SULTAN KURADAT ISLAMIC ACADEMY

FOUNDATION COLLEGE
BULALO, SULTAN KUDARAT,
MAGUINDANAO

FACILITATING OF HUMAN
LEARNING

ISNAIRA M. ABEDIN
BEED-II
 CHAPTER 1
INTRODUCTION

Facilitating human learning-refers to using what we know about how students learn
in order to develop a repertoire of pedagogical approaches and methods.
 To accomplish this goal, it is important to understand the various principle
underpinning the following:
-Learning and Knowledge Acquisition
-Cognitive and Metacognitive Factors in Learning
-Motivation Factors in Learning
-Developmental Dimensions of Learning
-Socio-cultural Dimensions of Learning
-Individual Differences in Learning
LEARNING- is a process that modifies or strengthens our worldviews, beliefs,
opinions, attitudes, behaviours, skills, understanding, and knowledge.

COGNITIVE AND METACOGNITIVE FACTORS IN LEARNIG

*Memory-is the sum total of what we remember in which information undergoes
three distinct processes: 1.encode 2.store 3.retrieve
COGNITIVE PROCESSES
PERCEPTION-we interact with an attempt to influence others.
ATTENTION-sociologist have emphasized the symbolic aspects of social
interactions
MEMORY-There is uniqueness in human interactions.
LANGUAGE-We communicate with and influence others in ways that are
unintentional, unconscious, non-symbolic, and non-verbal.
REASONING-Various researchers have pondered on the aspects of interactions
that are associated with basic biological responses.
DECISION MAKING-Although every culture is unique in itself.
PROBLEM SOLVING-Differences in opinion, thought processes, language or
metaphysical beliefs become major sources of problems and conflict.

LEARNING SKILLs or LEARNING CYCLE

*(planning) Experiences
*(monitoring) Having time to think about the experiences
*(evaluation) Formalizing what is learned
*Deciding how to incorporate improvements into the next experience

COGNITION
Refers to our mental abilities such as perceiving, attending, remembring,
memorizing, and problem solving.
COGNITION IS INFLUENCED BY:
*HEREDITY-It is very difficult to separate biological and genetic makeup.
 *MATURATION-It is a process of becoming fully grown, experienced adult
learners.
*ENVIRONMENT-This may include learning opportunities that provide avenues
for learning.
ADVANCE ORGANIZER-an advance organizer help teacher present information
so that student will better understand and remember it.
EXAMPLE OF ADVANCE ORGANIZER (COGNITIVE PROCESSES)
*Though process
*Export and expert system
*basic units of cognitive
*cognitive strategies
*strategies Demand

THROUGHT PROCESS- Is which ideas (word or image) suggest other ideas in a

sequence constriction mental synthesis. The creation of construct the process of
combing ideas into a congreous object of through cognitive process.

COGNITIVE PROCESS OF EXPERTS AND EXPERT SYSTEMS

Andrade and May (2004) identified the different key points in cognitive process of
experts and expert system. They are as following:
 Special knowledge-is focused on what experts know more about certain topic than
other people.
 Domain specificity-the ability to extend and advance their thinking because they
seem to produce sets where the problem are or can be represented.
 Analogical reasoning- it means that domain specific can also be used to transfer in
new situations.
 Expert system-can also make use of combination of problem-solving strategies such
as forward search and backward search.
 Creativity-hinges on expert knowledge and perseverance. Creativity people work
hard and long; they are highly motivation.
BASIC UNIT OF COGNITION
There are five basic unit of cognition: concept, propositions, schema, productions,
and scripts (Bruning, Schraw, Nnorby, & Ronning 2004).
1) CONCEPT-are the building blocks of cognition.
2) PROPOSITON- are composed of related concept.
3) SCRIPTS-are commonplace occurrences.
4) PRODUCTIONS-Is a process combining various materials.
5) SCHEMA- Is an organizitional pattern of the mind.
SCHEMATA PROCESS:
 They are basic knowledge
 They are highly structured
 They are general categories of knowledge
 They are used in comprehension
COGNITIVE STRATEGIES
 -are mental plans that we apply to manage our thinking of behavior during problem
solving or learning. EXAMPLE:
 Student centered instruction- Students must be actively involved in the learning
process.
 Activating prior knowledge-play a major role in constructing meaning.
 Social interactions-are necessary for students to develop authentic learning.
 Problem solving- the creative process of solving a problem happens when students
engage themselves in meaningful.
 Elaboration- as much as possible, we avoid the use of memorization of basic facts.
 Concept learning-this learning equates to knowledge construction.
CONCEPT LEARNING:
-Use core knowledge- To provide core knowledge of the different concept.
-Integration of concepts across curriculum- To learn the core knowledge in a
successful manner.
-Provision of an open-ended curriculum- In the classroom, students must be
encouraged to bring forth very rich insights and experiences to the existing
curriculum.
-Provision of cognitive flexibility- As a teacher, we should identify what skills our
student should master.
-Provision of cognitive apprenticeship- It is assumed that immersion to the real
context plays s major role in learning.
Strategic Demands on Cognitive Processing
The major goals of instruction is student learning. Every teacher wants his or
her students to learn.
 Extraneous processing occurs when there is poor instructional design, and students
processing during learning does support the learning objective. Meaningful learning
requires the Four Es:
 Empower
 Engage
 Enhance
 Enable
By using these four Es, teaches have to:
 Select relevant materials for active engagement and processing;
 Organize the materials for around a coherent mental structure; and;
 Integrate the material with prior knowledge and long-term memory.
 Essential processing is needed when there is enherent complexity of the material
being learned.
 Genarative processing should be developed when students lack the needed
motivation.
 Developing clear learning objectives;
 Determining reasons for achieving said learning goals;
 Using visualization technique for reaching goals; and
 Creating a positive attitude.
POSITIVE ATTITUDE:
 Independence
 Creativity
 Self-motivation
 Resilience
PRIOR KNOWLEDGE
Is a mental structure that describes our knowledge and experiences gained
during the course of our life and how old experience are used to understand new
ones.
SCHEMA- are cognitive structures that help us make sense of the world around us.
Schemata are also called mental organizers.
SCHEMA THEORIES- the idea that new information is constructed to fit
information currently existing in the mind.
ORGANIZATIONAL SCHEMA-is one of the many approach to understand how our
memory.
DEEP LEARNING- occurs when students digest information and are nourished by
their learning and are able to make sense.
LEARNER AUTONOMY-is one of thenew paradigms for learning.
OWNERSHIP OF LEARNING- on the contrary, knowing facts without using them.
SUPERFICIAL LEARNING-is is only focused on signs and symbols.

STRATEGIES FOR DEVELOPING PRIOR KNOWLEDGE

- is based on the ability to learn and the amount of experiences we have gained.
The ability to learn is called: fluid intelligence
*High fluid intelligence -is connected to enhanced ability to encode, process, store,
and retrieve information.
*Low fluid intelligence- is characterized by little or reduced ability to process
information.
THE FOLLOWING STRATEGIES MAY HELP ACTIVATE OUR PRIOR
KNOWLEDGE:
 Advance Organizer
 Conceptual and pedagogical model
 OVAR- observe, verify, analyze, reflict
 OEPT- observe, explain, predict, tutor
 Chunking
 Outlining
 Highlighting
 Questioning

CHAPTER 2
ANALOGICAL PROCESS

ANALOGICAL PROCESS OR THINKING- refers to our ability to perceive and

relational similarity. Include the following:
 Retrieval
 Mapping
 Access
 Abstraction
 Representation
 Evaluation
TRANSFER OF LEARNING
-Transfer is the effect of prior learning. It can be extended from the original context
to the new one.
 Some bits of knowledge are embedded in single contexts.
 Lack of conceptual knowledge
 Lack of condition knowledge
 Inaccurate concepttions of the mind
 Lack of metacognion
TWO TYPES OF TRANSFER
POSITIVE TRANSFER
-Is what we develop among our students. It occurs when students have the ability
to harness strong associations for some recall in the future. If they can use what
they have learned in novel situation, then there is positive learning.
NEGATIVE TRANSFER
-Negative transfers happens when two materials are different. Additionally, if two
concept or ideals have more similarities than differences, there is the likelihood that
student may get confused.
TWO DIFFERENT TYPES OF TRANSFER

VERTICAL TRANFER Occurs when complex skills are more easily learned
because of skills that are acquired before.
LATERAL TRANSFER refers to students ability to generalized knowledge or
skills to a novel situation.

WAYS TO PROMOTE TRANSFER It has been the purpose of every teacher to

promote positive transfer of learning in the classroom.
There are several ways to promote learning:
 Similarity
 Association
 Degree
 Critical

WAYS TO TEACH CRITICAL ATTRIBUTE Critical attribute are important

features of learning. Student should understand the critical attribute
 IDENTIFY THE ATTRIBUTE THAT DESCRIBES SOMETHING AS WHAT IT
IS
 PROVIDE SIMPLE AND SPECIFEC EXAMPLE
 MOVE ON TO THE COMPLECATED EXAMPLES IN A GRADUAL MANNER
 ALLOW STUDENT TO GENERATE EXAMPLES OF THEIR OWN
 HELP STUDENTS REALIZED THAT THERE IS A LIMITE TO VARIOUS
ATTRIBUTE

NEMORY AND RECALL There is no single best method of using a filling

cabinet residing in our brain nor does our brain archive voluminous amount of
information in some linear systems.

CHAPTER 3
BIOLOGICAL AND ENVIRONMENTAL PREDISPOSITIONS IN
LERANING
BRAIN DEVELOPMENT At the end of conception, the cells of the brain start to
divide and re-divide at an incredible rate.Before birth ,the cell make themselves
familiar with the various part of the body surrounding the brain.

THE NERVOUS SYSTEM The nervous system is composed of the brain and the
spinal cord
The nervous system divide into
1,(CNH) central nervous system
2,(PNS) Peripheral nervous system
(SNS) Somatic nervous system
(ANS)autonomic nervous system
PARTS OF THE BRAIN
Is the collection of brain structure that include the medulla, pons, and cerebellum.
MEDULA Is located near the base of of the brain .It is composed of various nerve
fiber that control automatic bodily function such as respiration and heart rate.
Second important parts of the hind brain is pons derived from the latin word
which means bridge, this is why pons is composed of axons that cross one side of
the brain to the other.
CEREBULLA Is located at the base of the brain behind the medulla and pons.
MIDBRAIN Is the part that contains neural centers, responsible for our eyes and
body m0vements , responding to visual and auditory stimuli.
RETICULAR FORMATIVE Is a finger - shaped set of neurons.each neurons
runs through the core of the hind brain,mid brain and brain system.
FOREBRAIN
-is the largest and the most prominent part of human brain it comprises the
thalamus, hypothalamus, limbic system and cerebral cortex.
THALAMUS
-is responsible for relaying sensory information, learning and memory
HYPOTHALAMUS
-it is a small structure that is incharge of our emotions. Likewise, it regulate our
driven for the thirst, and hunger, sex and aggression.
LIMBIC SYSTEM
-is involve in our emotional response.
-the word “limbic” means “edge” or “border”
 FORNIX
-is an arched, vault like or triangular structure of white matter in the brain that is
situated between the hippocampus and hypothalamus.
HIPPOCAMPUS
-is significant in constructing meaning in our everyday life occurences.
AMYGDALA
-it is an almond -shaped structure that can stimulate rage, fear, or pleasure.
CEREBRAL CORTEX
-part of the brain with thin surface layer that regulates most complex behaviors
such as receiving sensations, motor control, and higher cognitive process.
TWO CEREBRAL HEMISPHERE:
1. Left Hemisphere
2. Right Hemisphere
THESE HEMISPHERE ARE DIVEDED INTO EIGHT DISTINCT LOBES
or AREAS.
1.FRONTAL LOBE
2.PARIENTAL LOBE
3.TEMPORAL LOBE
4.OCCIPITAL LOBES

CHAPTER 4
METACOGNITIVE PROCESS

METACOGNITIVE PROCESS
-Refers to the learners understanding and control of their cognitive process.
TYPES OF METACOGNITION:
 Explicit metacognitive knowledge
 Implicit metacognitive knowledge
ESSENTIAL SKILLS FOR METACOGNITION
 Planning-is a form of decision making.
 Monitoring- refers to ones special duty to be responsible.
 Evaluating-is developing a round judgment about the process and outcomes of
thinking.
STEPS IN METACOGNITIVE SKILLS:
 Diagnosis- means identifying the problem.
 Selection of appropriate strategies-comes next after we have diagnosed the material.
 Monitoring- means keeping tracks of what we do and how well we are doing.
 Evaluation- is the final step in the use of metacognitive skills.
STAGES OF METACOGNITIVE:
 Developing a plan of action
 Maintaining/ monitoring the plan
 Evaluating the plan
STRATEGIES IN METACOGNITION:
 1.REHEARSAL-is an important tools used to remember a long list of items or
objects which needs our attention and memory.
 Elaborative reheasal
 Repetition and cumulative rehearsal
 Questioning and answering
 Predicting and clarifying
 Restating and paraphrasing
 Outlining and summarizing
 Note-taking
 Underlining or highlighting
2.CLUSTERING-is another strategy in which we tend to put items or things to
3.ELABORATION-occur when we enrich new information by adding extra
information from our own schema.
4.SYSTEMATIC SEARCHING-accounts for two different ways:(semantic
formation, association)
DIFFERENCES BETWEEN COGNITIVE AND METACOGNITIVE
STRATEGIES-Are related to each other because both contain the element of
cognition.
LEARNING AND KNOWLEDGE ACQUISITION-Is the process of extracting,
extrapolating, structuring and organizing.

CHAPTER 5
LEARNING METAPHORS AND THEORIES OF LEARNING
*It means that learning is chande in behaviors attributable to experience.
METAPHOR- is a cognitive tool that enable us to see one thing in terms of another.
 RESPONSE STRENGTHENING:
 Reinforcement-is commonly viewed as a ‘’reward’’.
 Punishment-is another consequence that is often confused with reinforcement.
THORNDIKE FORMULATED A NUMBER OF LAWS THAT GOVERN
IMPORTANT ASPECTS OF BEHAVIOR:
 The law of effect
 The law of exercise
 The law of readiness
 INFORMATION ACQUISITION
This theory is popularized by Herman Ebbinghuas: In order to understand his
theeory, VUT TOF BIK DUL LOX REL MAH PAQ REZ
 KNOWLEDGE CONSTRUCTION-This theory is popularized by Fredric Bartlett
 SEMANTIC NETWORKS-It means that concepts that are related to each other by
meaning are organized in certain hierarchy in the schema.
 DUAL CODING-According to Paivio, representation of specific information
account for verbal association and visual imagery.
 MAGIC NUMBER 7:
 STM TECHNIQUES
*There are strategie that strengthen the short-term memory system:
1) Repetition.
2) Chunking.
3) Identifying logical patterns.
 LTM TECHNIQUES
*Also identified the long-term memory
1) Association.
2) Categorization.
3) Mediation
4) Imagery
5) Mnemonics.
 Barriers to effective memory-the differnt technique provded earlier can aid
us in improving our memory.
-Repression and distortion
-Retroactive inhibition
-Primacy and recency effect
To help students retrieve and remember information four strategy are offered:
1. Whole and part learning
2. Repetition and drills
3. Overlearning and automaticity
4. Distributed practice
 THE SEVEN SINS OF MEMORY:
1) Transience
2) Absent-mindedness
3) Blocking
4) Suggestibility
5) Misattribution
6) Bias
7) Persistence
 GENERATIVE PROCESS
There are four process in the learning model:
1. Attention
2. Motivation
3. Knowledge and preconception
4. Generation
COGNITIVE PROCESS
*Cognitive development is popularized by Jean Piaget.
Stages of Cognitive Development
There are four stages of cognitive development:
1.) Sensorimotor Stage(from birth to two years).
In this stage, Children begin to make sense of the world by using sensory
impressions and motor action.
There are 6 level of sensorimotor stage:
a) Reflex schema level-It occurs from birth to one month.
b) Primary circular level-It occurs from one month to four months.
c) Secondary circular level-It occurs from 4-8 months.
d) Coordination of secondary course round modest circular level-It starts from 8-12
months.
e) Tertiary circular reaction level-It occurs from 12 -18 months
f) Symbolic representation-It starts from 18 -20 months.

2.)Preoperational stages(two to seven years)

During this stage,
 Preconceptual level-start from 2- 4 years
 Intuitive level-occurs 4- 7 years

3.) Concrete Operation stage(seven to eleven years)

 Classification-is the child’s ability to group a set of objects and to group around.
 Horizontal decalage- it deals with pace difference in levels of performance.
 Educational Implications-the children really enjoy helping their mother in the
kitchen.

4.)Formal operation stage(eleven years and older)

 Composition
 Reversibility
 Association
 Identify
 Tautology
 Iteration

BEHAVIOR THEORY
>According to behaviorism, the major subject matter of psychology is activity
rather than structure.
The behavior theory is conveniently divide into two types:
1- The association theory-was first developed by the Russian psychologist.
2-The operant conditioning or reinforcement theory-is attributted to Burrhus
Frederic Skinner, an American psychologist.
GESTALT PSYCHOLOGY
-It is influence the cognitive theory and later by the Swiss psychologist,
*Gestalt theory generates five laws that govern perception:
 Law of Continuity
 Law of Closure
 Law of Similarity
 Law of Proximity
 Law of Pragnanz
SOCIAL COGNITIVE THEORY
 -This theory refers to the interface between behavioral and cognitive perspectives.
Social-cognitive perspective is focused on both internal and external factors that
lead to the idea of reciprocal determinism.
Important Descriptions of Modeling:
 Attention
 Retention
 Production
 Reinforcement and Motivation
SOCIAL CONSTRUCTIVISM
It means people must construct their own knowledge as they interact with the things
around them.
Components of Constructivism-is an theory that describes how we construct our
experiences through interaction in the environment.
 Discovery learning
 Inquiry learning
 Cooperative learning:
 Provide mixed ability grouping
 Communicate the amount of time needed to finish the task.
 Individualized learning
 Learning with technology

CONDITION OF LEARNING
Five types of conditioning learning:
1_Intellectual skills
- refer to the learners use of symbols. Also known as procedural knowledge
 Discrimination
 Concepts
 Rules
 Principle
2_Verbal information skills
-refers to the account of learning: names, labels and facts
3_Cognitive strategies
- this are fundamental mental activities to formulate plans, devices, and techniques.
4_Motor Skills
-Deal with the coordination of muscular movement which includes walking,
running, jumping, writing,dancing strolling, jogging or stretching.
5_Attitudes
- are our predispositions a person, an object, events and other stimuli in the
environment.
 Affective influence
 Cognitive influence
 Behavioral influence

CHAPTER 6
 TYPES AND QUALITIES OF KNOWLEDGE
Among the types of knowledge that student should develop include concrete and
abstract, declarative and procedural, tacit or inert and situated and meta knowledge.
TYPES OF SEMATIC KNOWLEDGE
Semantic involves four types:
1.Declarative knowledge
2.Procedural knowledge
3.Conditional knowledge
4.Tragic knowledge

ORGANIZATION OF SEMANTIC KNOWLEDGE

1.Facts
2.Information
3.Ideas
4.Wisdom
5.Concepts

CHAPTER 7
ARTICULATING THE LEARNING OBJECTIVES IN THE CLASSROOM
Anatomy of Learning Objectives
 Specificity of student behaviours
 Description of a specific performance that students will exhibit
 Describe of the specific result instruction
 Written in language that students can understand
 Written for students to remain focused
 Make use of verb from bloom's taxonomy
 Emphasize students learning outcomes
 Help teachers and students begin the lesson with the end of the mind
 Written in single statement
 Used by students and teacher throughout the lesson to monitor progress toward
learning
PURPOSES OF LEARNING OBJECTIVES
 Guide students in instructional planning, delivery, and evaluation of student
performance
 Guide and direct behaviour
 Provide opportunities for analysis to teaching and learning
Components of Learning Objectives
 Audience- Usually the student
 Behaviour- Refers to action that describe an observable (Specific, Measurable,
Attainable, Research oriented, Time-bound, Research-Oriented)
 Condition- Used to give students limitation:
 Given a set of rules
Using the poem the road not taken by Robert Frost...”
 Degree of performance or criteria level- Describes how well the behaviour must be
performed to satisfy the intent of the behavioural verb.

TAXONOMY TYPES OF KNOWLEDGE

Knowledge of facts-Knowledge of basic term
-Knowledge of specific information including its details and elements
Knowledge of concepts- Knowledge of restriction for classifying objects
- Knowledge of principles and generalizations
- knowledge of theories, models, and structures
Knowledge of Procedure- knowledge of subject-specific skills and conceptual
domains
-knowledge of subject-specific techniques and methods
Knowledge of metacognition- knowledge of certain strategies
-knowledge about function of cognition, including specific contextual
and conditional knowledge

CHAPTER 8
THE PLACE OF MOTIVATION IN LEARNING
Motivation refers to an internal condition of stimulation that often comes before
the performance of a desired behaviour.
Motivation is triggered with variety of sources:
 Exercise
 Good nutrition
 Sleep
 Rewards
 Challenges
 Friendship
 Kindness
 Security
 Authority
 Independence
 Pleasant environment
 Creative expression
 Meaning
ASPECTS OF MOTIVATION
Motivation takes place within the individual
It is possible to treat students in ways that will encourage them to develop the desire for
Learning.
There is already sexual maturation
MOTIVITION AND BEHAVIOR -Motivation is individual and elusive. It is
important
to learning: yet it is influenced by a person’s beliefs, feelings, interests, and goals. The
following factors affect motivation. The following factors affect motivation:
 Knowledge in a particular content area
 Beliefs about what the teacher expects
 Adolescents self-concept or perceived personal ability
 Anxiety and concern over grades
 Level of support I the classroom environment
 Difficulty and challenges of the task
 Social interactions
 Belief that learning is useful, meaningful, and of consequence of others
How motivation works
 Interest
 Belief
 Attributions
 Goals
 Social partnership
 Motives and Drives
 Motivation-is an innate and integral part of our biological predispositions. It
means that motivation is connected to our minds, feelings, and emotions.
Elements of Motivational System
Self-concept
self-esteem
self-regulation
Inner Speech-One very specialized form of self-talk is called inner speech
(Brownell, 2002). The four characteristics of Inner speech:
Egocentric,Silent,Compressed,syntax,Semantic Embeddedness
Self-Efficacy
Self-efficacy affects the process of choosing goals, expectation of outcomes and
achieving success and failure (Snowman and Biehler, 2006)

CHAPTER 9
THEORIES OF MOTIVATION
THEORIES OF MOTIVATION
There are at least 3 different perspectives to understand motivation.
1. Biological Perspective
Instinct Theory
Describes how motivation result in automatic behaviours.
Drive-reduction Theory
Is anchored on the belief that all living organisms have biological needs.
Arousal Theory
Emphasizes the idea that we possess a certain amount of curiosity in which we need to
explore novelty and complexity of things in the environment.
2. Psychological Theory
Incentive Theory
Explain the motivations result in external stimuli.
Cognitive Theory-
Concerned with attributions that affect motivation.
 3. Humanistic theory
Dispositional Theory
This emphasizes the role of stable behavioural tendencies in understanding the
differences why individuals behave the way they do.
Two-Factor Theory
Herzberg proposed two kinds of factors that that affect motivation.
Hygiene Factor
Motivators
Alderfers ERG Theory
He improved Maslows Hierarchy of needs. Exhibits a frustration-regression
principle where an already satisfied lower level need can be activated when people
fail to satisfy a higher level need.
Goal Theories
Represent basic categories for different achievement situation.
SHAPING MOTIVATION
The following are some factors that shape motivation.
Effective Teachers
Important factor in shaping student motivation. It is believed that
effective teachers have a great impact on student performance.
 Pedagogical Knowledge
 Communication Skills
 Leadership
Human Relations
Technological Literacy
· Classroom Management-It is a place where students engage in a free market of
ideas as they share their feelings and insights.
· Effective Instruction-No lesson should begin unless we provide clear
instructions and gain students interest.
· The use of Imaginative activities-Enhancing the motivation of a student.
Establishing Effective leaning environment-It should have Withitness- refers to
awareness of what is happening in the classroom and Group Alerting pertains to
the classroom environment that signals the entire class.
Kellers ARCS model in motivation
Attention
Relevance
Confidence
Questioning Strategies-
Help our student develop focus.
Adjunct questions are strategically placed
*Before the Information
*Within the Information
*After the Information

Chapter 10
CHILDREN’S DEVELOPMENT
Nature and nurture controversy
Our ability to learn is affected by biological or genetic predisposition
DIALECTAL THEORY-this theory provided an understanding shaping children
development process.
 Innerbiologial dimention
 Individual psychological dimention
 Cultural-sociological dimension
 Outer physical dimension
Inner psychological dimension
 perceptual-cognitive-moral domain
 social- emotional or personality domain
 development is also affected by multiple socio-cultural context
 they may lack the needed knowledge in some task but they are Knowledgeable in
other cognitive domain

Chapter 11
ADOLESCENT LEARNING
Characteristics of adolescent learning
*they have the ability to think of abstract concept and differentiate between
hypothetical and real there is a regular increase in the complexity of their learning
and thinking skills.
Developmental dimension
There are a lot of developmental dimension that occur during adolescence.
These encompass the physical, cognitive, social, and emotional aspects that help
shape teenager's development process

DIMENSI FEATURES
ON
Ø PHYSICA There is already sexual maturation
L Moments intense restlessness; there is a rapid growth
because of nutrition demand

Ø COGNITI Creates mental pictures

VE They clarify their own thought and share them with
others manifest independent and critical thinking

Ø SOCIAL They also depend on parental values

They can easily lose track of time
 Ø EMOTIO They are sensitive to criticism
NAL They feel that adults do not understand their feeling
Sometimes they tend to be inconsiderate of others

Chapter 12
ADDRESSING THE SOCIO-CULTURAL DEVELOPMENT DIMENSION
LEARNING
Learning Strategies
Are cognitive processes that not occur automatically but require effort(Santrock,
Payne, & Isaacs 2006).

Different between a learning and strategy and a study strategy

Learning strategy uses a higher level thinking behaviours such as decision making,
Self-motivation, and self-monitoring
Study strategy is more similar to a standard procedure o an ordered series of steps that
requires limited use of higher order thinking skills (Price & Nelson 2007)
There is already sexual maturation
Eight principles of effective studying
 Principles of practice
 Spacing
 Feedback
 Worked example
 Guided discovery
 Principles of generating
 Testing
 Self-explanation
 Questioning
 elaboration

GUIDING STUDENT'S COGNITIVE PROCESSING DURING

INSTRUCTION
Effective learning occurs when students are actively involved in and focused on the
cognitive process.

Instructional Techniques for selecting

 objectives
 pre question
 post question
 highlighting
Organizing
 Process of mentality arranging the selected information into a coherent
representation.
Instructional techniques for organizing
Outline,headline,pointer word,graphic organizer,summarizing
Integrating
*The process of connecting the mental representation with relevant prior
knowledge retrieved from long term memory system.
Instructional techniques integrating
Concrete advance organizer

PEDAGOGY PRACTICE-Is science of instruction. It is a set of teacher's

repertoire for making students learn from the lesson
 create supportive learning environment
 encourage reflective thinking
 enhance the importance of new learning
 facilitate shared and negotiated meaning
· provide sufficient opportunities
12 principles of effective Instructional Design
1) Coherence
2) Signalling
3) Expectation
4) Segmenting
5) Spatial contiguity
6) Temporal contiguity
7) Pre training
8) Modality
9) Multi media
10) Personalization
11) Concreting
12) Anchoring
LEARNING ENVIRONMENT
The learning environment comes in various form:
 Psychological Environment
 Visual Environment
TECHNOLOGY IN THE CLASSROOM-Teaching and learning are now made
easier and more comfortable, with the aid of modern tools in teaching such as the
multimedia projector, slides, filmstrips, computers, tablet, learning is made fun and
easy.
GLOBALIZATION-Globalization likewise opens new possibilities for worldwide
information exchange and communication (Rao, 2004).
LIFELONG LEARNING_ The concept of lifelong learning may traced in
Maslow’s taxonomy of human needs. When we move from one level to another, we
try to satisfy our needs. The need for satisfaction is form of learning.
CHAPTER 13
 SOCIAL PROCESSES IN LEARNING
The Term “social” refers to the interactions produced in the environment.
SEMIOTIC MEDIATION AND INTERNALIZATION
We develop more complex cognitive abilities which Vygotsky called higher mental
functions. Examples of which include concentrated attention, deliberate memory,
and logical thinking. Children use higher mental functions that are developed
through various interactions. These form part of the shared knowledge of a culture.
This process known as internalization.
COMMUNICATION IN LEARNING
Language is socially negotiated, constructed, and shared
LANGUAGR:
 Functions
 Characteristics
 Attributes

COMMUNICATION IN TEACHING
*The communication of ideas, facts, feeling, and emotion is very crucial in
facilitating human learning
The following important needed in in effective expression of ideas
 Word of use
 Encoding and decoding system
 Non-verbal cues
 Attitudes
 Knowledge base
 Socio cultural

COMMUNICATION AND LANGUAGE

-Communication is the heart and soul of the classroom interactions.
Function of language
 Instrumental
 Regulatory
 Interactional
 Personal
 Imaginative
 Informational
 Heuristic
CHARACTERISTIC OF LANGUAGE
Every language is unique which characterized by the following:
 language is arbitrary
 language is basically vocal
 language is symbolic
 language is infinite
 language is dynamic
 language is social
 language is unique

Effective classroom communication techniques

 Assume The Best From Everyone
 Operate With The Assumption That Everyone Has The Students' Best Interest In
Mind
 Keep A Positive Attitude
 Practice Empathy And Understanding

Attributes of language
language enable communication between individuals
language is culturally transmitted and varies across cultural groups
Language units are arbitrary symbols need not have any correspondence to the things
they represent
Language has a grammatical structure that can be analyzed on many levels.
currently be true, and might never have or never be true.
The Message
The message is the meat of the communication situation. The message is embedded in
the
following signs and symbols:
I. Natural sign
II. Non-natural sign
III. Iconic sign
IV. Digital sign
BASIC COMMUNICATION SKILLS
*Probing
*Clarifying
*Interpreting
*Confronting
*summarizing

Chapter 14
SOCIAL AND CULTURAL INFLUENCES ON
THE COGNITIVE AND MOTIVATIONAL PROCESSES OF LEARNING

SOCIO CULTURAL INFLUENCES ON LEARNING

*Learning is the major goal of teaching. Learning is influence by various social and
cultural factors.

Theories of situated learning

 Situated learning is also known as situated cognition. it hinges on the belief that
learning is embedded in or connected to the context in which knowledge and
skills are developed (santrock,2004)
 Learning is made meaningful when it is anchored on a realistic context.Traditional
forms of classroom learning and instruction are largely decontextualized in the
sense that what students learn is good only for taking tests and performing other
classroom tasks.

TEACHING STRATEGIES TO ADDRESS THE SOCIO CULTURAL

DIMENSION OF LEARNING
 active teaching
 critical thinking
 discussion strategy
 case story teaching
 social networking
 service learning
 problem based teaching
 experimental learning
 reflective teaching

CHAPTER 15
THEORIES OF INTELLIGENCE
Intelligence is a construct that refers to our ability to acquire knowledge, think and
reason logically and deal effectively with the environment.

THORNDIKE'S MULTIFACTOR THEORY

 Level refers to the degree of difficulty of certain tasks
 Range is for the quantity of task of certain level of difficulty
 Area means the overall quantity of task of each level
 Speed is the rate of movement of each task
THURSTONE'S THOERY
Verbal comprehension refers to our ability to understand written or spoken
expression
 Perceptual speed
 Numerical ability
 Associative memory
 Spatial visualization
TRIARCHIC THEORY OF INTELLIGENCE -Robert Stenberg. He develop
this theory to emphasize product of or the end results of intellectual work.
Analytic intelligence-is also known as componential intelligence.
 Metacomponents
 Performance components
 Knowledge acquisition

Creative intelligence-emphasizes the use of our experience in order to gain

information.
Practical intelligence-also known as contextual intelligence.
 Multiple Intelligences (MIs)- In 1983, Harvard psychologist Howard Gardner
proposed his famous theory of multiple intelligences.
1) linguistic intelligence
2) logical/ mathematical intelligence
3) spatial intelligence
4) musical intelligence
5) bodily-kinesthetic intelligence
6) interpersonal intelligence
7) naturalist intelligence
TYPES OF INTELLIGENCES
Rational Intelligence deals with the mental function necessary for conceptual and
rational
thinking.
Emotional Intelligence lies at our emotions:
 Rational intelligence-It deals WITH THE MENTAL FUCTION.
 Emotional intelligence-Involves our ability to read others emotion, respond to them
appropriately, motivate ourselves:
 The ability to recognize an emotion
 The ability to handle interpretations
 The ability to use emotion to motivate oneself
 The ability to recornize emotion
 The ability to manage ones emotion

CHAPTER 16

DIVERSITY IN LEARNING
What is diversity?
It is composed different perspectives or religion

LEARNING OUTCOMES
The students should have the opportunity to:
1. Describe to role of diversity in learning.
2. Propose a comprehensive planning strategy for accommodating differences.
3. Eliminate the negatives
4. Develop an awareness of some language patterns or practices that are common to all
cultures .
5. Use such knowledge about student diversity in making decision for effective
teaching.
Develop a clear sense of commitment to provide ethic and cultural identities.

Diversity
 socio-cultural differences
 cultural differences
 differences as novices and experts
 age-related differences
 gender differences
 sexual preference differences
 developmental differences
 personality differences
MULTICULTURAL EDUCATION
*Multicultural education accounts for such diversity. It is educational that promotes
educational equity for all learners:
 Space where objects are carefully arrange
 The interest areas where learning can happens
 Instructional materials
*GENDER DIFFERENCES
 People also exhibit differences in cognitive styles because of their differences in
gender.
 The contention here is placed on the idea that males and females approach a
cognitive task in several ways.
 Males and females are different in performance
 Boys engage in a more positive attitude toward causal and uncommitted

 Boys are more physically aggressive the girls

SEXUAL PREFERENCE DIFFERENCE

In our classrooms ,we can see various sexual preferences .Some of our students
may have concerns about sexual orientation. It can be said that gay and lesbian
adolescents may be stigmatized , isolated , or may be the cynosure of gossips
proliferating around.
DEVELOPMENTAL DIFFERENCES
Student differ developmentally across and within are groups. For example eight
–years old differ from 12-year-olds, they exhibit differences in
cognitive ,physical ,moral, or psychosocial dimensions .

PERSONALITY DIFFERENCES
 Personality is defined as the sum total of character and behavioral traits unique to an
individual. Each person has a different way of thinking, behaving, and reacting.

This is called temperament. Although temperament is innate , it is shared shaped

by other people and events in life.
 Activity
 Rhythmicity
 Approach/withdraw
 Adaptability
 Intensity
 Persistence and attention span
 Distractibility
 Sensory threshold
ACCOMMODATING DIVERSITY
-The development of individuals manifests genetic potentials which give way to
mainstreaming and ability grouping there by harnessing students potentials.

INTEGRATION AND MAINSTREAMING

-They also assume that growing children should be allowed to experience a wide
range of environments that the harness individual development.

SPECIAL LEARNING NEEDS OF STUDENTS

Special learning needs of students are not all the same. It is because these students
are commonly characterized by certain difficulties in one or more academic areas
such deficiency in physical coordination, attention organizing and comprehension,
memory speech, or hyperactivity and impulsivity .

 Intellectual students
 Communicative
 Sensory
 Behavioural
 Physical
 multiple
STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDE
Description: Students with ADHD experience difficulty in focusing and attending
to relevant information. They have the tendency to blurt out the things that get them
in trouble.

Ways to teach the students with ADHD

 Look for students medical record.
 Learn about their allergies , hearing ir visions problems, medical history, or any
medication being taken
 Provide clear classroom structures and routines
 Utilize visual aids and material teaching
 Provide a variety of multisensory , kinaesthetic , and hands –on activities .
 Break down tasks into smaller units so that students will know which tasks are to
be done and which order.
 Monitor their behavior and give appropriate feedback.

Students with Cognitive Disabilities
 Discover which techniques can pique students interest.
 Provide more hands –on learning experiences
 Provide clear directions instructions for every learning tasks.
 Break down tasks into smaller and more workable size
 Give them ample time to manipulate objects and ideas with concrete multisensory
instructions.
 Always connect what the students have already learned to what they are going to
learn.

TRUANT STUDENTS
Students who are truant often miss classes for no reason at all. They also miss
classroom interactions and lessons and they rarely perform well school.

STUDENTS WITH dYSLEXIA

 Deep dyslexia refers to one’s inabilityto read words letter but wit access to word
meanings via word shape.
THE CONCEPT OF INCLUSION
We must acknowledge that some of our students who come to school have
problems of their own. Some of their problems may be serious emotional problems
or cognitive learning disabilities that need immediate attention.

TEACHER FACTORS
 Spray-and-pray approach to teaching
 Focus on esoteric trivia and specialize knowledge that expense
STUDENT FACTORS
 Intellectual bulimia approach to learning
 Limited elaboration skills
 Ineffective learning strategies

Chapter 17

DEFFERENCES STALISTIC COGNITIVE DIMENTION OF LEARNING

LEARNING STYLES
Learning styles emanate from three perspectives perceptual modernity, information
process and personality pattern.
Richard m. felder proposed some learning styles as follow (Felder & Solomon
2013)
 Active versus reflective learners
 Sensing versus intuitive learners
 Visuals versus verbal learners
 Sequential versus global learner
SENSORY -Refer to system student interaction to the environment by using their
senses.We do not learn in the same manner, the following are learning styles (long
worth, citing the UK Campaign for learning 2003)
 Activists
 Reflection
 Theorist
 Pragmatists

GREGORC’S POSTULATE 4 DIFFERENT LEARNING Styles:

 Abstract sequential learner
 Concrete sequential leaner
 Abstract random learner
 Concrete random learner

STYLES THINKING
Determine positive way of processing information. These are positive habits of
mind to think critically, solve problem, and come up with information dimension.
LEARNING PREFERENCE
Field dependence and independent field is a cognitive styles dimension in which
people may have difficulties or ease ignoringh background context to identify of
figure as separate from a whole.
TEACH TRUANT STUDENTS
 Find ways to help students enjoy attending classes
 Makes learning tasks interesting enjoyable, and fun
 Provide clear and concrete school and classroom rules
THE CONCEPT OF INCLUSION
-We must acknowledge that some of our students who come to school have
problems.