Dizon,Rosielyn P.

D65
EDUC 12. FACILITATING LEARNER-CENTERED TEACHING
Module 05. Theories of Learning

Learning Activity 15. Five Laws that Govern Perception ( 10pts)

1. Do what are asked for in the matrix.
Laws that Govern Draw your OWN Cite one example application in teaching
Perception visual perception

Law of Similarity When organizing students or objects, use color

or shapes.

Connect the dots/lines in the classroom

activities Using a puzzle of fill-in- the- blanks
Law of Closure

Law of Simplicity Placing shapes or objects in the same direction

tends to group them, and vice versa.

Law of Proximity
In instructional materials, groupings or
arranging items together increases the
connection between ideas, preventing the
students from becoming confused.

Law of Continuity
Using basic visuals that the pupils can
understand.

Learning Activity 16. Short and Long Term Memory Techniques 10pts
1. Do what are asked for in the matrix.
Short and Long Term Memory Give one specific example in teaching
Techniques for each technique
Give directions in multiple Students gain from being given instructions in both visible and verbal
formats formats. In addition, their information and memorization of commands
might be checked through means of encouraging them to copy the
instructions given and give an explanation of the meaning of those
instructions.
Write down steps in math Students running out of working memory should not rely to do math in their
problems head to solve math problems. For example, when solving a long division
problem, you need to write down each step, including the numbers. When
solving a word problem, you should always a paper and ballpen to write
down the calculation procedure. This helps prevent them from losing their
place and forgetting what they are doing.
 Give teacher-prepared handouts
prior to class lectures Class lectures and collection of oral instructions ought to be provided via
way of means of teacher-organized handouts. The handouts for lectures
should include a short define or a somewhat finished photo organizer that
the scholar could whole all through the lecture. it helps the students,
especially the college students to be more aware in making their notes.
Teach students to over-learn
material Students are responsible to study the need for "over-learning" new statistics.
they sometimes do only till they're capable of carrying out a perfect of the
material.

Provide retrieval practice for A research found that long-term memory was improved when students
students performed memory exercises. Taking the test is a good way of. The act of
searching for researched information from long-term memory, it is very
helpful for students to take the actual test.

Teach students to be active To improve short-term memory and/or working memory while
readers reading, students should underline, highlight, or write down keywords in
the margins when reading a chapter. You can then go back and read what is
underlined, highlighted, or in the margins. You can create outlines or use
the Graphic Organizer to integrate this information into long-term memory.
Studies show that using the graphic organizer improves academic
performance for all students.

Learning Activity 17. Constructivism 30pts

1. Cite and describe the two views of constructivism

• INDIVIDUAL CONSTRUCTIVISM
—also called cognitive constructivism, it emphasizes the individual's internal construction of knowledge.
• SOCIAL CONSTRUCTIVISM
—knowledge exists in a social context and is initially shared with others instead of being represented solely
in the mind of an individual.

Characteristics of Constructivism.

 Learners Construct Understanding

 Learners are not just empty vessels waiting to be filled up.
 Learners are active thinkers who interpret new information based on what they already know.
 Learners build knowledge in a way that makes sense to them.

 New learning depends on current understanding

 Background information is important.
 It is through the present vies or scheme that the learner has,
 that new information will be interpreted.

 Learning is Facilitated by Social Interaction

 Learning communities help learners take responsibility for their own learning.
 Teachers act as intermediaries, not professionals with all knowledge.

 Meaningful learning occurs when learning a task

 It includes learning activities, including knowledge building
that seeks the knowledge needed when applied in the real world.

2. Give one learning activity for each Constructivism Teaching Approaches. 15pts
 Experimentation: Students conduct experiments individually and meet as a class to discuss the results.
Class discussions: This technique is used in all of the methods described above. It is one of the most
important distinctions of constructivist teaching methods.
Research project: Students can study a topic and present the results to the class.
Films: provide a visual context and add more meaning to the learning experience.
Field Trips: This allows students to incorporate the concepts and ideas discussed in the class into the actual
situation. After studying outside the school, we often had discussions in class.
Inquiry-based learning (IBL): Learners ask their own questions and seek answers to them through
research and direct observation. They present their evidence to answer the question. They make a
connection between the knowledge they already have and the knowledge they have acquired through their
activities. Finally, they draw conclusions, point out remaining knowledge gaps, and plan for future
research.
Problem-based learning (PBL): The basic idea of PBL is similar to that of IBL: learners acquire
knowledge by developing solutions to problems. Unlike IBL, PBL activities present students with real-life
problems that they need to work with to find a solution. As the group tackles difficult real-world problems,
learners acquire communication and collaboration skills in addition to knowledge.
Cooperative learning: Students work together in small groups to maximize their own learning and the
learning of all others.
Reciprocal teaching/learning: Allow pairs of students to teach each other.

3. Describe the three modes of representation in teaching the young children, and give one
example for each. 10pts

3.1. Enactive representation (action-based)

This type of expression occurs in very young people (from birth to 1 year old). Encodes action-based
information and stores it in memory. An example is the memory of rattle-like muscles. Children in this
age group express past events through motor responses. Toddlers rattle and expect familiar sounds.
Actions on physical objects and the results of the actions form a positive expression of learning.

3.2. Iconic representation (image-based)

Use images in the form of signs, such as road signs and warning signs, to explain the concept of a
particular subject so that it can be easily understood and identified for that purpose.

Four types of icon representations:

a. Similar symbols tend to be less effective as they become more complex, so we used visual images that
represent actions, concepts, and objects as simply as possible. Example: Arrow symbol on the road.
b. Example icons, on the other hand, use images that are closely related or related to behaviors, concepts, and
objects. They are more effective at presenting plots, concepts, and objects at a higher level of complexity.
Example: Bathroom sign.
c. Arbitrary icons uses an image that is or has nothing to do with an action, concept, or object. Attribution of
a symbol to an action, concept, or object must be learned or acquired. It is recommended to use any symbol in
industrial areas. An example of a symbol is a radiation symbol. You need to learn the symbol of radiation, which is
widely understood. Example: Symbol of plastic material.
d. Symbolic icons use images that represent actions, concepts, or objects to indicate actionable actions,
knowledge applicability, and object usability. Example: Staircase symbol.

3.3 Symbolic representation (language-based)

The process of mentally expressing objects and experiences using symbols (including linguistic symbols).
This is one of three ways to express knowledge (see Positive and Symbolic Expressions).
Children in this mode (called symbolic mode or stage) can use words, sounds, and games to express and
convey ideas.
For example, a child can imagine it as a fire engine and play a siren while pressing a block that
represents a racing engine.

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Learning Activity 18. Observational Learning by Albert Bandura 15pts
1. Do what are asked for in the matrix.
Four Phases of Meaning and Description Example in Teaching following the
 Observational Four Phases (NOTE: Example for
Learning phase must be related to each other
starting from the first phase)
Step 1: The behavior of the model must grab the It must grab the person’s attention to
ATTENTION learner’s attention for them to notice the become an unusual behavior to observe
behavior and to implement the observational specific behavior opposed to specific
learning. People are exposed to lots of behavior opposed to
behavior in their immediate environment
daily, and they don’t learn everything that is
happening around them.
It must grab the person’s attention to become
an unusual behavior to observe.
Step 2: Is how well the behavior is remembered If E.g., a child shows that she has learned
RETENTION there is no memory of the behavior observed, The basic steps of cooking a meal by doing
there is nothing to be retained for so at a play kitchen in her classroom.
Reproducing the behavior. Retention is an
internal memory event that is essential for
learning a new behavior. Imitation of the
behavior immediately after seen, is not
enough to establish a behavior. People may
soon forget it as needless information, and
there won’t be any memory to refer to in the
future. No change will occur if they don’t
remember how to imitate the action.

Step 3. Is the ability to execute the model’s behavior. e.g., a Kindergarten student may
MOTOR You may want to reproduce the reproduce their teacher’s friendly
REPRODUCTION behaviors of a person you admire. or skill to jump as high as an
Still if, they don’t have Olympian
the ability you don’t have the ability, you won’t athlete.
be
able to irrespective of how often you observe the
model’s behavior, how much reinforcement
occurs, and how well you retain it as a memory.
If you don’t have the ability, it doesn’t matter
how many times you try to enact what you
observed.

Learning Activity 19. Behaviorism Theories of Learning ( 20pts)

1. Do what are asked for in the matrix.
Behaviorism Theories of Meaning and Description One Example in
Learning Learning
Association Theory (classical Classical conditioning (later developed by
 conditioning theory) Watson, 1913) is a new (conditioned)
by Ivan Petrovivh Pavlov) unconditional stimulus that already evokes a If a student has a hard
particular response (ie, reflex), just as a new time when speaking
stimulus provokes the same response. Includes English, they may be
learning to associate with stimuli. Pavlov came suffering from anxiety. It
up with a rather unfriendly jargon to describe could also explain why
this process. An unconditional stimulus (or UCS) some students do not
is an object or event that originally evoked a participate in class or in
reflexive / natural response. The response to this any group activity.
is called the And it may also lead into
unconditional response (or UCR). Neutral not attending class or
stimuli (NS) are new stimuli that do not elicit a dropping-out of some
response. When a neutral stimulus is connected students.
to an unconditional stimulus, it becomes a
conditioned stimulus (CS). Conditional response
(CR) is the response to a conditioned stimulus.
Principle of Contiguity. The Law of Contiguity is considered a keystone Handing out modules in
of most scientific theories of learning, memory, students while presenting
Aristotle believed that we tend and knowledge. In general, the Law of a visual presentation in a
to learn and remember things Contiguity states that after events occur together certain lesson can help
together when they are (in spatiotemporal proximity), the reoccurrence them to understand that
similar, in contrast and of only one event evokes the `memory' of the lesson.
contiguous (association others
Operant Conditioning by Operant conditioning, also known as
Skinner. instrumental conditioning, is a method of
learning normally attributed to B.F. Skinner,
Emphasizes reward and where the consequences of a response determine In order for Mrs. Palermo
punishment in learning. the probability of it being repeated. Through student to get a reward,
operant conditioning behavior which is they need to do well in
reinforced (rewarded) will likely be repeated, her class. If they don’t,
and behavior which is punished will occur less then they will not receive
frequently. Some major assumptions of the one.
behaviorist approach are: psychology should be
seen as a science, to be studied in a scientific
manner, behaviorism is primarily concerned with
observable behavior, as opposed to internal
events like thinking and emotion, the major
influence on human behavior is learning from
our environment and there is little difference
between the learning that takes place in humans
and that in other animals.
Reinforcement Theory by Thorndike studied learning in animals (usually
Edward Lee Thorndike cats). A preschool student
He devised a classic experiment in which he prefers to stay in the
used a puzzle box to empirically test the laws of playroom rather than
learning. He put forward a “Law of effect” listening to her teacher.’
which stated that any behavior that is followed So, the teacher let her to
by pleasant consequences is likely to be hold a toy to listen in
repeated, and any behavior followed by class.
unpleasant consequences is likely to be stopped.
Thorndike (1905) introduced the concept of
reinforcement and was the first to apply
psychological principles to the area of learning.
His work has led to many theories and laws of
learning, including operant conditioning. Skinner
(1938) puts animals in a box, like Thorndike.

Learning Activity 20. Hierarchy of Needs. ( 10 pts)

1. Give at least five educational applications of the hierarchy of needs according to Maslow.
1. Physiological Needs: Physiological needs are the first of the Maslow hierarchy's Id-driven lower needs.
Food and water, adequate rest, clothing and shelter, general health, and reproduction are among the most
basic human survival needs. According to Maslow, these basic physiological needs must be met before
humans can progress to the next level.

2. Safety needs:
From violence and theft, emotional stability and well-being, health security, and financial security are all
examples of safety needs.

3. Loves and belonging needs:

Friendships and family ties with biological families (parents, siblings, children) as well as adopted families
are among these requirements (spouse and partner). Increased kinship requires physical and emotional
intimacy, ranging from sexual relationships to intimate emotional bonds.

4. Esteem requirements:

The two most important components of self-esteem are self-esteem (which you believe is valuable and
deserving of dignity) and self-esteem (which you believe is valuable and deserving of dignity) (confidence
in your personal growth and potential for achievement). Maslow specifies two types of self-esteem:
gratitude based on respect and recognition from others and gratitude based on one's own self-esteem. This
latter type of self-esteem produces self-confidence and independence.
5. Self-actualization needs:
Self-actualization is the process of maximizing one's potential. The highest level of the Maslow pyramid is
occupied by self-actualization needs, also known as self-actualization needs. Education, skill development
—honing talent in areas such as music, athletics, design, cooking, and gardening—taking giving a shit to
others, learning new languages, traveling to new places, and so on—are some of the more general needs for
self-fulfillment. When goals are included in the awards, they become more meaningful.