GTLE General Professional Knowledge cheat sheet

Idealism (Plato): reality is mind-based; teacher-centered, Socratic questioning, character formation over utility.

Realism (Aristotle): knowledge derives from experience of an objective world; subject-matter mastery, observation, and demonstration.

Pragmatism/Instrumentalism (Dewey): truth is tested by consequences; learning by doing, problem-based tasks, democratic classroom.

Essentialism (Bagley): a fixed core curriculum of basic skills and discipline; teacher as authority transmitting cultural essentials.

Progressivism (Dewey/Kilpatrick): child-centered, interest-driven, experience-based; teacher as facilitator.

Perennialism (Hutchins/Adler): enduring truths via great books and Socratic dialogue; Paideia Proposal as its curricular form.

Historical markers: 1861 Normal School; 1901 Philippine Normal School; 1908 UP; 1935 Commonwealth Act 1; 1987 Constitution Art. XIV.

Sociological lenses: functionalism (schools socialize and sort), conflict theory (schools reproduce class), symbolic interactionism (meaning in classroom interaction).

Psychology schools: behaviorism (stimulus-response, reinforcement), cognitivism (schema, information processing), constructivism (Piaget, Vygotsky), humanism (Maslow, Rogers).

Direct/expository method: teacher presents structured content; effective when prior knowledge is low and objectives are factual.

Inquiry/discovery learning: students generate and test questions; requires adequate scaffolds and prior schema.

Problem-based learning: authentic ill-structured problem drives learning; teacher acts as coach, not content transmitter.

Cooperative learning: positive interdependence, individual accountability, promotive interaction, social skills, group processing (Johnson & Johnson).

Differentiated instruction: differentiate content, process, product, and environment by readiness, interest, and learning profile (Tomlinson).

Bloom's revised taxonomy order: remember, understand, apply, analyze, evaluate, create; verbs must match the target cognitive level.

Gagne's nine events: gain attention, state objectives, recall prior knowledge, present stimulus, guide learning, elicit performance, provide feedback, assess, enhance retention.

5E model sequence: Engage, Explore, Explain, Elaborate, Evaluate.

Lesson-plan components: objectives (ABCD: audience, behavior, condition, degree), subject matter, procedure, materials, assessment, assignment.

Tyler's rationale: objectives, learning experiences, organization, evaluation; objectives are the starting point.

Taba's model is inductive: needs diagnosis, formulation of objectives, selection, organization, evaluation.

K-12 spiral curriculum (Bruner): key concepts revisited with increasing complexity across grade levels.

Curriculum designs: subject-centered, learner-centered, problem-centered; correlated and fused designs sit between them.

Philippine K-12 structure: Kindergarten, 6 years elementary, 4 years junior high, 2 years senior high (Academic, Sports, Arts and Design, TVL tracks).

MATATAG curriculum (DepEd, phased from SY 2024-2025) reduces Grade 1-3 subjects to five and decongests learning competencies.

Curriculum evaluation models: Tyler (goal-based), Stufflebeam CIPP (context, input, process, product), Stake's countenance, Scriven (formative/summative).

Educational planning cycle: situational analysis, goal setting, program design, implementation, monitoring and evaluation, feedback.

Assessment OF learning = summative; FOR learning = formative; AS learning = self-assessment by the learner.

DepEd Order No. 8, s. 2015: minimum 60% written work, 40% performance task for language, arts, and social science; 50-50 for science and math; quarterly grade = 30% summative + 70% highest-scoring summative test.

DepEd Order No. 8, s. 2015 grading scale: 90-100 Outstanding, 85-89 Very Satisfactory, 80-84 Satisfactory, 75-79 Fairly Satisfactory, below 75 Did Not Meet Expectations.

Reliability = consistency of scores; validity = the test measures what it claims; a test can be reliable but invalid.

Item difficulty index P = proportion correct; 0.25 to 0.75 is the acceptable range for most classroom tests.

Discrimination index D = P(upper group) - P(lower group); D of 0.30 or higher is good.

Kuder-Richardson KR-20 is used for dichotomous items; Cronbach's alpha for polytomous or Likert-type items.

Norm-referenced tests compare a learner to peers; criterion-referenced tests compare performance to a fixed standard.

Table of specifications aligns objectives, content topics, item counts, and cognitive levels before test construction.

Piaget's stages: sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), formal operational (11+).

Object permanence emerges in the sensorimotor stage; conservation and reversibility emerge in concrete operational.

Vygotsky: zone of proximal development is the gap between independent performance and assisted performance; scaffolding and private speech support it.

Erikson's psychosocial stages: trust/mistrust (0-1), autonomy/shame (1-3), initiative/guilt (3-6), industry/inferiority (6-12), identity/role confusion (12-18).

Kohlberg's moral levels: preconventional (obedience, self-interest), conventional (approval, law and order), postconventional (social contract, universal principles).

Maslow's hierarchy: physiological, safety, belongingness, esteem, self-actualization; lower needs generally precede higher ones.

Bronfenbrenner's ecological model: microsystem, mesosystem, exosystem, macrosystem, chronosystem.

Bandura's social learning: attention, retention, reproduction, motivation; self-efficacy shapes persistence.

Vygotsky vs Piaget: Vygotsky gives culture, language, and social interaction the primary causal role in cognitive development.

Kounin's keys: withitness, overlapping, smoothness, momentum, group alerting, and effective transitions reduce misbehavior.

Ginott: congruent communication; address the behavior, not the learner's character; avoid sarcasm and labels.

Canter's assertive discipline: clear rules, positive and negative consequences stated in advance, consistent follow-through.

Glasser's choice theory: behavior meets a need (survival, belonging, power, freedom, fun); use class meetings and restitution.

Dreikurs' mistaken goals: attention, power, revenge, inadequacy; teacher response differs by goal.

Behaviorist tools: positive reinforcement, shaping, extinction, token economy; punishment suppresses rather than teaches.

DepEd Order No. 49, s. 2006: positive and non-violent discipline; corporal punishment and degrading acts are prohibited.

Preventive management: routines, seating, proximity, and structured transitions reduce off-task behavior more than reactive reprimands.

Referral and documentation: record incidents, involve parents and the guidance office, and follow child protection procedures (RA 7610, RA 10627).

TPACK: technological, pedagogical, and content knowledge; effective integration requires overlap of all three.

SAMR model levels: substitution, augmentation, modification, redefinition; redefinition means the task was previously inconceivable.

ADDIE instructional design: analysis, design, development, implementation, evaluation.

Assistive technology removes barriers; examples include text-to-speech, screen readers, and captioning.

Blended learning combines face-to-face and online delivery; rotation, flex, a la carte, and enriched virtual are the main models.

Digital citizenship (ISTE) covers safety, etiquette, digital literacy, rights, and responsibilities.

RA 10175 Cybercrime Prevention Act and RA 10627 Anti-Bullying Act govern online behavior and school response to cyberbullying.

DepEd Order No. 83, s. 2012 (Implementing Guidelines on the Revised School-Based Management) and DepEd Computerization Program guide school ICT planning; verify current issuances before citing.

Fair use for education is limited and factor-based: purpose, nature, amount, and effect on the market.

Guidance is developmental, preventive, and available to all learners; counseling is therapeutic, remedial, and usually individual or small group.

RA 9258 (Guidance and Counseling Act of 2004) requires licensure as a guidance counselor and defines scope of practice.

Service areas: individual inventory, information, counseling, testing, placement, referral, follow-up, and evaluation.

Counseling theories: person-centered (Rogers: unconditional positive regard, empathy, congruence); rational emotive (Ellis: ABCDE); behavioral; cognitive-behavioral; solution-focused.

Confidentiality is a core duty with legal limits: danger to self or others, abuse, and court order.

Referral flow: teacher observation, documentation, parental consent, counselor assessment, intervention, follow-up.

Career guidance aligns with the K-12 track choice and uses interest inventories and aptitude tests.

Child protection: RA 7610, RA 9262, and RA 10627 require reporting and coordinated school response to abuse, violence, and bullying.

1987 Constitution Art. XIV: free public elementary and secondary education; academic freedom; compulsory elementary education.

RA 9155 (Governance of Basic Education Act, 2001) defines the teacher's role and school-based management structures.

RA 4670 (Magna Carta for Public School Teachers): probationary period, tenure, study leave, and safeguards against discrimination.

Code of Ethics for Professional Teachers (RA 7836; DepEd Order No. 32, s. 2009): teachers are parents' partners, must maintain confidentiality of learner records, and may not engage in partisan politics in school.

RA 7836 (Philippine Teachers Professionalization Act of 1994) created the PRC Board for Professional Teachers and the licensure exam.

RA 10533 (Enhanced Basic Education Act of 2013) established the K-12 structure and curriculum standards.

RA 10912 (Continuing Professional Development Act) requires CPD units for license renewal.

Teacher roles: facilitator, assessor, classroom manager, counselor-referrer, community liaison, and action researcher.

Ethical decision rule: act in the learner's best interest, follow due process, document decisions, and disclose conflicts of interest.

Action research cycle: identify the problem, review literature, plan intervention, act, observe, reflect, then revise.

DepEd Order No. 16, s. 2017 (Research Management Guidelines) governs research proposals, funding, and ethics in schools; confirm current issuances.

Schon's reflection-in-action occurs during teaching; reflection-on-action occurs after the lesson.

Gibbs' reflective cycle: description, feelings, evaluation, analysis, conclusion, action plan.

Kolb's experiential cycle: concrete experience, reflective observation, abstract conceptualization, active experimentation.

Action research is cyclical and practitioner-driven; it aims at local improvement, not generalizable theory.

Data sources: learner work samples, test scores, observation checklists, interviews, and reflective journals.

Ethics: informed consent, voluntary participation, anonymity, and permission from school authorities.

SMART objectives make the research problem and intervention measurable and time-bound.