ü
learning
occurs when the student reorganises information, either by finding new
explanations or adapting old ones
•
SCHEMAS
ü
building
blocks of knowledge.
•
ADAPTATION PROCESSES
ü
allow
the transition from one stage to another
1. Equilibrium
✓
when a child is capable of explaining what s/he is perceiving (schema) at the
time
2. Assimilation
✓
occurs when humans are faced with new or unfamiliar information and refer to
previously learned information in order to make sense of it
3. Accommodation
✓
if the schema isn’t developed enough to allow assimilation, it occurs
✓
happens when the existing schema (knowledge) does not work, and needs to be
changed to deal with a new object or situation
TYPES OF KNOWLEDGE (Cognitive View
of Learning)
• GENERAL
KNOWLEDGE
✓
info apply to many situations
• DOMAIN-SPECIFIC
KNOWLEDGE
✓
info generally apply to one specific topic
• DECLARATIVE
KNOWLEDGE
✓
knowing "what" is something, "where" is somewhere,
"who" is someone
• PROCEDURAL
KNOWLEDGE
✓
knowing "how" to demonstrate a task
• CONDITIONAL
KNOWLEDGE
✓
knowing "when & how" to apply declarative & provedural knowledge
BRUNER’S SPIRAL
CURRICULUM
✓
even very complex topics can be taught to young children by revisiting it
multiple times & increases each time a student revisits it (child’s
cognitive ability develops with age)
BRUNER’S 3 MODES
OF REPRESENTATION
• ENACTIVE
(age 0-1 years)
✓
representation of knowledge through physical actions (action-based)
• ICONIC
(age 1-6 years)
✓
visual representation of knowledge stored via visual images (image-based)
• SYMBOLIC
(age 7+ years)
✓
use of words and code/symbols to describe experiences
SOCIAL LEARNING
THEORY
✓
learning is a product of observing & imitating a model
✓
emphasizes the importance of observing, modelling, & imitating the
behaviors, attitudes, & emotional reactions of others
✓
Input > Mediational Process (attention, retention, motor reproduction,
motivation - A,R,MoR,Mo) > Output
✓
considers how both environmental & cognitive factors interact to influence
human learning and behavior
SOCIAL COGNITIVE
THEORY
(Evolution of Social Learning Theory)
✓
learning by observing others yet it depends on learner's behavior
THORNDIKE'S LAW
(ASSOCIATION THEORY)
• READINESS
✓
consider learner's capabilities and motivate them by making the task meaningful
(the learner must want to learn)
✓
law of action tendency
✓
introduce topic in logical order
• EFFECT
✓
promote positive experiences and comments to motivate learners and to gain a
LTM of learning
✓
reward & recognition to encourage learning
✓
as far as possible, avoid punishment
• EXERCISE
✓
law of use - strengthen the learning with repeated trial or practice (opposite
of law of disuse)
✓
constant practice to what has been learnt
✓
recall, drill, review, etc.
• PRIMACY
✓
first experience/learning should be correct, positive, & functional
✓
learning that takes place in the beginning is the best and lasting
✓
correct the bad habit and reteach the correct technique
• INTENSITY
✓
if the stimulus (experience) is real, the more change in behavior (learning)
✓
vivid, exciting or dramatic learning is effective in developing skill than a
routine or boring experience
✓
demonstration, skit, model, etc.
• RECENCY
✓
things most recently learned are best remembered
✓
repeat, restate, or reemphasize important points at the end of the lesson
✓
lesson summary or conclusion
• MULTIPLE
RESPONSE
✓
trial & error
✓
learner responds in variety of ways arriving at the correct response (than
mechanically persisting in the same way)
• SET ATTITUDE
✓
perform the task well if learner has his attitude set in the task
✓
determine not only what learner will do but what will satisfy him
• ANALOGY &
ASSIMILATION
✓
utilize common elements in the new situation as existed in a similar past
situation
• ASSOCIATIVE
SHIFTING
✓
responses learned to one stimulus condition may be learned to another stimulus
condition
✓
connections between stimuli and responses are created whenever a response is
followed by a satisfier/reward
• PRE-POTENCY
OF ELEMENTS
✓
learner reacts selectively to the important in the situation & neglects
irrelevant
CLASSICAL
CONDITIONING
Classic Experiment
with Dog:
• unconditioned
stimulus (food - before conditioning - trigger that leads to automatic
response)
• neutral stimulus
(sound - before conditioning - does not initially trigger)
• unconditioned
response (food+sound - during conditiong - automatic response)
• conditioned
response (sound alone - after conditioning - learned response)
KEY PRINCIPLES OF
CLASSICAL CONDITIONING
• ACQUISITION
✓
neutral stimulus = conditioned stimulus -> conditioned response
• EXTINCTION
✓
gradual weakening and disappearance of the conditioned response
• SPONTANEOUS
RECOVERY
✓
return of a previously extinguished conditioned response following a rest
period
• GENERALIZATION
✓
when an organism demonstrates the conditioned response to stimuli that are
similar to the conditioned stimulus
• DISCRIMINATION
✓
when an organism learns to respond differently to various stimuli that are
similar
• ASSOCIATION
✓
two stimuli are linked together to produce a new learned response in a person
or animal
OPERANT
CONDITIONING
✓
based on Thorndike’s “Law of Effect”
✓
a good action will be strengthened by giving reinforcement while a bad action
will be weakened by giving punishment
• NEGATIVE REINFORCEMENT
✓
to strengthen a good behavior by the removal of something unpleasant
• PUNISHMENT
✓
to weaken a bad behavior & decrease the chances of a response to occur gain
• POSITIVE
REINFORCEMENT
✓
to strengthen a good behavior by giving something to the learner
• PRIMARY
REINFORCEMENT
✓
giving someone his basic needs such as food, water & shelter as a way to
strengthen a good behavior
SCHEDULES OF
REINFORMENTS
• FIXED RATIO
✓
set number + relationship between response & reward
✓
behavior is rewarded after specific (fixed) "number" of responses
• VARIABLE
RATIO
✓
unpredictable + relationship between response & reward
✓
behavior is rewarded after average (varied) "number" of responses
• FIXED
INTERVAL
✓
set number + amount of time
✓
behavior is rewarded after specified (fixed) length of "time"
• VARIABLE
INTERVAL
✓
unpredictable + amount of time
✓
behavior is rewarded after average (varied) amount of "time"
note:
if no time/period
indicated in situation = ratio
if there is a
schedule, specified or set number = fixed
if there is
time/period indicated = interval
if situation is
unpredictable or varying = variable
BLOOM’S DOMAINS OF
LEARNING & TAXONOMY
I. COGNITIVE DOMAIN (LOTS)
1. KNOWLEDGE
✓
objectives focus on simple recall or retrieving of facts & previously
learned materials
e.g. list,
enumerate & identify
2. COMPREHENSION
✓
understanding or constructing meaning out from a given situation or material
✓
interpreting, summarizing & explaining
3. APPLICATION
4. ANALYSIS
5. SYNTHESIS
6. EVALUATION
II. AFFECTIVE DOMAIN
✓
concerned with feelings and emotions (by Krathwohl and Bloom)
1. RECEIVING
✓
being aware of an external stimulus (feel, sense, experience)
2. RESPONDING
✓
esponding to the external stimulus (satisfaction, enjoyment, contribute)
3. VALUING
✓
referring to the student’s belief or appropriation of worth (showing preference
or respect)
4. ORGANISATION
✓
conceptualising and organising of values (examine, clarify, integrate)
5. CHARACTERISATION
✓
ability to practice and act on their values (review, conclude, judge)
III. PSYCHOMOTOR DOMAIN (LOTS)
✓
specific to reflex actions interpretive movements & discreet physical
functions (by Anita Harrow)
1. REFLEX
MOVEMENTS
✓
automatic/do not require to actively think about
✓
e.g. breathing, opening & closing our pupils, shivering when cold
2. FUNDAMENTAL
MOVEMENTS
✓
basic movements (running, jumping, walking, pulling, etc.) & commonly form
part of more complex actions
✓
e.g. running for playing a game, jumping for playing sport
3. PERCEPTUAL
ABILITIES
✓
features those that allow to sense the world & coordinate movements in
order to interact with environment
✓
e.g. visual, audio, tactile actions
4. PHYSICAL
ABILITIES
✓
involved with strength, endurance, dexterity, flexibility, etc.
5. SKILLED
MOVEMENTS
✓
muscle memory movement
✓
e.g. dance, movements learned for sport (twisting the body in high diving or
trampolining), playing a musical instrument (placing fingers on guitar strings
to produce the correct note)
6. NON-DISCURSIVE
COMMUNICATION
✓
interpretative movements that communicate meaning without the aid of verbal
commands or help
✓
e.g. facial expressions, posture & gestures (like those in mime or ballet)
DOMAINS OF
LEARNING
COGNITIVE DOMAIN
(HOTS)
by Anderson
1. remembering
2. understanding
3. applying
4. analyzing
5. evaluating
6. creating
PSYCHOMOTOR DOMAIN
(HOTS)
by Simpson Harrow
1. perception
2. set
3. guided response
4. mechanism
5. complex overt
reaponse
6. adaptation
GARDNER’S MULTIPLE
INTELLIGENCES
• VERBAL-LINGUISTIC
INTELLIGENCE (Word Smart)
✓
ability to learn & use language in written and spoken forms to express
oneself
✓
usually good at reading, writing, telling stories & memorizing words along
with dates
✓
writer/journalist, lawyer, teacher
• MATHEMATICAL
INTELLIGENCE (Number/Reasoning Smart
✓
has to do with logic, abstractions, reasoning, numbers, critical thinking &
scientific investigations
✓
scientist, mathematician, computer programmer, engineer, accountant
• MUSICAL
INTELLIGENCE (Music Smart)
✓
skill in composition, playing musical instruments & recognizing rhythm,
pitch, meter, tone, melody or timbre of music
✓
musician, composer, singer, music teacher, conductor
• BODILY-KINESTHETIC
INTELLIGENCE (Body Smart)
✓
using mental abilities to coordinate body movements to solve problems (sense of
timing)
✓
capacity to handle objects skillfully
✓
athletes, dancers, musicians, actors, builders, police officers, & soldiers
• SPATIAL
INTELLIGENCE (Picture Smart)
✓
being able to recognise & use patterns in a wide or confined space using
mind's eye
✓
often good with directions as well as maps, charts, videos, & pictures
✓
architect, artist, engineer
• INTERPERSONAL
INTELLIGENCE (Social & Emotional Intelligence)
✓
sensitivity to others' moods, feelings, temperaments, motivations, & their
ability to cooperate to work as part of a group
✓
sales persons, politicians, psychologist, teachers, lecturers, counselors,
& social workers
• INTRAPERSONAL
INTELLIGENCE (Self Smart)
✓
capacity to understand your own fears, feelings, reactions, & motivations
✓
has to do with introspective and self-reflective capacities
✓
philosopher, writer, theorist, researcher
• NATURALISTIC
INTELLIGENCE (Nature Smart)
✓
has to do with nurturing and relating information to one's natural surroundings
& other species (the world & its complexity)
✓
e.g. hunters, gatherers, farmers, botanist or chef
• EXISTENTIAL
INTELLIGENCE (Spiritual Intelligence)
✓
sensitivity and capacity to tackle deep questions about human existence
✓
Scientist, philosopher, theologian
• DIGITAL
INTELLIGENCE (Technology Smart)
✓
the sum of social, emotional, & cognitive abilities that enable individuals
to face the challenges & adapt to the demands of life in the digital world
KOLB’S
EXPERIENTIAL LEARNING STAGES/CYCLE
• CONCRETE
LEARNING
✓
occurs when a learner has a new experience or interprets a previous experience
in a new way
• REFLECTIVE
OBSERVATION
✓
learner reflects on the new experience to understand what it means
✓
e.g. how could have done the procedure better
• ABSTRACT
CONCEPTUALISATION
✓
learner adapts their thinking or constructs new ideas based on experience &
reflection
• ACTIVE
EXPERIMENTATION
✓
the learner applies their new ideas to real-world situations to test whether
they work & see if any changes need to be made
KOLB’S LEARNING
STYLES
• DIVERGING
✓
learners focus on concrete experience & reflective observation (prefer to
watch & reflect on observation before jumping in)
• ASSIMILATING
✓
learners who favour abstract conceptualisation & reflective observation
(prefer using analytical models to explore, concepts & abstract ideas)
• CONVERGING
✓
focus on abstract conceptualisation & active experimentation (prefer to
solve problems & enjoy applying learning to practical issues)
• ACCOMMODATING
✓
favour concrete experience & active experimentation (relish a challenge
& using intuition to solve problems)
HUMANISM
✓
developed to contrast cognitivism & behaviorism
✓
students themselves should be in control of their learning & it should be
achieved through observing & exploring
FACILITATIVE
LEARNING
✓
Rogers’ views the teacher as a facilitator to learning rather than just a
conveyor of knowledge
✓
success of the teacher is in their ability to build positive relationships with
students
THREE ATTITUDINAL
CORE
✓
characteristics a teacher should possess for facilitative learning to be
successful:
1. REALNESS
✓
teacher should use their own personality when teaching & be able to convey
their feelings
2. PRIZING,
ACCEPTING & TRUSTING
✓
teacher should care about their students & accept their feelings (through
these, deeper trust & respect is built)
3. EMPATHY
✓
understanding the student’s perception of learning & their feelings
• ID
✓
pleasure principle structure
✓
includes instincts & savage desires
• Ego
✓
reality test & deciding principle
• Super Ego
✓
morality and conscience (centered principle)
FREUD'S 5
PSYCHOSEXUAL STAGES
• ORAL STAGE
(0 to 1 year/Infant)
✓
mouth (erogenous zone)
✓
sucking, swallowing, bubbling etc.
• ANAL STAGE
(1-3 years/Toddler)
✓
anus (erogenous zone)
✓
withholding or expelling faeces
✓
right, wishes, & relationship to authority (ego develops)
• PHALLIC STAGE
(3-6 years/Preschool)
✓
genetalia / penis or clitoris (erogenous zone)
✓
becomes aware of sexuality (male or female)
✓
self-pleasure, erotic attraction, resentment, rivalry, jealousy and fear (begin
to develop superego)
• LATENCY STAGE
(6-puberty/School Age)
✓
little or inactive sexual motivation present
✓
developing new skills and acquiring new knowledge, and play
• GENITAL STAGE
(puberty-adult/Adolescense)
✓
penis or vagina (erogenous zone)
✓
sexual intercourse
✓
sexual experimentation (settling down in a loving one-to-one relationship)
PIAGET'S THEORY OF
COGNITIVE DEVELOPMENT
• SENSORIMOTOR
STAGE (ages 0 to 2)
✓
learn about the world through basic actions such as sucking, grasping, looking,
and listening
✓
learn that things continue to exist even when they cannot be seen/heard (object
permanence)
✓
begin to attach names and words to objects
• PREOPERATIONAL
STAGE (ages 2 to 7)
✓
symbolic functioning (begin to use words & pictures to represent &
undertand lessons)
✓
egocentric; learn through pretend play
✓
still struggling with logic, constancy, & taking others' POV
✓
e.g. thin/taller v.s. thick/shorter beaker with "same amount of
liquid", the child thinks that the thin/taller beaker holds more liquid
(centration)
• CONCRETE
OPERATIONAL STAGE (ages 7 to 11)
✓
thinking becomes more logical and organized based in dimensions such as weight,
volume, length or size (seriation)
✓
less egocentric and begin to think about how other people might think and feel
✓
begin using inductive logic, or reasoning from specific information to a
general principle
✓
begin to understand the concept of conservation (ability to see that objects or
quantities remain the same despite a change in their physical appearance)
• FORMAL
OPERATIONAL STAGE (ages 12 & up)
✓
learn to see multiple potential solutions to problems and think more
scientifically (abstract and hypothetical)
✓
begin to use deductive logic, or reasoning from a general principle to specific
information
✓
begin to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning
✓
learn the ability to systematically plan for the future
ERIK ERIKSON'S
STAGES OF PSYCHOSOCIAL DEVELOPMENT
stage.
psychosocial crisis, basic virtue, age
1. Trust >
Mistrust = HOPE
✓
ages 0 - 1½ (infancy)
✓
infant is uncertain & looks towards their primary caregiver for stability
and consistency of care
2. Autonomy >
Shame = WILL
✓
ages 1½ - 3 (early childhood)
✓
child is focused on developing a sense of personal control over physical skills
and a sense of independence
3. Initiative =
Guilt = PURPOSE
✓
ages 3 - 5 (early childhood)
✓
child assert himself more frequently through directing play and other social
interaction
4. Industry >
Inferiority = COMPETENCY
✓
ages 5 - 12 (middle-late childhood/elementary years)
✓
child learns to read and write, to do sums, to do things on his own
5. Identity >
Role Confusion = FIDELITY
✓
ages 12 - 18 (adolescents/high school)
✓
adolescent's intense exploration of personal values, beliefs, and goals
(behavior is being affected by family & friends)
6. Intimacy >
Isolation = LOVE
✓
ages 18 - 40 (young adulthood)
✓
early adult forming intimate, loving relationships with other people
7. Generativity
> Stagnation = CARE
✓
ages 40 - 65 (middle adulthood)
✓
being productive & involved to community
8. Ego Integrity =
Despair = WISDOM
✓
ages 65 & up (late adulthood)
✓
reflect on accomplishments to see self as leading a successful life
STAGES OF AGES
✓
ages 0 - 6 (infancy and early childhood)
✓
ages 6 - 12 (middle & late childhood)
✓
ages 13 - 19 (adolescence)
✓
ages 20-39 (early adulthood)
✓
ages 40-64 (middle adulthood)
✓
ages 65+ (late adulthood)
BRONFENBRENNER'S
ECOLOGICAL SYSTEMS THEORY
• MICROSYSTEM:
child's direct contact with parents, siblings, teachers and school peers
• MESOSYSTEM:
interactions between the child’s parents and teachers, or between school peers
and siblings to influnce child development
• EXOSYSTEM: neighborhood,
parent’s workplaces, parent’s friends and the mass media (environments that can
affect the child's development)
• MACROSYSTEM: socioeconomic
status, wealth, poverty, and ethnicity (cultural elements that can affect
child's development)
• CHRONOSYSTEM:
major life transitions and historical events (environmental changes that occur
over the lifetime which influence child's development)
• DEVELOPMENT
- pagkakaroon bagong abilidad base sa edad
• LEARNING -
pagkatuto
• MATURATION -
pagtanda (has something to do with age)
• GROWTH -
paglaki (with specified measurement)
MENTAL CONDITION
• AUTISM (present
from early childhood)
✓
difficulty in communicating & forming relationships with other people
✓
difficulty in using language and abstract concepts
• DOWN SYNDROME
(known as Trisomy 21)
✓
chromosomal condition in infancy
✓
with intellectual disability, characteristic facial appearance, & weak
muscle tone (hypotonia)
✓
cognitive delays, but the intellectual disability is usually mild to moderate
• ADHD
(Attention Deficit Hyperactivity Disorder)
✓
be easily distracted, miss details, forget things, and frequently switch from
one activity to another
✓
be very impatient, blurt out inappropriate comments, show their emotions
without restraint, and act without regard for consequences
• ASPERGER’S
SYNDROME
✓
mild autism & frequently have good language and cognitive skills
• APPROACH
✓
assumption, set of theories & principles;
✓
own philosophy of teaching
• STRATEGY
✓
plan for achieving goals;
✓
learning activities like exposition-discovery & group-individual learning
• METHOD
✓
ways for achieving goals
✓
set of procedures (way in which activity is conducted)
✓
e.g. lecture, discussion, simulation, laboratory, brainstorming, etc.
• TECHNIQUE
✓
classroom device/activity more specific than method;
✓
tool/task to make method succeed
• MODEL
✓
frame from the application of an approach, strategy, method, & technique of
learning
Example:
learner-centered (approach) > group activity (strategy) > role playing
(method) > make an alternate ending for Romeo & Juliet's love story
(technique)
METAPHYSICAL
SCHOOL OF THOUGHT
• IDEALISM (enough
in mind)
✓
values development & discipline
✓
foster faith in God (spiritual)
✓
imitating good example (moral)
✓
whole-part logic (deductive)
✓
lecture & memorization; discussion & socratic dialogue; introspection,
intuition & insight
• REALISM
(enough to see)
✓
standardized & distinct-discipline based
✓
training in the rules of conduct (values)
✓
mastery of facts; demonstration & recitation, observation, experimentation,
& scientifically approach
• PRAGMATISM/EXPERIENTIALISM
(practice)
✓
reality is constantly changing
✓
knowledge is true if it is workable (functional)
✓
prepares students for citizenship, daily living, & future careers
(practical)
✓
hands-on problem solving, projects, & applying knowledge to real situations
through experimental inquiry (applicable)
• EXISTENTIALISM
(choice)
✓
subjectivity, freedom & independence in the accomplishment of own destiny
✓
cater individual differences (unique)
✓
who am I? what is the meaning of life? what is my greater purpose? etc.
(self-direction and self actualization)
✓
define what is: true and false? pleasant and satisfying? unpleasant and
dissatisfying? & right or wrong? (choice/option)
• NATURALISM
✓
education in accordance with the nature of the child
✓
focused towards the natural development of all the innate talents &
abilities of the child
✓
only nature exist & only nature is better than civilization
PHILOSHOPY IN
EDUCATION
• ESSENTIALISM
(basic)
✓
teacher-centered, traditional & back to basic approach
✓
focus on what is most important for the students to learn than the students'
interests
✓
skills are developed in a sequential manner;
✓
frown upon vocational courses
✓
prepare students to be productive/competent, contributing model citizens to
society
✓
disciplines-lecturing, memorization, repetition, practice, & assessment
✓
to possess basic knowledge & skills, self-discipline, practical mind, &
capable of applying lessons in real world (4R - reading, writing, arithmetic,
responsibility)
✓
similar in some ways to Perennialism, but accepts the idea that this core
curriculum may change
• PERENNIALISM
(constant)
✓
teacher-centered
✓
focus on students' personal development than their interest
✓
skills are developed in a sequential manner
✓
less emphasis on vocational & technical education but more on the
humanities
✓
focus on principles (everlasting ideas & universal truths) than facts
✓
use Socratic method, tried and true teaching methods and techniques as reading
& analyzing the works of history’s finest thinkers & writers
• PROGRESSIVISM
(improve)
✓
student-centered & teachers is a facilitator
✓
center of curriculum: needs, experiences, interests, differences &
abilities of students
✓
it is concerned with individuality, progress, & change/innovation
✓
school should be interesting & lessons provoke curiosity
✓
students are encouraged to ask "How?" & "Why?" rather
than just accepting facts for what they are
✓
students interact with one another to develop social qualities, cooperation,
& tolerance of different point of view
✓
solve problems similar to those in everyday lives; work on hands-on/learning by
doing (experiential), rather than memorization
• CONSTRUCTIVISM/COGNITISM
(build)
✓
student-centered & teachers is a facilitator
✓
student questions, interests, & multiple perspectives are valued
✓
teacher provides the learning experiences while the learners are the ones who
build & construct meaning & knowledge (reflection, metacognition, &
gestalt)
✓
scaffold child's zone of proximal development
✓
active engagement with the world (experiments or real-world problem solving)
& embed learning in social experience (collaboration)
• HUMANISM
(affective)
✓
person-centered
✓
teacher is a facilitator & a role model
✓
evaluate student needs & wants regularly
✓
do not force/rush learning, as it proceeds in stages
✓
use cooperative learning, in order to develop social & affective skills
✓
create exciting & engaging opportunities (non threatening environment) to
facilitate learning
✓
teacher rejected both praise & blame
✓
grades are irrelevant & only self-evaluation is meaningful
✓
utilize journaling to help students focus on self-evaluation
• SOCIAL
RECONSTRUCTIONISM (change for benefit of all)
✓
socially-centered (community-based learning)
✓
teacher is willing to engage and& form alliances with the community &
parents
✓
curriculum focuses on student experience & taking social action on real
problems (oppression, hunger, pandemic, international terrorism, inflation,
& inequality)
✓
focus on inquiry, dialogue, perspectives, & "what might be"
rather than "what is"
✓
use technology & human compassion to create a beneficent society
• BEHAVIORISM
(change in behavior)
✓
socially-centered (enviromental condition-based)
✓
asserts that man is a product of one’s environment & can shape one’s
behavior by influencing his/her environment
✓
learning is nothing more than the acquisition of new behavior
✓
focus on the actual behaviors of people rather than thoughts, moods, &
emotions
✓
classroom management such as litter-pick, sit-up straight, or be quiet are
important to environment
✓
teacher condition learners behavior by:
~ praising them
for their good behaviour/deed (positive reiforcement)
~ rewarding them
by removing something negative/unpleasant (negative reinforcement)
~ adding specific
punishment if misbehave
~ removing
something good/pleasant if misbehave
THEORIES IN
EDUCATION
• EMPIRICISM
✓
tabula rasa (blank slate)
✓
learning is based on observations & perception (sensory)
✓
knowledge is not possible without experience
✓
theories & hypotheses must be observed & tested to be considered
accurate
✓
less emphasis on why (reasoning)
✓
does not lead to being able to know when & how to apply knowledge
• RATIONALISM
✓
aim of education should be the mastery of thinking & judgment
✓
knowledge & experience originate in thinking
✓
more emphasis on why (reasoning)
✓
knowledge is acquired through:
~ Deduction
(applying principles to draw conclusions)
~ Innate Ideas,
(ideas that we're born with & shape our personality)
~ Reason (using
logic to arrive at a conclusion)
PERSPECTIVE IN
EDUCATION
• UTILITARIAN
✓
focuses on producing students who will be able to fit into society at an elite
level & contribute as a productive citizen
✓
an action is right if it tends to promote satisfaction for the performer of the
action & for everyone affected by the said action (wrong if not promoting
happiness)
✓
aims to teach a set curriculum where students learn & memorise information,
so they can be tested (the aim is not to identify individual talents or
interests)
• TRANFORMATIVE/ALTERNATIVE
APPROACH
✓
focuses on challenging the social statues, inequality amongst the classes,
& to give equal opportunity for an education
✓
allows students to discover who they are, their interests & how best they
learn
✓
provides really experiences, student lead learning, hands on activities &
appropriate student/teacher relationships
AIM OF ERAS:
• PRE-SPANISH
✓
survival & conformity
• SPANISH
✓
Christianity
• AMERICAN
✓
democratic ideals & way of life
• COMMONWEALTH
✓
moral character & efficiency
• JAPANESE
✓
work & progress
• ROMANS'
INFLUENCE TO PH EDUCATION
✓
military training for HS & Tertiary
✓
highest budgetary allocation (contribution of future citizen to the national
development)
• Deductive
Reasoning - takes general principles and relates them to a specific case
(gen-spe)
• Inductive
Reasoning - builds up an argument based on specific examples (spe-gen)
• Basic Sight
Words
✓
found at the very bottom and needed to move up to the sequential ladder of
Grace Goddell’s Reading Skills Ladder
• Jigsaw
✓
effective way of engaging students both with course material and with each
other
✓
peer teaching aspect contribute meaningfully to a group problem-solving
component (sharing a piece of the puzzle)
• Group Focus
✓
ability of a teacher to keep the whole class involved and interested of the
lesson
• Huddle Method
✓
productive small groups conducive to natural, nonforced & informal
conversatiions (by Holmes & Mortensen)
• Phillips 66
✓
6 groups & 6 minutes
• Graphic
Organizer
✓
illustrate relationship among details presented in concrete form
• Projective
Technique
✓
allows the innermost thoughts of the students to come out
• Divergent
Question
✓
open-ended tyoe of questions
• Social Contract
✓
person is looking at various opinions and of different people while considering
the welfare of the majority before coming up with the decision on the morality
of the actio
• Proactive
✓
prevention is better than cure/correction
• Shared Values
✓
vision-core values
• Stakeholders
✓
key players of any system/organization
• Scrupulous
Conscience
✓
very afraid of committing evil
✓
decides that an action is sinful based on weak or insufficient reasons & it
tends to see sins even when there are none
• Gestalt Psychology
✓
the whole is greater than the sum of its parts
• Hedonism
✓
pleasure principle
• Double Effect
✓
sacrifice for the good or bad
• Lesser Evil
✓
choice of the less one from 2 bad things
• Formal
Cooperation
✓
cooperation with will
• Material Cooperation
✓
cooperation without will
• Bullying
✓
subcategory of aggressive behavior characterized by the following three minimum
criteria: (1) hostile intent (i.e., the harm caused by bullying is deliberate,
not accidental), (2) imbalance of power (i.e., bullying includes a real or
perceived power inequity between the bully and the victim), and (3) repetition
over a period of time (i.e., more than once with the potential to occur
multiple times). Bullying can be physical, sexual, verbal or emotional in nature
• Low-profile
Discipline
✓
control means without disrupting the lesson
✓
e.g., eye contact, name-dropping, & proximity control
• Proximity
Control
✓
simply being physically near to the students improves their behavior and focus
✓
e.g., sitting beside the students or putting the teacher’s hand on the
learner’s desk
• Classroom Rules
& Routines
✓
should be established on the first day or the first weeks of classes
TRANSFER OF
LEARNING:
- how acquired
knowledge applies in one situation
• GENERAL
TRANSFER
✓
problem_A's reasoning = problem_B's reasoning
✓
solve different problem using similar skill
e.g. driving an
automatic = driving a manual (driving - similar skill/reasoning)
• SPECIFIC
TRANSFER (Analogy)
✓
problem_A's element = problem_B's element
✓
solve different problem with elements in common
e.g. dog : puppy,
cat : ??? = kitten (animal young ones-element in common)
• LATERAL
TRANSFER
✓
problem_A's level = problem_B's level
✓
solve different situation but similar problem
e.g. payment thru
gcash = payment thru paymaya (same level)
• VERTICAL
TRANSFER
✓
basic problem_A is useful for complex problem_B
✓
solve similar but more complex
e.g. writing letters
of the alphabet = writing words (basic to complex)
• SIX THINKING
HATS
✓
system which describes a tool for group discussion and individual thinking
designed by Edward de Bono (bm.wi.re.bd.yor.gc)
1. (Blue) -
Managing
✓
what is the subject?
✓
what are we thinking about?
✓
what is the goal?
✓
Can look at the big picture
2. (White) -
Information
✓
considering purely what information is available
✓
what are the facts?
3. (Red) -
Emotions
✓
intuitive or instinctive gut reactions
✓
statements of emotional feeling (but not any justification)
4. (Black) -
Discernment
✓
logic applied to identifying reasons to be cautious and conservative
✓
Practical, realistic
5. (Yellow) -
Optimistic Response
✓
logic applied to identifying benefits, seeking harmony
✓
Sees the brighter, sunny side of situations
6. (Green) -
Creativity
✓
statements of provocation and investigation, seeing where a thought goes
✓
Thinks creatively, out of the box