REVIEWER IN ED 105 WILLIAM JAMES (1842-1910)

LESSON 1: EDUCATIONAL PSYCHOLOGY  Emphasized the importance of observing

FACILITATING LEARNING teaching and learning in the classroom for
improving education.
An effective teacher must know:  Start lessons at a point just beyond the
 Principles of Educational Psychology child’s level of knowledge and
- teaching students how to learn understanding to stretch the child’s mind.
 Educational Research E. L. THORNDIKE (1874-1949)
- the need to apply educational research to  Promoted the idea that educational
teaching practice psychology must have a scientific base and
 Emphasize how to learn, rather than what that measurement should be a central
to learn. focus.
 How to read, how to shape an idea, how to  One of schooling’s most important tasks is
master difficult material, how to use writing to hone children’s reasoning skills, and he
to clarify thinking. excelled at doing exacting scientific studies
 Useful research has been conducted lately of teaching and learning.
on learning styles and frames of JOHN DEWEY DEWEY(1859-1952)
intelligence.  Viewed the child as an active learner.
 Students should think for themselves. Children learn best by doing.
Teacher’s job is to teach them how to think  Emphasized the child’s adaptation to the
and to give them the necessary tools. environment. Should learn how to be
Students will be endlessly amazed at how reflective problem solvers.
intelligent they are. You don’t need to show  Pushed for competent education for all
them how intelligent you are. children, not a small portion of children.

EDUCATIONAL PSYCHOLOGY: A TOOL FOR BEHAVIORAL APPROACH/ THORNDIKE’S

EFECTIVE TEACHING APPROACH
 B.F. Skinner (1938), involved attempts to
precisely determine the best conditions for
learning.
 Psychology as the science of observable
behavior and controlling conditions
 1950s programmed learning, reinforcing the
student after each of a series of steps until
the student reached a learning goal.

THE COGNITIVE REVOLUTION

 1950s Bloom’s Taxonomy of Cognitive Skills.
EDUCATIONAL PSYCHOLOGY Remembering, comprehending,
 is a branch of psychology that specializes in synthesizing, and evaluating… teachers
understanding teaching and learning in should help students use and develop.
educational settings.  1980s Cognitive Psychology memory,
PSYCHOLOGY thinking, reasoning – to help student learn.
 is the scientific study of behavior and
mental processes. Socioemotional Aspects of Student’s Lives
How is teaching both art and science?
HISTORICAL BACKGROUND OF EDUCATIONAL  Teaching sometimes must depart from
PSYCHOLOGY scientific recipes, requiring improvisation
and spontaneity.
 As a science, educational psychology’s aim is
to provide with research knowledge that
one can effectively apply to teaching
situations.
 They are analyzing the school as a social
context and examining the role of culture in
education.
 CHARACTERISTICS OF WORST TEACHERS
EDUCATIONAL PSYCHOLOGY: A TOOL FOR
EFECTIVE TEACHING

EFFECTIVE TEACHING EDUCATIONAL PSYCHOLOGY: A TOOL FOR

Professional Knowledge and Skills EFECTIVE TEACHING

Effective Teachers:
 Exhibit subject matter competency
 Implement appropriate instructional
strategies
 Set high goals for themselves and students
and plan for instruction
 Create developmentally appropriate
instructional materials and activities
 Manage classrooms for optimal learning
 Use effective strategies to promote
students’ motivation to learn LESSON 2: CONCEPTS OF LEARNING
 Communicate well with students and Conceptions of Learning
parents (Marton et al., 1993)
 Pay more than lip service to individual  Getting more knowledge
variations  Memorizing and reproducing
 Work effectively with students from  Applying facts and procedures
culturally diverse backgrounds  Understanding
 Have good assessment skills  Seeing something in a different way
 Have a good attitude  Changing as a person.
 Care about students
 Invest time and effort Models of Learning
 Bring a positive attitude and enthusiasm to (Watkins, Carnell, & Lodge, 2007)
the classroom  RECEPTION
“Learning = Being Taught”
CHARACTERISTICS OF BEST TEACHERS  Concerned with quantity, facts,
skills; assumes transmission of
knowledge from an external source
 CONSTRUCTION
“Learning = Individual Sense-Making”
 Concerned with the learner’s
construction of meaning through
discussion, discovery, open-ended
learning, making connections.
 CO-CONSTRUCTION
“Learning = Building Knowledge w/
others”
 Concerned with the learner’s
construction of meaning through
 interaction & collaboration with Understanding students to an
others, especially through dialogue. general principles of understanding of
instruction and longitude and latitude.
Effective learning is... classroom
(Watkins, Carnell, & Lodge, 2007) management
 An activity of construction
 handled with (or in the context of Knowledge of The geography teacher
Others Learners and uses the beach ball
 driven by the learner Learning combined with
 the monitoring and review of the Understanding how questioning because she
Effectiveness of approaches & learning occurs and understands that concrete
strategies For the goals and context. understanding the examples are necessary
factors that for learning and she
An effective learner ...
influence learning understands that
(Watkins, Carnell, & Lodge, 2007)
 is active and strategic students learn more
 is skilled in collaboration when actively involved in
 takes responsibility for their learning. learning activities.
 understands her/his learning and plans
 monitors and reflects on their learning.
Planning and carrying out instruction is part of an
interdependent network
An effective teaching is the teaching that makes
effective learning happen. An effective teaching is
empowering learners to become effective
learners.

KNOWLEDGE NEEDED FOR EXPERT TEACHING

5 Key Behaviors to Effective Teaching

(Burden & Byrd, 2007)
1) LESSON CLARITY
 Make the positions clear to learners
 Explain concepts in ways that help
students follow along in a logical
step by step order
 Have an oral delivery that is direct,
audible to all students.
Type of Knowledge Example
2) INSTRUCTIONAL VARIETY
Knowledge of A geography teacher
 Refers to variability and flexibility of
Content understands the concepts
delivery of a lesson
Understanding the of longitude and latitude  Includes the use of learning
content you want to materials, equipment, displays and
teach space in the classroom
 Includes the variety of models of
Pedagogical The geography teacher
instruction
Content Knowledge draws lines on a beach
3) TEACHER TASK ORIENTATION
Understanding how ball to represent  Refers to how much classroom time
to represent longitude and latitude. the teacher devotes to teaching
content so it is She then relates the  Highly conversant with topics likely
comprehensible to beach ball to the globe. to appear on assessments
learners  Provide students with the greatest
possibility to learn and to practice
General Pedagogical The geography teacher is
the material
Knowledge orderly and uses 4) ENGAGEMENT IN THE LEARNING PROCESS
questioning to guide the
  Refers to the time students actively  The question has no possible
engaged in learning alternative answers or
 When students jump out of their interpretations
seats, talk, read a magazine, or leave e. FACT
for the rest room, they are  The question requires the recall only
obviously not engaged in of discrete pieces of well-accepted
instruction knowledge.
5) STUDENT SUCCESS RATE
 Refers to the rate at which your B. PROCESS QUESTIONS
students understand and correctly  to solve problem, to guide, to arouse
complete exercises and assignments curiosity, to encourage creativity, to
 The average student in a typical analyze, to synthesize, to judge.
classroom spends about half of the Various terms to describe process questions are:
time working on tasks that provide a) INDIRECT
the opportunity for high success.  The question has various possible
interpretations and alternative
5 Helping Behaviors to Effective Teaching meanings.
(Burden & Bird, 2007) b) HIGHER-ORDER
1. USING STUDENT IDEAS AND  The question requires more complex
CONTRIBUTIONS mental processes than simple recall
 Includes acknowledging, modifying, of facts.
applying, comparing, & c) DIVERGENT
summarizing student responses  Different data sources will lead to
 Can be used for reasoning, problem different correct answers.
solving, and independent thinking d) OPEN
 Can increase student engagement in  A single correct answer is not
the learning process. expected or even possible
2. STRUCTURING e) CONCEPT
 Teacher comments made for the  The question requires the processes
purpose of organizing what is to of abstraction, generalization, and
come, or summarizing what has inference
gone before 4. PROBING
 Using signals 5. TEACHER AFFECT
e.g. “Now we have studied..., we will  Enthusiasm is an important aspect of
learn...” a teacher’s affect
 Verbal markers  Enthusiasm is the teacher’s vigor,
e.g. Now this is important.., We will power, involvement, excitement, &
return to this point later,,. interest
Remember this..  It is conveyed to students in many
3. THE ART OF QUESTIONING ways: vocal inflection, gesture, eye
A.CONTENT QUESTIONS contact, and movement.
 Deal directly with the content.
Various terms to describe content questions are: LESSON 3: THEORIES OF
a. DIRECT
 The question requires no COGNITIVISM
interpretation or alternative COGNITIVISM
meanings  Learners from a very young age make sense
b. LOWER-ORDER of the world and actively engaged in a
 The question requires the recall only process of comprehension or “minds on”
of readily available facts, as work.
opposed to generalizations &  Cognitive theorist advocate on the existence
inferences of prior knowledge or background known as
c. CONVERGENT schema in learning new information.
 Different data sources lead to the
same answer COGNITIVIST APPROACH
d. CLOSED Bases in interpretation of Learning
1. Processing on information
2. Mental representations
3. Guesses  exploring and manipulating materials and
4. Expectations equipment
 wrestling with questions
Beliefs in Cognitivist Approach  finding solutions to their questions
 It focuses on memory as the storage and
retrieval of information. WOLFGANG KOHLER’S INSIGHT
 It prefers to concentrate on analyzing INSIGHTLEARNING/ PROBLEM-SOLVING THEORY
cognitive processes.  Individual evaluates information as a whole
 It considers schema as essential in learning. rather than receiving it in isolation.
 This theory emphasizes that learners have
EDWARD TOLMAN’S the capacity to determine and understand
LATENT LEARNING-PLACE LEARNING the nature of any given phenomenon in a
 This theory was first introduced by Hugh bigger view.
Blodgett who made use of the paradigm of  Learning involves exploring, analyzing and
learning without reinforcement. structuring perception until a solution is
 Learning occurs in situations where there is found, where most problem is solved
no certain reward because of the presence through the “Cognitive Trial and Error
of cognitive maps. method”.
 Living organisms like human organizes
behavior around a purpose which he calls GEORGE MILLER’S THEORY OF DATA PROCESSING
the Theory of Purposive Behaviorism.  Learning is a complex and internal process
that occurs with some mental processes.
DAVID AUSEBEL’S  It emphasized that information is the basic
MEANINGFUL VERBAL LEARNING THEORY means of learning and explains learning in
 It focuses on the verbal learning theory. terms of memory system.
 Learners learn new information – whole to  It focuses on how information goes into the
pieces – through direct exposure to memory and how it stored and retrieved as
information rather than discovery. the need arises.
 Learning is gained through deductive
reasoning. 3 MAIN ELEMENTS IF INFORMATION PROCESSING
 Information organized by the teacher is A. INFORMATION STORES
presented and readily received by the  It refers to the places where
learners. information is stored
 Hence, meaningful learning occurs when
new experiences are related to what 3 TYPES OF MEMORY
learners already know. 1. SENSORY RECORD
 It is the stage where first hand information
2 DIMENSIONS OF LEARNING PROCESS is received using different senses.
Reception Learning Discovery Learning 2. SHORT- TERM MEMORY
Learners receive the Learners focus on  It is the stage where information is
information from the identifying key ideas processed and turned into behavior before
teacher, therefore, the and work out to store it is transferred to long term memory.
teacher should present the information on 3. LONG-TERM MEMORY
ideas or concepts to their own, therefore,  It is the stage where information is
the learners in a well- the teacher should continually stored and has 3 different parts
organized manner. expose learners to where different types of information are
varied activities. kept.
a. SEMANTIC MEMORY
JEROME BRUNER’S DISCOVERY LEARNING - It is the storage of
THEORY/INQUIRY METHOD/THEORY OF verbal information
INSTRUCTION such as concepts,
 It emphasizes that learning is more principles and
meaningful to learners when they have the generalizations in
opportunity to interact among themselves solving problems.
and with their environment. b. RECOLLECTIONAL MEMORY
This learning occurs through: - It is the storage of
 conducting experiments records and events,
phenomena, time
 and places which (storage) and retrieves it when needed
have a memorable (retrieval).
impact on the
learners. STAGES OF HUMAN MEMORY
c. OPERATIONAL MEMORY 1. SENSORY MEMORY (SM)
- It is the storage of  This stages all different senses such as
skills, ordinal, applied olfactory, auditory, sight, smell and touch in
and methodological capturing information.
information needed  Senses must be functional because they
to complete a task. help encode captured information that will
be transferred to the short-term memory.

B. COGNITIVE PROCESSES
 It refers to mental activities that help in 2. SHORT-TERM MEMORY (STM)
transferring information from one memory  This stage selects information through
to another such as: processes of attention and perception
1. ATTENTION transferred by sensory memory.
 It is the power to focus on selective  Its role is to process information perceived
information . Efficient learning depends by sensory memory.
on the selective ability of the learner. 3. LONG-TERM MEMORY (LTM)
2. PERCEPTION  It is the permanent storage of information
 It is the process of describing the related to the different areas of life and is
information received. activated when information is needed.
3. REPETITION  It could last from minutes to a lifetime.
 It is the process of storing repetitive
information for it to stay longer in the COMPONENTS OF LONG-TERM MEMORY
short-term memory. (Tulving, 1993)
4. CODING 1. EPISODIC
 It is the process of deducing or using codes  It is the recall of the, place, events and
when transferring information from short- dates of one’s personal experience.
term memory. In other words, learners 2. PROCEDURAL
need to filter information that is necessary  It is the recall of specific skills or steps in
for learning. completing a task or refers to “knowing
5. STORING how”.
 This means that learners’stored 3. SEMANTIC
information are reliable and sufficient to  It is the recall of general facts, principles
stand the test of time. and concepts needed to answer through
6. RETRIEVING standard questions.
 It is the process of looking for, finding and
activating information when needed. CAUSES OF FORGETTING
1. RETRIEVAL FAILURE
C. EXECUTIVE COGNITION INFORMATION  It explains that forgetting is due to the
 It refers to the harmonization between inability to recall information.
information stores and cognitive processes 2. DECOY THEORY
for data processing.  It explains that forgetting is due to the
failure of using information.
RICHARD ATKINSON’S AND RICHARD SHIFFRIN’S  Information gradually fades when it is not
INFORMATION PROCESSING THEORY utilized.
 This theory describes how information is 3. INTERFERENCE THEORY
processed into memory so that learners get  It explains that forgetting is due to the
the best out of stored information. influence of other learning.
 Memory is the central point for learning,
which is the ability to store information GUIDELINES TO HELP LEARNERS EFFECTIVELY
that can be used at a later time. PROCESS INFORMATION
 Learners learn when the human mind takes  Gain the attention of the learners
in information (encoding), performs an  Ask learners to recall prior relevant learning
operation in it, stores the information  Point out missed important information
 Organize essential information
  Categorize related information  Learning is extended in one context to new
 Relate new information to existing ones context.
 Teach how to encode information for easy
remembering 4 TYPES OF TRANSFER OF LEARNING
 Repeat the learning process 1. Specific
 Overlearn the material  Learning is transferred to similar situations.
 Pay attention to overloaded tasks 2. General
 Learning is transferred to dissimilar
ALLAN PAIVIO’S DUAL CODING THEORY situations.
 This theory affirms that when two or more 3. Lateral
modalities are used in teaching-learning, it  The learner is able to perform a new task at
is likely that learners learn better and faster. about the same level.
 This theory upholds the principle of
individual differences and learning styles. It 4. Vertical
also addresses children with special need.  The learner is able to learn more advance or
complex skills.
ROBERT GAGNE’S CUMULATIVE LEARNING
THEORY LESSON 4: THEORIES OF LEARNING
 This theory explains that learning skills are
arranged hierarchically from stimulus- BEHAVIORISM
response associations to concepts, LEARNING THEORIES
principles, and problem solving.  These are sets of conjectures and
hypotheses that explain the process of
HIERARCHY OF LEARNING learning and how learning takes place.
1. SIGNAL LEARNING
 This refers to responses that are learned 3 BASIC APPROACHES DEALING ON LEARNING
involuntarily. THEORIES
2. STIMULUS-RESPONSE LEARNING 1. Behaviorism (behaviorist)
 This learning refers to responses that are 2. Cognitivism (cognitivist)
learned voluntarily. 3. Constructivism (constructivist)
3. CHAINING MOTOR-VERBAL RESPONSE
 This learning refers to combining or COGNITIVE DEVELOOMENTAL THEORY
chaining 2 or more separate motor or  deals on Jean Piaget’s cognitive
verbal responses to develop a more development theory
complex response.  one of the most famous learning theories
4. VERBAL ASSOCIATION  children take an active role in the learning
 It is learning that use verbal connections to process
create associations.  learners interact with the world around
5. DISCRIMINATION LEARNING them
 This learning refers to selective response  Learners continually add new knowledge,
which applies to get stimuli. builds upon existing knowledge and adapt
6. CONCEPT LEARNING previously held ideas to accommodate new
 This learning refers to classifying and information.
organizing perceptions to gain meaningful  It recognizes behaviorism because the
concepts. cognitive process is seen in behaviorist
7. PRINCIPLE LEARNING learning.
 This learning refers to combining and  Constructivist approach anchors it principles
relating concepts to form rules. in the cognitive approach.
8. PROBLEM-SOLVING
 This learning refers to applying rules to BEHAVIORISM
appropriate problem situations.  It depicts observable and measurable
 It is considered the most condition. aspects of human behavior.
 All behaviors are directed by stimuli.
2 REASONS OF GAGNE WHY THERE IS A NEED TO  Changes in behavior are evident and will
TRANSFER LEARNING: result in stimulus-response associations.
 Learning in one context enhances a related  Behavior can be measured, trained and
performance in another context. changed.
 It suggests that learners must be actively
engaged and rewarded immediately for
 their involvement in the activity to achieve  A process by which the conditioned
learning. response is transferred to other stimuli
 It cannot be predetermined that learners similar to the original conditioned stimulus.
respond positively to praise and that active 3. STIMULUS- DISCRIMINATION
learning follows. Learning must be active  A process by which the conditioned
and outright praise is given to increase response is transferred to other stimuli
behavior (Sotto, 2007) different from the original conditioned
 Watson, the Father of Behaviorism, and stimulus.
Skinner, are the two principal originators of  If generalization is reaction to similarities,
behaviorist approaches to learning. discrimination is reaction to differences.
 Watson believed that human behavior is 4. EXTINCTION
prompted by specific stimuli. Skinner  A process by which the conditioned
believed that behavior is controlled through response is lost.
positive and negative consequences.
 Watson’s view of learning was partly SKINNER’S OPERANT CONDITIONING AND
influenced by Pavlov, believing that REINFORCEMENT
behavior is acquired through conditioning.  This type of conditioning stresses the use of
 Conditioning is an established manner that pleasant and unpleasant consequences to
occurs through interaction with the control the occurrence of behavior.
environment.  Learners tend to repeat the behavior that
led to favorable outcomes and suppress
BELIEFS IN BEHAVIORIST APPROACH those that produced unfavorable results.
1. It operates on the principle of “stimulus-  Learners are inclined to behave and are
response.” motivated when their output are properly
2. Behavior is observable and measurable. acknowledged and rewarded.
3. It prefers actual behavior as an indicator of
learning. Operant Conditioning:
(Skinnerian’s Term)
IVAN PAVLOV’S CLASSICAL CONDITIONING
 It asserts that an individual learns when a Reinforcer = Stimulus
previously neutral stimulus is repeatedly Reinforcement = Effect of the Stimulus
paired with a n unconditioned stimulus
until a neutral stimulus evokes a TYPES OF REINFORCER
conditioned or desired response. 1. PRIMARY REINFORCER
 It is a stimulus that is related to both
5 FEATURES OF CLASSICAL CONDITIONING biological and physiological needs such as
1. Unconditioned stimulus food, clothing, shelter, warmth, human
 automatically produces an emotional or touch etc.
physiological response. 2. SECONDARY REINFORCER
2. Unconditioned responses  It is a stimulus that reinforces a behavior
 natural occurring emotional responses after being previously associated with a
3. Neutral stimuli primary reinforcer. It includes money,
 stimuli that do not elicit a response grades in school, tokens, etc.
4. Conditioned stimulus 3. POSITIVE REINFORCER
 evokes an emotional or physiological  A stimulus is added to a situation or event
responses after being conditioned. to strength a behavior.
5. Conditioned response 4. NEGATIVE REINFORCER
 learned response from a previously neutral  A stimulus is withdrawn to a situation or
conditioned event to strengthen a behavior.

PRINCIPLES OF LEARNING IN CLASSICAL SCHEDULES OF REINFORCEMENTS

CONDITIONING 1. FIXED RATION (FR)
1. ACQUISITION  This reinforcement is dispensed following a
 A process by which the conditioned constant number of desired behaviors.
response is acquired from the 2. FIXED INTERVAL (FI)
experience of another person.  This reinforcement is dispensed following a
2. STIMULUS- GENERALIZATION constant amount of desired time.
3. VARIABLE RATIO (VR)
  This reinforcement is dispensed following a  material or symbolic
varying amount of trials.  emotional or interpersonal
4. VARIABLE INTERVAL (VI)  unconscious
 This reinforcement is dispensed following m 3. PRINCIPLES OF REINFORCEMENTS
 Both Fixed Ratio and Fixed Interval are  Negative reinforcement increases the
predictable. probability of a response that removes or
- Learners will know when they will get or receive prevents an adverse condition.
the reward or praise. 4. PRINCIPLES OF EXTINCTION
 Variable Ratio and Variable Interval are  Punishment involves presenting a strong
unpredictable stimulus that decreases the frequency of a
- Learners will not know when they will get or particular response. Punishment is effective
receive the reward or praise. in quickly eliminating undesirable
TYPES OF REINFORCENENTS behaviors.
1. VERBAL 5. PREMACK PRINCIPLES OR “GRANDMA RULE”
 Learners excel more when they are given  Less derived activities can be increased by
praise for performing well in the looking at them to do more desired
examination. On the other hand, learners activities.
who did not perform well in the
examination are encouraged to study harder THORNDIKE'S CONNECTIONISM
and do better next time.  It means selecting and connecting
2. PHYSICAL constitute learning.
 Learners feel proud when given a pat on the  He classified the concepts related to
shoulder or hug for doing great. reinforcement-based learning.
 However, physical reinforcement must be  Thorndike calls this connectionism
used with caution because of the issue of instrumental conditioning which explains
sexual harassment. that there is probability for a behavior to
 Human touch has been found to be an occur again when followed by a positive
effective tool to increase the confidence of experience.
learners.  Thorndike’s main tenet is Law of Effect. It is
3. NON-VERBAL the connection between the stimulus and
 Learners feel relaxed and comfortable response.
when they are given smiles or warm looks
during a discussion. PRINCIPLES OF LEARNING IN CONNECTIONISM
4. ACTIVITY 1. MULTIPLE RESPONSES
 Learners enjoy the class, discussions more  This refers to a variety of responses that
if varied games or any related class would lead to a conclusion or arrival of an
activities are incorporated in them. answer
5. TOKEN 2. LAW OF SET AND ATTITUDE
 Learners appreciate their efforts when given  This explains that prior
corresponding points or tokens. instructions/experience affects a given task.
6. CONSUMABLE 3. LAW OF READINESS
 Learners find it satisfying when given  This law explains that interfering with oral
consumable rewards like chocolates, directed behavior causes frustration.
candies, and crackers by the teacher.  It further explains that making someone to
do something that he/she does not want to
PRINCIPLES OF LEARNING IN OPERANT do is also frustrating.
CONDITIONING
1. PRINCIPLE OF CONTRACTS 3 TENETS OF LAW OF READINESS
 The relevant behavior is identified, then the  When someone is ready to execute some
teacher and the learner decide on the act, doing it is satisfying and results in a
terms of the contract. feeling of happiness.
2. PRINCIPLES OF CONSEQUENCES  When someone is ready to execute some
 Consequences happen after the “target” act, not doing it is annoying and
behavior occurs. disappointing
 positive or negative  When someone is not ready to execute
 expected or unexpected some act, getting forced to do it is annoying
 immediate or long-term and disappointing
 extrinsic or intrinsic
4. LAW OF EXERCISE and other learning processes in a
 This law explains learning by doing. “contextualized”learning.
 Teachers should provide learners with
varied enhancement activities, exercises, BELIEFS IN CONSTRUCTIVISM
tasks, seatworks etc.  Society and culture affect learning.
 Learning involves community engagement
2 TENETS OF THE LAW OF EXERCISE  Social interaction is equally important
LAW OF USE because of the characteristics of learners as
 Connections between stimulus and social learning.
response are reinforced as they are used.
LAW OF DISUSE JEAN PIAGET’S COGNITIVE CONSTRUCTIVISM
 Connections between stimulus and  This theory stresses that learners take active
response are weakened when practice is roles in understanding, creating and making
discontinued. sense of information in terms of
developmental stages, developmental tasks,
5. LAW OF EFFECT and learning styles.
 This law explains that reward reinforces a CONSIDERATIONS IN APPLYING PAIGET’S THEORY:
behavior whereas punishment decreases its  There are things that learners can and
occurrence. cannot understand at different ages.
6. HALO EFFECT  Learners develop cognitive abilities through
 This law describes the physical developmental stages.
attractiveness stereotype and the what is  Learners fit in new experiences into their
beautiful is good principle. existing schema (assimilation)
 It means the teacher’s impression of the  Learners alter existing schema to integrate
learners’ physical attributes influences how their new experiences
he/she feels and thinks about the learner’s
character.

LESSON 5: THEORIES OF ELEMENTS THAT INFLUENCE LEARNERS’

COGNITIVE DEVELOPMENT (Elliot, 2007)
CONSTRUCTIVISM 1. Maturation occurs naturally as learners grow
 Constructivism advocates that learners old.
build knowledge out of their experiences 2. As learners grow, develop and mature, there is a
and ideas. greater interaction with their environment,
 This knowledge is then shared and allowing them to learn from their actions and
enhanced through interaction with modify their predetermined ideas.
significant others. 3. The process of learning from others depends on
 Jean Piaget observed that learners create learner’s developmental stages and learning styles
new knowledge from their prior to develop their learning ability.
experiences through the processes of
assimilation and accommodation. LEV SEMANOVICH VYGOTSKY’S SOCIAL
 Vygostky insisted that in order for learners CONSTRUCTIVISM
to gain a greater amount of learning they  This theory emphasizes that learning is built
should be in constant encounter with through social encounters with peers and
significant others. adults.
 Deeper understanding of concepts is  The heart of learning involves active social
achieved through language and interaction interaction.
with one another.  Social interaction vis-à-vis culture is vital in
 Sotto (2007) believed learners take the learning process.
responsibility for their own learning, while  Forming their own view of the world relies
teachers facilitate learning within a social heavily on interaction with significant others
context. and the essentiality of culture.
 Learners are given opportunity to work
individually and collectively. CONSIDERATIONS IN APPLYING THE THEORY
 Lave & Wenger (1991) and Duffy (2009) 1. ZONE OF PROXIMAL DEVELOPMENT
stressed that learning does not only depend  It refers to the gap between actual and
on cognitive processes but also social potential development.
interactions and community engagement 2. ACTUAL DEVELOPMENT
  is what learners can do on their own. 3. MOTOR REPRODUCTION PROCESS
3.POTENTIAL DEVELOPMENT  It entails physical skills and coordination
 is what learners do with help. because they are needed for imitation of
4. SCAFFOLDS the learned behavior.
 It is a competent assistance extended to 4. MOTIVATIONAL PROCESS
learners as they begin the journey of  This phase causes learners to explicitly
learning. performed the modeled behavior to receive
5. SOCIAL INTERACTIONS favorable conditions.
 It refers to frequent interaction of learners
with other people that influence learning. JEAN LAVE AND WENGER’S SITUATED LEARNING
6. MORE KNOWLEDGEABLE OTHERS  This theory posits that learners learn in
 It refers to significant others that learners particular situations and contexts in which
look for when in doubt. the nature of the situation significantly
impacts the process of learning.
ALBERT BANDURA’S SOCIAL LEARNING THEORY  When learning involves, social relationships
 This theory is known as the “Voovoo or and co participation exist between and
Bobo Doll” experiment. among others.
 According to his experiment, patterns of  They share various conversations of the
behavior can be acquired through observing same type, which they term as Community
the behaviors of others or directly. of Practice (CoP).
 Community of Practice (CoP) is an organic
CLASSIFICATIONS OF MODELS IN BANDURA’S self-organized group of individuals from
THEORY various geographic locations.
1. REAL-LIFE OR DIRECT MODELLING  Though coming from different places, they
 It is a type of modelling where learners come together and communicate regularly
imitate the model’s behavior. to discuss issues of mutual interest and the
2. SYMBOLIC MODELLING best interest of the group.
 It is a type of modelling where learners
imitate the behaviors displayed by HOWARD GARDNER’S MULTIPLE INTELLIGENCES
characters in books, plays, movies or  This theory postulates that persons have
television. the capacity to possess all intelligences in
3. SYNTHESIZED MODELLING varying degrees because of the influence of
 It is a type of modelling where learners both heredity and environment.
develop behaviors by combining portions of  Intelligence is the overall mental ability of a
observed facts. learner. (Gardner)
4. ABSTRACT MODELLING  Gardner has utilized aspects of cognitive
 It is a type of modelling where learners infer and developmental psychology,
a system of rules by observing examples anthropology, and sociology to support his
where rules are displayed. claim on human intellect.
 Gardner’s MI became a phenomenon in the
CONCEPTS IN SOCIAL LEARNING THEORY education industry as a conventional model
1. VICARIOUS LEARNING in various capacities that understand and
 Learning is acquired from observing the teach human intellect learning style,
consequences of other’s behavior. personality development and understanding
2. SELF-REGULATED LEARNING behavior. (Chapman, 2014)
 Learning occurs when learners observe,
assess and judge their own standards. They
reward themselves when successful or GARDNER'S MULTIPLE INTELLIGENCES
punish themselves when they fail. 1. LINGUISTIC- VERBAL INTELLIGENCE
 People who are strong in linguistic-verbal
4 PHASES OF OBSERVATIONAL LEARNING THEORY intelligence are able to use words well,
1. ATTENTION both when writing and speaking. These
 This phase requires learners to initially pay individuals are typically very good at writing
attention to be able to observe fully the stories, memorizing information, and
distinctive features of the model’s behavior. reading.
2. RETENTION  Strengths
 This phase allows learners to retain or recall Words, language, and writing
the observed behavior.  People with linguistic-verbal intelligence:
  Remember written and spoken These individuals are often good with
information directions as well as maps, charts, videos,
 Enjoy reading and writing and pictures.
 Debate or give persuasive speeches  Strengths
 Are able to explain things well Visual and spatial judgment
 Use humor when telling stories  Characteristics:
2. LOGICAL- MATHEMATICAL INTELLIGENCE  Read and write for enjoyment
 People who are strong in logical-  Are good at putting puzzles together
mathematical intelligence are good at  Interpret pictures, graphs, and
reasoning, recognizing patterns, and charts well
logically analyzing problems. These  Enjoy drawing, painting, and the
individuals tend to think conceptually about visual arts
numbers, relationships, and patterns.  Recognize patterns easily
 Strengths 6. INTERPERSONAL INTELLIGENCE
Analyzing problems and mathematical  Those who have strong interpersonal
operations intelligence are good at understanding and
 Characteristics: interacting with other people. These
 Have excellent problem-solving skills individuals are skilled at assessing the
 Enjoy thinking about abstract ideas emotions, motivations, desires, and
 Like conducting scientific intentions of those around them.
experiments  Strengths
 Can solve complex computations Understanding and relating to other people
3. MUSICAL INTELLIGENCE  Characteristics:
 People who have strong musical intelligence  Communicate well verbally
are good at thinking in patterns, rhythms,  Are skilled at nonverbal
and sounds. They have a strong communication
appreciation for music and are often good  See situations from different
at musical composition and performance. perspectives
 Strengths  Create positive relationships with
Rhythm and music others
 Characteristics:  Resolve conflicts in group settings
 Enjoy singing and playing musical 7. INTRAPERSONAL INTELLIGENCE
instruments  Individuals who are strong in intrapersonal
 Recognize musical patterns and intelligence are good at being aware of
tones easily their own emotional states, feelings, and
 Remember songs and melodies motivations. They tend to enjoy self-
 Have a rich understanding of musical reflection and analysis, including
structure, rhythm, and notes daydreaming, exploring relationships with
4. BODILY- KINESTHETIC INTELLIGENCE others, and assessing their personal
 Those who have high bodily-kinesthetic strengths.
intelligence are said to be good at body  Strengths
movement, performing actions, and Introspection and self-reflection
physical control. People who are strong in  Characteristics:
this area tend to have excellent hand-eye  Analyze their strengths and
coordination and dexterity. weaknesses well
 Strengths  Enjoy analyzing theories and ideas
Physical movement, motor control  Have excellent self-awareness
 Characteristics:  Understand the basis for his or her
 Are skilled at dancing and sports own motivations and feelings
 Enjoy creating things with his or her 8. NATURALISTIC INTELLIGENCE
hands  Naturalistic is the most recent addition to
 Have excellent physical coordination Gardner’s theory and has been met with
 Remember by doing, rather than more resistance than his original seven
hearing or seeing intelligences. According to Gardner,
individuals who are high in this type of
5. VISUAL- SPATIAL INTELLIGENCE intelligence are more in tune with nature
 People who are strong in visual-spatial and are often interested in nurturing,
intelligence are good at visualizing things. exploring the environment, and learning
 about other species. These individuals are  This is also known as “street smart”
said to be highly aware of even subtle individuals.
changes to their environments. 2. EXPERIMENTAL INTELLIGENCE
 Strengths  The ability to deal with current situations so
Finding patterns and relationships to nature that novel situations may arise in the future
 Characteristics are easily handled.
 Are interested in subjects such as 3. COMPONENTIAL INTELLIGENCE
botany, biology, and zoology  The ability to process metacognition and
 Categorize and catalog information knowledge acquisition components
easily effectively.
 Enjoy camping, gardening, hiking,
and exploring the outdoors WILHELM WUNDT’S STRUCTURALISM
 Dislikes learning unfamiliar topics  Introspection is the self examination of
that have no connection to nature. one’s thought, memories, perceptions and
9. SPIRITUAL OR EXISTENTIAL motivations. (Zhou & Brown, 2015)
 Learners are concerned with various social  This theory assumes the discovery structure
issues. of the mind is built upon the basic elements
 Strengths: of ideas and sensations and could only be
The ability to be sensitive to, or have the completed through
capacity for, conceptualizing or tackling
deeper or larger questions about human WILLIAM JAMES’FUNCTIONALISM
existence, such as the meaning of life, why  This theory examines how the mind
are we born, why do we die, what is functions and the mental processing that
consciousness, or how did we get here. leads to adaptive behavior.
 Characteristics  Functionalists were concerned with both
 Ability to use collective values and mental processes and adaptive behavior,
intuitions to understand others and however the major emphasis was on
the world around them. behavior.
10. MORAL
 Learners observed rules, behaviors, and KURT LEWIN’S “LIFE SPACE” AND “FIELD THEORY”
attitudes that govern the sanctity of life.  “Life Space” refers to reality such as needs,
 Strengths: aspirations, desires and goals.
The ability to apply rules and regulations in  “Field Theory” refers to the functions of
daily life situations both person and environment.
 Characteristics  Learning occurs when the learners’ existing
 Ability to use collective values and environment is in harmony with their
intuitions to understand others and present reality.
the world around them.  Learning activities must be relevant to their
 They have the capability and needs, aspirations and goals.
perception on
- Ethics DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE
- Humanity  This theory highlights the role of emotion
- Values of life in the development of an individuals’
personality, which eventually affects the
ROBERT STERNBERG’S TRIACHIC INTELLIGENCE progress of learning and behavior.
 This theory believes that learner learns
even outside the campus. DAVID KOLB’S EXPERIENTIAL LEARNING
 The environment is the best classroom for  This theory focuses on constructing
them. knowledge as a result of one’s reflective
 Learners are encouraged to explore the experience which serves as the main driving
outside world to give meaning to their force in learning.
learnings.
CONNECTIVISM APPROACH
KINDS OF INTELLIGENCE  The connectivism approach is self-directed
1. PRACTICAL INTELLIGENCE learning where learners learn on their own
 The ability to do well in formal and informal with the use of Computer Aided Instruction
educational settings. (CAI)
 They search, explore and navigate
information mostly with internet
connectivity and it is the current way of
learning, most especially in this time of new
normal.
 Learners are engaged in modular lessons
conducted through synchronous and
asynchronous modalities where learners
work at their own pace.