Professional Education Note (FREE)

Educational Philosophies
Behaviorism A learning theory asserting that behavior is shaped through conditioning, where stimuli elicit responses reinforced by rewards or consequences.	“Learning happens when behavior changes due to rewards or consequences.”
Essentialism An educational philosophy emphasizing a core curriculum of essential knowledge and skills (e.g., reading, writing, mathematics) to prepare students for rational living.	“Teaches basic skills like reading, writing, and math that everyone needs.”
Existentialism A philosophy focusing on individual freedom, where learning is subjective, and students shape their identity through choices and actions.	“You learn by making choices and becoming who you want to be.”
Humanism An educational approach prioritizing holistic development, fostering emotional, social, and intellectual growth to help students achieve self-actualization.	“Learning helps you grow as a person, not just your brain.”
Idealism A philosophy emphasizing the primacy of the mind, spiritual values, and moral truths, where education cultivates intellectual and ethical development.	“Learning is about big ideas and doing what’s right.”
Perennialism An educational philosophy advocating timeless, universal knowledge, often through classical texts, to develop rational thought.	“Teaches ideas and books that are always important.”
Pragmatism A philosophy emphasizing learning through experience, problem-solving, and practical application, where knowledge is validated by its utility.	“You learn by doing and solving real-life problems.”
Progressivism An educational approach focusing on student-centered learning, experiential education, and societal improvement.	“Learning helps you grow and makes the world better.”
Realism A philosophy asserting that education should reflect the objective realities of the natural world, teaching observable facts and universal principles.	“Learning is about understanding the real world and true facts.”
Social Reconstructivism An educational philosophy advocating that schools actively reform society through community-based learning and addressing social injustices.	“Learning helps build a better society for everyone.”
Utilitarianism A philosophy suggesting that educational practices should maximize societal benefits and happiness for the greatest number.	“Learning should help the most people possible.”

Teacher Movement/Movement Management
Thrust Initiating an activity without assessing student readiness or context, disrupting classroom flow.	“Starting something without checking if students are ready.”
Dangling Abandoning an activity by starting a new, unrelated one, leaving students confused.	“Switching tasks and leaving the first one unfinished.”
Truncation Abruptly ending an activity without closure, causing disengagement.	“Stopping a task suddenly without wrapping it up.”
Flip-Flop Returning to a previous activity while engaged in a new one, creating confusion.	“Going back to an old task in the middle of a new one.”
Stimulus-Bound Being distracted by irrelevant stimuli, derailing the lesson focus.	“Getting sidetracked by something unimportant.”
Overdwelling Spending excessive time on a single topic, reducing efficiency.	“Talking too long about one thing.”
Overlapping Managing multiple activities simultaneously, leading to negative outcomes.	“Trying to do too many things at once and messing up.”

Aims of Educational Eras
Pre-Spanish Era Education focused on survival skills, cultural traditions, and community conformity.	“Teaching kids to survive and follow traditions.”
Spanish Era Education promoted Christianity, loyalty to Spain, and basic literacy under religious instruction.	“Teaching students to follow Christianity and obey Spain.”
American Era Education emphasized democratic ideals, English literacy, and civic participation.	“Teaching students to be democratic and speak English.”
Commonwealth Era Education focused on moral character, vocational efficiency, and national identity.	“Teaching students to be good and skilled workers.”
Japanese Era Education aimed at cultural assimilation, promoting Japanese values and progress under occupation.	“Teaching students to follow Japanese ways.”
Modern Era Education emphasizes critical thinking, global competitiveness, and holistic development.	“Teaching students to think and succeed in the world.”

Erikson’s Psychosocial Tasks
Trust vs. Mistrust (0-12 months) Infants develop trust when caregivers provide consistent care, or mistrust if needs are unmet.	“Babies learn to trust if they’re cared for well.”
Autonomy vs. Shame/Doubt (1-3 years) Toddlers gain independence through exploration, or develop shame if overly restricted.	“Kids learn to do things on their own or feel shy.”
Initiative vs. Guilt (3-6 years) Children take initiative in activities, or feel guilt if criticized excessively.	“Kids try new things or feel bad if scolded.”
Industry vs. Inferiority (6-12 years) Children develop competence through tasks, or feel inferior if they fail.	“Kids work hard or feel they’re not good enough.”
Identity vs. Role Confusion (12-18 years) Adolescents form a sense of self, or face confusion about their role.	“Teens figure out who they are or feel lost.”
Intimacy vs. Isolation (Early 20s-40s) Young adults form close relationships, or face isolation if unable to connect.	“Adults make close friends or feel alone.”
Generativity vs. Stagnation (40s-60s) Adults contribute to society, or stagnate if lacking purpose.	“Adults help others or feel stuck.”
Integrity vs. Despair (60s-Death) Elderly reflect on life with satisfaction, or despair over regrets.	“Older people feel proud or sad about life.”

Piaget’s Cognitive Development Theory
Sensorimotor (0-2 years) Children learn through sensory experiences and motor actions, developing object permanence.	“Babies learn by touching and seeing things.”
Preoperational (2-7 years) Children use symbols and imagination but struggle with logical reasoning.	“Kids use imagination but don’t think logically yet.”
Concrete Operational (7-11 years) Children think logically about concrete objects and understand conservation.	“Kids solve problems about real things.”
Formal Operational (12+ years) Adolescents think abstractly and reason hypothetically.	“Teens think about ideas and possibilities.”

Generations of Computer
Vacuum Tubes (1940-1956) First-generation computers used vacuum tubes for processing, were large, and consumed high power.	“Big, slow computers that used tubes.”
Transistors (1956-1963) Second-generation computers used transistors, making them smaller and more efficient.	“Smaller computers with transistors.”
Integrated Circuits (1964-1971) Third-generation computers used integrated circuits, increasing speed and reliability.	“Faster computers with tiny circuits.”
Microprocessors (1971-Present) Fourth-generation computers used microprocessors, enabling personal computing.	“Computers with chips, like PCs.”
Artificial Intelligence (Present-Ongoing) Fifth-generation computers focus on AI, machine learning, and advanced processing.	“Smart computers that think like humans.”

Mistaken Goals
Attention Seeker Students misbehave to gain teacher or peer attention, seeking validation.	“Acting out to get the teacher’s notice.”
Revenge Students act out to hurt others, feeling hurt or unfairly treated themselves.	“Being mean because they feel hurt.”
Power-Seeking Students challenge authority to gain control or prove their strength.	“Trying to be the boss in class.”
Inadequacy Students withdraw, feeling incapable or fearing failure.	“Giving up because they feel they can’t do it.”

Bruner’s Three Modes of Representation
Enactive (0-1 years) Learning through physical actions and motor skills, without symbolic representation.	“Learning by doing, like stacking blocks.”
Iconic (1-6 years) Learning through images, diagrams, or visual representations.	“Learning from pictures or drawings.”
Symbolic (7+ years) Learning through abstract symbols, such as language or mathematical notation.	“Learning with words or numbers.”

Comparison: Bloom’s vs. Anderson & Krathwohl Cognitive Taxonomy
Bloom’s Level	Anderson & Krathwohl Level	Key Changes
Knowledge	Remembering	Shift from noun to verb; focuses on retrieving knowledge.
Comprehension	Understanding	Emphasizes constructing meaning from various sources.
Application	Applying	Focus on using procedures in new situations.
Analysis	Analyzing	Breaking down material with emphasis on relationships.
Synthesis	Evaluating	Reordered; now focuses on judgment based on criteria.
Evaluation	Creating	Reordered; now the highest level, emphasizing new creation.

Cognitive Domain
Knowledge / Remembering The ability to recall or recognize specific information, such as facts, terms, or basic concepts.	“Remembering facts like 2+2=4.”
Comprehension / Understanding Interpreting, summarizing, or explaining information in one’s own words.	“Understanding what you read or hear.”
Application / Applying Applying learned material to solve problems or perform tasks in new contexts.	“Using what you know to do something new.”
Analysis / Analyzing Dissecting information into components to understand structure or relationships.	“Figuring out how things connect.”
Synthesis / Evaluating Making judgments about the value of ideas or materials based on criteria.	“Deciding if something is good or bad.”
Evaluation / Creating Generating new ideas, products, or ways of viewing things.	“Making something new, like a story.”

Affective Domain
Receiving / Awareness & Attention Demonstrating willingness to attend to particular phenomena or stimuli.	“Paying attention to something new.”
Responding / Participation Engaging actively by responding to or participating in activities.	“Taking part in what you learn.”
Valuing / Appreciation Displaying a consistent preference or commitment to certain values.	“Caring about something, like fairness.”
Organizing / Value System Development Resolving conflicts among values and establishing a personal value system.	“Putting your beliefs together into one system.”
Characterization / Consistent Behavior Internalizing values to the point where they guide behavior consistently.	“Always acting based on your values.”

Psychomotor Domain (Simpson + Harrow)
Perception / Reflex / Awareness through Senses Becoming aware of objects, qualities, or movements through sensory input.	“Noticing things with your senses.”
Set / Fundamental Movement / Readiness to Act Mental or physical readiness to perform a movement or task.	“Getting ready to do something physical.”
Guided Response / Physical / Imitation and Practice Performing basic movements under instruction.	“Copying someone with help.”
Mechanism / Perceptual / Intermediate Proficiency Executing movements with increasing confidence and proficiency.	“Doing things more easily with practice.”
Complex Overt Response / Skilled / Skilled Performance Demonstrating complex, coordinated skills with high proficiency.	“Doing hard skills well, like dancing.”
Adaptation / Non-discursive / Modifying for Situation Modifying movement patterns to fit different situations.	“Changing how you move for new situations.”
Origination / Creating New Movement Patterns Developing new movement patterns or innovative physical responses.	“Making up your own movements.”

Dale’s Cone of Experience
Reading / Words Only Acquiring knowledge through verbal symbols, the most abstract level of experience.	“Learning by reading words.”
Hearing / Audio Verbal Explanation Gaining understanding through auditory input, such as lectures or explanations.	“Learning by listening to someone.”
Pictures / Visuals Comprehending through visual representations like diagrams or photographs.	“Learning from pictures or charts.”
Video / Moving Visuals with Audio Engaging with dynamic visual and auditory content, such as films.	“Learning by watching videos.”
Exhibit / Displayed Items Observing tangible objects or setups in a controlled environment.	“Learning by looking at displays, like in a museum.”
Demonstration / Live Example Observing a live or guided demonstration of a process or skill.	“Learning by seeing someone show how it’s done.”
Collaboration / Group Work Engaging in cooperative tasks to share and build knowledge.	“Learning by working with others.”
Simulation / Acted Role-Played Reality Experiencing artificial situations that mimic real-life contexts.	“Learning by pretending to do something real.”
Real Experience / Direct and Firsthand Participating in authentic, hands-on activities or real-world situations.	“Learning by doing real things, like experiments.”