CPE 104 CONTENT

MODULE 1

1.2 Facilitating Learning: A Meta-cognitive Process

• Facilitating learning is a multi-faceted process.

• Metacognition is defined as thinking about thinking or learning how to learn

• Metacognitive knowledge (metacognitive awareness) is an acquired knowledge that can be

used to control the cognitive process. It is the conscious ability to understand, control, and
manipulate one’s cognitive process to make learning successful.

These are categorized as knowledge on:

1. Person variable – This is knowledge of how a person can effectively process information to
learn.

2. Task variable – This is knowledge of the nature of tasks & their demands.

3. Strategy variable – This pertains to the awareness of a strategy to make it useful, so one can
learn better.

3a. Meta-attention – awareness of strategies to keep the focus on the task at hand.

3b. Meta-memory – awareness of memory strategies that work best for you.

• Practices of Metacognition

1.) It is knowing the limits of a person's learning and memory capacities.

2.) Knowing what learning task one can realistically accomplish.

3.) Knowing which learning strategies are effective and which are not

4.) Planning an approach to learning task that is likely to be successful

5.) Using effective learning strategies to process and learning new material

6.) Knowing when information has been successfully learned and when it’s not.

• Strategies to develop metacognition

1.) Teach them to learn study strategies and ask questions of themselves, such as:

● TQLR – Tune-in (pay attention); Question (what to learn); Listen (an effort to focus);
Remember (find ways to remember what was learned).
● PQ4R – Preview (scanning); Question (guide); Read (highlight impt ideas); Recite (answer
questions); Review (recall impt ideas); Reflect (how is it useful to your
learning).

2.) Make predictions, relative new ideas to existing knowledge, developing questions, knowing
when to ask for help, show how to transfer knowledge, skills.

3.) Teach them to monitor their learning and thinking.

4.) Show students how to transfer knowledge, attitudes, values, skills to other situations or
tasks.

1.3 Learner-Centered Psychological Principles

• 14 Psychological Principles
a. Cognitive and Metacognitive Factors

1. Nature of the learning process.

2. Goals of the learning process.

3. Construction of knowledge.

4. Strategic thinking.

5. Thinking about thinking.

6. Context of learning.

b. Motivational and Affective Factors

7. Motivational and emotional influences on learning.

8. Intrinsic motivation to learn.

9. Effects of motivation on effort.

c. Developmental and Social Factors

10. Developmental influences on learning

11. Social influences on learning.

d. Individual Differences Factors

12. Individual differences in learning.

13. Learning and diversity.

14. Standards and assessment.

1.4 The Six Developmental Theories

A. 5 Psychosexual Stages of Development Theory of Sigmund Freud
Freud’s Personality Components

• Id. This is a component of personality that is pleasure-centered.

• Ego. Satisfies the id.

• Superego. Based on a moral standard.

5 Stages of Psychosexual Theory

1. Oral Stage

2. Anal Stage

3. Phallic Stage

4. Latency Stage

5. Genital Stage

B. 8 Psycho-social Stages of Development Theory of Erik Erikson

1. Trust vs. Mistrust

2. Autonomy vs. Shame and Doubt

3. Initiative vs. Guilt

4. Industry vs. Inferiority

5. Identity vs. Role Confusion

6. Intimacy vs. Isolation

7. Generativity vs. Stagnation

8. Integrity vs. Despair

C. 4 Stages of Cognitive Development Theory of Jean Piaget

1. Sensory-motor stage (birth to infancy) – The infant learns to use senses and motor abilities.

2. Pre-Operational Stage (2 to 7 years old) – The child learns to use symbols.

3. Concrete-Operational Stage (8 to 11 years old) – In this stage, a child learns to use logical
operations or principles when solving problems.

4. Formal-Operational Stage (11 years old and older/12-15 years old) – Children can use logical
operations in a systematic fashion and with the ability to use abstractions.

Piaget’s theory also emphasized the following terminologies:

• Schema - refers to the cognitive structures adapt by individuals to and organize their
environment.

• Assimilation - refers to the process of fitting a new experience into an existing cognitive
structure.

• Accommodation - refers to the process of creating a new schema.

D. 3 Levels of Moral Development Theory of Lawrence Kohlberg

1. Pre-conventional Level- Moral reasoning is based on the result of the act.

Stage 1: Punishment/Obedience –One is motivated by fear of punishment.

Stage 2: Mutual Benefit- Motived to act based on mutual benefit.

2.Conventional Level- Moral reasoning is centered on the conventions or “norms” of society.

Stage 3: Social Approval- The person values how she/he will appear to others.

Stage 4: Law and Order- Motivated to act to uphold law and order.

Stage 5: Social Contract- Laws that are wrong can be changed.

3.Post-conventional Level- Moral reasoning is based on enduring or consistent principles

behind the law.

Stage 6: Universal Principles- Associated with the development of one’s conscience and
possessed moral responsibility.

E. Socio-Cultural Theory of Lev Vygotsky

1. Scaffolding - the systematic manner of providing assistance through demonstration.
2. Guidance from a more knowledgeable other (MKO)- leads a learner to a higher level of
performance than if he were alone.

3. Zone of proximal development (ZPD) - the higher level of performance becomes the
learner’s actual performance when he works independently in the future.

F. Bio-ecological Systems Theory of Urie Bronfenbrenner

• Microsystem (Immediate Environment) - It is the smallest and most immediate environment
in which children live.

• Mesosystem (Connections) – At this level, learning is through relationships among the

entities involved in the child's microsystem.

• Exosystem (Indirect Environment) – Learning is achieved indirectly through social institutions

affecting the children indirectly.

• Macrosystem (Social and Cultural Values) – It is the largest and most distant collection of
people and places to the children that influences them.

• Chronosystem (Changes Overtime) – The model suggests that changes occur during a child's
life, both personally, like the birth of a sibling, and culturally.

1.5 Student Diversity

How Student Diversity Enriches the Learning Environment
1. Students’ self-awareness is enhanced by diversity.

2. Student diversity contributes to cognitive development.

3. Student diversity prepares learners for their role as responsible members of society.

4. Student diversity promotes harmony.

Some Guidelines on Student Diversity

1. Encourage learners to share their personal history and experiences.

2. Integrate learning experiences and activities which promote students’ multicultural and
cross-cultural awareness.
3. Identify patterns of unity that transcend group differences.

4. Communicate high expectations to students from all subgroups.

5. Use varied instructional methods to accommodate student diversity in learning styles.

6. Vary the examples you use to illustrate concepts.

7. Adapt to the students’ diverse backgrounds and learning styles.

8. Diversify your methods of assessing and evaluating student learning.

9. Form groups of students with different learning styles, different cultural backgrounds.

CPE 104 CONTENT

MODULE 2

2.2 Learning Styles & Multiple Intelligences

• Learning/Thinking Style refers to the preferred way of a person to understand, express,
and remember information.

1. Visual Learners- students easily learn by seeing diagrams, flowcharts, pictures, and symbols.

a.. Visual-iconic- students who love visual imagery such as film, iconic imagery graphic displays,
or pictures.

b. Visual-symbolic- students who prefer abstract symbolism.

2. Auditory Learners- students learn best through listening.

3. Kinesthetic Learners- students learn fast through a hands-on approach.

4. Analytic Learners- students learn fast by linear, step-by-step processes.

5. Global Learners- students learn fast when start with "the big picture" in order to study and
understand the smaller concepts afterward.

9 Multiple Intelligences
1. Visual/Spatial Intelligence (Picture Smart)- students learn fast visually.

2. Verbal/Linguistic (Word Smart)- students learn through the spoken and written word.

3. Mathematical/ Logical (Number Smart/Logic Smart)- students learn through reason and
problem-solving.
4. Bodily/Kinesthetic (Body Smart)- students learn quickly through interaction with one's
environment.

5. Musical (Music Smart)- students learn fast through patterns, rhythms, and music.

6. Intrapersonal (Self Smart)- students learn easily through feelings, values, and attitudes.

7. Interpersonal (People Smart)- students learn through interaction with others.

8. Naturalist (Nature Smart)- students learn fast through classification, categories, and
hierarchies.

9. Existential (Spirit Smart)- students learn by seeing the “big picture”.

Teaching Strategies Guided by Thinking/Learning Styles and Multiple

Intelligences
1. Use questions of all types to stimulate various levels of thinking from recalling factual
information.

2. Provide a general overview of materials to be learned.

3. Allow sufficient time for information to be processed.

4. Set precise purposes before any listening, viewing, or reading experiences.

5. Warm-up before the lesson development.

6. Use multisensory means for both processing and retrieving information.

7. Use a variety of review and reflection strategies.

8. Use descriptive feedback rather than simply praising.

2.3 Learners with Exceptionalities

A. 2 Categories of Exceptionalities
a. Specific Cognitive or Academic Difficulties

• Learning Disabilities- it involve difficulties in specific cognitive processes like perception,

language, and memory.

• Attention-Deficit Hyperactivity Disorder- it is difficulty in focusing and maintaining attention

and a recurrent hyperactive and impulsive behavior.
• Speech and Communication Disorders- it is the difficulty in spoken language.

b. Social/Emotional and Behavioral Difficulties

• Autism- is a condition manifested by different levels of impaired social interaction.

• Mental Retardation- is the significant sub-average intelligence and deficits in adaptive

behavior.

• Emotional/Conduct Disorders- it involves the presence of emotional states.

B. 2 Types of Disabilities and Impairments

1. Physical Disabilities and Health Impairments

a. Physical and health impairments- these involve physical or medical conditions.

b. Severe and multiple disabilities- these refer to the presence of two or more different types
of disability.

2. Sensory Impairments

a. Visual Impairments- these are conditions when there is a malfunction of the eyes or optic
nerves.

b. Hearing Impairments- these involve malfunction of the ear or auditory nerves.

C. Giftedness- it involves a significantly high level of cognitive development.

D. People-First Language- this language trend involves putting the person first, not the
disability.

• Avoiding generic labels.

• Emphasizing abilities, not limitations.

• Avoiding euphemisms.

• Avoiding implying illness or suffering.

2.4 Behaviorist Perspective

1. Ivan Pavlov’s Classical Conditioning
a. Stimulus Generalization

b. Extinction
 c. Spontaneous Recovery

d. Discrimination

e. Discrimination

2. Edward Lee Thorndike’s Connectionism 3 Primary Laws

a. Law of Effect

b. Law of Exercise

c. Law of Readiness

3. Burrhus Frederick Skinner's Operant Conditioning

Types of Operant Conditioning

• Reinforcement

a. Positive Reinforcer

b. Negative Reinforcer.

• Punishment

a. Positive Punishment

b. Negative Punishment

2.5 Neo Behaviorism

A. Tolman’s Purposive Behaviorism’s Key Concepts
• Purposive behaviorism links behaviorism and cognitive theory.

• Learning is always purposive and goal-directed.

• Cognitive maps in rats.

• Latent learning is a learning that remains until it is needed.

• Intervening variables are not readily seen but serve as determinants of behavior.

• Reinforcement is not essential for learning.

B. Albert Bandura’s Key Principles of Social Learning Theory

• People can learn by observing the behavior of others.

• Learning can occur without a change in behavior.

• Cognition plays a role in learning.

• Social learning theory can be considered a bridge or a transition.

B.1. How the environment reinforces and punishes modeling

• The observer is reinforced by the model.

• The observer is reinforced by a third person.

• The imitated behavior itself leads to reinforcing consequences.

• The consequences of the model's behavior affect the observer's behavior.

B.2. Contemporary Social Learning Perspective of Reinforcement and Punishment

• Both reinforcement and punishment have indirect effects on learning.

• Reinforcement and punishment influence the behavior that has been learned.

• The expectation of reinforcement influences cognitive processes that promote learning.

B.3. Cognitive Factors in Social Learning

• Learning without performance

• Cognitive processing during learning

• Expectations

• Reciprocal causations

• Modeling

B.3.1 Conditions necessary for effective modeling occur

• Attention

• Retention

• Motor reproduction

• Motivation
B.3.2. Effects of modeling on behavior

• Modeling teaches new behaviors.

• Modeling influences the frequency of previously learned behavior.

• Modeling may encourage previously forbidden behaviors.

• Modeling increases the frequency of similar behavior.

B.3.3. Educational implications of social learning theory

• Students learn through observation.

• Describing the consequences of behavior can effectively increase the appropriate behavior
and decrease inappropriate ones.

• Modeling provides an alternative to shaping for teaching new behaviors.

• Teachers and parents must model appropriate behaviors.

• Teachers should expose students to a variety of other models.

2.6 Cognitive Perspective of Gestalt Psychology

Gestalt Psychology
A. Gestalt Principles

• Law of Proximity

• Law of Closure

• Law of Good Continuation

• Law of Similarity

• Law of Figure/Ground

B. Insight Learning - idea of learning taking place by discovery or insight.

C. Life Space (Kurt Lewin)

• Inner Force

• Outer Force
2.8 Gagne’s Conditions of Learning
Gagne's Conditions of Learning - a form of communication that serves as aids in the
learning process.

a. Categories of Learning

• Verbal Information

• Intellectual Skills

• Cognitive Strategies

• Attitudes

• Motor Skills

b. 9 Events of Instruction

1. Gaining Attention (Reception)

2. Informing learners of the objective (Expectancy)

3. Stimulating recall of prior learning (Retrieval)

4. Presenting the Stimulus (Selective Perception)

5. Providing learning guidance (Semantic Encoding)

6. Eliciting Performance (Responding)

7. Providing feedback (Reinforcement)

8. Assessing performance (Retrieval)

9. Enhancing retention and transfer (Generalization)

CPE 104 MODULE 3

3.2 Ausubel’s Subsumption Theory

David Ausubel’s Subsumption Theory
• Meaningful learning takes place when an idea to be learned is related in some sensible way to
ideas that the learner already possesses.

• it helps learners organize their content in order to make it meaningful for transfer.
• to strengthen the student's cognitive structure is by using advance organizers.

A. Four Processes for Meaningful Learning

• Derivative Subsumption

• Correlative Subsumption

• Superordinate Learning

• Combinatorial Learning

B. Advance Organizers - it act as a subsuming bridge between new learning material and
existing related ideas.

a. Benefits of Advance Organizer

• to connect new information with is already known

• to see how the concepts related to each other.

b. 4 types of Advance Organizers

1.) Expository- describes new content.

2) Narrative- present new information in a story format.

3) Skimming- that looking over a new material to gain a basic overview.

4) Graphic- these are visuals to outline the new information.

c. Other Types of Graphic Organizers

• Concept Maps

• Mind Maps

• Flow Diagram or Sequence Chart

• Compare/Contrast or Venn Diagram

• Cause-and-Effect Diagram

• Main Idea and Details Chart

• Analogy Organizer

• K-W-L charts

• Fishbone Map

• Star Diagram
• Spider Map

• Tree Diagrams

• Venn Diagrams

• Pie chart Diagrams

• Continuum or Timeline Diagrams

• Cycle Diagrams

• Flowchart Diagrams

3.3 Bruner’s Constructivist Theory

Bruner’s Constructivism Theory - learning as an active process.
a. 3 Representations of Knowledge

1.) Enactive (age 0-1 year) - learning through movement or action.

2.) Iconic (age 1-6 years) - learning through images.

3.) Symbolic (age 7+ years) - learning through the use of abstract or symbols.

Discovering Learning - it refers to obtaining knowledge for oneself.

b. Bruner’s Principles of Instruction

• Readiness

• Spiral organization

• Can quickly grasp it

• Instruction to facilitate extrapolation.

c. Significant Aspects of the Theory of Instruction

• Predisposition to learn

• Structure of Knowledge

• Effective Sequencing

• Reinforcement

d. 3 Types of Categorization
1.) Identity Categories- include objects based on their attributes or features.

2.) Equivalent Categories- provide rules for combining categories.

3.) Coding systems- serve to recognize sensory input.

3.4 Constructivism: Knowledge Construction

Constructivism: Knowledge Construction
- this theory considers learning as an active internal process.

A. 2 Views of Constructivism

1.) Individual Constructivism – it emphasizes the individual as an internal construction of

knowledge.

2.) Social Constructivism – it emphasizes that knowledge exists in a social context.

B. Characteristics of Constructivism

• Learners construct understanding.

• New learning depends on current understanding.

• Learning is facilitated by social interaction.

• Meaningful learning occurs within authentic learning tasks.

C. Organizing Knowledge

• Concepts as Feature lists

• Concepts as a Prototype

• Concepts as Exemplars

3.5 The Revised Bloom’s Taxonomy of Educational Objectives

Cognitive Domain - refers to the knowledge and development of a person's intellectual skills.

Bloom's Taxonomy
1.) Remembering - the ability to recall facts.
2.) Understanding - the ability to explain ideas.

3.) Applying - the ability to use information.

4.) Analyzing - the ability to break down information.

5.) Evaluating - the ability to justify a stand.

6.) Creating - the ability to generate new product or work.

3.6 Sternberg’s Intelligence Theory and WICS Model

A. Successful Intelligence Theory
• Memory Skills - help the person recall facts and pieces of information.

• Analytical Skills - help the person determine if a specific idea is good.

• Creative Skills - allow a person to come up with a new idea

• Practical Skills - enable a person to apply what one has learned.

B. The WICS Model - aims to develop basic abilities to true expertise.

• Wisdom

• Intelligence

• Creativity

• Synthesized

C. The Applications of WICS Model

• Teaching students analytically

• Teaching students creatively

• Teaching students practically

• Teaching student wisdom

3.7 Models for Problem Solving and Creativity

A. Torrance’s Creativity Framework
• Fluency - it refers to the production of alternate solutions to a problem.

• Flexibility - it refers to the production of ideas showing possibilities.

• Elaboration - it is a process of enhancing ideas.

• Originality - it refers to the production of unique ideas.

B. Creative Problem Solving (CPS) - refers to an international process for solving problems
and discovering opportunities.

Stage 1: Mess Finding – Sensitizes yourself for issues that need to be discussed.

Stage 2: Data finding – gather information about the problem.

Stage 3: Problem finding – convert a fuzzy statement of a problem into a broad statement.

Stage 4: Idea finding – generate as many ideas as possible.

Stage 5: Solution finding – generate and select distinct evaluation criteria.

Stage 6: Acceptance finding – suggestion you have just selected be made up to standard and
put into practice.

Bransford’s IDEAL Model for Problem Solving

1. Identify the problem.

2. Define the problem by thinking about it and sorting out the relevant information.

3. Explore solutions by looking at alternatives, brainstorming, and checking out different

points of view.

4. Act on the strategies or apply solutions.

5. Look back and evaluate the effects of your activity, or look at the results.