts, Judgment
household duties, history,  Inductive Methods
3R’s, Logic rhetoric and  Law of habit formation
eloquence  Sensationalism and
 Encyclopedic disciplinism and critical
 History analysis
 Philosophy  Modern principles of
 Language teaching
 Comprehensive  Principles of pupils activity
Curriculum  Experimental problem
 Drill, spelling, arithmetic solving
and grammar  Scientific method and
 Philosophy, sciences, art, research
social refinement, Ethics  Social communication,
and morality cooperation and service
 Nature phenomena  Social guidance, recognition

6. 6. How did the ideas of leading educators contribute to modern education?
Answer: A. Many current teaching philosophies are aimed at fulfilling the precepts of a
curriculum based on Specially Designed Academic Instruction in English (SDAIE). Arguably the
qualities of a SDAIE curriculum are as effective if not more so for all 'regular' classrooms.
Some critical ideas in today's education environment include:
• Instructional scaffolding
• Graphic organizers
• Standardized testing

7. According to Dr. Shaikh Imran, the teaching methodology in education is a new concept in the
teaching learning process. New methods involved in the teaching learning process are
television, radio, computer, etc.
Other educators believe that the use of technology, while facilitating learning to some degree,
is not a substitute for educational method that brings out critical thinking and a desire to learn.
Another modern teaching method is inquiry learning and the related inquiry-based science, as
well as learning based on the psychological framework of Multiple Natures.
Elvis H. Bostwick recently concluded Dr. Cherry's quantitative study "The Interdisciplinary Effect
of Hands On Science", a three-year study of 3920 middle school students and their Tennessee
State Achievement scores in Math, Science, Reading and Social Studies. Metropolitan Nashville
Public School is considered urban demographically and can be compared to many of urban
schools nationally and internationally. This study divided students on the basis of whether they
had hands on trained teachers over the three-year period addressed by the study.
Students who had a hands-on trained science teacher for one or more years had statistically
higher standardized test scores in science, math and social studies. For each additional year of
being taught by a hands-on trained teacher, the student's grades increased.
B. The ideas of leading educators help the Department of Education in constructing Rules,
Programs and Laws in teaching and Learning Process.
Following are the up to date examples:

8. No. 59 s.2002
RULES AND
REGULATIONS ON
THE OPERATION OF
THE PRIVATE
PRESCHOOLS
-Progressivism
No. 55 s.2002
REVITALIZED YOUTH
ENTREPRENUERSHIP
AND COOPERATIVISM
IN SCHOOLS (YECS)
PROGRAM –
Progressivism/Social
Reconstructionalism

9. No. 54 s.2002
GUIDELINES ON THE
RECLASSIFICATION OF
DEPARTMENT HEAD
POSITIONS FOR THE
COMPONENT
SUBJECTS OF
MAKABAYAN – Social
Recontructionism
No. 51 s.2002
POLICY ON
EDUCATIONAL FIELD
TRIPS - Progressivism

10. No. 49 s.2002
OPERATIONALIZAION
OF THE DEPED AND
JICA COOPERATION
ON "THE
STRENGTHENING OF
CONTINUING SCHOOL
- BASED INSET FOR
SCIENCE AND
MATHEMATICS
TEACHERS" - Idealism
No. 45 s.2002
READING LITERACY
PROGRAM IN THE
ELEMENTARY
SCHOOLS - Idealism

11. No. 43 s.2002
THE 2002 BASIC
EDUCATION
CURRICULUM -
Progressivism
Prepared by:
LYDIA ROQUE CRUZ
Professorial Lecturer

12. UNIVERSITY OF REGINA CARMELI COLLEGE
City of Malolos
GRADUATE SCHOOL
EDUC 203
NAME ________________________________________________
ACTIVITY SHEET/RESEARCH ACTIVITY 2:
PHILOSOPHICAL ROOTS OF EDUCATION
1. What are the subdivisions of philosophy, how are they defined, and what are your
beliefs about them?
2. What are the leading philosophies of education? Are certain philosophies present in
your educational experiences? DO these philosophies help you examine and reflect on
your beliefs, and practices in educations?
3. What theories guide educational practice—curriculum, teaching, and learning? Are
these theories present in your educational experiences? Do these theories help you in
your beliefs and practices in education?

13. 4. How do philosophies and theories of education influence teaching and learning in
schools? Foe example, how does a teacher’s relationship to students exemplify her or
his beliefs, and values?
5. How does a teacher’s method of instruction reflect a particular theory of knowledge
acquisition and learning? How does a teacher’s attitude to cultural diversity exemplify
her or his conception of a just society?
Prepared by:
LYDIA ROQUE CRUZ
Professorial Lecturer