Facilitating

Learner-Centered
Teaching
Precious Jessica Z. Calipjo
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Topic Outline

1 2
UNDERSTANDING LEARNING THEORIES &
LEARNING THEIR IMPLICATIONS
•Definition A.Developmental and Social
•Domains of Learning B.Individual Differences
•Learner-centered Psychological C.Motivational and Affective
Principles D.Cognitive and Metacognitive
What do we mean by the term
“learner-centered”?
1
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
• Learning is a relatively permanent change
in behavior with behavior both including
observable activity and internal
processes. (Burns, 1995)

• Learning occurs when experience causes

a relatively permanent change in an
individual’s knowledge, behavior, or
potential for behavior. (Woolfolk, 2016)

• Learning is a relatively permanent

influence on behavior, knowledge, and
thinking skills that comes about through
experience. It is a long-term change in
mental representations or associations as
a result of experience. (Santrock, 2012)
What are the important elements
of learning?

Santrock’s definition of learning covers the

following elements:
• It is a long-term change
• The change is brought about by experience
• It does NOT include changes that are physiological
• It involves mental representation or association
Domains of Learning
2 Learner-Centered Psychological Principles
(American Psychological Association)

A. Developmental B. Individual
and Social Differences
Factors Factors

C. Motivational D. Cognitive and

and Affective Metacognitive
Factors Factors
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
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
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
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
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
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.
Which stage in Erikson’s theory do
teachers need to provide
teenagers opportunities to develop
a sense of self and individuality?
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
Lawrence Kohlberg’s Theory of Moral
Development
Heinz’s wife was dying from a particular type of cancer.
Doctors said a new drug might save her. The drug had been
discovered by a local chemist, and Heinz tried desperately to buy
some, but the chemist was charging ten times the money it cost to
make the drug, and this was much more than Heinz could afford.

Heinz could only raise half the money, even after help from
family and friends. He explained to the chemist that his wife was
dying and asked if he could have the drug cheaper or pay the rest
of the money later.
The chemist refused, saying that he had discovered the
drug and was going to make money from it. The husband was
desperate to save his wife, so later that night he broke into the
chemist’s and stole the drug.
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?
• Whatif the person dying was a stranger, would it
make any difference?
• Should
the police arrest the chemist for murder if
the woman died?
Stages of Moral Development
Level Stage Description
1 Consequences of acts determine whether they are good or
Punishment- bad. Individuals make moral decisions without
1 Obedience considering the needs or feelings of others.
Preconventional
2 The ethics of “What’s in it for me?” Obeying rules and
Level
Mutual exchanging favors are judged in terms of the benefit to
Benefit the individual.
3 Ethical decisions are based on concern for or the opinions
Social of others. What pleases, helps, or is approved of by others
2 Approval characterizes this stage.
Conventional
Level 4 The ethics of laws, rules, and societal order. Rules and
Law and laws are inflexible and are obeyed for their own sake.
Order
5 Rules and laws represent agreements among people
Social about behavior that benefits society. Rules can be
3 Contract changed when they no longer meet society’s needs.
Postconventional
6 Ethics are determined by abstract and general principles
Level
Universal that transcend societal rules.
Principles
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
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
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
Jean Piaget’s Stages of Cognitive
Development
STAGE 1 STAGE 2 STAGE 3 STAGE 4
Sensori-motor Pre-operational Concrete- Formal
operational operational
1.Object 1.Symbolic 1.Decentering 1.Hypothetical
permanence function 2.Reversibility reasoning
2.Egocentrism 3.Conservation 2.Analogical
3.Centration 4.Seriation reasoning
4.Irreversibility 3.Deductive
5.Animism reasoning
6.Transductive
reasoning
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
Lev Vygotsky’s Sociocultural Theory
• Society and culture are important factors for a child to learn
• Language is 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
• ZONEOF 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
Bronfenbrenner’s Ecological Systems
Theory

• Naturalenvironments 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”
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

Identify the system emphasized in
the given research findings:
• 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

DONE!
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
VAK Model
Dunn and Dunn Learning Styles Theory

Dunn and Dunn (1978) developed a

comprehensive model dealing with environmental,
emotional, sociological, physical, and psychological
learning style elements and claimed that these
elements could provide information directly to
teaching strategies.
https://www.researchgate.net/profile/Kivanc-Aycan/publication/330189652/figure/fig2/AS:712371765010432@1546854072017/Dun-dun-learning-styles-model-Source-Dunn-Burke-2007.jpg
Honey & Mumford Learning Styles Model

A B

C D
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.
Reflector
• Reflectors
learn by
observing and thinking
about what happened.
• Theylike 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.
Theorist

• Theorists
like to
understand the theory
behind the actions.
• Theyneed models,
concepts and facts in
order to learn.
• Theylike to analyze and
synthesize, and feel
uncomfortable with
subjective judgements.
Pragmatist
• Pragmatists are keen
on trying things out.
• Theylook for new ideas
that can be applied to
the problem in hand.
• Theylike to get on with
things and tend to be
impatient with open-
ended discussions; they
are practical, down-to
earth people.
Howard
Gardner’s
Theory on
Multiple
Intelligences
Verbal Linguistic
• enjoy saying, hearing, and seeing words.
• like telling stories.
• motivatedby books, records, dramas,
opportunities for writing
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
Logical Mathematical
• enjoyexploring how things are
related
• like
to understand how things
work
• like mathematical concepts
• enjoy
puzzles and manipulative
games.
• good at critical thinking
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
Musical
• like the rhythm and sound of language
• like poems, songs, and jingles
• enjoy
humming or singing along with
music
Interpersonal
• like
to develop ideas and learn from
other people
• like to talk
• have good social skills
Intrapersonal
• thecapacity 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
Naturalistic
• enjoy interacting with the outside world
• adeptat noticing patterns in nature and
can easily distinguish between different
species of flora and fauna
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
What does this theory on
M.I.s imply?
• Providingstudents with multiple ways to access
content improves learning (Hattie, 2011).
• Providingstudents 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).
Design learning activities
for the given theme/topic:

• Takingcare of the
environment
DONE!
Motivation and Affective
Factors
• Understanding Motivation
• Types of Motivation
• Theories on Motivation
• Maslow’s Hierarchy of Needs
• Attribution Theory
• Self-Efficacy Theory
• Mindset Theory
So ginagawa mo ‘yan because…?
Motivation

Energize Direct Sustain

(Activation) (Guidance) (Maintenance)
Types of Motivation

EXTRINSIC INTRINSIC
The desire to engage in an
The desire to engage in an
activity for its own sake rather
activity to achieve an external
than for some external
consequence, such as a reward.
consequence, such as a reward.

Intrinsically motivated behaviors

Extrinsically motivated behaviors
are performed because of the
are performed in order to receive
sense of personal satisfaction
something from others.
that they bring.
Extrinsic or Intrinsic?
• Washing the dishes to avoid being scolded
•→ EXTRINSIC

• Learninghow to play an instrument because you

simply want to
•→ INTRINSIC
Give other examples of intrinsic or
extrinsic motivation.
Maslow’s Hierarchy
of Needs
Attribution Theory

WHY DID YOU WHY DID YOU FAIL?

SUCCEED?
Attribution may or may not reflect the
true state of affairs…
Example:
• Your poor performance on past exams may very well have
been the result of ineffective study strategies; like many
students, you may have tried to learn class material in a
rote, meaningless manner.
• But because you thought of yourself as a smart person
and believed you had studied adequately, perhaps you
instead attributed your low scores to the exceptional
difficulty or “pickiness” of your tests or to arbitrary and
irrational teacher scoring.
Dimensions of Attribution
Internal
Locus
External
Dimensions of
Attribution

Stable
Temporal
Stability
Unstable

Controllable
Controllability
Uncontrollable
LOCUS: Internal or External?
• Bumagsak
ako sa quiz kasi hindi naman naexplain
nang mabuti ng teacher.
•→ EXTERNAL LOCUS

• Bumagsak ako sa quiz kasi di talaga ako nakapag-

review. Naubos ang oras ko sa ML.
•→ INTERNAL LOCUS
STABILITY: Stable or Unstable?
• Na-perfect ko ang quiz. Tsamba!
•→ UNSTABLE

• Hindi
talaga ako magiging magaling na public
speaker kasi ang liit ko.
•→ STABLE
CONTROLLABILITY: Controllable or
Uncontrollable?
• Nilagnat
ako kaya hindi ako nakapagconcentrate
sa pagsulat ng final paper.
•→ UNCONTROLLABLE

• Bumagsak ako sa quiz kasi di talaga ako nakapag-

review. Naubos ang oras ko sa ML.
•→ CONTROLLABLE
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.
Self-Efficacy Theory
• Do you believe that you can do it? Why? Why not?

• Thebelief that one has the qualities to execute

the courses of action required to manage
prospective situations
• Relatesto a person's perception of his ability to
reach a goal while self-esteem relates to person's
sense of self-worth
https://austinlearningsolutions.com/images/stories/growth-mindset/fixed-vs-growth-mindset.jpg
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
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
DONE!
• Let’s
have a 10-
minute health
break. ☺
Learning Theories
• Behaviorist Theories
• Neobehaviorist Theories
• Cognitive Theories
• Metacognition
 Connectionism
Behaviorist Classical Conditioning
&
Operant Conditioning
Neo-behaviorist
Perspective Purposive Behaviorism

Social Learning/Cognitive
 Edward Lee Thorndike

American Psychologist

Connectionism Original S-R Theory/ Framework

Theory
Learning will take place when a strong
connection or bond between stimulus and
response is formed
Laws of Learning
Laws of Learning

PRIMARY LAWS

• Readiness
• Exercise
• Effect

SECONDARY LAWS

• Primacy
• Recency
• Intensity
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
 TYPES OF STIMULI TYPES OF RESPONSES

•unconditioned •unconditioned
stimulus (UCS) response (UCR)
•conditioned stimulus •conditioned response
(CS) (CR)
•*neutral stimulus
(NS)
Before Conditioning
During Conditioning
After Conditioning
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
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
 Burrhus Frederick Skinner

behavior that is followed by

Operant
pleasant consequences is
Conditioning
likely to be repeated
behavior followed by
unpleasant consequences
is less likely to be repeated
Types of Responses
• NEUTRAL OPERANTS
 responses from the environment that neither
increase nor decrease the 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 behavior being repeated. (+/-)
+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
Schedules of Reinforcement
• ACCORDING TO THE NUMBER OF RESPONSES
• Fixed-ratio

• Variable-ratio

• ACCORDING TO A SET PERIOD OF TIME

• Fixed-interval

• Variable-interval
 Edward Tolman

Sign Learning Theory

Purposive
Behaviorism Neobehaviorism – bridges the gap
between behaviorism and cognitive
theories
Organisms can learn even if they do
not receive immediate reinforcement.
Purposive Behaviorism
KEY CONCEPTS:
• Learning is always purposive and goal-directed
• Cognitive maps support why organisms tend to select
the shortest or easiest path to achieve a goal
• Latent learning becomes clear/ appears when you
need it
• Learning is influenced by intervening variables
• Reinforcement is NOT essential for learning
 Albert Bandura

Social Reciprocal Determinism

Learning/ Model
Cognitive
Theory

Bobo Doll Experiment

 Bandura’s Bobo Doll
Experiment
I II III
12 boys 12 boys 12 boys
12 girls 12 girls 12 girls
Did not see any adult Exposed to an adult Exposed to passive
role model modeling aggressive adult model
behavior toward an
inflatable Bobo doll
Only rarely Imitated a good deal of Only rarely
demonstrated any kind the aggressive acts demonstrated any kind
of physical or verbal performed by the adult of physical or verbal
aggression models, even creating aggression
novel acts of violence
against the doll
OBSERVATIONAL LEARNING
• learningthat involves acquiring skills, strategies,
and beliefs by observing others
• involves imitation (but not limited to it)
• modeling
Processes/Conditions for Effective
Modeling
Before learners can produce a model’s
Attention actions, they must attend to what the
model is doing or saying.

To reproduce a model’s actions, students

Retention must code the information and keep it in
memory so that they retrieve it.

The learner can replicate the model’s

Motor (Re)production behavior.

Learners must want to replicate what

Motivation they have learned.
Strategies for Effectively Using
Observational Learning (Santrock, 2010)
• Thinkabout 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.
• Evaluatewhich classroom guests will provide good
models for students.
• Consider
models children observe on television, videos
and computers.
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. Social learning theory

b. Cognitive developmental theory
c. Operant conditioning
d. Classical conditioning
 Gestalt Psychology (& Insight
Learning)

Information Processing Theory

Cognitivist
Perspective Ausubel’s Meaningful Learning
Theory

Bruner’s Constructivist Theory

Gestalt Psychology

• Max Wertheimer
• Wolfgang Köhler
• Kurt Koffka

• Gestalt - “pattern”, “organized whole”

Gestalt Laws/Principles

Similarity Pragnanz Proximity

Figure or
Continuity Closure
Ground
• LAW/PRINCIPLE OF SIMILARITY
• Items that are similar tend to be grouped together
• LAW/PRINCIPLE OF PRAGNANZ
• Reality
is organized or reduced to the simplest
form possible
• LAW/PRINCIPLE OF PROXIMITY
• Objectsnear each other tend to be grouped
together
• LAW/PRINCIPLE OF CONTINUITY
• Lines are seen as following the smoothest path
• LAW/PRINCIPLE OF CLOSURE
• Objects grouped together are seen as a whole
• LAW/PRINCIPLE OF FIGURE or GROUND
• Attention is given to the foreground first
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
The most important words in the paragraph
are written in bolder fonts. What gestalt
principle is applied in this example?

a. Closure
b. Similarity
c. Figure/Ground
d. Continuity
Insight Learning Theory
• Wolfgang Köhler
• Gestalt

• Learning is an active process.

• Thiswas a demonstration of Köhler’s dynamic
model of behavior, involving organization within
perception, rather than passive learning through
response to rewards.

• The pattern (Gestalt) of learning by insight—

failure, pause, perception, insight, and attempt —
is an active one.
Educational Implications of Insight Learning
• Weshould 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.
• Teachersand 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.
Information Processing Theory
• CONTRIBUTORS: George A. Miller; Atkinson and
Shriffin; Slavin; Craik and Lockhart; Bransford;
Rumelhart and McClelland
• Likea computer, a human mind is a system that
processes information through the application of
logical rules and strategies.
Information Processing

Processes Sequence

•Encoding •Sensory
•Storage •Short-Term
•Retrieval •Long-Term
Processes (Atkinson and Shiffrin):
ENCODING

information changes as it gets stored in memory

STORAGE

information gets into memory

RETRIEVAL

information previously stored in memory is identified/recalled

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

Learner’s Cognitive Structure-

Meaningful learning occurs when the
Meaningful material to be learned is related to what
the students already know.
Learning
Theory Subsumption- a process by which new
material is related to relevant ideas in the
existing cognitive structure
The Use of Advance Organizers
• ADVANCE ORGANIZERS
• usedto strengthen the student’s cognitive
structure
• allowstudents 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
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
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
Bruner’s Constructivist Theory
• Levels of Representation
• Enactive

• Iconic

• Symbolic

• Spiral Progression
• Discovery Learning
Transfer of Learning
• Theprocess of applying knowledge or skill previously
learned in one situation to a new different situation

• LATERAL or VERTICAL
• POSITIVE or NEGATIVE
• ZERO
Theories of Transfer
• Formal Discipline
• Identical Elements
• Generalization

• Transposition
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)
What metacognitive strategies do you
use to:

•…keep your attention focused on studying a

learning material?

•… help you memorize terms/concepts effectively?

Some Learning and Study Strategies
• Outlining • Comprehension
monitoring
• Graphic representation
• Mnemonics
• Note Taking
• Keyword Method
• Identifying
important
information • Visual Imagery
• Summarizing
“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
“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
DONE!
Magsipag,
Manalangin,
Manalig!

“The capacity to learn is a gift;

The ability to learn is a skill;
The willingness to learn is a choice.”
-Brian Herbert