PRETEST

BRING OUT ¼ SHEET OF YELLOW PAD. LET’S DO

THIS SILENTLY.
1.ALL OF THE FOLLOWING ARE THEORIES OF LEARNING,
EXCEPT?
a.BEHAVIORISM
b.REWARD SYSTEM
c.COGNITIVISM
d.SOCIAL CONSTRUCTIVISM
2. ALL OF THE FOLLOWING THEORIST CONTRIBUTED
IN THE DEVELOPMENT OF BEHAVIORISM, EXCEPT?
a.IVAN PAVLOV
b.JEAN PIAGET
c.EDWARD THORNDIKE
d.JOHN WATSON
e. BURRHUS FREDERICK SKINNER
3. WHICH OF THE FOLLOWING CLASSROOM
ACTIVITIES ARE EXAMPLES OF BEHAVIORISM
APPLICATION?
a.DRILL / ROUTE WORK
b.VERBAL REINFORCEMENT
c.MNEMONICS
d.APPLYING PUNISHMENT
4. ALL OF THE FOLLOWING THEORIST CONTRIBUTED
IN THE DEVELOPMENT OF COGNITIVISM OR
COGNITIVE CONSTRUCTIVISM, EXCEPT?
a.JOHN DEWEY
b.BRUNER
c.PIAGET
d.LEV VYGOTSKY
5. ALL OF THE FOLLOWING ARE EXAMPLES AND
APPLICATION OF THE COGNITIVE LEARNING THEORY,
EXCEPT?
a.CLASSIFYING OR CHUNKING INFORMATION
b.DISCUSSIONS
c.CASE STUDIES
d.IMAGERY OR PROVIDING PICTURES
6. WHO IS THE MAJOR PROPONENT OF THE SOCIAL
CONSTRUCTIVISM LEARNING THEORY?
a.B.F. SKINNER
b.JEAN PIAGET
c.LEV VYGOTSKY
d.HOWARD GARDNER
7. ALL OF THE FOLLOWING ARE EXAMPLES OF
APPLICATIONS OF SOCIAL CONSTRUCTIVISM, EXCEPT?

a.CASE STUDIES
b.BRAINSTORMING
c.GIVING PARTICIPATION POINTS
d.RESEARCH PROJECTS
8. WHICH AMONG THE FOLLOWING ARE
INCLUDED IN THE DISTINCT INTELLIGENCES
UNDER THE MULTIPLE INTELLIGENCES THEORY?
a. LOGICO-MATHEMATICAL, LINGUISTIC, SPATIAL, MUSICAL
b. BODILY KINESTHETIC, INTERPERSONAL, INTRAPERSONAL, NATURALISTIC
ABILITY
c. BOTH A &B
d. NONE OF THE ABOVE
9. WHO ARE THE PROPONENTS OF SITUATED
LEARNING THEORY AND COMMUNITY OF
PRACTICE ?
a.JEAN LAVE AND ETTIENE WENGER
b.JEAN LAVE AND BRUNER
c.ETTIENE WENGER AND BRUNER
d.JEAN LAVE, ETTIENE WENGER AND BRUNER
10. WHICH OF THE FOLLOWING ARE THE
THREE CATEGORIES 21 CENTURY SKILLS
ST

a.LEARNING SKILLS, MATHEMATICAL SKILLS, SURVIVAL SKILLS

b.LIFE SKILLS, SURVIVAL SKILLS, LITERACY SKILLS
c.LITERACY SKILLS, LIFE SKILLS, MATHEMATICAL SKILLS
d.LEARNING SKILLS, LITERACY SKILLS, LIFE SKILLS
THEORIES OF LEARNING
1. BEHAVIORISM (1900S)
IS A WORLD VIEW THAT ASSUMES THE LEARNER IS ESSENTIALLY PASSIVE,
RESPONDING TO ENVIRONMENTAL STIMULI
IVAN PAVLOV AND EDWARD THORNDIKE
THE LEARNER STARTS OFF WITH A CLEAN SLATE (TABULA RASA) AND
BEHAVIOR IS LEARNED OR SHAPED THROUGH POSITIVE REINFORCEMENT.
THAT OPERATES ON THE PRINCIPLE OF STIMULUS-RESPONSE (S-R)
• BEHAVIORISM INSTRUCTION, HOWEVER, DOES NOT PREPARE THE
LEARNERS FOR PROBLEM-SOLVING WHICH CURRENTLY IS THE
SKILL BEING DEVELOPED AMONG LEARNERS FOR SURVIVAL.
• AREAS OF APPLICATION( OMROD, 2015 AND KELLY, SEPTEMBER,
2012)
DRILL WORK REPETITIVE PRACTICE
GIVING BONUS POINTS GIVING PARTICIPATION POINTS
VERBAL REINFORCEMENT ESTABLISHING RULES
GIVING OF REWARDS APPLYING PUNISHMENT
GIVING FEEDBACK POSITIVE REINFORCEMENT
TOKEN REINFORCERS NEGATIVE REINFORCEMENT
THEORIES OF LEARNING
2. COGNITIVISM OR COGNITIVE CONSTRUCTIVISM
COGNITIVE REVOLUTION IN LATE 1950S TO 1960S
REQUIRES ACTIVE PARTICIPATION IN ORDER TO LEARN AND ACTIONS
ARE SEEN AS RESULT OF THINKING.
LEARNING IS A CHANGE IN KNOWLEDGE WHICH IS STORED IN MEMORY
AND NOT JUST A CHANGE IN BEHAVIOR (KELLY, SEPTEMBER 2012)
EXAMPLES AND APPLICATION OF THE COGNITIVE LEARNING
THEORY (KELLY, SEPTEMBER 2012)
a. CLASSIFYING OR CHUNKING INFORMATION
b. LINKING CONCEPTS
c. PROVIDING STRUCTURE
d. REAL WORLD EXAMPLES
e. DISCUSSIONS
f. PROBLEM-SOLVING
g. ANALOGIES
h. IMAGERY/PROVIDING PICTURES
i. MNEMONIC
THEORIES OF LEARNING
3. SOCIAL CONSTRUCTIVISM
PARADIGM THAT EMERGED IN 1970S AND 1980S, IT POSITS THAT LEARNING IS
AN ACTIVE CONSTRUCTIVE PROCESS.
THE THEORY IS ABOUT PREPARING THE INDIVIDUAL TO SOLVE PROBLEMS.
THUS THE INDIVIDUAL NEEDS TO HAVE A WIDE AND SIGNIFICANT BASE OF
KNOWLEDGE UPON WHICH TO CREATE AND INTERPRET IDEAS.
SOME APPLICATIONS OF SOCIAL CONSTRUCTIVISM (KELLY,
SEPTEMBER 2012)
a. CASE STUDIES
b. RESEARCH PROJECTS
c. PROBLEM SOLVING
d. BRAINSTORMING
e. COLLABORATIVE LEARNING/ GROUP WORK
f. DISCOVERY LEARNING
g. SIMULATIONS
THEORIES OF LEARNING
SALIENT POINTS BEHAVIORISM COGNITIVE SOCIAL
CONSTRUCTIVISM CONSTRUCTIVISM
View of knowledge
View of learning
View of Motivation
Implications for
Teaching
SALIENT BEHAVIORISM COGNITIVE SOCIAL
POINTS CONSTRUCTIVI CONSTRUCTIVI
SM SM
View of Knowledge is a Knowledge Knowledge is
knowledge repertoire of systems of constructed
behavioral cognitive within social
responses to structures are contexts through
environmental actively interactions with
stimuli constructed by a knowledge
learners based community
on cognitive
structures.
SALIENT BEHAVIORISM COGNITIVE SOCIAL
POINTS CONSTRUCTIVI CONSTRUCTIVI
SM SM
View of learning Passive Active Integration of
absorption of a assimilation and students into a
predefined body accommodation knowledge
of knowledge by of new community.
the learner. information to Collaborative
Promoted by existing cognitive assimilation and
repetition and structures. accommodation
positive Discover by of new
reinforcement. learners information.
SALIENT BEHAVIORISM COGNITIVE SOCIAL
POINTS CONSTRUCTIVI CONSTRUCTIVI
SM SM
View of Extrinsic, Intrinsic, learners Intrinsic and
Motivation involving positive set their own extrinsic.
and negative goals and Learning goals
reinforcement. motivate and motives are
themselves to determined both
learn. by learners and
extrinsic rewards
provided by the
knowledge
community.
SALIENT BEHAVIORISM COGNITIVE SOCIAL
POINTS CONSTRUCTIVI CONSTRUCTIVI
SM SM
Implications for Correct Teacher Collaborative
Teaching behavioral facilitates learning is
responses are learning by facilitated and
transmitted by providing an guided by the
teachers and environment that teachers. Group
absorbed by promotes work.
students. discovery and
assimilation/
accommodation.
OTHER THEORIES OF LEARNING
1. SOCIAL LEARNING THEORY
ALBERT BANDURA
THIS THEORY SUGGESTS THAT PEOPLE LEARN WITHIN A SOCIAL CONTEXT
AND THAT LEARNING IS FACILITATED THROUGH CONCEPTS LIKE MODELING,
OBSERVATIONAL LEARNING, AND IMITATION.
RECIPROCAL DETERMINISM – A PERSON’S BEHAVIOR, ENVIRONMENT AND
PERSONAL QUALITIES ALL RECIPROCALLY INFLUENCE EACH OTHER.
• IMPLICATIONS OF SOCIAL LEARNING ON THE PRACTICE
OF EDUCATION
a. STUDENTS OFTEN LEARN A GREAT DEAL SIMPLY BY OBSERVING
PEOPLE.
b. DESCRIBING CONSEQUENCES OF BEHAVIOR CAN EFFECTIVELY
INCREASE APPROPRIATE BEHAVIORS AND DECREASE
INAPPROPRIATE ONES.
c. MODELING PROVIDES AN ALTERNATIVE TO SHAPING FOR
TEACHING NEW BEHAVIORS.
• IMPLICATIONS OF SOCIAL LEARNING ON THE PRACTICE
OF EDUCATION
d. TEACHERS AND PARENTS MUST MODEL APPROPRIATE
BEHAVIORS AND TAKE CARE NOT TO MODEL INAPPROPRIATE
BEHAVIORS.
e. TEACHERSSHOULD EXPOSE STUDENTS TO A VARIETY OF
OTHER MODELS TO BREAK DOWN TRADITIONAL STEREOTYPES.
2. SOCIO-CONSTRUCTIVISM
LATE 20TH CENTURY, CONSTRUCTIVIST VIEW WAS FURTHER CHANGED
BY THE PERSPECTIVE OF “SITUATED COGNITION AND LEARNING”
LEV VYGOTSKY, BARBARA ROGOFF AND JEAN LAVE
IN THE NEW VIEW, COGNITION AND LEARNING ARE UNDERSTOOD AS
INTERACTIONS BETWEEN THE INDIVIDUAL AND SITUATION; KNOWLEDGE
IS CONSIDERED AS SITUATED AND IS A PRODUCT OF THE ACTIVITY,
CONTEXT, AND CULTURE IN WHICH IT IS FORMED AND UTILIZED.
IMPLICATIONS OF SOCIO-CONSTRUCTIVISM ON THE
PRACTICE OF EDUCATION
a. TEACHERS SHOULD CREATE OPPORTUNITIES FOR STUDENTS TO ENGAGE IN
GROUP WORK OR COOPERATIVE LEARNING.
b. IN GROUP OR COOPERATIVE WORK, TEACHERS SHOULD MAKE SURE THAT
EACH LEARNER IS ABLE TO MAKE HIS CONTRIBUTION TO ACCOMPLISH THE
TASK
c. THE TOPICS OR SUBJECT MATTER SHOULD CONTAIN LOCAL INSTRUCTIONAL
MATERIALS WHICH ARE FAMILIAR TO THE LEARNERS. THIS IS FOR MORE
MEANINGFUL LEARNING.
d. LOCAL RESOURCES SHOULD BE USED AS JUMP-OFF POINT FOR GROUP
DISCUSSIONS, AND PROBLEM SOLVING TASKS.
3. EXPERIENTIAL LEARNING
CARL ROGERS
IS “SELF-INITIATED” LEARNING AS PEOPLE HAVE A NATURAL INCLINATION TO
LEARN; AND THEY LEARN IF THEY ARE FULLY INVOLVED IN THE LEARNING
PROCESS.
a. LEARNING CAN ONLY BE FACILITATED; WE CANNOT TEACH ANOTHER PERSON
DIRECTLY
b. LEARNERS BECOME MORE RIGID UNDER THREAT
c. SIGNIFICANT LEARNING OCCURS IN AN ENVIRONMENT WHERE THREAT TO THE
LEARNER IS REDUCED TO A MINIMUM
d. LEARNING IS MOST LIKELY TO OCCUR AND TO LAST IF IT IS SELF-INITIATED.
IMPLICATIONS OF SOCIO-CONSTRUCTIVISM ON THE PRACTICE
OF EDUCATION
a. TEACHERS SHOULD BE KEEN AND SENSITIVE TO THE HISTORY AND
EXPERIENCES OF THE LEARNERS, WHICH COULD SERVE AS INPUTS FOR
RELATED LESSONS.
b. TEACHERS SHOULD MAKE SURE THAT THEY HAVE A FEEL OF THE
EXPERIENCES OF THE STUDENTS, SO THAT THEY ARE BETTER ABLE TO
CREATE AN ATMOSPHERE FOR STUDENTS THAT IS RELAXED.
c. TEACHERS SHOULD APPLY STRATEGIES MEANT TO FACILITATE AND GUIDE
STUDENTS’ LEARNING, SO THAT THEY DO NOT HAVE TO ALWAYS BE THE
SOURCE OF LEARNING MATERIALS.
4. MULTIPLE INTELLIGENCES
LEARNING IS A UNIVERSAL HUMAN PROCESS THAT ALL INDIVIDUALS
EXPERIENCE ACCORDING TO THE SAME PRINCIPLES.
HOWARD GARDNER
INTELLIGENCE ACTUALLY CONSISTS OF MANY DISTINCT INTELLIGENCES:
LOGICO-MATHEMATICAL, LINGUISTIC, SPATIAL, MUSICAL, BODILY-
KINESTHETIC, INTERPERSONAL AND INTRAPERSONAL ABILITY AND
NATURALISTIC ABILITY
THIS THEORY REQUIRES THE TEACHERS TO COME UP WITH A VARIETY OF
INSTRUCTIONAL MATERIALS AND STRATEGIES, TO MAKE SURE THAT THE
NEEDS OF STUDENTS WITH SPECIFIC INTELLIGENCES ARE ADDRESSED.
5. SITUATED LEARNING THEORY AND COMMUNITY OF
PRACTICE
JEAN LAVE AND ETTIENE WENGER
THERE IS NO LEARNING THAT IS NOT SITUATED
IT IS WITHIN COMMUNITIES THAT LEARNING OCCURS MOST
EFFECTIVELY.
ASSUMPTIONS OF THE CONCEPTS OF COMMUNITIES OF
PRACTICE (MCCARTHY, 1981, 1987)
a. LEARNING IS FUNDAMENTALLY A SOCIAL PHENOMENON
b. KNOWLEDGE IS INTEGRATED IN THE LIFE OF COMMUNITIES THAT SHARE
VALUES, BELIEFS, LANGUAGE AND WAYS OF DOING THINGS.
c. THE PROCESS OF LEARNING AND MEMBERSHIP IN A COMMUNITY OF
PRACTICE ARE INSEPARABLE.
d. KNOWLEDGE IS INSEPARABLE FROM PRACTICE.
e. EMPOWERMENT OR THE ABILITY TO CONTRIBUTE TO A COMMUNITY CREATES
THE POTENTIAL FOR LEARNING
6. 21ST CENTURY LEARNING SKILLS
THESE ARE THE SKILLS NECESSARY FOR STUDENTS TO MASTER FOR
THEM TO EXPERIENCE SCHOOL AND LIFE SUCCESS IN AN
INCREASINGLY DIGITAL AND CONNECTED AGE.
GROUP LEARNING AND USE OF THEMATIC PROJECTS INVOLVING
INQUIRY-BASED COLLABORATIVE WORK THAT ADDRESS WORLD ISSUES
SUPPORTING THE LEARNING OF THE 21ST CENTURY SKILLS.
LEARNING SKILLS, LITERACY SKILLS, LIFE SKILLS
21ST CENTURY LEARNING SKILLS
12 ABILITIES THAT STUDENTS NEED TO HAVE TO
SUCCEED:
1. CRITICAL THINKING
2. CREATIVITY
3. COLLABORATION
4. COMMUNICATION
5. INFORMATION LITERACY
21 ST CENTURY LEARNING SKILLS
6. MEDIA LITERACY
7. TECHNOLOGY LITERACY
8. FLEXIBILITY
9. LEADERSHIP
10.INITIATIVE
11.PRODUCTIVITY
12.SOCIAL SKILLS
POST TEST
BRING OUT ¼ SHEET OF PAPER AND
DO IT QUIETLY PLEASE. THANK
YOU!!!
1.ALL OF THE FOLLOWING ARE THEORIES OF LEARNING,
EXCEPT?
a.BEHAVIORISM
b.REWARD SYSTEM
c.COGNITIVISM
d.SOCIAL CONSTRUCTIVISM
2. ALL OF THE FOLLOWING THEORIST CONTRIBUTED
IN THE DEVELOPMENT OF BEHAVIORISM, EXCEPT?
a.IVAN PAVLOV
b.JEAN PIAGET
c.EDWARD THORNDIKE
d.JOHN WATSON
e. BURRHUS FREDERICK SKINNER
3. WHICH OF THE FOLLOWING CLASSROOM
ACTIVITIES ARE EXAMPLES OF BEHAVIORISM
APPLICATION?
a.DRILL / ROUTE WORK
b.VERBAL REINFORCEMENT
c.MNEMONICS
d.APPLYING PUNISHMENT
4. ALL OF THE FOLLOWING THEORIST CONTRIBUTED
IN THE DEVELOPMENT OF COGNITIVISM OR
COGNITIVE CONSTRUCTIVISM, EXCEPT?
a.JOHN DEWEY
b.BRUNER
c.PIAGET
d.LEV VYGOTSKY
5. ALL OF THE FOLLOWING ARE EXAMPLES AND
APPLICATION OF THE COGNITIVE LEARNING THEORY,
EXCEPT?
a.CLASSIFYING OR CHUNKING INFORMATION
b.DISCUSSIONS
c.CASE STUDIES
d.IMAGERY OR PROVIDING PICTURES
6. WHO IS THE MAJOR PROPONENT OF THE SOCIAL
CONSTRUCTIVISM LEARNING THEORY?
a.B.F. SKINNER
b.JEAN PIAGET
c.LEV VYGOTSKY
d.HOWARD GARDNER
7. ALL OF THE FOLLOWING ARE EXAMPLES OF
APPLICATIONS OF SOCIAL CONSTRUCTIVISM, EXCEPT?

a.CASE STUDIES
b.BRAINSTORMING
c.GIVING PARTICIPATION POINTS
d.RESEARCH PROJECTS
8. WHICH AMONG THE FOLLOWING ARE
INCLUDED IN THE DISTINCT INTELLIGENCES
UNDER THE MULTIPLE INTELLIGENCES THEORY?
a. LOGICO-MATHEMATICAL, LINGUISTIC, SPATIAL, MUSICAL
b. BODILY KINESTHETIC, INTERPERSONAL, INTRAPERSONAL, NATURALISTIC
ABILITY
c. BOTH A &B
d. NONE OF THE ABOVE
9. WHO ARE THE PROPONENTS OF SITUATED
LEARNING THEORY AND COMMUNITY OF
PRACTICE ?
a.JEAN LAVE AND ETTIENE WENGER
b.JEAN LAVE AND BRUNER
c.ETTIENE WENGER AND BRUNER
d.JEAN LAVE, ETTIENE WENGER AND BRUNER
10. WHICH OF THE FOLLOWING ARE THE
THREE CATEGORIES 21 CENTURY SKILLS
ST

a.LEARNING SKILLS, MATHEMATICAL SKILLS, SURVIVAL SKILLS

b.LIFE SKILLS, SURVIVAL SKILLS, LITERACY SKILLS
c.LITERACY SKILLS, LIFE SKILLS, MATHEMATICAL SKILLS
d.LEARNING SKILLS, LITERACY SKILLS, LIFE SKILLS