GTLE General Professional Knowledge study plan

Build a comparison table of five philosophical foundations (idealism, realism, pragmatism, existentialism, perennialism) listing for each: key proponents, view of the learner, role of the teacher, and classroom implication

Trace the Philippine educational timeline from pre-colonial community learning through Spanish, American, Japanese periods to the present, noting one policy legacy per era

Explain in writing how sociological perspectives (functionalism, conflict theory, symbolic interactionism) each interpret the hidden curriculum

Summarize the contributions of at least four psychologists (Thorndike, Piaget, Vygotsky, Bruner) to classroom practice in one paragraph each

Connect each learning theory (behaviorism, cognitivism, constructivism, social learning, humanism) to a concrete instructional move you could use next week

Map Piaget's cognitive stages and Vygotsky's ZPD and scaffolding to grade-appropriate tasks for at least two grade levels

Describe how Erikson's psychosocial stages and Kohlberg's moral reasoning stages explain common learner behaviors

Identify physical, cognitive, and socio-emotional milestones of childhood and adolescence and their classroom implications

Differentiate direct instruction, inquiry, cooperative learning, and problem-based learning by purpose, structure, and appropriate use

Write three complete lesson plan segments (set induction, discussion, closure) using a consistent format

Design at least four higher-order thinking questions using Bloom's revised taxonomy for a single lesson topic

List and justify three differentiation strategies for mixed-ability learners

Distinguish the major curriculum design models (subject-centered, learner-centered, problem-centered) and identify which one a given school syllabus reflects

Apply Tyler's rationale and Taba's grassroots model to sketch a curriculum planning sequence

Construct a table of specifications for a 20-item quiz aligned to learning objectives

Classify assessment types (diagnostic, formative, summative; traditional vs authentic) and match each to a purpose

Compute and interpret mean, median, mode, and standard deviation for a small set of scores

Compare three classroom management models (assertive discipline, cooperative discipline, positive behavior support) by underlying assumptions and teacher moves

Draft a classroom routine and physical arrangement plan that reduces transition time

Apply a behavior intervention sequence (prevention, correction, follow-up) to two realistic disruptive-behavior scenarios

Explain how to handle behavior without violating learner dignity, citing the legal and ethical limits on discipline

Match ICT integration frameworks (SAMR, TPACK) to concrete classroom tasks and judge each task's level

Evaluate three digital tools against accessibility, data privacy, and pedagogical fit criteria

Outline a guidance program covering academic, career, and personal-social support, naming referral points

Draft a 10-minute supportive conversation script using active listening and non-directive questioning for a learner in distress

State the boundaries of the teacher's role in counseling and when to refer to specialists

Summarize the constitutional, statutory, and regulatory bases of Philippine education, including the 1987 Constitution education provisions and major education laws

Explain the Code of Ethics for Professional Teachers and apply it to three ethical dilemmas

Describe the rights of the child in school and the teacher's legal obligations regarding child protection

List the duties and responsibilities of teachers under relevant professional and civil service rules

Formulate a researchable action research question using the PLAN-DO-STUDY-ACT cycle and write a one-page research proposal outline

Design a simple data collection tool (observation checklist or survey) appropriate to a classroom problem

Complete a timed 100-item mock exam across all ten domains and record per-domain scores

Analyze mock-exam errors by domain and schedule targeted review for the three weakest areas

Write a reflective journal entry applying Gibbs' reflective cycle to your own study process