Escolar Documentos
Profissional Documentos
Cultura Documentos
Modular Approach
BY: PROF. GENARA B. PACANA
MODULE 2: Facilitating Student Learning
I.
Introduction
Teachers can do a better job of helping young children develop intellectually by providing them with opportunities for
self-development and self-expression in the social, emotional, and physical areas of life. All of these aspects of
development are interrelated and we cannot expect them to advance more rapidly along cognitive lines than they do in
other aspects. Educational trend brought about by a number of ground-breaking researches tells us that a teacher can be
effective or efficient in facilitating human/student learning if he has a good working knowledge of the learners
development and ways of learning. In this module, the basic developmental and learning theories are discussed.
II.
Objectives
1. Explain the different theories of development.
2. Use these theories to explain students behavior inside and outside the classroom.
3. Justify the different theories of learning through concrete learning situations.
4. Make a comparative analysis of the impact of behavioral and cognitive theories to the teaching-learning process.
III.
Instructions
1. Read thoroughly the discussion/power point presentation.
2. Research on other theories of development and of learning in order to have a wider view about human growth and
development.
3. Answer the pre-test and post-test.
4. Perform the requested activities efficiently.
Pretest
IV.
Multiple Choice: Read the questions well and find out what is asked. Encircle the letter of the correct answer.
1. Children in general will be ready to learn abstract concepts during:
A. sensorimotor stage
C. formal operations of the mind
B. preoperational stage
D. concrete operation of the mind
2. Based on Eriksons psychosocial theory, the child could basically learn how to trust thru:
A. constant prayer of his family
C. giving him a reward after a good work
B. touch therapy of the mother
D. spontaneous games with age mates
3. I am able to function as a separate person. This statement applies in which of the
following psychosocial stages?
A. Trust vs. Mistrust
C. Initiative vs. Guilt
B. Autonomy vs. Shame/Doubt
D. Industry vs. Inferiority
4. Which the following high school students will probably have the most problems in school?
A. Cynthia, who works a weekend job for ten hours per week
B. Mario, who works after school in job related to his school major for 1 hour per day
C. Becky, who works 30 hours a week in factory
D. Julio, who works in his parents business, which he hopes to take over some day
5. The argument that children learn aggressive behavior from the violence shown on television is
most consistent with which theory?
A. Skinners operant conditioning theory
C. Kkohlbergs moral reasoning theory
B. Piagets cognitive=-developmental theory
D. Banduras social cognitive theory
6. Psychologist revealed that most adolescents who attempted to commit suicide have:
A. displayed significantly deviant behavior for some period of time before the event
B. displayed normal behavior up until the time of the suicidal behavior
C. few if there are stressors in their lives
D. no real opportunity to kill themselves
7. A characteristic common to vulnerable children is:
A. an easy temperament
C. a high IQ
B. an insecure attachment
D. good social skills
8. Two criteria are usually used in deciding whether a give child is functioning at a mentally
retarded level. The first is IQ and the second is _________.
A. adaptive behavior
C. achievement test scores
B. EQ
D. social skills
9. Based on researches, who of the following children, all of whom are growing up in poor,
tough neighborhoods, has the best chance of growing up without any problems with delinquency?
A. Juan, who is having 5 brothers and 5 sisters
B. Patrick, who is living with his grandparents
C. Gregor, whose mother is devoted to him
D. Saul, who is living with his father
10. Parents who pick up on their childs signals appropriately, and then react in sensitive ways to the childs needs are
described as:
A. anxious
C. responsive
B. controlling
D. loving
V.
Discussion
A. The Nature of the Learner
If teaching is to be interpreted as the process of stimulating, directing and guiding the learner, then the teacher
should have a deeper knowledge and understanding of the psychological principles governing human behavior.
Jean Jacques Rousseau on his part, pointed out that by nature the learner is good. Philosophers also
emphasized that by composition, every individual is a union of sentient body and rational soul. This body experiences
sensations and feels pleasure or pain. On the other hand the soul becomes the source of spiritual abstraction, selfreflection, and free rational volition. (Corpuz, 2007). Teachers then need to nurture both the body and the soul.
Characteristics of the learner.
1.
2.
3.
4.
5.
6.
7.
8.
Dancers,
basketball
players,
athletes, P.E teachers, actors,
firefighters, artisan
Counselor, salesperson, politician,
business person
Researchers,
philosophers
theorists,
Environmentalist,
farmers,
hunters, botanist, researchers,
chef
Theorists, philosophers
Note: It is of utmost importance that we recognize and nurture all of the varied human intelligences, and all of the
combinations of intelligences. We are all so different, largely because we all have different combinations of intelligences. If
we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in
the world. (Gardner, 1987)
D. Theories of Development
a. Piagets Cognitive Development
Piaget postulated that development precedes learning. He added that a child is
an active organism and that development depends in large part on the childs
manipulation of and his active interaction with the environment.
Stages of Cognitive Development
1. Sensorimotor Stage ( birth -2 years old)
- what is immediately sensed becomes knowledge and is symbolically
remembered; this situation is the cause of response but usually insignificant
2. Intuitive or Preoperstionsl stage ( 2-7 years old)
- cognitive process increases the ability to store words and language structures
- there is the capacity to understand and make use of the words; this is the age
adults need to communicate with the children for it is essential for their
language development
-children are able to fantasize, dream, imagine, and freely associate
-they talk to their toys, tell wild stories, and have imaginary friends
(collective monologue)
3. Concrete Operations (7-11 years old)
- logical thinking in relation to functions is developed
-children can understand measurement and are able to test different problems
by applying certain principles; they are also literal-minded
-they easily laugh at humor; giggle and shout at the top of their voices at
scenes like pounding of the head, pulling of the nose, sitting on a gum,
throwing of pies
-their minds are full of questions; they are puzzled with what is taught to them
and what they are experiencing
4. Formal Operations ( 11 years old & above)
-this stage is characterized by hypothesis testing
-before making conclusions, things must be tested with logical evidences
-children have the ability to search for the truth
-they have their own mind and thoughts about others
-perspective thought or relativism is formed
-abstract thinking is developed
Educational Implications
Learners must be involved in different activities for it increases the ability of the mind to
understand.
Piagets principles pertain to the significance of activity as a source of intelligence
Sensorimotor Stage
Important Concepts
1. Egocentrism the infant
or the baby is concerned
with the self and not
interested with the opinion of
others
2. Obj. Permanence
-objects or persons do not
exist once out of sight
Preoperational Stage
Important Concepts
1. Egocentrism
-children need things as
what they want them to be ,
other viewpoints have no
meaningd
2. Centering
-children focuses on a
particular part of the object
Concrete Operations
Important Concepts
1. Conservation
-the knowledge or
understanding that the
essence of a thing remains
the same although other
features may be varied
Types of conservation:
1.) argument of identity
Formal Operations
Important Concepts
1. Separate the Real from
the Possible
-looking for & trying different
possibilities in problem
solving
2. Propositional
-deals with abstract concept
that contains concrete
2.) argument of
reversibility
3.) argument of
compensation
2. Seriation
-the capacity to sequence
objects according to their
quantitative order
( size, shape order of
occurrence)
3. Classification
-children have the capacity
to group objects based on
their quantitative similarities
4. Number Concepts
-further development in
understanding numbers and
their application
-includes determining which
is more or less
and starting to demonstrate
set theory
statements or proposition
3. Gathering Much
Information as Possible
Solution to a Problem
-data gathered are organized
by seriation and
classification which lead to a
proposition
-different propositions are
formulated and tested by
reasoning to solve a
problem.
-researching, interviewing,
giving of opinion, reading
various materials &
observing current situations
regarding certain issues are
developed in the student
Facilitate emotional, behavioral, and cognitive response to neutral stimuli thru positive
association
Build positive associations between teaching & learning activities
Relate learning activities with pleasant events
Assist every student to experience success
Maintain a positive learning environment
Develop skills in recognizing differences and similarities among situations to enable them to
discriminate and generalize situations
3. Skinners Operant Conditioning
An organism has to do something in order to get a reward. And in order to get a reward, it must operate
on its environment.
Operant Conditioning-using pleasant or unpleasant consequences to control the occurrence of
behavior
Reinforcer- any consequence that strengthen a behavior
>Primary reinforcer- related to basic needs, like food
>Secondary reinforcer the value of something is acquired when
associated with the primary reinforcer, e.g. money
>Positive reinforcer consequence given to strengthen behavior
>Negative reinforcer release from any unpleasant situation to strengthen
a behavior
>Intrinsic reinforcer- pleasure is inherent in the activity
>Extrinsic reinforcer- praises or rewards given to motivate people to
engage in an activity
Schedule of reinforcement- a rule when to reinforce following a performance
Principle of Reinforcement any action taken following a response that increases the
likelihood that the response will occur again
Cognitive Theories
4. Banduras Social Learning Theory (Bandura embraced both behavioral and cognitive views)
An individual learns thru observation and imitation of others
Model
Learner
( attractive, popular, competent, successful, interesting)
1. Models the behavior --------------------------------Pays attention
2. Demonstrates the behavior---------------------------Imitates and practices behavior
3. Continues modeling ----------------------------------Reproduces and matches behavior
4. Praises/graduates a student/learner---------------- Shows satisfaction in imitating the model
Modeling demands close attention from observers. Instruct the students to pay attention.
Check students capacity to cope with the model
Let the students be aware of the reason for imitating a behavior
Expose the students to a variety of real life, symbolic and representational models
5. Kohlers Insight Theory gaining insight is a gradual process of exploring, analyzing and restructuring
perceptions until a solution is arrived at.
6. Gestalt Theory ( Kohler, Wertheimer, Koffka) the primary focus of this theory is on perception and
how people assign meanings to visual stimuli. The whole is more than the sum of its parts.
7. Kurt Lewins Topological and Vector Theory (Field Theory) The behavior of an individual at a given
moment is the result of existing forces operating simultaneously in his life space (Internal and External
Forces)
8. Bruners Instrumental Conceptualism Theory Learning involves 3 simultaneous processes:
acquisition, transformation and evaluation.
9. Atkinsons Information Processing Theory focus is on transforming information from input to output
Processes: Sensory register-Short Term Memory-Long Term Memory
10. Gagnes Cumulative Learning Theory learning occurs as the individual develops higher level skills
that build successively on lower skills (Klausmeier)
Learning Paradigm
Problem Solving
Concept Learning
Multiple Discrimination
Motor Chain
Verbal Chain
Stimulus Response
Signal Learning
Dimension 1
Dimension 2
Characteristics
Near
Far
Little overlap between situation, original and transfer settings are dissimilar
Positive
Negative
Vertical
Horizontal
Knowledge of a previous topic is not essential but helpful to learn a new topic
Literal
Figural
Low Road
High Road
High Road/
Forward Reaching
High Road/
Backward Reaching Abstracting in the transfer context features of a previous situation where new
skills and knowledge where learned.
..
F. Learning Style
Please Read the Power Point Presentation (Learning Style)
G. Learning Environment
Please Read the Power Point Presentation(Kurt Lewin)
H. Principles of Learning
Guiding Principles Concerning the Nature of the Learner
The teacher must:
1.) regard the learner as an active, thinking and feeling human being who needs to be stimulated, directed and
guided toward the realization of all his potentialities.
2.) make the nature of the learner the basis of the science of teaching and the principles of learning.
3.) consider that the growth and the development of the child is orderly and unified.
4.) keep in mind that the mental growth and development of the child do not follow a similar pattern for all learners
5.) understand the distinctive growth patterns and developmental characteristics of each learner and their effect on
his behavior.
6.) understand that there is high correlation between mental and physical growth as measured on the basis of
chronological age.
7.) consider the learner as an individual and as a member of the community
8.) utilize the innate tendencies as drives or powers for school work and as stimuli for learning.
9.) redirect all innate tendencies in such a way that it will produce activities that will lead to further activities.
10.) select and organize the subject matter, methods or procedures and other means of guidance to anticipate the
natural growth and development of the child.
11.) utilize the natural tendencies of the learner in developing new habits.
12.) consider the nature of the learner in the formulation of ultimate and immediate aims of education.
13.) bear in mind that the nature of the learner rather than the nature of the subject matter should determine the
nature of teaching.
14.) consider that each pupil differs greatly within himself in his potentiality to learn
15.) keep in mind that the learner is endowed with the tendency to create and is therefore capable creativeness in his
expressions.
I.
Principles of Motivation
Motivation
Basic Concepts:
Refers to a number of ideas that direct an individual to act or do something
The desire to approach something or to avoid others
Statement of desires, goals, likes, dislikes, wants and fears
Something that energizes, directs, and sustains behaviour
Theories of Motivation
A. Writing an essay
C. Receiving a medal
B. Getting high grades
D Being scolded
10. Every time you get the correct answer to a problem, you may get a fruit from the basket.
This teachers statement illustrates
A. Continuous reinforcement
C. Ratio schedule
B. Intermittent reinforcement
D. Interval schedule