Republic of the Philippines

BATANGAS STATE UNIVERSITY

Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

EPISODE 3: WHATS NEW IN TEACHING AND

LEARNING?
Name of FS Student: ________________________________
Course, Year & Section: _______________________________
Resource Teacher:
_____________________________
Signature: _________________
Date: _________________
Cooperating School: ______________________________________________
My Performance
Focused on: The teaching and learning process in curriculum
Task

Exemplary (4)
All tasks were done with
outstanding
quality; work exceeds
expectations

Superior (3)

Satisfactory (2)

Unsatisfactory (1)
Fewer than half of tasks
were done; or most
objectives met but with
poor quality

All or nearly all tasks

were done with high
quality

Nearly all tasks were

done with acceptable
quality

Analysis questions were

answered completely

Analysis questions were

not answered completely.

Clear connection with

theories

Vaguely related to the

theories

Grammar and spelling

are superior

Grammar and spelling

acceptable

Reflection statements are

profound and clear,
supported by experiences
from the episode.

Reflection statements are

clear; but not clearly
supported by experiences
from the episode.

Reflection statements are

shallow, supported by
experiences from the
episode.

Reflection statements are

unclear and shallow and
are not supported by
experiences from the
episode.

My Portfolio

Portfolio is complete,
clear, well-organized and
all supporting
documentation are
located in sections clearly
designated.

Portfolio is complete,
clear, well-organized and
most supporting
documentations are
available and/or in logical
and clearly marked
locations.

Portfolio is incomplete;
supporting
documentation is
organized but lacking.

Portfolio has many

lacking components; is
unorganized and unclear.

Submission

Before deadline

On the deadline

A day after the deadline

Two days or more after

the deadline

Observation/
Documentation:

My Analysis

My Reflection

Analysis questions were

answered completely; in
depth answers;
thoroughly grounded on
theories/exemplary
grammar and spelling.

Analysis questions were

not answered.
Grammar and spelling
unsatisfactory

Sub Totals

MRS. NORMA T. TAGLE

FS 4 Instructor

______________________
Date

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

MY TOOLS
Interview a teacher. Ask if they perform these series of actions in the
teaching process.

PLAN

IMPLEMENT

EVALUATE

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

Observe a class, record the situations where these behavioral learning

theories are applied in real classroom work.

Behavioral Learning Theories

emphasize observable behavior such as
new skills, knowledge or attitudes which
can be demonstrated.

Overview of Behavioral Theories

Behaviorism, along with several newer variations that have names like information
processing theory, emphasize the learning of facts and skills that authorities, such as
teachers or school boards, have decided are important. While these theories have
many different names we will use the term behaviorism here. Names associated with
behaviorism include John Watson, an American psychologist who was very influential
in the 1920s and 1930s, and B. F. Skinner
(http://129.7.160.115/INST5931/Beyond_Freedom.html), another American
psychologist who had a tremendous impact on education in the 1950s and 1960s.
Behavioral approaches to teaching generally involve the following:
1. Breaking down the skills and information to be learned into small units.
2. Checking student's work regularly and providing feedback as well as
encouragement (reinforcement).
3. Teaching "out of context." Behaviorists generally believe that students can be
taught best when the focus is directly on the content to be taught. Behavioral
instruction often takes the material out of the context in which it will be used.
4. Direct or "teacher centered" instruction. Lectures, tutorials, drills,
demonstrations, and other forms of teacher controlled teaching tend to
dominate behavioral classrooms.
General Implications of Behavioral Theories
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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

Behavioral teaching and learning tends to focus on skills that will be used later. You
learn facts about American history, for example, because it is assumed that knowing
those facts will make you a better citizen when you are an adult. You learn basic
mathematics computational skills because you may need them when you get a job.
Behavioral learning does not, however, generally ask you to actually put the skills or
knowledge you learn into use in a "real" or "authentic" situation. That will come later
when you graduate and get a job.
The behavioral emphasis on breaking down complex tasks, such as learning to read,
into subskills that are taught separately is very common in American schools today. In
the elementary school classroom, for example, students may spend many lessons on
phonics skills such as consonant clusters, vowel digraphs, and diphthongs. Other
literacy skills such as appropriate uses of the comma may also be taught in separate
lessons, often by whole class lectures followed by individual drill activities.
Types of Instruction of Behavioral Theories
Behavioral theories support a number of different approaches to teaching. Almost all
of them fall under the general category of "direct", or "teacher-centered" instruction.
The approaches include tutorials, drill and practice, behavioral simulations, and
programmed instruction. An approach that combines all these teaching strategies into
one "system" is called an "integrated learning system" or ILS.
The sections below explain several popular types of behavioral instruction. The
explanations are, however, very brief. You may want to explore the links in each
section that take you to examples of the different types of software. "Playing" with the
software will give you a much better feel for what drill and practice or behavioral
simulation software are.

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

Cognitive Learning Theories

unobservable mental processes are used
to learn and remember new information or
acquire skills.

This week in class we are learning about Cognitive Learning Theory, and learning about
and using tools that support cognitive learning in the classroom. Dr. Orey (Laureate
Education, Inc., 2011) discusses several components of Cognitive Learning Theory in
the Laureate Education video. Among those discussed are Pavio's dual coding
hypothesis, Information processing to short term to long term memory flow, and specific
components of long term memory, such as long term memory storing declarative facts
and information, procedures, and episodic memory.
Our class textbook Using Technology with Classroom Instruction that Works gives
several examples of these theories being used in the classroom. Expository advance
organizers (Pitler, Hubbell, Kuhn & Malenoski, 2007) include brochures, definitions,
rubrics, and programs. These are all examples of supporting Pavio's dual coding
hypothesis, as pictures are associated with concepts and have a better chance of being
retrieved in the future.
Organizing and brainstorming software (Pitler et al, 2007), such as Kidspiration, allow
learners to add and organize information as it is being introduced. This supports the
idea that declarative facts are stored in long-term memory, and that long-term memory
is improved by the connections made between ideas. If data is not organized going in,
retrieval will be more difficult or impossible. Using organizing software also can give
that visual picture which once again supports Pavio's dual coding hypothesis.
Multimedia again supports Pavio's hypothesis as pictures and images are associated
with concepts. Virtual field trips takes this one step further and gives the episodic
experience that helps with long-term memory. If students are able to view important
historical places online or take a live tour of a museum, that long-term memory will be
strengthened and that concept will have a much more chance of being recalled at a
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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION
later date.
As a math teacher, I was interested in how I could apply cognitive learning theory to
mathematics. In reflecting on my own teaching, I realized that thinking through a
problem out loud, which I do frequently with my students, supports the creation of an
episodic memory for my students, especially if I am lucky enough to give my out-loud
thought process the right amount of humor and able to make it interesting. This is an
important realization as I think it is important to realize some of these techniques are
already being practiced in class, and now I have reason and theory behind them.
For further ideas on how teaching math and cognitive theory can be combined, please
visit this website by The Access Center, which is funded by the U.S. Department of
Education.

Discovery Learning individual learns

from his discovery of the environment.

Discovery learning is an inquiry-based,

constructivist learning theory. Real life
scenarios are given to the learner where
they face the challenge of solving these
problems on their own. The learner uses
what they know as well as previous
experiences to draw upon conclusions for
solving and learning. The learner interacts
with the world around them all the while
exploring and questioning during
experimentation and the use of trial and

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

error. Children love being in charge of

their own learning it gives them the sense
of self worth. It makes the learning more
desirable and attainable. Teachers give a
problem to their students and set their
students free to solve it on their own,
discovering as they go. Often these
classrooms can look unorganized or chaotic
but, a discovery learning classroom in fact
is organized. It is set up in a way for
learning to happen with projects, real-life
problems and the learner figuring out.

Reception Learning learners are

actively involved in their own learning.

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

MY ANALYSIS
1. Explain why teaching and learning give life and meaning to the curriculum.

2. Discuss why the deluge of information poses a great challenge to both teaching
and learning.

MY REFLECTIONS / MY INSIGHTS
I LIKE TEACHING BECAUSE..

MY PORTFOLIO
Make a collage of pictures of the teaching process.

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Make a collage of pictures of the learning process.