Name: Joanne L.

Ico Date: November 17, 2018

Following are learning activities and practices commonly applied inside the classroom. Identify
what theory is applied in each learning activity and why you think so.

Learning Activities and Practices Theory Applied

1. The teacher assigned the students to memorize the COGNITIVE THEORY
multiplication table.  Memorizing is a mental process in which
learner learned by mind.
2. The trainer showed a ten-minute video about an SOCIAL CONSTRUCTIVISM
effective teacher to a group of teacher-trainees.  Collaboration can be seen; participation of a
group can be shown.
3. The teacher gave five algebra problems for COGNITIVE THEORY
students to solve.  Problem-solving is also mental processing
that case , the students develop their mental
ability and capacity.
4. The teacher first gave a lecture on a topic on COGNITIVE THEORY
Philippine history, after which he asked the  Use in order to learn more successfully
students to answer recall questions. which include the repetition, summarize and
memorization.
5. The teacher asked the students to memorize and COGNITIVE THEORY
recite Jose Rizal's "my Last Farewell."  Memorize and recite is an activity under of
cognitive theory.
6. The teacher invited one resource person to give a SOCIAL CONSTRUCTIVISM
lecture on developing habits of cleanliness and  The students learn from the other people
hygiene. After the lecture, the students were which are the resource speaker, by asking a
encouraged to ask questions to the resource question.
speaker.
7. In a science class, the teacher asked the students to SOCIAL CONSTRUCTIVISM
do an experiment and answer the questions based  Students learn from the result of the
on the results of the experiment. experiment which is discovery learning.
8. The teacher gives a "star" to the pupils who gave BEHAVIORISM
correct answers to her questions.  The “star” serves as a reward whereas it is
the application of theories under
behaviorism.
9. In a statistics class, the students were asked to COGNITIVE THEORY
interpret the data illustrated in graphs.  Using imagery and illustrated graphs.

10. The teacher asked the students to do interviews SOCIAL CONSTRUCTIVISM

with local officials. The purpose was to identify who
among the local officials are "good" and "effective"
leaders based on a set of criteria.
11. The teacher asked the students to observe a chef
on the correct way of cooking a recipe.
 The students/ learners learned from the
others which are the local officials by giving
information.
COGNITIVE THEORY
 By observation, students learn how to cook
on their own.
12. In a coconut-growing locality, many of the topics
in the course had to do with coconuts. In TLE,
lessons are on cooking using coconut recipes. In
science, lessons are on how to improve the by-
products of coconuts.
13. On a lesson on environmental conversation,
students climbed a mountain to study the kinds of
topographical changes taking place.
14. In an English (literature) class, the topic was Joyce
Kilmer's poem, "Trees." The teacher asked two
students to write two paragraphs of their
interpretation of the poem from a science
perspective. Two students were also asked to
interpret the poem in music form.
15. The topic under study is to study the use of
computer programs needed for different tasks in
the workplace.
SOCIAL CONSTRUCTIVISM
 In different environment and interaction
with other people learners improve their
own skill.
SOCIAL CONSTRUCTIVISM
 Study the kinds of topographical is a clue on
how students learn different things.
COGNITIVE THEORY
 Summarize, and memorize a poem.
SOCIAL CONSTRUCTIVISM
 Different tasks in a work place makes the
students learned easily and develop their
flexibility.
Name: Joanne L. Ico Date: December 07, 2018

A. Assume that you are a teacher teaching the concept of adding 2 + 3 to Grade 1 pupils. Write the
steps on how you are going to approach teaching the concept to ensure a better understanding of
the task. Give your reasons why.

Steps

1. Familiarize children with addition symbols.

2. Teach children the words that signify addition.

3. Use objects to demonstrate how addition works.

4. Group children and use their bodies as “human manipulative.”

5. Use flashcards to stimulate memorization.

Reasons:

1. Teach them the meaning of the symbols “+” and “=.” Then help them learn to write
“number sentences.” Ex. 3 + 2 = 5
2. Introduce terms such as “all together”, “put together”, “how many in all”, “total”, and
“sum” that commonly indicate a child will need to add two or more numbers.
3. Children respond well to visual tools that help them understand addition concepts.
4. Using their human body can also help well for those pupils combine students and have
them count themselves in different configurations.
5. Students should recognize how numbers interact with each other rote memorization of
basic mathematics facts will provide a complementary foundation for moving on to more
complicated arithmetic.
Name: Joanne L. Ico Date: November 17, 2018

A. Name two highlights of social constructivism.

 Knowledge is constructed within social contexts through interactions with knowledge community
and environment.
 Participations, contributions and collaboration are facilitated and guided by the teacher.

B. Describe two examples of classroom activities that are in keeping with social learning theory.

Example 1 Groupings or making activities in a group, the students learn from their own and also
from others. being collaborative and learn to participate in the class

Example 2 Case Study Research, an activity that helps for the students on how they learn,
discovers and identifies the context from the topic.

C. Name two important reasons why students learn and develop 21 st century skills.

 In order to provide the students with the appropriate knowledge and wisdom that also help
them for the long period of time.
 Also to prepare their own skills , to apply that knowledge in real life situations and to be
equipped for full participation in society.

D. Given all theories presented and learned in this chapter, what gives them the characteristics of
being learner-centered?

 All the theories help us to know what are the expectations/ prospective from the learners.
 Which is we are focusing from the learners and those characteristics are learning involves
observation, extraction of information from those observation and making decisions about the
performance of the behavior. The mental thinking of the learners are very crucial that we
need to be understand and aware of it.
 Name: Joanne L. Ico Date: November 17, 2018

A. As a whole, what are the developmental characteristics of young learners that make them different
from adolescent and adult learners?

Child Learners Adolescent Learners Adult Learners

 Find security in rhythm, ritual
and repetition.
 Learn through play.
 Want to belong to a
community that is safe,
beautiful and good.
 Explore the world with
wonder.
 “Understand” the word first
through their bodies.
 Use stories to construct
meanings.
 Express themselves in
complex ways.
 It’s difficult for decision-
making.
 Restless and fatigue due to
hormonal changes.
 Developing sexual awareness
and often touching and
bumping into others.
 Overreacting to ridicules
embarrassment and
rejection.
 A desire to become
independent.
 Relying on parents and
important adults for advice
but wanting to make their
own decisions.
 Maturity
 Goal- oriented
 Learning by experience
 Practical
 Wealth of knowledge
 Self- directed
 Solid for decision- making
 Multi- tasking
 They have own principles
 Self- confidence
 Competence and mastery

B. Below is a list of classroom activities. Identify whose needs will be addressed by each activity –
young? adolescents? adults?

1. Students go to the seashore to study different kinds of shells. ADOLESCENT

2. Students name and identify real fruits shown by the teacher. YOUNG
3. Students are given ingredients and were asked to cook these using their own method. ADULT
4. Students were grouped into three and were given two problems to solve. ADOLESCENT
5. Students were doing an experiment and the teacher was present to guide them. ADOLESCENT
6. The students were asked to tell stories about their family using pictures. YOUNG
7. Students were asked to interpret a poem. ADOLESCENT
8. Students were asked to interview five leaders in the community, from which they were to make
an assessment of how effective or ineffective the leaders are. ADULT
9. Students were asked to make a table in two hours. ADULT
10. Students were asked to observe the leaves of plants in the garden. ADOLESCENT