Let's review

Media

Part of The Philippine Educator

Title: Let's review
Language: English
Year: 1947
Rights
Fulltext: Prepare for those Civil Service Tests :L. · ... . LET'S REVIEW. by JOSE Y. TUAZON PSYCHOLOGY , .EDUCATIONAL PSYCHOLOGr . 1. ·Herba;rtfan psychology - Based on three interrelated foundations: (a) . metaphysics, (b) mathematics, (c) experience. ln metaphysics, the soul is interested only in its selfpreservation. The idea is unity of all human behavior for the preservation of the soul. In mathematics, ideas are passive in their primary state, but through relation with one ~mother they become forces. In experience, the· general term "apperception" where all things are seen or und~rstood in terms of prior experience. 2 . Froebelianism. - responsible for an increased interest in child nature. 8. G. Stanley Hall- study of original nature, the unlearned abilities of the · child. Especially noteworthy are his studies on adolescence which opened up a new field and emphasized a new aspect of human life. 4. William James-claims that a knowledge of psychology will aid the teacher by narrowing the paths of experiment and trial. He criticized the Herbartian concepts of apperception and emphasized the importance of sdurying the actual respoJUIes of the child. 5. Edwa;rd L. Thorndike - The most outstanding name in educational psychology. Introduced the concept of original nature and his laws of learning. 6. The present position of educational psychology - gradually increasing application of all the implications of original nature; more use of the laws of learning in connection with it; much freer filed for the expression of native abilities and individual interests; increased use of measurement of a more accurate kind. SCHOOLS OF PSYCHO·LOGY Those no longer highly active: l. Structuralism, or existential psvchology - sought by introspection for mental elements such as sensations, images, and affection. The mind must look within itself to discover YOU CAN'T AFFORD .... to neglect your one great job JUS/I' BECAUSE OF: Poor Vision! ! Headache, is attributed to close work and poor vision-straining your eye muscles more than they can stand, usually ends in RegretsCASAJE OPTICAL COMPANY Optometrists-Opticians 203 Estero Cegado Formerly located on Rizal Avenue Opposite Radio Theatre & Great Eastern Hotel -Sta. Cruz II \J 44 PHILIPPINE EDUCATOR the mental elements, all of which are conditioned by the stimulation of the sense organs. Leaders: Titchener, Bentley, Ebbinghaus, Kulpa etc. 2. Functionalism - treated man as an active organism and regarded consciousness as having utility in the process of adjustment. Introopection is also used, but treat the mind as of value only as a factor in adaptation. Leaders: Dewey, Angell, Judd, Carr, Baldwin, etc. · 3. Behaviorism-rejected introspection and turned to objective observation as tbe only method of psychological study. Action is the center of interest. Leader: Watson. 4. Purposive - emphasized dynamic concepts, considering instincts (or ' ·propensities) as the springs of human conduct. Instincts are the driv. ing force in controlling and direct-· ing human affairs. Leaders: McDougall, Prince, Herrick, Jennings. Those showing continued activity: 5. Psychoanalysis - essentially a movement in psychiatry. Stresses the unconscious, " the libido. Concerns itself with the treatment of nervous disorders. Leaders: Freud, J ung, Adler, Janet. 6. Connectionism - regards human nature as composed of a vast multitude of specific connections between situations and responses. Leader: Thon1dike. (These two scqools of psychology, psychoanalysis and connectionism, are also called atomistic psychology.) 7. Gestalt or orgrmismic - stresses the integrated character of personality and behavior. Holds that the whole organism is in some degr~ changed in each learning experience, and that all learning consists of insight.. Leaders: W estheimer, Koffka, Kohler, Ogden, Wheeler. 8. Personalis tie - holds the same theo-ries as Gestalt. AREAS OF EDUCATIONAL PSYCHOLOGY NOW BEING C"OLTIVATED: 1. Psychometrics - applying the technique of factor and analysis first developed by Spearman. Seeks to. discover fundamental units in human nature and to provide no~ overlapping tests "for such units. 2. Clinical psychology - unites psy-chology, social work, and psychiatry in the study of the problems ot growth, learning, and adjustment ot individuals. INDIVIDUAL DIFFERENCES: CAUSES OF INDIVIDUAL DIFFERENCES 1. sex 2 . remote ancestry 3. immediate ancestry 4. age 5. environment INSTRUCTIONAL ORGANIZATION FOR INDIVIDUAL DIFFERENCES 1. St. Louis Pl.an-<Iuarterly promotion plan whereby the work of E'ach year was divided into four ten-week units anrl promotions were made every ten weeks. Organized by Superintendent Harris. 2 . Pueblo Plan-organizE'd by Preston W. Search. The work in each subject in the high school was outlined in such a way that each child progressed at his own rate. All units in each course were studied by each pupil but were completed at differ-. ent rates. No marks were given. The teachers' records merely inTO 56,000 TEACHERS Patronize Our Ag.vertizers. " They, Too, Are Fighting The Good Fight THIS FOR CAUSE OF OURS LET'S REVIEW 45. ~.dicated the number of units each student had completed satisfactorily. Cambridge Plan - otherwise known as the double-track plan. Outlined the same work for all the pupils for the first three grades of a ninegrade elementary school course. The work of the last six grades was arranged in two parallel courses, the regular · course which required six years for its completion, and a special course for brighter pupils which could be completed in four years. In 1910 the nine-year elementary cour.>e was reduced to eight years, and the double-track plan was extended to include all eight grades. 4. Po1·tland (Oregon) Plan-The ninegrade course of study was divided into fifty-four units. A child who was a member of a regular progress group would cover six of these units each year or three each semester. The more capable children of each class were placed in a separate division which was permitted to cover eight units of the course per year (except the last year, in which only six units were covered), thus completing the full course in seven years. The two courses articulated at various points so that pupils might be transferred from the rapid progress to the regular groups and vice versa. 5. Batavia Plan-Made special provision for slow-learning children in a school in which large classes (eighty or more pupils per room) prevailed. Each room had two teachers, one a direct-instruction teacher and the other an assistant who coached the laggards at a desk in the rear of the room. 6. North DenvM Pltm-represents the reverse of the Batavia Plan, the bright pupils being singled out forspecial help rather than the slow ones. The class organization remain, ed largely intact, with all pupils covering the maximum assignments and with a carefully selected reference Ji, Pangangastnt at Sllanm'a sanhl ng tub, Saldt ng Tiyan, laa na Pagduml, at fba mga kaplnaalaan mura at Bltuka. FORMULA: Glycerite Bism., 2 em.; Blsm. Amm. Citr., 4 am.; Tr. Bella., 2 co.; Tr. C-ent. comp., 2 ce.: Elix. Cinch .. q. L Ito ec. (Alcohol content by To!., 10%.) VENETIAN BLIND MANUFACTURERS Office: 28 Plaza Moraga Established 1921 Estimates FREE PHILlPP.DN~· EQUPATOR · brary of ·from fifty to seventy-five volumes. >;. Santa Ba;rbara Concentric Plan.divided ' the · pupils of each grade into three groups-A, B, and C sections. All pupils did the basic content for the C ·lP.vel, but the B pupils and more extehsive work than the C group, and the A group did skill more than tlie B pupils. Started by Frederick Burk. · ---oHOW TO MEET INDIVIDUAL DIFFERENCES 1. By diversified curriculum 2 .. B11 . free election of course11 ~· . I . I ' I : • ~ ; f! .. ~ . i . . ! - ! ! ~ .. : 3.. By grading,. pupils , ~.ording to ability 4. By study coaches for slow pupils and supplementary work for bright ones. 5. By various combined plans CAUSES OF PUPIL FAILURES IN SCHOOL · -L Failure due to tJke child, such as feeble-mindedn4,ss, physioal unfitness, etc. 2. Failure due to the teacher, such failure as to establishness, physical unfitness, etc. 2. Failure due to the teacher, such failure as to establish ·rapport, ·false notion of standards so that more pu•••••••••••••• .•••••• !. •••••••••••••••••••• _ •••••••••••• . w •' have the most modem appartus in town to examine your Yision. . Come and see and be convinced. TORRES· OPTICAL 550 Rizat Avenue, Manila INSTALLMENT TO TEACHERS A · THE EXPANSION AND TRANSFER TO BETTER - DDOUDCIDg QUARTERS DOWNTOWN BEGINNING MAY 1, 1947, AFTER SEVENTEEN YEARS OF EDUCATIONAL SERVICE TO THE YOUTH ORIENTAL COLLEGES RECOGNIZED BY THE GOVERNMENT COLLEGES AND DEPARTMENTS: ® COLLEGE OF EDUCATION (B.S.E.) ® COLLEGE OF LffiERAL ARTS (A.A.) ® NORMAL COLLEGE (E.T.C.) ® COLLEGE OF COMMERCE ® COMPLETE HIGH SCOOL ® COMPLETE SECRETARIAL ® COMPLETE CLERICAL ® COMPLETE ELEMENTARY SUMMER SESSIONS BEGIN MAY 5, 1947 SECRETARIAL & CLERICAL BEGIN ON APRIL 1, 1947 COMMENCEMENT EXERCISEsAPRIL 22, 1947 For Particulara write & see: VICENTE R. VILAR Prelrident MANUEL S. ENVERGA, Vice-Prelrident HOMOBONO A. AGUILDNG Ezecuti11e Secret<lry DR. EUSTACIO MALOLES. Jr. ComptroUer NEW LOCATION: Burqe Bldg.. 125 Eacolta and Arlegul corner Gunao Qulapo, Manila . . . . . . . . . . . . . .................................. . · .LET'S REVI;EW 47' pils are failed than necE:ssary, or unfitness to teach. 3. Failure due to the school, such as large number of pupils in a class, failure to provide special section or special courses for pupils of low ability or inadequate preliminary training, failure to regulate social and athletic activities in the interest o~ classroom work. 4. Failure due to out-of-school environment such as improper parents' attitude, etc. HEREDITY DEFINITION: The process of transmitting traits or characteristics from one generation to another by means of the germ plasm. PRINCIPLES OF HEREDITY 1. Heredity operates through the germ cells and not through the somatic or body cells. Characteristics learned by parents are not transmitted to offspring. 2. Like produces like. This is the principle of conformity. It means that environment cannot change the individual to another specie. 3. Germ cells contain many determiners which at the time of fertilization of the ovum combine in different ways to produce offspring differing from one another. 4. For any given trait or human characteristic the offspring tends toward the average. This principle of filial regression formulated b:v Sir Francis Galton means that childr~n of very g-ifted parents tend on the average to be less gifted, and vice versa. PERIODS OF GROWTH WHICH INCLUDE MATURATION, LEARNING, AND DEVELOPMENT: 1. From birth to 3 is the period of most rapid change. 2. From 3 to 6, the age of greatest mental development. 3. From 6 to 9, the period of greatest social imitation. 4. From 9 to 12 may be called the second stage of individualism, characterized by rebellion, against customary ways of doing things. 5. From 12 to 15, early adolescencein which ·beginning of social adjust, ment is made. 6. From 15 to 18, later adolescence,. a period in which life choices begin to.' receive definite consideration. TYPES OF INHERITED RESPONSES AND ABILITIES 1. Instinct - inborn capacity of ~ sponding in definite ways under definite circumstances. 2. Reflexes - simple forms of reaction involving a limited set of muscles. and occurring in response to precise. stimuli. 3. Capacities general mental abilities and native mental equipment. EDUCATIONAL DOCTRINES BASEDUPON INSTINCTS - 1. The dynamic theory of instinct-instincts are the great dynamic forcesof human nature which determine theactions, desires, and achievements of' an individual's life. 2. Theory of the transitoriness o I instincts - Instincts are highly transito, ry; that they burst out at certain time.;;· in the growth of the individual with more or Jess dramatic force and sud-. denness, and that if they are not allowed to manifest themselves, they wilt disappear, never to be revived again. 3. The recapitulation theory of in-. stinct - Instincts appear in the growth of the child in the order in which theyappeared in the evolution of the race. This theory, advocated by G. StanleyHall, has the following derived theo~ ries: a. Culture-epoch Theory - avenues; of approach to children should be determined by the epoch of culturethrough which they are decidedly passing. b. Utility theory-"The date at which a tendency appears is that one of themany varying dates at which it has appeared in our ancestry which has been most serviceable in keeping the stock alive."-Thorndike. ,. l.' '\ J I I 48 PHILIPPINE EDUCATOR CLASSICAL STUDIES ON HEREDITY AND ENVIRONMENT 1. Sir Francis Galton, in 1869, made a study of 977 eminent men, each of whom was among the most eminent of 4000 persons. He proceeded to determine how many relatives of equal eminence and of varying degrees of relationship each person possessed. THEORIES OF INTELLIGENCE 1. Theory of identical elements by Thorndike - If a bond is formed in one learning situation, then in another situation of similar character requiring a similar stimulus-response behavior unit, the old bond is brought into play and the new learning is made easier. 2. Theory of conscious generalization uf experience by Judd - Emphasizes the general nature of learning rather than specific isolated learnings. Opposite of Thorndike's view. 3. The theory of faculties - intelligence is merely a matter of training or sharpening the various assumed faculties of the mind. 4. Spe'arman's two-factor theoryIntelligence has two factors, the g or general factor, and the s or special factor. The g and s combine to constitute the total activity. This theory was amplified by Holzinger to include group factors, called the hi-factor method. TYPES OF INTELLIGENCE 1. mechanical 2. social 3. abstract-the ability to grasp and use ideas. TYPES OF MEASUREMENT EMPLOYED IN EDUCATION 1. Oral 2. Written a.lnformal (non-sltandardized) (1) Traditional (essay type) (2) Objective. (new-type) b. Formal (standardized) {1) Achievement (a) General (b) Specific practice, (2) Intelligence (survey) (diagnostic, etc.) (a) General (individual and group) (b) Specific (aptitude or prognosis) ( 3) Character and personality CHARACTERISTICS OF SATISFACTORY MEASURING INSTRUMENT 1. Validity - the degree to which the test or other mE\asuring instrument measures what it claims to measure. In a word, validity means truthfulness. 2. Reliability - the degree to which the test agrees with itself; the extent to which two or more forms of the same test give the same results, or the same test to give the same results when repeated. In a word, reliability means consistenc~. 3. Usability-the degree to which the test or other instrument can be successfully employed by classroom teachers ESCAPE THE HEAT-GO TO PANDI (40 minutes Drive North of Manila) @ SWIMMING in 2 Modern Swimming Pools @ DANCING in 3 Spacious Dancing Pavilions @ BATHING in Individual Bath Houses @ DRINKS of Quality in our First Class Bar for further particulas see MR. RANULFO RAMIREZ GOOD FOR EXCURSIONS 208 Life Theatre Bldg. G 0 0 D F 0 R PI C N IC S LET'S REVIEW 49 ~d school administrators without an MEASURES OF AVERAGE OR CENundue expenditure of time and ener2:Y. TRAL TENDENCY In a word usability means practicability. The factors determining usability are (a) ease of administration (b) ~ of scoring (c) ease of interpretation and application, (d) low cost, (e) ~roper mechanical make-up. ".l'YPES OF OBJECTIVE TESTS .1. Recall type a. Simple-recall b. Completion ~-Recognition types .a. More common: (1) Alternative-response {2) Multiple-choice (3) Matching b. Less common (2) Identification (1) Rearrangement (3) Analogy ( 4) Incorrect statement 1. Mode--the commonest score in a group. 2. Median-the mid-point in a distribution, or that point which divides the distribution into halves. 3. Mean-the arithmetic mean or average of the scores. MEASURES OF VARIABILITY OR SCATTER 1. Range - distance between the highest and lowest score. 2. Quartile deviatio11;-{)ne half of the di.>tance between the first and third quartiles. 3. Standard deviation - the quare 1·oot of the mean of the squares of the deviations of the scores from their mean. MEASURE OF RELATIONSHIP 1. Coefficient of correlation-the relationship between two or more series of test scores or other quantitative data. 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ·FLY DURING YOUR VACATION VIA • For SERVICE~;::;_;:: __ ~~, Regular Flights to HONGKONG BANGKOK SINGAPORE Plane leaves Mondays Thursdays & COMFORT TRADE & COMMERCE BLDG. 123 JUAN LUNA TEL. 2-78-35 /. '· 50 PRESiDENTIAL PHlLIPI'lNE ·EDUCATOR ' (Continued from /fJ'aUe 27) service elpbles and regular' will receive at least P150. 12. Congressmen Perfecto of Catanduanea: H . . No . . 242, fixing the mnimum salary of public school and private school teachers ?t P120 a month. 13. Congressman Roy of the 1st diat:ict of rr'arlac: · H. No. 294, fixing the salaries of teachers in Manila at Pl440 per annum and in the provinces and other chartered cities at P1200 ·per annum. The positions in the education·Dra. T. F. HaJili Central Hotel, Room No. 217, Manila WOMEN'S DISEASES & CIDLDBffiTH Residence: 1430 Washington, Sampaloc Manila SUMMER STUDENTS & TEACHERS When you come to Manila for Vaea.. tlon or Summer Counes, atay at the BUMMER BOARDING HOUSE near National Teacher CoUege and other Unlvereitlea. GOOD LOCATION-REASONABLE) RATES Retono Bldg. (Corner San RafaelrLegarda) Get Your Copy Of a1 servke are to b~: rt7a1l<;;eatl-..d tt'i that no teachc.'T, principal, and mpervivJr will receive higher salary tllan hia im~ mediate superior. All of the fort:guing billa Items a to 13 above) were summ.a:rj.zed and rP..ititroduced as H. No. 662, sponsored !:Jy t. he same authors of these bills, 71'ith the following proviaioinis: a. Automatic incre.aaa of P5 for every five years of faithful, efficient. and aatisfa.ctory service; b. The period from lJec. 8, 1941 to the time of reinstatement on or bcic.ce July 4, 1946, shall be counted in com~ puting the length of services; and c. Any teacher facing charges of collaboration shall not be entitled to the benefits of this law until and unless exonerated or acquited therefrom. (To be continued on the next issue) STUDENT TEACHING P6.60 less 10% to teachers & to schools Postage and Registration !:".32. -by SchooUng NOW! The Book Recommended for Students in Observation, Participation & Practice Teaching PHILIPPINE EDUCATION COMPANY 1104 Castillejos Quiapo, Manila