513846529-Facilitating-Learner-Centered-Teaching-BASC.pdf

reference in prof ed 6

1. Facilitating
Learner-Centered
Teaching
Precious Jessica Z. Calipjo

2. How do you feel
about taking the
LET?
•Use an emojiand a #hashtag, and a
short explanation for your answer.

3. Topic Outline
UNDERSTANDING
LEARNING
•Definition
•Domains of Learning
•Learner-centered Psychological
Principles
1
LEARNING THEORIES &
THEIR IMPLICATIONS
A.Developmental and Social
B.Individual Differences
C.Motivational and Affective
D.Cognitive and Metacognitive
2

4. What do we mean by the term
“learner-centered”?

5. The Nature of Learning
•LEARNING
•A change in the behavior of the learner
•Change can be
deliberate or unintentional
for better or for worse
correct or incorrect
conscious or unconscious
1

6. •Learningisarelativelypermanentchange
inbehaviorwithbehaviorbothincluding
observableactivityandinternal
processes.(Burns,1995)
•Learningoccurswhenexperiencecauses
arelativelypermanentchangeinan
individual’sknowledge,behavior,or
potentialforbehavior.(Woolfolk,2016)
•Learningisarelativelypermanent
influenceonbehavior,knowledge,and
thinkingskillsthatcomesaboutthrough
experience.Itisalong-termchangein
mentalrepresentationsorassociationsas
aresultofexperience.(Santrock,2012)

7. What are the important elements
of learning?
Santrock’s definition of learning covers the
following elements:
•It is a long-termchange
•The change is brought about by experience
•It does NOTinclude changes that are physiological
•It involves mentalrepresentation or association

8. Domains of Learning

9. Learner-Centered Psychological Principles
(American Psychological Association)
A. Developmental
and Social
Factors
B. Individual
Differences
Factors
C. Motivational
and Affective
Factors
D. Cognitive and
Metacognitive
Factors
2

10. Theories of Development
•Freud’s Psychosexual Theory
•Erikson’s Psychosocial Theory
•Kohlberg’s Moral Development Theory
•Piaget’s Cognitive Development Theory
•Vygotsky’s Sociocultural Theory
•Bronfenbrenner’s Ecological Systems Theory

11. Sigmund Freud’s Psychosexual Theory
of Development
Key Terms:
•Unconscious Mind; Libido; Erogenous Zones;
Fixation
Personality Structures:
•Id, Ego, Superego
Stages of Personality Development:
•Oral, Anal, Phallic, Latency, Genital

13. It is described by Freud as the
component/s of personality that is
concerned with the idea of right
and wrong.
a.Ego
b.Id
c.Superego

14. A boy is closer to his mother and a girl
is close to her father. These instances
are under what psychoanalytic stage
of development?
a.Oedipal stage
b.Latent stage
c.Phallic stage
d.Electra stage

15. Erik Erikson’s Psychosocial Theory
of Development
•psycho + social; 8 stages
•psychosocial crisis of 2 opposing emotional forces
•virtue is developed if positives and negatives are
managed well; healthy ratio or balance
•Imbalance:
•MALIGNANCY –too little of the positive, too much of the negative
•MALADAPTATION –too much of the positive, too little of the
negative

17. According to Erikson, the best time
to let the children feel that the
environment is secured and non-
threatening is stage 3 (initiative vs.
guilt).
a.The statement is TRUE.
b.The statement is FALSE.

18. Which stage in Erikson’s theory do
teachers need to provide
teenagers opportunities to develop
a sense of self and individuality?

19. Lawrence Kohlberg’s Moral
Development Theory
•3 levels, 6 stages
•each stage is based on a different moral standard
•Kohlberg was more interested in the ways that
people think about moral problems than in what
they will do when led into temptation

20. Lawrence Kohlberg’s Theory of Moral
Development
Heinz’swifewasdyingfromaparticulartypeofcancer.
Doctorssaidanewdrugmightsaveher.Thedrughadbeen
discoveredbyalocalchemist,andHeinztrieddesperatelytobuy
some,butthechemistwaschargingtentimesthemoneyitcostto
makethedrug,andthiswasmuchmorethanHeinzcouldafford.
Heinzcouldonlyraisehalfthemoney,evenafterhelpfrom
familyandfriends.Heexplainedtothechemistthathiswifewas
dyingandaskedifhecouldhavethedrugcheaperorpaytherest
ofthemoneylater.
Thechemistrefused,sayingthathehaddiscoveredthe
drugandwasgoingtomakemoneyfromit.Thehusbandwas
desperatetosavehiswife,solaterthatnighthebrokeintothe
chemist’sandstolethedrug.

21. Kohlberg asked a series of questions
such as:
•Should Heinz have stolen the drug?
•Would it change anything if Heinz did not love his
wife?
•What if the person dying was a stranger, would it
make any difference?
•Should the police arrest the chemist for murder if
the woman died?

22. Stages of Moral Development
Level Stage Description
1
Preconventional
Level
1
Punishment-
Obedience
Consequences of acts determine whether they are good or
bad. Individuals make moral decisions without
considering the needs or feelings of others.
2
Mutual
Benefit
The ethics of “What’s in it for me?” Obeying rules and
exchanging favors are judged in terms of the benefit to
the individual.
2
Conventional
Level
3
Social
Approval
Ethical decisions are based on concern for or the opinions
of others. What pleases, helps, or is approved of by others
characterizes this stage.
4
Law and
Order
The ethics of laws, rules, and societal order. Rules and
laws are inflexible and are obeyed for their own sake.
3
Postconventional
Level
5
Social
Contract
Rules and laws represent agreements among people
about behavior that benefits society. Rules can be
changed when they no longer meet society’s needs.
6
Universal
Principles
Ethics are determined by abstract and general principles
that transcend societal rules.

23. Laughing at a two-year-old child
who uttered a bad word is not a
proper thing to do because in this
stage of the child's life is
a.Considering the views of others
b.Distinguishing sex differences
c.Distinguishing right from wrong
d.Socializing

24. A Grade 6 pupil follows school
rules and regulations for fear of
being punished. The child is on
what level of moral development?
a.Preconventional
b.Conventional
c.Postconventional

25. Jean Piaget’s Cognitive Development
Theory
Basic Cognitive Concepts:
•SCHEMA –cognitive structures by which individuals
intellectually adapt to and organize their environment
•ASSIMILATION –process of fitting a new experience
into an existing or previously created cognitive
structure
•ACCOMMODATION –process of creating a new schema
•EQUILIBRATION –achieving proper balance between
assimilation and accommodation

26. Jean Piaget’s Stages of Cognitive
Development
STAGE 1 STAGE 2 STAGE 3 STAGE 4
Sensori-motor Pre-operational Concrete-
operational
Formal
operational
1.Object
permanence
1.Symbolic
function
2.Egocentrism
3.Centration
4.Irreversibility
5.Animism
6.Transductive
reasoning
1.Decentering
2.Reversibility
3.Conservation
4.Seriation
1.Hypothetical
reasoning
2.Analogical
reasoning
3.Deductive
reasoning

27. In Piaget’s concrete operational
stage, a teacher should provide
a.activities for evaluation purposes
b.activities for hypothesis formulation
c.stimulating environment with ample objects to
play with
d.activities that involve problems of classification
and order

28. Lev Vygotsky’s Sociocultural Theory
•Societyandculture are important factors for a child to learn
•Languageis our main medium for communication (in any
form possible)
•Thoughtand speech(social, egocentric, inner) are
connected but follows a different path of development
•SCAFFOLDING –appropriate assistance given
•ZONE OF ACTUAL DEVELOPMENT –level of competency
when a child performs alone
•ZONE OF PROXIMAL DEVELOPMENT –difference between
what a child can do alone and what s/he can do with the
help of others

29. Bronfenbrenner’s Ecological Systems
Theory
•Natural environments are the major source of
influence on developing persons
•Environment/ Context -“a set of nested
structures, each inside the next, like a set of
Russian dolls”

31. Identify the system emphasized in
the given research findings:
•1. When peer groups devalue academics, they
often undermine an adolescent’s scholastic
performance, despite the best efforts of parents
and teachers to encourage academic
achievement.
•Steinberg, Dornbusch, & Brown, 1992

32. •2. A temperamentally difficult infant can alienate
her parents or even create friction between them
that may be sufficient to damage their marital
relationship.
•Belsky, Rosenberger, & Crnic, 1995
Identify the system emphasized in
the given research findings:

33. DONE!

34. Individual Differences
•LEARNING STYLES
VAK Model
Dunn & Dunn’s Learning Styles Theory
Honey & Mumford Learning Styles Model
•MULTIPLE INTELLIGENCES
Howard Gardner’s Theory on Multiple Intelligences

35. VAK Model

36. Dunn and Dunn Learning Styles Theory
DunnandDunn(1978)developeda
comprehensivemodeldealingwithenvironmental,
emotional,sociological,physical,andpsychological
learningstyleelementsandclaimedthatthese
elementscouldprovideinformationdirectlyto
teachingstrategies.

37. https://www.researchgate.net/profile/Kivanc-Aycan/publication/330189652/figure/fig2/AS:712371765010432@1546854072017/Dun -dun-learning-styles-model-Source-Dunn-Burke-2007.jpg

38. Honey & Mumford Learning Styles Model
A B
C D

39. Activist
•Activists are people
who learn by doing.
•They like to involve
themselves in new
experiences, and
will ‘try anything at
once’.
•They tend to act
first and consider
the consequences
afterwards.

40. Reflector
•Reflectors learn by
observing and thinking
about what happened.
•They like to consider all
the possible angles and
implications before
coming to a considered
opinion.
•They spend time
listening and observing,
and tend to be cautious
and thoughtful.

41. Theorist
•Theorists like to
understand the theory
behind the actions.
•They need models,
concepts and facts in
order to learn.
•They like to analyze and
synthesize, and feel
uncomfortable with
subjective judgements.

42. Pragmatist
•Pragmatists are keen
on trying things out.
•They look for new ideas
that can be applied to
the problem in hand.
•They like to get on with
things and tend to be
impatient with open-
ended discussions; they
are practical, down-to
earth people.

43. Howard
Gardner’s
Theory on
Multiple
Intelligences

44. Verbal Linguistic
•enjoy saying, hearing, and seeing words.
•like telling stories.
•motivated by books, records, dramas,
opportunities for writing

45. Visual Spatial
•remember things visually,
including exact sizes and shapes
of objects
•like posters, charts, and
graphics.
•like any kind of visual clues.
•enjoy drawing

46. Logical Mathematical
•enjoy exploring how things are
related
•like to understand how things
work
•like mathematical concepts
•enjoy puzzles and manipulative
games.
•good at critical thinking

47. Bodily Kinesthetic
•like to move, dance, wiggle, walk, and
swim
•often good at sports
•have good fine motor skills
•like to take things apart and put them
back together

48. Musical
•like the rhythm and sound of language
•like poems, songs, and jingles
•enjoy humming or singing along with
music

49. Interpersonal
•like to develop ideas and learn from
other people
•like to talk
•have good social skills

50. Intrapersonal
•the capacity to understand yourself, who
you are, your limits, wishes, reactions
and interest
•able to hear and understand
himself/herself
•can understand the limits of their own
enthusiasm and they can consider these
limits while directing their own
behaviors

51. Naturalistic
•enjoy interacting with the outside world
•adept at noticing patterns in nature and
can easily distinguish between different
species of flora and fauna

52. Existential
•ability to be sensitive to, or
have the capacity for,
conceptualizing or tackling
deeper or larger questions
about human existence,
such as the meaning of life,
why are we born, why do we
die, what is consciousness,
or how did we get here

53. What does this theory on
M.I.s imply?
•Providing students with multiple ways to access
content improves learning (Hattie, 2011).
•Providing students with multiple ways to demonstrate
knowledge and skills increases engagement and
learning, and provides teachers with more accurate
understanding of students' knowledge and skills
(Darling-Hammond, 2010).
•Instruction should be informed as much as possible by
detailed knowledge about students' specific strengths,
needs, and areas for growth (Tomlinson, 2014).

54. Design learning activities
for the given theme/topic:
•Taking care of the
environment

56. DONE!

57. Motivation and Affective
Factors
•Understanding Motivation
•Types of Motivation
•Theories on Motivation
•Maslow’s Hierarchy of Needs
•Attribution Theory
•Self-Efficacy Theory
•Mindset Theory

58. So ginagawamo‘yanbecause…?

59. Motivation
Energize
(Activation)
Direct
(Guidance)
Sustain
(Maintenance)

60. Types of Motivation
EXTRINSIC
The desire to engage in an
activity to achieve an external
consequence, such as a reward.
Extrinsically motivated behaviors
are performed in order to receive
something from others.
INTRINSIC
The desire to engage in an
activity for its own sake rather
than for some external
consequence, such as a reward.
Intrinsically motivated behaviors
are performed because of the
sense of personal satisfaction
that they bring.

61. Extrinsic or Intrinsic?
•Washing the dishes to avoid being scolded
•→EXTRINSIC
•Learning how to play an instrument because you
simply want to
•→INTRINSIC

62. Give other examples of intrinsic or
extrinsic motivation.

63. Maslow’s Hierarchy
of Needs

64. Attribution Theory
WHY DID YOU
SUCCEED?
WHY DID YOU FAIL?

65. Attribution may or may notreflect the
true state of affairs…
Example:
•Yourpoorperformanceonpastexamsmayverywellhave
beentheresultofineffectivestudystrategies;likemany
students,youmayhavetriedtolearnclassmaterialina
rote,meaninglessmanner.
•Butbecauseyouthoughtofyourselfasasmartperson
andbelievedyouhadstudiedadequately,perhapsyou
insteadattributedyourlowscorestotheexceptional
difficultyor“pickiness”ofyourtestsortoarbitraryand
irrationalteacherscoring.

66. Dimensions of Attribution
Dimensions of
Attribution
Locus
Internal
External
Temporal
Stability
Stable
Unstable
Controllability
Controllable
Uncontrollable

67. LOCUS: Internal or External?
•Bumagsakakosaquiz kasihindinamannaexplain
nangmabuting teacher.
•→EXTERNAL LOCUS
•Bumagsakakosaquiz kasidi talagaakonakapag-
review. Naubosang orasko saML.
•→INTERNAL LOCUS

68. STABILITY: Stable or Unstable?
•Na-perfect ko ang quiz. Tsamba!
•→UNSTABLE
•Hindi talagaakomagigingmagalingnapublic
speaker kasiang liitko.
•→STABLE

69. CONTROLLABILITY: Controllable or
Uncontrollable?
•Nilagnatakokaya hindiakonakapagconcentrate
sapagsulatng final paper.
•→UNCONTROLLABLE
•Bumagsakakosaquiz kasidi talagaakonakapag-
review. Naubosang orasko saML.
•→CONTROLLABLE

70. How does attribution affect motivation?
•If the learner attributes his/her success or failure to do
something within him/her (INTERNAL) and is within
his/her control (CONTROLLABLE), or can be changed
(UNSTABLE), he/she is more likely to be motivated.
•If the learner attributes his/her success or failure to
something outside him/her (EXTERNAL) and is beyond
his/her control (UNCONTROLLABLE), or cannot be
changed (STABLE), he/she is more likely to be less
motivated.

71. Self-Efficacy Theory
•Do you believe that you can do it? Why? Why not?
•The belief that one has the qualities to execute
the courses of action required to manage
prospective situations
•Relates to a person's perception of his ability to
reach a goal while self-esteem relates to person's
sense of self-worth

73. https://austinlearningsolutions.com/images/stories/growth-mindset/fixed-vs-growth-mindset.jpg

74. When asked to do a learning task, Josh
hesitates and says, “Mahirap. ‘Di ko
kaya!”. Which statement about Josh is
correct?
a.He has a low sense of self-efficacy
b.He has a high sense of self-efficacy
c.He has no sense of self-efficacy
d.He wants to be sure of his self-efficacy

75. Mr. Cruz teaches a multigrade class in a very remote
barrio. Most of the children hike one and a half hours
to school every day. By the time they reach the school,
they are exhausted, hungry and sleepy. As a result,
most children were not learning. She presented her
problem in a meeting of parents and it was agreed
that parents took turn to cook camote, bananas,
cassava etc. for the children’s snacks. Which theory
backs up Mr. Cruz’s suggestion on parents giving
snacks?
a.Piaget’s cognitive development theory
b.Bruner’s theory
c.Maslow’s hierarchy of needs
d.Kohlberg’s moral development theory

76. DONE!

77. •Let’s have a 10-
minute health
break. ☺

78. Learning Theories
•Behaviorist Theories
•NeobehavioristTheories
•Cognitive Theories
•Metacognition

79. Behaviorist
&
Neo-behaviorist
Perspective
Connectionism
Classical Conditioning
Operant Conditioning
Purposive Behaviorism
Social Learning/Cognitive

80. Connectionism
Theory
Edward Lee Thorndike
American Psychologist
Original S-RTheory/ Framework
Learning will take place when a strong
connection or bond between stimulus and
response is formed
Laws of Learning

81. Laws of Learning
•Readiness
•Exercise
•Effect
PRIMARY LAWS
•Primacy
•Recency
•Intensity
SECONDARY LAWS

82. Classical Conditioning Theory
Ivan Pavlov
a type of learning in which an organism learns to
connect, or associate, stimuli so that a neutral
stimulus becomes associated with a meaningful
stimulus and acquires the capacity to elicit a
similar response

83. TYPES OF STIMULI
•unconditioned
stimulus (UCS)
•conditioned stimulus
(CS)
•*neutral stimulus
(NS)
TYPES OF RESPONSES
•unconditioned
response (UCR)
•conditioned response
(CR)

84. Before Conditioning

85. During Conditioning

86. After Conditioning

87. Other Processes:
•STIMULUS GENERALIZATION
once a dog has learned a response to a specific
stimulus, it will respond to a similar stimulus
•EXTINCTION
possibility of unlearning a response due to the
withdrawal of a stimulus

88. Other Processes:
•SPONTANEOUS RECOVERY
possibility of an extinguished response to be
recovered
•DISCRIMINATION
ability to discriminate between similar stimulus
•HIGHER-ORDER CONDITIONING
response to two different stimulus presented
during conditioning

89. Operant
Conditioning
Burrhus Frederick Skinner
behavior that is followed by
pleasant consequences is
likely to be repeated
behavior followed by
unpleasant consequences
is less likely to be repeated

90. Types of Responses
•NEUTRAL OPERANTS
responses from the environment that neither
increase nor decreasethe probability of a
behavior being repeated.
•REINFORCERS
responses from the environment that increase
the probability of a behavior being repeated. (+/-)
•PUNISHERS
responses from the environment that decrease
the likelihood of a behaviorbeing repeated. (+/-)

92. +R? -R? +P? or -P?
1.Verbal praises for good work
2.Reprimand for misbehavior
3.A toy was confiscated for playing with it during
discussion
4.Top 3 in the check-up quiz will be exempted
from the 1st long quiz

93. Schedules of Reinforcement
•ACCORDING TO THE NUMBEROF RESPONSES
•Fixed-ratio
•Variable-ratio
•ACCORDING TO A SET PERIOD OF TIME
•Fixed-interval
•Variable-interval

96. Purposive
Behaviorism
Edward Tolman
Sign Learning Theory
Neobehaviorism–bridges the gap
between behaviorism and cognitive
theories
Organisms can learn even if they do
not receive immediate reinforcement.

97. Purposive Behaviorism
KEY CONCEPTS:
•Learning is alwayspurposive and goal-directed
•Cognitive maps support why organisms tend to select
the shortestor easiest path to achieve a goal
•Latent learning becomes clear/ appears when you
need it
•Learning is influenced by intervening variables
•Reinforcementis NOT essential for learning

98. Social
Learning/
Cognitive
Theory
Albert Bandura
Reciprocal Determinism
Model
Bobo Doll Experiment

99. Bandura’s BoboDoll
Experiment
I II III
12 boys 12 boys 12 boys
12 girls 12 girls 12 girls
Did not see any adult
role model
Exposed to an adult
modeling aggressive
behavior toward an
inflatable Bobodoll
Exposedto passive
adult model
Only rarely
demonstrated any kind
of physicalor verbal
aggression
Imitated a good deal of
the aggressiveacts
performed by the adult
models, even creating
novel acts of violence
against the doll
Only rarely
demonstrated any kind
of physicalor verbal
aggression

100. OBSERVATIONAL LEARNING
•learning that involves acquiring skills, strategies,
and beliefs by observing others
•involves imitation (but not limited to it)
•modeling

101. Processes/Conditions for Effective
Modeling
Attention
Before learners can produce a model’s
actions, they must attend to what the
model is doing or saying.
Retention
To reproduce a model’s actions, students
must code the information and keep it in
memory so that they retrieve it.
Motor (Re)production
The learner can replicate the model’s
behavior.
Motivation
Learners must want to replicate what
they have learned.

102. Strategies for Effectively Using
Observational Learning (Santrock, 2010)
•Think about what type of model you will present to
learners.
•Demonstrate and teach new behaviors.
•Think about ways to use peers as effective models.
•Think about ways that mentors can be used as models.
•Evaluate which classroom guests will provide good
models for students.
•Consider models children observe on television, videos
and computers.

103. A child treats his friend highly
aggressive. The reason behind this
attitude is his past experiences with his
father who is also highly aggressive.
This demonstrated on what theory?
a.Sociallearningtheory
b.Cognitivedevelopmentaltheory
c.Operantconditioning
d.Classicalconditioning

104. Cognitivist
Perspective
Gestalt Psychology (& Insight
Learning)
Information Processing Theory
Ausubel’s Meaningful Learning
Theory
Bruner’s Constructivist Theory

105. Gestalt Psychology
•Max Wertheimer
•Wolfgang Köhler
•Kurt Koffka
•Gestalt -“pattern”, “organized whole”

108. Gestalt Laws/Principles
SimilarityPragnanzProximity
ContinuityClosure
Figure or
Ground

109. •LAW/PRINCIPLE OF SIMILARITY
•Items that are similar tend to be grouped together

110. •LAW/PRINCIPLE OF PRAGNANZ
•Reality is organized or reduced to the simplest
form possible

111. •LAW/PRINCIPLE OF PROXIMITY
•Objects near each other tend to be grouped
together

112. •LAW/PRINCIPLE OF CONTINUITY
•Lines are seen as following the smoothest path

113. •LAW/PRINCIPLE OF CLOSURE
•Objects grouped together are seen as a whole

114. •LAW/PRINCIPLE OF FIGURE or GROUND
•Attention is given to the foreground first

116. Topics with commonalities are taught next to
each other. What gestalt principle is applied
in this example?
a.Pragnanz
b.Similarity
c.Figure/Ground
d.Closure

117. a.Closure
b.Similarity
c.Figure/Ground
d.Continuity
The most important words in the paragraph
are written in bolder fonts. What gestalt
principle is applied in this example?

118. Insight Learning Theory
•Wolfgang Köhler
•Gestalt
•Learning is an active process.

121. •ThiswasademonstrationofKöhler’sdynamic
modelofbehavior,involvingorganizationwithin
perception,ratherthanpassivelearningthrough
responsetorewards.
•Thepattern(Gestalt)oflearningbyinsight—
failure,pause,perception,insight,andattempt—
isanactiveone.

122. Educational Implications of Insight Learning
•We should recognize that people have active minds which
work with the information they receive.
•A rich environment is very important as far as insight
learning is concerned. The environment should be arranged
in a manner that makes insight possible.
•Teachers and guardians should realize that the structure and
organization of the subject matter plays an important part.
•Give problem solving activities. Ask challenging questions.
•Check previous experiences.
•Orient learners with the goal.

123. Information Processing Theory
•CONTRIBUTORS: George A. Miller; Atkinsonand
Shriffin; Slavin; Craikand Lockhart; Bransford;
Rumelhartand McClelland
•Like a computer, a human mind is a system that
processes information through the application of
logical rules and strategies.

124. Information Processing
Processes
•Encoding
•Storage
•Retrieval
Sequence
•Sensory
•Short-Term
•Long-Term

125. Processes (Atkinson and Shiffrin):
RETRIEVAL
information previously stored in memory is identified/recalled
STORAGE
information gets into memory
ENCODING
information changes as it gets stored in memory

126. Sequence (Slavin):
SENSORY
MEMORY
temporary storage
facility
AKA working memory
relates to what we
are thinking about at
any given moment in
time
SHORT TERM
MEMORY
information is held,
organized for storage
or for discarding/
connections to other
information through
rehearsal or
repetition
LONG TERM
MEMORY
information kept for a
long period of time as
it is integrated with
already-known
information through
rehearsal, elaboration
and integration
DECLARATIVE
(semantic & episodic)
PROCEDURAL

128. When you get a new cat, you will note her unique
markings so that you can remember what she looks
like in comparison with other cats in the
neighborhood. What would you call this process of
identifying the distinctive features of your cat?
a.Decoding
b.Storage
c.Encoding
d.Retrieval

129. To remember the six digits 8, 4, 3, 9, 4, 5, the
Mathematics teacher put them together in twos 84,
39, 45 or in threes 843, 945. This control process of
retaining information is referred to as
a.Rehearsing
b.Inferring
c.Chunking
d.Remembering

130. Remembering names is usually harder than
remembering facts because names require
___________, while faces require __________.
a.short term memory / long term memory
b.encoding / retrieval
c.declarative memory / procedural memory
d.recall / recognition

131. Meaningful
Learning
Theory
David Ausubel
Learner’s Cognitive Structure-
Meaningful learning occurs when the
material to be learned is related to what
the students already know.
Subsumption-a process by which new
material is related to relevant ideas in the
existing cognitive structure
The Use of Advance Organizers

133. •ADVANCE ORGANIZERS
•used to strengthen the student’s cognitive
structure
•allow students to already have a bird’s eye view of
the topic to be learned even before going to the
details
•Examples:
Expository, Narrative, Skimming, Graphic Organizers

134. The human mind is like a computer. This
concept from the information processing
theory is an example of which type of
meaningful processing in Ausubel’s
theory?
a.Derivative Subsumption
b.Correlative Subsumption
c.Superordinate Subsumption
d.Combinatorial Subsumption

135. Teacher Jay showed a concept map about
nouns before the discussion. This is an
application of Ausubel’s idea of
a.Graphic organizers
b.Advance organizers
c.Subsumption
d.Information processing

136. Bruner’s Constructivist Theory
•Levels of Representation
•Enactive
•Iconic
•Symbolic
•Spiral Progression
•Discovery Learning

137. Transfer of Learning
•The process of applying knowledge or skill previously
learned in one situation to a new different situation
•LATERAL or VERTICAL
•POSITIVE or NEGATIVE
•ZERO

138. Theories of Transfer
•Formal Discipline
•Identical Elements
•Generalization
•Transposition

139. Metacognition
•John Flavell (1979, 1987)
•Consists of both metacognitive knowledge and
experiences
•“Thinking about thinking”, “Learning how to learn”
•Three categories
Person
Task
Strategy (meta-attention & meta-memory)

140. What metacognitive strategies do you
use to:
•… keep your attention focused on studying a
learning material?
•… help you memorize terms/concepts effectively?

141. Some Learning and Study Strategies
•Outlining
•Graphic representation
•Note Taking
•Identifying important
information
•Summarizing
•Comprehension
monitoring
•Mnemonics
•Keyword Method
•Visual Imagery

142. “Creating flash cards to memorize all the
elements in the periodic table helps me a
lot!” The learner who said this
characterizes metacognitive knowledge
on which variable?
a.Person variable
b.Task variable
c.Strategy variable

143. “I can review my lessons better late at night
and when I am alone.” The learner who said
this characterizes metacognitive knowledge on
which variable?
a.Person variable
b.Task variable
c.Strategy variable

144. DONE!

145. Magsipag,
Manalangin,
Manalig!
“The capacity to learn is agift;
The ability to learnis askill;
The willingness to learnis a choice.”
-Brian Herbert