Educ 312 Midterm Module

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF TEACHER EDUCATION

_________________________________________________________________________
LEARNING MODULE
FOR
EDUC 312: FACILITATING LEARNER-CENTERED TEACHING
__________________________________________________________________________
WEEK 7
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EDUC 312: Facilitating Learner Centered Teaching

SOUTH EAST ASIAN INSTITUTE OF TE CHNOLOGY, INC. Page 1 of 31
COURSE OUTLINE
COURSE CODE : EDUC 312

TITLE : Facilitating Learner-centered Teaching
TARGET POPULATION: All Education Students
INSTRUCTOR : JUNMARK C. PORAL, LPT
Overview:
This course explores the fundamental principles and practices anchored on learner-centeredness
and other educational psychologies as theses apply to facilitate various teaching-learning delivery
modes to enhance learning.
Objectives:
a. analyze the context, content and perspective of different theories of facilitating learner-centered
teaching;
b. demonstrates understanding of learner-centered psychological principles;
c. apply the different theories related to the learners development; and its implications to teaching;
d. write reflection paper on selected topic related to facilitating learning;
e. give an in-depth explanation of learning theories in facilitating learning;
f. develop awareness on the issues of student’s diversity and multiple intelligences.
The following are the topics to be discussed
Week 7 COGNITIVE PERSPECTIVE: GESTALT PSYCHOLOGY AND INFORMATION

PROCESSING
Week 8 GAGNES’ CONDITIONS OF LEARNING AND AUSUBEL’S MEANINGFUL

VERBAL LEARNING/ SUBSUMPTION THEORY
Week 9 BRUNER’S CONSTRUCTIVIST THEORY, CONSTRUCTIVISM: KNOWLEDGE

CONSTRUCTION/CONCEPT LEARNING
Week 10 TRANSFER OF LEARNING AND THE REVISED BLOOM’S TAXONOMY OF

EDUCATIONAL OBJECTIVES
Week 11 STERNBERG’S SUCCESSFUL INTELLIGENCE THEORY AND WICS MODEL,

PROBLEM SOLVING AND CREATIVITY
Instruction to the Learner
Each chapter in this module contains a major lesson involving the facilitating learner-centered
teaching. The units are characterized by continuity and are arranged in such a manner that the present
unit is related to the next unit. For this reason, you are advised to read this module. After each unit,
there are exercises to be given. Submission of task given will be every Tuesday during your scheduled
class hour.

WEEK 7
COGNITIVE PERSPECTIVE: GESTALT PSYCHOLOGY AND INFORMATION PROCESSING
GESTALT PSYCHOLOGY
Gestalt psychology was at the forefront of the cognitive psychology. It served as the foundation of
the cognitive perspective to learning. It opposed the external and mechanistic focus of behaviorism. It
considered the mental processes and products of perception.
Gestalt theory was the initial cognitive response to behaviorism. It emphasized the importance of
sensory wholes and the dynamic nature of visual perception. The term gestalt means "form' or
"configuration." Psychologists Max Wertheimer, Wolfgang Kohler and Kurt Koffka studied
perception and concluded that perceivers (or learners) are not passive, but rather active. They
suggested that learners do not just collect information as is but they actively process and restructure
data in order to understand it. This is the perceptual process. Certain factors impact on this perceptual
process. Factors like past experiences, needs, attitudes and one's present situation can affect their
perception.
One may have difficulty perceiving both the words you" and "me" in the first picture in the activity if
one is trying to forget an ex-sweetheart who caused pain; or simply because he was looking on the
foreground and not the background. According to the gestalt psychologists, the way we form our
perceptions are guided by certain principles or laws. These principles or laws determine what we see
or make of things or situations we meet.
Law of Proximity. Elements that are closer together

will be perceived as a coherent object. On the left,
there appears to be three columns, while on the right,
there appears to be three horizontal rows. When
objects we are perceiving are near each other, we
perceive them as belonging together.
Law of Proximity
Law of Similarity. Elements that look similar will be perceived as part

of the same form. There seems to be a triangle in the square. We link
similar elements together.
Law of Closure. We tend to fill the

gaps or "close" the figures we perceive.
We enclose a space by completing a
contour and ignoring gaps in the figure.
Law of Closure
Law of Good Continuation. Individuals have the tendency to continue

contours whenever the elements of the pattern establish an implied
direction. People tend to draw a good continuous line.
Law of Good Continuation

Law of Good Pragnanz. The stimulus will be organized into as good a
figure as possible. In this example, good refers to symmetry, simplicity
and regularity. The figure is perceived as a square overlapping a
triangle, not a combination of several complicated shapes. Based on
our experiences with perception, we "expect" certain patterns and
therefore perceive that expected pattern.
Law of Figure/Ground. We tend to pay attention and perceive things in the foreground first. A stimulus
will be perceived as separate from its ground. (Figures designed by Jenny Fultz of Anderson University)
Insight Learning
Gestalt psychology adheres to the idea of learning taking place by discovery or insight. The idea of
insight learning was first developed by Wolfgang Kohler in which he described experiments with apes
where the apes could use boxes and sticks as tools to solve problems. In the box problem, a banana
is attached to the top of a chimpanzee's cage. The banana is out of reach but can be reached by
climbing on and jumping from a box. Only one of Kohler's apes (Sultan) could solve this problem. A
much more difficult problem which involved the stacking of boxes was introduced by Kohler. This
problem required the ape to stack one box on another, and master gravitational problems by building a
stable stack. Kohler also gave the apes sticks which they used to rake food into the cage. Sultan,
Kohler's very intelligent ape, was able to master a two-stick problem by inserting one stick into the end
of the other in order to reach the food. In each of these problems, the important aspect of learning
was not reinforcement, but the coordination of thinking to create new organizations (of
materials). Kohler referred to this behavior as insight or discovery learning.
Kohler proposed the view that insight follows from the characteristics of objects under consideration.
His theory suggested that learning could occur when the individual perceives the relationships of the
elements before him and reorganizes these elements and comes to a greater understanding or insight.
This could occur without reinforcement, and once it occurs, no review, training or investigation is
necessary. Significantly, insight is not necessarily observable by another person.
Gestalt Principles and the Teaching-Learning Process

The six gestalt principles not only influence perception, but they also impact on learning. Other
psychologists like Kurt Lewin expounded on Gestalt psychology. His theory focusing on "life space"
adhered to Gestalt psychology. He said that an individual has inner and outer forces that affect his
perceptions and also his learning. Inner forces include his own motivation, attitudes and feelings. Outer
forces may include the attitude and behavior of the teacher and classmates. All these forces interact
and impact on the person's learning. Mario Polito, an Italian psychologist, writes about the relevance of
Gestalt psychology to education.
Gestalt theory is focused on the experience of contact that occurs in the here and now It considers
with interest the life space of teachers as well as students. It takes interest in the complexity of
experience, without neglecting anything, but accepting and amplifying all that emerges. It stimulates
learning as experience and the experience as a source of learning. It appreciates the affections and
meaning that we attribute to what we learn. Knowledge is conceived as a continuous organization and
rearrangement of information according to needs, purposes and meanings. It asserts that learning is
not accumulation but remodelling or insight. Autonomy and freedom of the student is stimulated by the
teacher. The time necessary for assimilation and for cognitive and existential remodelling is respected.
The contact experience between teachers and students is given value: an authentic meeting based on
sharing ideas and affections.
INFORMATION PROCESSING
Information processing is a cognitive theoretical framework that focuses on how knowledge enters
and is stored in and is retrieved from our memory. It is one of the most significant cognitive theories in
the last century and it has strong implications on the teaching-learning process.
Information Processing Theory

Relating how the mind and the computer work is a powerful analogy. The terms used in the
information processing theory (IPT) extend this analogy. In fact, those who program and design
computers aim to make computers solve problems through processes similar to that of the human
mind. Read on to know more about IPT.
Cognitive psychologists believe that cognitive processes influence the nature of what is learned.
They consider learning as largely an internal process, not an external behavior change (as behaviorist
theorists thought). They look into how we receive, perceive, store and retrieve information, they believe
that how a person thinks about and interprets what s/he receives shape what he/she will learn. All these
notions comprise what is called the information processing theory.
IPT describes how the learner receives information (stimuli) from the environment through the
senses and what takes place in between determines whether the information will continue to pass
through the sensory register, then the short term memory and the long term memory. Certain factors
would also determine whether the information will be retrieved or "remembered" when the learner needs
it. Let us go into the details.
We first consider the types of knowledge that the learner may receive.
“Types" of Knowledge
• General vs. Specific: This involves whether the knowledge is useful in many tasks, or only in
one.
• Declarative - This refers to factual knowledge. They relate to the nature of how things are. They
may be in the form of a word or an image. Examples are your name, address, a nursery rhyme,
the definition of IPT, or even the face of your crush.
• Procedural - This includes knowledge on how to do things. Examples include making a lesson
plan, baking a cake, or getting the least common denominator.
• Episodic - This includes memories of life events, like your high school graduation.
• Conditional - This is about "knowing when and why" to apply declarative or procedural
strategies.
Stages in the Information Processing Theory

The stages of PT involve the functioning of the senses, sensory register, short-term memory and
the long-term memory. Basically, IPT asserts three primary stages in the progression of external
information becoming incorporated into the internal cognitive structure of choice (schema, concept,
script, frame, mental model, etc.).
These three primary stages in IPT are

• Encoding- Information is sensed, perceived and attended to.
• Storage -The information is stored for either a brief or extended period of time, depending upon
the processes following encoding.
• Retrieval- The information is brought back at the appropriate time and reactivated for use on a
current task, the true measure of effective memory.
What made IPT plausible is the notion that cognitive processes could be described in a stage-like model.
The stages to processing follow a trail along which information is taken into the memory system, and
brought back (recalled) when needed. Most theories of information processing revolve around the three
main stages in the memory process:
Sensory Register
The first step in the IP model holds all sensory information for a very brief time.
• Capacity: Our mind receives a great amount of information but it is more than what our minds
can hold or perceive.
• Duration: The sensory register only holds the information for an extremely brief period in the
order of 1 to 3 seconds.
• There is a difference in duration based on modality: auditory memory is more persistent than
visual.
The Role of Attention

• To bring information into consciousness, it is necessary that we give attention to it. Such that,
we can only perceive and remember later those things that pass through our attention "gate".
• Getting through this attentional filter is done when the learner is interested in the material, when
there is conscious control over attention, or when information involves novelty, surprise, salience,
and distinctiveness.
• Before information is perceived, it is known as "precategorical" information. This means that until
that point, the learner has not established a determination of the categorical membership of the
information. To this point, the information is coming in as uninterpreted patterns of stimuli. Once
it is perceived, we can categorize, judge, interpret and place meaning to the stimuli. If we fail to
perceive, we have no means by which to recognize that the stimulus was ever encountered.
Short-Term Memory (STM or Working Memory)

• Capacity: The STM can only hold 5 to 9 "chunks" of information, sometimes described as 7 +/-
2. It is called working memory because it is where new information is temporarily placed while
it is mentally processed. STM maintains information for a limited time, until the learner has
adequate resources to process the information, or until the information is forgotten.
• Duration: Around 18 seconds or less. To reduce the 1oss of information in 18 seconds, you need
to do maintenance rehearsal. It is using repetition to keep the information active in STM, like
when you repeat a phone number just given over and over.
Long-Term Memory (LTM)

The LTM is the final or permanent storing house for memory information. It holds the stored
information until needed again.
• Capacity: LTM has unlimited capacity.
• Duration: Duration in the LTM is indefinite
Executive Control Processes

The executive control processes involve the executive processor or what is referred to as
metacognitive skills. These processes guide the flow of information through the system, help the learner
make informed decisions about how to categorize, organize or interpret information. Example of
processes are attention, rehearsals and organization.
Forgetting is the inability to retrieve or access information when needed.

There are two main ways in which forgetting likely occurs:
• Decay - Information is not attended to, and eventually fades away. Very prevalent in Working
Memory.
• Interference - New or old information 'blocks' access to the information in question.

Methods for Increasing Retrieval of Information
• Rehearsal - This is repeating information verbatim, either mentally or aloud.
• Meaningful Learning - This is making connections between new information and prior
knowledge.
• Organization - It is making connections among various pieces of information. Info that is

organized efficiently should be recalled.
• Elaboration - This is adding additional ideas to new information based on what one already-
knows. It is connecting new info with old to gain meaning.
• Visual Imagery - This means forming a "picture of the information
• Generation - Things we produce are easier to remember than things we 'hear".
• Context - Remembering the situation helps recover information.
• Personalization - It is making the information relevant to the individual.
Other Memory Methods

• Serial Position- Effect (recency and primacy)- You will remember the beginning and end of a
'list' more readily.
• Part Learning - Break up the 'list' or "chunk" information to increase memorization.
• Distributed Practice - Break up learning sessions, rather than cramming all the info in at once
(Massed Practice).
• Mnemonic Aids - These are memory techniques that learners may employ to help them retain
and retrieve information more effectively. This includes the loci technique, acronyms, sentence
construction, peg-word and association techniques, among others.
The Information Processing Model

Information is received through the senses and goes to the sensory memory for a very brief amount
of time. If not found relevant, information may decay. It goes to the STM and if given attention and is
perceived and found to be relevant, it is sent to the LTM. If not properly encoded, forgetting occurs.
Different cognitive processes applied to the information will then determine if information can be
retrieved when needed later

ACTIVITY # 7
Discussion Points and Exercise Questions
Direction: Read and understand this module. Provide what is being asked. Write your answer in a long
bond paper (Handwritten) and attached to the last page of this module.
TASKS:
1. Discuss the following (25 points each).
A. In your own words, describe the different gestalt principles. List at least 5 ways to apply gestalt
psychology in the teaching learning process.
Rubric
Criteria Points
Content Your ability to provide cogent, persuasive and relevant ideas 20
and the application of the literary approach in your essay.
Organization, Your ability to present your ideas in an organized and 15
neatness cohesive fashion.
Grammar, Your control of the English language- specifically your word 5
language choice and sentence structure. Your facility with the
conventions of standard written English (grammar and
punctuation)
Total 25 points
B. Cite a teaching implication of the information process given in the table below.
Process Teaching Implication/s

1. Information is received through the senses. 1.1
1.2
2. If information is not relevant, it decays. 2.1
2.2
3. If information goes to the Short-Term Memory 3.1

and if given attention and is found
to be relevant, it is sent to the Long-Term Memory.
3.2
4.1
4. If information is not properly encoded, forgetting 4.2

occurs.
5.1
5. There are methods to increase retrieval of 5.2

information when needed
End of Week 7
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WEEK 8
GAGNES’ CONDITIONS OF LEARNING AND AUSUBEL’S MEANINGFUL VERBAL LEARNING/
SUBSUMPTION THEORY
Gagne’s Theory
In his theory, Gagne specified several different types or levels of learning. He stressed that different
internal and external conditions are needed for each type of learning, thus his theory is called conditions
of learning. He also provided nine instruction events that serve as basis for the sequencing of instruction.
Gagne's theory deals with all aspects of learning. However, the focus of the theory is on intellectual
skills. The theory has been utilized to design instruction in all domains. In the earlier version of the
theory, special attention was given to military training settings. Later, Gagne also looked into the role of
instructional technology in learning.
Gagne's Principles
1. Different instruction is required for different learning outcomes. Gagne's theory asserts that
there are several different types or levels of learning. Furthermore, the theory implies that each
different type of learning calls for different types of instruction. Gagne named five categories of
learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.
Distinct internal and external conditions are required for each type of learning. For instance, for
cognitive strategies to be learned, there must be an opportunity for problem solving; to learn attitudes,
the learner must be exposed to credible role model or arguments that are convincing and moving.
Below are the categories of learning with corresponding learning outcomes and conditions of learning:
Category of Learning Example of Learning Outcome Conditionings of Learning
Verbal Information Stating previously learned materials such 1. Draw attention to distinctive
as facts, concepts, principles and features by variations in print
procedures, e.g., listing the 14 leaner- or speech.
centered psychological principles 2. Present information so that it
can be made into chunks.
3. Provide a meaningful
context for effective encoding
of information.
4. Provide cues for effective
recall and generalization of
information.
Intellectual Skills: Discriminations: Distinguishing objects, 1. Call attention to distinctive

Discriminations, features or symbols e.g., distinguishing features.
Concrete Concepts, an even and an odd number 2. Stay within the limits of
Defined Concepts, Working memory
Rules, Higher Order Concrete Concepts: identifying classes of 3 Stimulate the recall
Rules concrete objects, features or events, e.g., of previously learned
picking out all the red beads from a bowl of component skills.
beads 4. Present verbal cues to the
ordering or combination of
Defined Concepts: classifying new Component skills.
examples of events or ideas by their 5. Schedule occasions for
definition, e.g., noting "she sells sea shells" practice and spaced review.
as alliteration 6 Use a variety of contexts
to promote transfer.
Rules: Applying a single relationship to
solve a class| of problems, e.g., computing
average monthly income of a company
Order Rules: Applying a new combination

of rules to solve a complex problem, e.g.
generating a balanced budget for a school
organization

Cognitive Strategies Employing personal ways to guide learning, 1. Describe or demonstrate the
thinking, acting and feeling, e.g., strategy.
constructing concept maps of topics being 2. Provide a variety of
studied occasions for practice using
the strategy.
3. Provide informative
feedback as to the creativity or
originality of the strategy or
outcome.
Attitudes Choosing personal actions of based on 1. Establish an expectancy of
internal states of understanding and success associated with the
feeling, e.g., deciding to avoid soft drinks desired attitude.
and drinking a least 8 glasses of water 2. Assure student identification
everyday with an admired human model.
3. Arrange for communication
or demonstration of choice of
personal action
4. Give feedback for successful
performance; or allow
observation of feedback in the
human model.
Motor Skills Executing performances involving the use 1. Present verbal or other
of muscles, e.g., doing the steps of the guidance to cue the executive
singkil dance subroutine.
2. Arrange repeated practice.
3. Furnish immediate feedback
as to the accuracy of
performance.
4. Encourage the use of mental
practice.
2. Learning hierarchies define what intellectual skills are to be learned and a sequence of
instruction. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy
according to complexity: stimulus recognition, response generation, procedure following, use of
terminology, discriminations, concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning
at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning
hierarchies provide a basis for the sequencing of instruction.
3. Events of learning operate on the learner in ways that constitute the conditions of learning.
These events should satisfy or provide the necessary conditions for learning and serve as the basis for
designing instruction and selecting appropriate media. The theory includes nine instructional events
and corresponding cognitive processes:
(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).
Study the two examples of teaching sequences below. They reflect the events of instruction
Example 1 Lesson: Equilateral Triangles

Objective: For students to create equilateral triangles
Target group: Grade 4 pupils
1. Gain attention show variety of computer-generated triangles
2. Identify objective pose question: "What is an equilateral triangle?
3. Recall prior learning review definitions of triangles
4. Present stimulus give definition of equilateral triangle
5. Guide learning - show example of how to create an equilateral triangle
6. Elicit performance ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance provide scores and remediation
9. Enhance retention/transfer show pictures of objects and ask students to identify equilaterals
Example 2 Lesson: Powerful Lessons with PowerPoint

Objective: Students to create presentations using Microsoft
PowerPoint
Target Group: This lesson is geared for education students
(Pre-service teachers) with basic computer skills.
Event of Instruction Lesson Example? Conditions of Rationale

Learning
1. Gaining Attention Teacher tells learners how she has used Giving background information
Powerpoint in the classroom. Shows an creates validity.
example of a powerpoint. The use of multimedia grabs the
Asks learners questions about using audience's attention.
powerpoint. Asking questions in the
beginning creates an interactive
atmosphere
2. Informing the Teacher says, "Today we are going to Make learners aware of what| to
Leaner of the work on using a multimedia presentation expect, so that they are aware and
Objective software, Microsoft Powerpoint prepared to receive information.
3. Stimulating Recall For this particular group of learners, they When learning something new,
of Prior Learning have learned previously about Microsoft accessing prior knowledge is a
Windows, particularly Microsoft Word. major factor in the process of
Teacher associates this knowledge with acquiring new information.
lesson at hand.
4. Presenting the Teacher gives students hands-on, step- The goal is information acquisition,
Stimulus by-step tutorial on using Microsoft therefore, the stimulus employed
Powerpoint is written content and the actual
software program.
5. Providing Learner Teacher demonstrates how to create a Teacher uses "discovery learning
Guidance presentation. Teacher moves around and because learners are adults, and it
shows students how to use the tools to gives them the freedom to explore.
type in text, add links, add symbols and Teacher facilitates the learning
clip art, insert videos and diagrams, use process by giving hints and cues
sounds, etc. Learners are allowed to try when needed. Since the audience
the tools demonstrated in partners on are pre-service with some basic
their computers. level of technology skills and the
software program is easy to follow
and understand. Guidance is
minimal.
6. Eliciting Teacher asks students to demonstrate Requiring the learner to produce
Performance Powerpoint tools. based on what has been taught
enables the learner to confirm
his/her learning.
Regular feedback enhances
Learning.
7. Giving Feedback Teacher gives immediate feedback to
learners after eliciting responses.
8. Assessing Assign a practice activity Create an Independent practice forces
Performance electronic story book using Microsoft students to use what they learned
powerpoint. Teacher checks work. and apply it. Assessing such gives
instructors, a means of testing
student learning outcomes.
9. Enhancing Retention Teacher asks learners to create activities Applying learning in teal-life
and transfer using Powerpoint presentation for 6th situations is a step towards
grade pupils. Teacher also assigns Mastery Learning.
learner to teach another learner how to
make powerpoint presentations
Ausubel’s Meaningful Verbal Learning/ Subsumption Theory

Many educational psychology theories often criticize the expository or presentational manner of
teaching. They say that teachers assume such a major role in learning as providers of information,
while students remain as passive receivers of information. David Ausubel, instead of criticizing this
manner of teaching, proposed ways of improving it. He suggested the use of advance organizers. His
ideas are contained in his theory of Meaningful Verbal Learning.
The main theme of Ausubel's theory is that knowledge is hierarchically organized; that new
information is meaningful to the extent that it can be related (attached, anchored) to what is already
known. It is about how individuals learn large amounts of meaningful material from verbal/textual
presentations in a school setting. He proposed the use of advance organizers as a tool for learning.
Focus of Ausubel's Theory

1. The most important factor influencing learning is the quantity, clarity and organization of the
learner's present knowledge. This present knowledge consists of facts, concepts, propositions,
theories and raw perceptual data that the learner has available to him/her at any point in time. This
comprises his/her cognitive structure.
2. Meaningful learning takes place when an idea to be learned is related in some sensible way to
ideas that the learner already possesses. Ausubel believed that before new material can be
presented effectively, the student's cognitive structure should be strengthened. When this is done,
acquisition and retention of new information is facilitated.
The way to strengthen the student's cognitive structure is by using advance organizers that
allow students to already have a bird's eye view or to see the "big 'picture" of the topic to
be learned even before going to the details.
Ausubel's belief of the use of advance organizers is anchored on the principle of subsumption. He
thought that the primary way of learning was subsumption: a process by which new material is related
to relevant ideas in the existing cognitive structure. Likewise, Ausubel pointed out, that what is learned
is based on what is already known. This signifies that one's own prior knowledge and biases limit and
affect what is learned. Also, retention of new knowledge is greater because it is based on prior concrete
concepts. Meaningful learning can take place through four processes:
Derivative subsumption. This describes the situation in which the new information you learn is an
example of a concept that you have already you learned. Let's say you have acquired a basic concept
such as "bird". You know that a bird has feathers, a beak, lays egg. Now you learn about a kind of bird
that you have never seen before, let's say a blue jay that conforms to your previous understanding of
bird. Your new knowledge of blue jays is attached to your concept of bird, without substantially altering
that concept in any way. So, an in Ausubel's theory, you had learned about blue jays through the
process of derivative subsumption.
Correlative subsumption. Examine this example. Now, let's say you see a new kind of bird that
has a really big body and long strong legs. It doesn't fly but it can run fast. In order to accommodate
this new information, you have to change or expand your concept of bird to include the possibility of
being big and having long legs. You now include your concept of an ostrich to your previous concept of
what a bird is. You have learned about this new kind of bird through the process of correlative
subsumption. In a sense, you might say that this is more "valuable" learning than that of derivative
Subsumption, since it enriches the higher-level concept.
Superordinate learning. Imagine that a child was well acquainted with banana, mango, dalandan,
guava etc., but the child did not know, until she was taught, that these were all examples of fruits. In
this case, the child already knew a lot of examples of the concept but did not know the concept itself
until it was taught to her. This is superordinate learning.

Combinatorial learning. This is when newly acquired knowledge combines with prior knowledge
to enrich the understanding of both concepts. The first three learning processes all included new
information that relates to a hierarchy at a level that is either below or above previously acquired
knowledge. Combinatorial learning is different; it describes a process by which the new idea is derived
from another idea that is neither higher nor lower in the hierarchy, but at the same level (in a different,
but related, "branch"). It is a lot like as learning by analogy. For example, to teach someone about how
plants "breathe" you might relate it to previously acquired knowledge of human respiration where man
inhales oxygen and exhales carbon dioxide.
Advance Organizers
The advance organizer is a major instructional tool proposed by Ausubel. The advance organizer
gives you two benefits: (1) You will find it easier to connect new information with what you already
know about the topic, and (2) you can readily see how the concepts in a certain topic are related to
each other. As you g0 about learning about the topic and go through the four learning processes, the
advance organizer helps you link the new learning to your existing scheme. As such, advance
organizers facilitate learning by helping you organize and strengthen your cognitive structure.
Ausubel stressed that advance organizers are not the same with overviews and summaries which
simply emphasize key ideas and are presented at the same level of abstraction and generality as the
rest of the material. Organizers act as a subsuming bridge between new learning material and existing
related ideas.
Types of advance organizers

1. Expository describes the new content.
2. Narrative presents the new information in the form of a story to students.
3. Skimming - is done by looking over the new material to gain a basic overview.
4. Graphic organizer - visuals to set up or outline the new information. This may include pictographs,
descriptive patterns, concept patterns, concept maps.
Application of Principles
1. The most general ideas of a subject should be presented first and then progressively differentiated
in terms of detail and specificity. He called this progressive differentiation.
According to Ausubel, the purpose of progressive differentiation is to increase the stability and
clarity of anchoring ideas. The basic idea here is that, if you're teaching three related topics A, B and
C, rather than teaching all of topic A, then going on to B, etc., you would take a spiral approach. That
is, in your first pass through the material, you would teach the "big" ideas (i.e., those highest in the
hierarchy) in all three topics, then on successive passes you would begin to elaborate the details. Along
the way you would point out principles that the three topics had in common, and things that differentiated
them."
2. Instructional materials should attempt to integrate new material with previously presented
information through comparisons and cross-referencing of new and old ideas.

ACTIVITY # 8
TASKS:
1. lesson outline and Graphic organizer (30 points each).
a. Instruction: Choose a topic with a particular lesson objective in any grade or year level. Make a
teaching sequence applying Gagne’s nine instructional events. Use the table provided for you.
Topic_________________________________________________________________
Event of Instruction Lesson Example/Conditions of Learning

1. Gaining Attention
2. Informing the Learner of the objective
3. Stimulating Recall of Prior Learning
4. Presenting the Stimulus
5. Providing Learner Guidance
6. Eliciting Performance
7. Giving Feedback
8. Assessing Performance
9. Enhancing Retention and Transfer
b. Instructions: Choose a topic related to your field of specialization, obtain a material such as a book
chapter about this topic and prepare an advance organizer about it.
Rubric for graphic organizer
Criteria Level 1 Level 2 Level 3 Level 4

Completion Graphic organizer Graphic organizer Graphic organizer Graphic organizer
is less than 10% is less than 10% is less than 40% is at least 70%
completed to 39% completed to 69% completed completed
Relevance Less than 50% At least 50% At least 75% All the ideas in
of the ideas relate of the ideas relate of the ideas relate the graphic relate
to the topic of the to the topic of the to the topic of the to the topic of the
writing writing writing writing
Usage Less than 30% of Between 30 to Between 60 to At least 90% of
the ideas from the 59% 0f the ideas 89% 0f the ideas the ideas from the
graphic are present from the graphic from the graphic graphic are
in the writing are present in the are present in the present in the
paragraph paragraph paragraph
End of Week 8
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WEEK 9
BRUNER’S CONSTRUCTIVIST THEORY, CONSTRUCTIVISM: KNOWLEDGE
CONSTRUCTION/CONCEPT LEARNING
Bruner’s Constructivist Theory

Jerome Bruner was one of the first proponents of constructivism. A major theme in the theory of
Bruner is that learning is an active process in which learners construct new ideas or concepts based
upon their current/past knowledge.
Bruner's Main Concepts
Representation
Bruner suggested the ability to represent knowledge in three stages. These three stages also
become the three ways to represent knowledge.
1. Enactive representation - At the earliest ages, children learn about the world through actions on
physical objects and the outcomes of these actions. Children represent objects in terms of their
immediate sensation of them. They are represented in the muscles and involve motor responses,
or ways to manipulate the environment (i.e. riding a bicycle and tying a knot, tasting the apple).
2. Iconic representation - This second stage is when learning can he obtained through using models
and pictures. The learner can now use mental images to stand for certain objects or events. Iconic
representation allows one to recognize objects when they are changed in minor ways (e.g.
mountains with and without snow at the top).
3. Symbolic representation - In this third stage, the learner has developed the ability to think in
abstract terms. This uses symbol system to encode knowledge. The most common symbol systems
are language and mathematical notation.
Bruner advised that teachers utilize and bring together concrete, pictorial then symbolic activities
to facilitate learning. Before children can comprehend abstract mathematical operations, teachers can
first have the numbers represented enactively (with blocks) and then, iconically (in pictures). Children
can later on handle number concepts without concrete objects and only with numbers and number
signs (symbolic).
In the K to 12 curriculum, the spiral progression is a mandate. Section 5 (g), Curriculum

Development of RA. 10533, states "The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level." As applied in Math, this would mean that the teachers
teach Algebra, Geometry, Statistics and Trigonometry concepts from Kinder to Grade 10. In the science
class, Biology, Chemistry, and Physics concepts are taught from Grade 3 (where Science as a subject
starts) to Grade 10 considering the developmental stages of students. In the spiral progression
approach, the teaching of concepts increases in depth and breadth across the Grade levels. Statistics
concepts in Kindergarten are much simpler compared to the Statistics concepts in Grade 10. Geometry
concepts in kindergarten are much simpler than those taught in Grade 10. This is in contrast to the
disciplinal approach of Math and Science teaching in the 2002 Basic Education Curriculum (BEC). This
means that in the 2002 BEC, Algebra is taught in the First and Second Year; Geometry in the Third
Year; Statistics and Probability, and Trigonometry in the Fourth Year. In the sciences, Integrated
Science is taught in the First Year; Biology in the Second Year; Chemistry in the Third Year and Physics
in the Fourth Year.
In the spiral progression approach, concepts are revisited

again and again as you go up the Grades. This supports mastery
of concepts.
Below are the principles of instruction stated by Bruner:

1. Instruction must be concerned with the experiences and
contexts that make the student willing and able to learn
(readiness).
2. Instruction must be structured so that it can be easily grasped
by the student (spiral organization).

3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the
information given).
Discovery learning
Discovery learning refers to obtaining knowledge for oneself. The teacher plans and arranges
activities in such a way that students search, manipulate, explore and investigate. Students learn new
knowledge relevant to the domain and such general problem-solving skills as formulating rules, testing
and gathering information. Most discovery does not happen by chance. Students require background
preparation. Once students possess prerequisite knowledge, careful structuring of material allows them
to discover important principles.
Classroom Example:
Learning becomes more meaningful when students explore their learning environment rather than
listen passively to teachers.
• In elementary school - Teachers might use guided discovery to help children learn animal groups
(e.g. mammals, birds, reptiles). Rather than provide students with the basic animals groups and
examples for each, the teacher could ask students to provide the names of types of animals.
Then the students and teacher could classify the animals by examining their similarities and
differences. Category labels can be assigned once classifications are made. This approach is
guided by the teacher to ensure that classifications are proper, but students are active
contributors as they discover the similarities and differences among animals.
• In high school - A chemistry teacher might use "mystery" liquids and have students discover the
elements in each. The students could proceed through a. series of experiments designed to
determine if certain substances are present in a sample. By using the experimental process,
students learn about the reactions of various substances to certain chemicals and also how to
8determine the contents of their mystery substance. (Retrieved from http://www.lifecircles-
inc.com/Bruner.htm)
Bruner (1966) states that a theory of instruction should address four major aspects:
1. Predisposition to learn. He introduced the ideas of "readiness for learning". Bruner believed that
any subject could be taught at any stage of development in a way that fits the child's cognitive abilities.
This feature specifically states the experiences which move the learner toward a love of learning in
general, or of learning something in particular. Motivational, cultural and personal factors contribute to
this. Bruner emphasized social factors and early teachers and parents influence on this. He believed
that learning and problem solving emerged out of exploration. Part of the task of a teacher is to maintain
and direct a child's spontaneous explorations.
2. Structure of Knowledge. This refers to the ways in which a body of knowledge can be structured
so that it can be most readily grasped by the learner. Bruner emphasized the role of structure in learning
and how it may be made central in teaching. Structure refers to relationships among factual elements
and techniques. This will depend on different factors, and there will be many ways to structure a body
of knowledge and many preferences among learners. Bruner offered considerable detail about
structuring knowledge.
1. Understanding the fundamental structure of a subject makes it more comprehensible. Bruner
viewed categorization as a fundamental process in the structuring of knowledge. Details are better
retained when placed within the context of an ordered and structured pattern.
2. To generate knowledge which is transferable to other contexts, fundamental principles or patterns
are best suited.
3. The discrepancy between beginning and advanced knowledge in a subject area is diminished
when instruction centers on a structure and principles of orientation. This means that a body of
knowledge must be in a form simple enough for the learner to understand and it must be in a form
recognizable to the student's experience.
3. Effective sequencing. No one sequencing will fit every learner, but in general, the lesson can be
presented in increasing difficulty. Sequencing, or lack of it, can make learning easier or more difficult.
Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and
elaborating to the level of full understanding and mastery.
4. Reinforcement. Rewards and punishments should be selected and paced appropriately. He

investigated motivation for learning. He felt that ideally, interest in the subject matter is the best stimulus
for learning. Bruner did not like external competitive goals such as grades or class ranking.
Categorization
Bruner gave much attention to categorization of information in the construction of internal cognitive
maps. He believed that perception conceptualization, learning, decision making and making inferences
all involved categorization. Categories are "rules" that specify four thing about objects. The four things
are given below:
1. Criterial attributes -required characteristics for inclusion of an object in a category. (Example, for
an object to be included in the category "car" it must have an engine, 4 wheels, and be a possible
means of transportation,
2. The second rule prescribes how the criterial attributes are combined.
3. The third rule assigns weight to various properties. (Example, it could be a car even if a tire was
missing, and if it was used for hauling cargo it would be shifted to a different category of "truck'" or
perhaps "van".)
4. The fourth rule sets acceptance limits on attributes. Some attributes can vary widely, such as
color. Others are fixed. For example a vehicle without an engine is not a car. Likewise, a vehicle
with only two wheels would not be included in "car".
There are several kinds of categories:

1. Identity categories-categories include objects based on their attributes or features.
2. Equivalent categories - (provide rules for combining categories). Equivalence can be

determined by affective criteria, which render objects equivalent by emotional reactions, functional
criteria, based on related functions (for example, "car", "truck", "van" could all be combined in an
inclusive category called "motor vehicle"), or by formal criteria, for example by science, law or cultural
agreement. For example, an apple is still an apple whether it is green, ripe, dried, etc. (identity). It is
food (functional), and it is a member of a botanical classification group (formal).
3. Coding systems are categories that serve to recognize sensory input. They are major
organizational variables in higher cognitive functioning. Going beyond immediate sensory data involves
making inferences on the basis of related categories. Related categories form a coding system." These
are hierarchical arrangements of related categories.
The principles of Bruner launched the notion that people interpret the world mostly in terms of
similarities and differences. This is a valuable contribution to how individuals construct their own models
or view of the world.
Cognitive Processes
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual,

internal construction of knowledge. It is largely based on Piaget's theory. Proponents of this type
choose child-centered and discovery learning. They believe the learners should be allowed to discover
principles through their own exploration rather than direct instruction by the teacher.
Social Constructivism. This view emphasizes that "knowledge exists in a social context and
is initially shared with others instead of being represented solely in the mind of an individual."
It is based on Vygotsky's theory. Here, construction of knowledge is shared by two or more people.
According to social constructivists, the opportunity to interact and share among learners help to shape
and refine their ideas. Knowledge construction becomes social, not individual.
Characteristics of Constructivism
Whether one takes the individual or social view of constructivism, there are four characteristics that
these two views have in common. According to Eggen and Kauchak, these are:
1. Learners construct understanding. As discussed earlier, to be filled up. They see learners as
active thinkers who interpret Constructivists do not view learners as just empty vessels waiting new
information based on what they already know. They construct knowledge in a way that makes sense to
them.
2. New learning depends on current understanding. Background information is very important. It

is through the present views or scheme that the learner has that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a "community of

learners" within classrooms. Learning communities help learners take responsibility for their own
learning. Learners have a lot of opportunities to cooperate and collaborate to solve problems and
discover things. Teachers play the role of a facilitator rather than an expert who has all the knowledge.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that
involves a learning activity that involves constructing knowledge and understanding that is so akin to
the knowledge and understanding needed when applied in the real world. Example, a writing activity
where six-year-olds prepare a checklist of things they need to do in school is a more an authentic
activity than for them to be working only on tracing worksheets with dotted lines.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept
of "teach" includes a group of tasks such as model, discuss, illustrate, explain, assist, etc. In your life
as a student you would learn thousands of concepts, some simple ones, others more complicated that
may take you to learn them more gradually. The concepts you learn are also revised as you learn more
and experience more.
Concepts as Feature Lists. Learning a concept involves learning specific features that
characterize positive instance of the concept. Included here are defining features and correlational
features. A defining feature is a characteristic present in ALL instances. Example, a triangle has three
sides. Having three sides is a defining feature of a triangle because ALL triangles should have three
sides. If one doesn't, then it is not a triangle. A correlational feature is one that is present in many
positive instances but not essential for concept membership. For example, a mother is loving. Being
loving is a feature commonly present in the concept mother. But a mother may not be loving. So "being
loving" is only a correlational feature, not a defining one.
Concepts as Prototypes. A prototype is an idea or a visual image of a "typical" example. It is

usually formed based on the positive instances that learners encounter most often, Example, close
your eyes now and for a moment think of a cat. Picture in mind what it looks like. You probably thought
of an image of the common cat we see, rather than some rare breed or species. Once learners have
their own concept prototypes, the new examples that they see are checked against this existing
prototype.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know

that an example under a concept may have variability. Example, a learner's concept of vegetable may
include a wide variety of different examples like cauliflower, kangkong, cabbage, string beans, squash,
corn, potatoes. When he encounters a new type of vegetable like "bitsuelas", he would search from the
exemplars he knows and looks for one that is most similar, like string beans.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts
by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Give a variety of positive instances
• Give negative instances
• Cite a best example" or a prototype
• Provide opportunity for learners to identify positive and negative
instances
• Ask learners to think of their own example of the concept
• 4Point out how concepts can be related to each other
Schemas and scripts

A schema is an organized body of knowledge about something. It is like a file of information you
hold in your mind about something. Like a schema of what a teacher is. A script is a schema that
includes a series of predictable events about a specific activity. Examples would include knowing the
series of steps done when we visit a doctor, or what transpires at the beginning of the class when the
teacher arrives.
Your role as a teacher is to bring learners to construct their own knowledge such that they have a
well-organized set of concepts. Aim to make clear those concepts that are still vague for them, and to
pave the way for them to overcome misconceptions. It is important that you acquire skills on how to
facilitate concept formation and development. Constructivism can be an excellent guide for you.
Applying Constructivism in Facilitating Learning

• Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up
so many topics superficially.
• Give varied examples.
• Provide opportunities for experimentation.
• Provide lots of opportunities for quality interaction
• Have lots of hands-on activities.
• Relate your topic to real life situations.
• Do not depend on the explanation method all the time.
ACTIVITY # 9
bond paper (Handwritten)
TASKS:
1. Explain the following: (25 points each)
a. (Video explanation). Instruction: Describe through a video the development of the child’s ability to
represent knowledge. Explain how the spiral curriculum works.
b. (Written work). Instruction: Think of a topic related to your field of specialization. Indicate how you
can apply constructivism for your students to construct their own understanding of the topic.
Topic ______________________________________Grade/year level______________
Constructivist implications What I will do to teach the topic

1. Have few key ideas
2. Give varied examples
3. Provide opportunities for experimentation
4. Provide lots of opportunities for quality
interaction
5. Have lots of hands-on activities

6. Relate your topic to real life situations
7. Do not depend on the explanation method all
the time
End of Week 9
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WEEK 10
TRANSFER OF LEARNING AND THE REVISED BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIVES
Transfer of Learning
Teachers want their students to apply the knowledge and skills they learn in class to other situations.
When one recognizes a situation as something similar in a way to what he has experienced before, his
tendency is to use the knowledge and skills he has learned to this new situation. This is what the
transfer of learning is about.
Transfer of learning happens when learning in one context or with one set of materials affects
performance in another context or with other related materials. Simply put, it is applying to another
situation what was previously learned. For example, learning to use roller skates later helps a person
to learn more quickly to ice skate. Learning to get along with classmates in preschool helps the child
adjust and relate well with classmates in the "big" school, or even playing highly competitive on-line
computer games might even make one a better strategic thinker in politics or business. Transfer is a
very significant concept in education and learning theory because most of those concerned in education
aim to achieve transfer.
Frequently, the circumstance of learning (classrooms, workbooks, tests, drills) differs significantly
from the situations when what is learned is to be applied (in the home, on the job, within complex tasks).
As a result, the educational goals are not met until transfer occurs. This makes transfer a very important
aspect of instruction. It may be true that in most cases the goal of transfer of learning from classroom
to real life situations is not achieved. So it is vital that as a future teacher you have a clear understanding
of how best to teach your learners so that transfer of learning is facilitated. After all, what good is there
in providing your learners with tons of knowledge and a multitude of skills if they cannot apply them
when they need to.
Types of Transfer
Positive transfer. Positive transfer occurs when learning in one context improves performance in
some other context. For instance, a speaker of Spanish would find it easier to learn Mexican language
than Japanese.
Negative transfer. Negative transfer occurs when learning in one context impacts negatively on
performance in another. For example, learners commonly assimilate a new language's phonetics to
crude approximations in their native tongue and use word orders carried over from their native tongue.
Example, there may be a tendency for a Visayan-speaking child to frequently interchange the /e/ and
/i/ sound when speaking in English. With experience however, learners correct the effects of negative
transfer.
Near transfer. Near transfer refers to transfer between very similar contexts. This is also referred
to as specific transfer; for example, when students answer types of algebra word problems in an exam
which are similar to what they had in their seatworks. Or when a student is learning to use a new cell
phone that is somehow similar to the one she had before.
Far transfer. Far transfer refers to transfer between contexts that, on appearance, seem remote
and alien to one another. This is also called general transfer. For example Stephen Covey applied the
lesson of the Aesop's fable of "The Goose That Lays the Golden Eggs" to managing corporations. He
said we should take care of the goose rather than kill it. To be successful in business we should take
care of our workers not burden them.
Conditions and Principles of Transfer

These principles are based on the factors that affect transfer of learning. These factors are similar
to what Perkins termed as "conditions of transfer". Below you will find the factors with the consequent
principles and educational implications.

Conditions/Factors affecting Principle of transfer Implication
transfer of learning
Similarity between two The more similar the two Involve students in learning
learning situations situations are, the greater situations and tasks that are
the chances that learning from similar as possible to the
one situation will be transferred situations where they would apply
to the other situation. the tasks.
Degree of meaningfulness/ Meaningful learning leads to Remember to provide
relevance of learning greater transfer than rote opportunities for learners to link
learning new material to what they learned
in the past.
Length of instructional time The longer the time spent in To ensure transfer, teach a few
instruction, the greater the topics in depth rather than many
probability of transfer topics tackled in a shallow
manner.
Variety of learning Exposure to many and varied Illustrate new concepts and
experiences examples and opportunities for principles with a variety of
practice encourages transfer examples. Plan activities that
allow your learners to practice
their newly learned skills.
Context for learner's Transfer of leaning is most Relate a topic in one subject to
experiences likely to happen when learners topics in other subjects or
discover that what they learned disciplines. Relate it also to real
is applicable to various contexts life situations.
Focus on principles rather Principles transfer easier than Zero in on principles related to
than tasks facts each topic together with strategies
based on those principles.
Emphasis on metacognition Student reflection improves Encourage students to take
transfer of learning responsibility for their own
leaning, and to reflect on what
they learned.
The Revised Bloom’s Taxonomy of Educational Objectives
Old Taxonomy
In 1956, the Taxonomy of Educational Objectives: The Classification of Educational Goals
Handbook 1: Cognitive Domain was published. Initially, the purpose was simply to have a framework
to classify test questions that faculty members shared. Eventually, it became so relevant and useful in
education. Since then, it has been used in planning the curriculum, planning learning activities and
assessment. Bloom and his colleagues published Handbook II, The Affective Domain in 1964.
Eventually, other experts published a taxonomy for the psychomotor domain in 1966, 1970 and 1972.
This Module will focus more on the cognitive domain. Bloom's taxonomy was a model that described
the different levels of learning outcomes that target what skills and competencies the teachers aim to
develop in the learners. The taxonomy in the cognitive domain contains the levels from knowledge to
evaluation. The six levels progress from simple to more complex levels of thinking, the last three being
referred to as "higher-order thinking skills" or HOTS! So you've got to have the "hots" to teach well. We
always hear seasoned teachers reminding us to focus on the HOTS and not just to stop at the usual
memorizing and enumerating.
To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions
(knowledge), which must lead to understanding concepts, rules and principles (comprehension). But
we should not end here. A proof of the comprehension of the concepts and principles is using them in
real-life situations (application). For an in-depth understanding and mastery of these applied concepts,
rules and principles, these are broken down into parts (analysis) . Students may compare, contrast,
classify, further investigate, etc. These actions now reflect a higher level of thinking.
A still higher level of thinking is when students put together elements of what has been learned in
a new way (synthesis). They come up with a wholistic, complete, more integrated, or even a new view
or perspective of what was learned. With a full grasp of what was learned, the students can now assess
or judge, based on a set of standards, on what they have learned (evaluation). The cognitive domain

levels or thinking levels also have subcategories except for that of application. The next Table shows
the original taxonomy with its levels, subcategories and sample verbs, Here are some examples of
learning outcomes using the taxonomy:
The Original Bloom's Taxonomy: Cognitive Domain Levels and their Subcategories
Sample Verbs
1. Knowledge define, describe, draw, identify,
1.1 Knowledge of specifics label, locate, memorize, name,
1.1.1 terminology recite, recognize, select, state,
1.2.2 specific facts write
1.2 knowledge of ways and means of dealing with the specifics
1.2.1 conventions
1.2.2 trends and sequences
1.2.3 classifications and categories
1.2.4 criteria
1.2.5 methodology
1.3 Knowledge of universal and abstractions in the field
1.3.1 principles and generalizations
1.3.2 theories and structures
2. Comprehension paraphrase,
2.1 translation summarize, restate,
2.2 interpretation retell, illustrate
2.3 extrapolation
3. Application apply, change,
prepare, produce,
4. Analysis analyze, subdivide, take apart,
4.1 elements Investigate, compare, contrast,
4.2 relationships infer
4.3 organizational principles
5. Synthesis combine, organize, design,
5.1 production of unique communication formulate
5.2 production of a plan, or proposed set of operations
5.3 derivation of a set of abstract relations
6. Evaluation assess, appraise, critique, judge
6.1 in terms of internal evidence recommend
6.2 in terms of external evidence
At the end of unit, the students will be able to:

- enumerate the characters in "The World is an Apple" (knowledge)
- summarize the story (comprehension)
- apply the rules of subject-verb agreement when writing a summary of the story (application)
- compare and contrast the qualities of the characters in the story (analysis)
- write a song expressing the message or lesson of the story (synthesis)
-write a critique of the author's writing style (evaluation)
Revised Taxonomy
After 45 years since the publication of Bloom's taxonomy, Lorin Anderson (Bloom's former student)
and David Krathwohl led a new group of experts to work together. The result was what is now called
the revised taxonomy.
Below are the salient differences between the old and the revised taxonomies (You may refer
to Figure 1 on page 174 while you are reading this.):
1. Levels or categories of thinking in the old taxonomy were nouns, while in the revised taxonomy
they are verbs. The use of action words instead of nouns was done to highlight that thinking is an
active process. For example, evaluate instead of evaluation, or analyze instead of analysis.
2. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, it is

intended to be more flexible, in that it allows the categories to overlap. For example some action
words in understand level, like explain, may appear to be more complex than the action word,
show in the apply level. However, when we look into the six levels from remember to create, we
will still find that, over-all, the taxonomy proceeds in a hierarchical order.
3. The knowledge level was changed to remember. The change was made because knowledge
does not refer to a cognitive or thinking level. Knowledge is the object of the thinking. Remember
is a more appropriate word for the first thinking level which involves recalling and retrieving
knowledge.
4. The comprehension level was changed to understand. Teachers are likely to use the word'
understand when referring to their work rather than comprehension.
5. Synthesis was changed to create and was placed as the highest level.
6. The cognitive domain now includes two dimensions: the cognitive dimension and the knowledge
dimension. The knowledge dimension of the revised taxonomy was based on the subcategories
of knowledge in the old taxonomy.
Bloom’s Taxonomy of Educational Objectives
Bloom’s Taxonomy
Cognitive Domain
Old Taxonomy Revised Taxonomy

(one dimension) (two dimensions)
Cognitive Knowledge
Dimension Dimension
1. Knowledge 1. Remember Factual
2. Comprehension 2. Understand Conceptual
3. Application 3. Apply Procedural
4. Analysis 4. Analyze Metacognitive
5. Synthesis 5. Evaluate
6. Evaluation 6. Create

The Revised Taxonomy with Two Dimensions of Cognitive Domain (Krathwohl, 2002)
The Cognitive Dimension The Knowledge Dimension

1. Remember
Retrieving relevant knowledge from long-term A. Factual
memory The basic elements that students must know.
1.1 recognizing Knowledge of:
1.2 recalling a. terminology
b. specific details and elements
2. Understand B. Conceptual
Determining the meaning of instructional The interrelationships among the basic
messages, including oral, written and graphic elements within a larger structure that enable
communication them to function together.
2.1 interpreting 2.5 inferring Knowledge of:
2.2 exemplifying 2.6 comparing a. classifications and categories
2.3 classifying 2.7 explaining b. principles and generalizations
2.4 summarizing c. theories, models and structures
3. Apply C. Procedural Knowledge
Carrying out or using a procedure in a given How to do something, methods of inquiry, and
situation criteria for using skills, algorithms, techniques
3.1 executing and methods. Knowledge of:
3.2 implementing a. subject-specific skills and algorithms
b. subject-specific techniques and methods
c. criteria for determining when to use
appropriate procedures
4. Analyze D. Metacognitive Knowledge
Breaking material into its constituents parts Knowledge of cognition in general as well as
and detecting how the parts relate to one awareness and knowledge of one's own
another and to an overall structure or purpose cognition
4.1 differentiating a. strategic knowledge
4.2 organizing b. knowledge about cognitive tasks, including
4.3 attributing contextual and conditional knowledge
c. self-knowledge
5. Evaluate
Making judgments based on criteria and
standards
5.1 checking
5.2 critiquing
6. Create
Putting elements together to form a novel,
coherent whole or make an original product
6.1 generating
6.2 planning
6.3 producing
The revised taxonomy highlights two dimensions: the cognitive and the knowledge dimensions.
The cognitive dimension includes the hierarchical or ordered levels of thinking. The thinking levels
move from the simplest to the most complex. The levels are remember, understand, apply, analyze,
evaluate
and create.
The knowledge dimension includes four knowledge categories: factual, conceptual, procedural,
metacognitive. The knowledge that teachers aim to teach and students aim to learn can be about facts,
concepts, procedures and metacognitive knowledge.
When you formulate learning objectives, you consider what level of thinking (cognitive) you want
your students to achieve, and also what type of knowledge it is you want to teach. When we write a

learning objective, the level of thinking is represented by the verb, while the knowledge dimensions is
represented by the noun in the example, "at the end of the lesson, the learner will be able to: explain
the photosynthesis process," explain is the action word which will fall under the second cognitive
dimension level, understand, and photosynthesis is the noun that will fall under procedural
knowledge.
Below is a table that shows how the cognitive and knowledge dimensions pair to form various kinds
of learning objectives and activities. An example for each pairing is given. Study each one to learn more.
Knowledge Dimension
Cognitive
Dimension Factual Conceptual Procedural Metacognitive
Terminology, Classifications, Subject-specific Strategic
specific details, categories, skills, algorithms, knowledge,
elements principles and techniques and cognitive tasks-
generalizations, methods, criteria contextual and
theories, models, for determining conditional
structures when to use the knowledge, self-
procedures knowledge
1. Remember Remember- Remember- Remember- Remember-
recognize Facts Concepts procedures Metacognitive
recall Knowledge
Ex. List the Ex. Describe Ex. Recall the Ex. Review tasks
ingredients of kare- kare-kare as a steps in cooking Accomplished in
kare Filipino dish kare-kare cooking kare-kare
2. Understand Understand Facts Understand- Understand- Understand
interpret, Concepts Procedures Metacognitive
exemplify Ex. Knowledge
classify Summarize the Ex. Classify Ex. Describe
Summarize, features of the smartphones the procedure of Ex. Choose best
infer, latest smart phone according to sending group strategies to
compare, model operating system messages using adjust quickly in
explain. cell phones using a different
smartphone
3.Apply Apply-Facts Apply- Concepts Apply- Apply
execute, Procedures Metacognitive
implement Ex. Use facts Ex. knowledge
in answering Demonstrate Ex. Follow the
questions. coherence in PQ4R steps in Ex. Use the best
answering reading a chapter study strategy to
questions overcome one's
weakness
4. Analyze Analyze Facts Analyze Concepts Analyze Analyze-
differentiate, Procedures Metacognitive
organize, Ex. Identify the. Ex. Identify Knowledge
attribute Key words in the triggers of anger Ex. Examine the
definition of anger among teenagers different steps Ex. Reflect on
family members one's ability to
take to manage manage anger
anger
5. Evaluate Evaluate- Facts Evaluate Evaluate Evaluate
Check, Concepts Procedures Metacognitive
critique Ex. Select the most Knowledge
complete Ex. Critique the" Ex. Choose the
list of investment different views best ways to Ex. Assess one's
Thanks about financial invest money financial literacy
literacy

Cognitive
Dimension Factual Conceptual Procedural Metacognitive
6. Create Create Facts Create Concepts Create Create
Generate Procedures Metacognitive
Plan, produce Ex. Produce a Ex. Write an Knowledge
presentation informal essay
showing award about what Ex. Create a new Ex. Make a
winning adobo authentic adobo recipe for cooking project about
recipes is adobo adobo as a
Filipino dish
based on one’s
talents
Practical Guide in Using the Revised Taxonomy
When you are ready to plan your units, lessons or activities, Bloom’s taxonomy will be very useful
in helping you formulate your learning objectives. Below is collection of action words and possible
activities or work which you can use for your plan.
Cognitive Dimension Levels Sample Action Words Suggested Activities, Outputs

or Outcomes
Remember Recall Describe Recitations, worksheets,
(recalling information) Name Locate definitions, fact charts, lists
List Write
State Find
Tell Underline
Reproduce Define
Understand Explain Describe Story problems, drawing show

(explaining information and Translate Define and tell, summary,
concepts Interpret Report paraphrasing
Discuss Predict
Apply Use Practice Presentation, role-playing,

(using information in a new way) Solve Execute simulation, collection, model,
Implement Demonstrate scrapbook, product
Construct Dramatize
Analyze Compare Contrast Chart, plan, questionnaire,

(distinguishing different parts of Distinguish Separate spreadsheet, summary, survey
a whole) Investigate Differentiate
Infer Sequence
Evaluate Assess Appraise Opinion, judgment,

(defending a concept or idea) Debate Check recommendation, report, self-
Defend Decide evaluation, position paper,
Dispute Justify critique
Judge Rate
Create Change Invent Framework, model, story,

(creating something new) Design Devise multimedia presentation, poem,
Formulate Generate haiku, song, essay
Improve Compose
Plan Combine
Propose

Uses of the Revised Taxonomy
The revised taxonomy provides a framework that helps educators in the following ways:
1. It provides educators with a common set of terms and levels about learning outcomes that help
in planning across subject matter and grade levels.
2. It helps in the drafting of learning standards across levels
3. It serves as a guide in evaluating the school's curriculum objectives, activities and assessment.
4. It guides the teacher in formulating learning outcomes that tap higher -order thinking skills.
ACTIVITY # 10
TASKS:
Discuss the following (30 points each)
a. Learning Activity Plan.

Instruction: Choose a topic related to your field of specialization. Extend the table below by thinking
of specific learning activities that would apply the principle of transfer.
Implication Specific Learning Activity/Strategy

Involve students in learning situations and tasks
that are similar as possible to the situations where
they would apply the tasks.
Remember to provide opportunities for learners to
link new material to what they learned in the past
To ensure transfer, teach a few topics in depth
rather than many topics tackled in a shallow
manner.
Illustrate new concepts and principles with a variety
of examples. Plan activities that allow your learners
to practice their new learned skills.
Relate a topic in one subject to topics in other
subjects or disciplines. Relate it also to real life
situations.
Zero in on principles related to each topic together
with strategies based on those principles.
Encourage students to take responsibility for their
own learning and to reflect on what they learned.
b. Venn Diagram.
Instruction: Using a Venn diagram compare the original and revised blooms taxonomy.
End of Week 10
--------------------------------------Nothing Follows-------------------------------------

WEEK 11
SUCCESSFUL INTELLIGENCE THEORY AND WICS MODEL, PROBLEM SOLVING AND
CREATIVITY
Robert Sternberg
Robert Sternberg did extensive work in the field of intelligence. As a youngster, he had difficulty
with intelligence tests. He did not perform well on such tests. This might have fueled his interest in the
field that led him to come up with the Triarchic Theory of Intelligence in the 1980's. Over the years, his
theory evolved from the more complicated, componential Triarchic Theory to the simpler, successful
Intelligence Theory. More recently, in collaboration with other prominent psychologists, he proposed the
WICS (Wisdom, Intelligence, Creativity, and Synthesized) Model. It is an alternative paradigm to deliver
more relevant admission, instruction and assessment in education.
Successful Intelligence Theory

The four skills included in the theory are described below:
1. Memory skills help us recall facts and pieces of information. It helps us retain the knowledge
we acquire.
2. Analytical skills help the person determine if a certain idea is good.
3. Creative skills allow a person to come up with a new idea, usually to answer a need or solve a
problem. It makes one flexible and able to adjust to changes in one's situation.
4. Practical skills enable a person to apply what one has learned. It also allows one to carry
through or implement a plan.
Sternberg believed that traditional views of intelligence focused heavily on memory and analytical
skills. This traditional view led to teaching strategies that focused mainly on memory and analytical
skills as well. It naturally followed that assessment of learning likewise concentrated heavily on these
two skills.
Memory and analytical skills are very much necessary. Being able to recall information or have
knowledge is needed to begin thinking creatively. One cannot apply knowledge which he cannot
remember. Analysis is important before one can think of new and better ideas. However, memory and
analytical skills should not be the only focus of education.
Sternberg also emphasized creative and practical intelligence. Creativity is what moves people
forward. Creativity gives birth to new and better solutions to problems. Without creativity we will get
trapped in things and ways that don't work anymore. Practical intelligence, on the other hand, makes
us apply what we have learned. It gets us to actually do what needs to be done.
According to Sternberg, successful intelligence is "the ability to succeed in life, given one's own
goals, within one's environmental contexts." It is maximizing one's own strengths not only to adapt to
one's environment, but to also contribute significantly to society.
Each person may have his/her own unique way of practicing the four skills because each has
different strengths. The idea is to further develop one's unique strengths in the context of the four skills
rather than simply making it the goal of the school to just develop memory and analytical skills. The
theory of successful intelligence points "that some students who do not do well in conventional courses
may, in fact, have the ability to succeed, if they are taught in a way that better fits their patterns of
abilities."
Creative and practical skills is what leads to successful intelligence. It is vital that we remember
what we learn (memory); use critical thinking to evaluate things we learn (analytical); be innovative in
finding better ways of doing things and solving problems (creative); and apply and put to action what
we learn (practical).
The WICS Model

In the WICS model, intelligence is viewed as a set of fluid abilities to learn from experience and to
adapt to one's surroundings. Individuals possess abilities that can be nurtured into competencies and
further cultivated into expertise. The WICS is a more recent model of how humans think and reason
that can help us understand how students will learn most effectively. It aims to develop basic abilities
to true expertise.
WICS stands for Wisdom, Intelligence, Creativity, Synthesized. Sternberg (2010) described the
WICS Model as follows:
"The basic idea is that citizens of the world need creativity to form a vision of where they want to
go and to cope with changes in the environment, analytical intelligence to ascertain whether their
creative ideas are good ones, practical intelligence to implement their ideas and to persuade others of
the value of their ideas, and wisdom in order to ensure that the ideas will help achieve some ethically-
based common good, over the long and short terms, rather than just what is good for them and their
families and friends."
Sternberg presents a model for education that is relevant to the need of the times. Time and again
the world has seen leaders in countries, corporations, religious groups and other institutions who have
been considered intelligent. They were capable of serious analysis of issues and problems. They were
good at coming up with new ideas. However, some of these leaders lacked the moral and ethical
"muscles" to really act for the good of their people and not just for their own. Your role as a teacher is
not to educate the mind alone, but to educate the soul as well. Accept this not just as a job but
embrace it as a mission.
Sternberg proposed that while education develop analytical and practical intelligence as well as
creativity, wisdom should be an integral part of the whole process. Whatever topic you will be teaching,
it is important to integrate questions, tasks or activities that target the development of wisdom. You
should also come up with creative ways for your learners to put together or synthesize intelligence,
creativity and wisdom.
Applying the WICS Model

The uses of the WICS model include admission, instruction and assessment. However, for this
Module, we shall focus only on the model's instructional and assessment uses.
One way that you can apply the WICS model in instruction is when you reflect and make choices
on the tasks and activities that you will give to teach and assess your students. You may choose to
teach analytically, creatively, practically as well as teach for wisdom. Your choice can be based on the
preferences and strengths of your learners. This is useful for any level, from preschool to higher
education. Sternberg described each of these. Some examples relevant to education in the Philippines
are also provided below.
How do you teach analytically? Make your students use critical thinking. Design tasks and activities
that provide opportunity for your learners to
1. Analyze
2. Critique
3. Judge
4 Compare and contrast
5. Evaluate
6. Assess
Here are some examples for analytical intelligence:

a. Analyze the development of the character of Ibarra in Noli Me Tangere
b. Critique the design and features of the latest smart phone
c. Judge the artistic merits of Filipino cartoonist, Larry Alcala's "slice of Life.
d. Compare and contrast the Italian approaches of Montessori and Reggio Emilia in early childhood
education
e. Evaluate the validity the theory of evolution. Write a term paper on this.
f. Assess the strategy of the Manila city government to improve the traffic situation around the city.
How do you teach creatively? It is important for you to encourage and sustain your students'
creative ideas. Remember to be an example to them by taking the risk to share your own creative ideas.
Think out of the box. Design tasks and activities that help students to:
1. Create
2. Invent
3. Discover
4. Imagine if..
5. Suppose that…
6. Predict
Here are some examples for creative intelligence:

a. Create an alternative ending to Florante at Laura (Literature)
b. Invent a dialogue that would transpire if Jose Rizal and Ninoy Aquino met (Araling Panlipunan)
c. Discover a way to explain why heavy ships float at sea. (Science)
d. Imagine if the EDSA Revolution did not happen in 1986. What do you think our country will be
like at present and 10 years later? (Araling Panlipunan)
e. Suppose that you were to design' a computer game to help children learn about love and sacrifice.
Describe the game you will create. (Computer Education, Edukasyon sa Pagpapakatao)
f. Predict changes that will happen if humans had a third eye at the back of their heads. Choose an
appliance or gadget that would need to be changed in order to be useful. Propose a new functional
design. (HELE)
How to do you teach practically? Have in mind real life situations where students can use what they
learn to meet their own and also others' practical needs. Design tasks and activities that allow your
students to:
1. Apply
2. Use
3. Put into practice
4. Implement
5. Employ
6. Render practical what they know
Here are some examples for practical intelligence

a. Apply addition concept in determining number of boys and girls in the classroom (Mathematics)
b. Use the knowledge of Excel to keep track of daily household expenses (Computer Education,
Mathematics)
c. Put into practice what you learn about classroom rules in making your own classroom rules poster
(Classroom Management)
d. Implement a lesson plan that one has made (Principles of Teaching)
e. Employ the formula of computing the area of one's living room to determine the number of
12"x12" tiles needed to cover the floor.
f. Render practical a proposed assembly design for a computer PC
How do you teach for wisdom? One of the goals is for learners to learn to see and understand the point
of view of others. It is important for your learners to balance one's own needs with the needs of other
people and also that of the world or the environment. It is developing your learners to consistently act
based on positive ethical values. You teach for wisdom when you are able to move your students to:
1. try to find a common good
2. see things from others' points of view
3. balance your own interests with those of others and of institutions.
4. look at the long term as well as the short term
5. reflect about how one can base his every decision on positive ethical values
6. appreciate that in life what is seen as true and effective may vary over time and place
Here are some examples for wisdom

a. What might be a solution for the common good in the Philippines and China claim on Spratly
Islands (Araling Panlipunan, Political Science)
b. Think of a person you had a conflict or fight with. Put yourself in the person's place. Write down
her point of view and concerns as detailed as possible. What can you do or say to express that
you understand the person now? (Edukasyon sa Pagpapakatao, General Psychology)
c. Should parents expect their children to take care of them when they are old? Why? (Edukasyon
sa Pagpapakatao)
d. How is global warming going to affect the world, and the Philippines in particular? What can you
do? (Science, Geology, Edukasyon sa Pagpapakatao)
e. Is it ever ethical to shoot down a plane with civilians and terrorists on board if the terrorists plan
to slam the plane to a building with thousands of people? (Edukasyon sa Pagpapakatao)
f. How does parenting change over time? What would you say are different now than before? What
are the constant things that should be present to make the parent-child relationship work?
(Edukasyon sa Pagpapakatao)
The WICS Model has been used not only for instruction but also for admission and assessment.
Sternberg and his colleagues proposed, tried out and studied creative ways of doing student admission
as well as assessing students learning Based on their studies, the WICS model was successful for
teachers and their learners because it (1) celebrated the differences of learners through a supportive
learning environment, (2) made students remember better what they learned, (3) build on the strengths
of the learners, and (4) strengthened the motivations of the learners.
Torrance Framework for Creative Thinking

A common framework for creative thinking processes is described by Torrance (1979). Each aspect
is defined below, along with ways to facilitate the respective aspect by using key words and application
activities.
Fluency
Definition
Fluency refers to the production of a great number of ideas or alternate solutions to a problem. Fluency
implies understanding, not just remembering information that is learned.
Key words
Compare, convert, count, define, describe, explain, identify, label, list, match, name, outline,
paraphrase, predict, summarize.
Application activities
Trace a picture and label the parts.
Outline an article you find on your topic.
How many uses can you think of for a clothes hanger?
List 15 things that are commonly red or contain red.
Example: Apple, blood, brick, caboose, cherry, Christmas stocking, exit sign,
fire alarm, flag, heart, red nose reindeer, rose, tomato, wagon.
Flexibility
Definition
Flexibility refers to the production of ideas that show a variety of possibilities or realms of thought. It
involves the ability to see things from different points of view, to use many different approaches or
strategies.
Key words
Change, demonstrate, distinguish, employ, extrapolate, interpolate, interpret, predict.
Application ideas
What would happen if ... there were no automobiles?
How would a ... dog look to a flea?
How is__________ like_________?
How would you feel if ... you were invisible for a day?
How would you group the ideas about "red" into categories?
Example: Fruit, safety features, vehicles.

Once categories are identified, fluency may be further demonstrated by generating more ideas about
the idea red within categories. Even a modest attempt could result in the following lists, recognizing
that the creative thinking process may shift the mind in a spiral way between all four aspects of creativity.

Red fruit Red safety features Red vehicles
apple exit sign caboose
cherry fire alarm fire truck
raspberry stop sign tricycle
tomato tail lights wagon
Elaboration
Definition
Elaboration is the process of enhancing ideas by providing more details Additional detail and clarity
improves interest in, and understanding of, the topic.
Key words
Appraise, critique, determine, evaluate, grade, judge, measure, select, test.
Application ideas
Tell your neighbor about your last family trip using as many details as possible.
What can you add to improve its quality or performance?
Describe all the possible characteristics of the red quality in a wagon.
Example: Shade, finish, texture, uniformity,
Originality
Definition
Originality involves the production of ideas that are unique or unusual. It involves synthesis or putting
information about a topic back together in a new way.
Key words
Compose, create, design, generate, integrate, modify, rearrange, reconstruct, reorganize, revise.
Application ideas
Find an original use for
What would be the strangest way to get out of bed?
Design a new that is better than the one you have.
Write an unusual title for the ideas about red.
Example: Revolutionary "Red" Representation.

An overview of the four aspects of creativity appears in a PowerPoint
presentation that may be downloaded from the following link: Creativity.ppt
An adaptation of the creativity aspects to the construct "jumping" appears in a Word document that
may be downloaded from the following link: Jumping.doc
Torrance, P. (1979). The Search for Satori and Creativity.

© Steven A. Henkel, 12/02
RETRIEVED FROM (http://ww.bethel.edu/-shenke/PhysicalActivities/CreatiyeMovement/
CreativeThinking/Torrance.html
Creative Problem Solving - CPS

Creative Problem Solving (CPS) is an intentional process for solving problems and discovering
opportunities. It espouses the use of creativity in coming up with solutions which are not only novel but
practical as well. In the 1950's Alex Osborn de "med this process in his book, Applied Imagination.
Osborn opened the process in the public domain which meant anyone can use it. Over the years
countless people have utilized the CPS in various fields and endeavors.
Osborn’s Checklist, the origin of Classical Brainstorming is the root of creative problem solving
(CPS). There are a variety of general structures: Define problem, generate possible solutions, select
and implement the best” which can be found extensively, in several different academic traditions.
In its most extended and formalized form it has the six stages shown below, each with a divergent
and a convergent phase. However, more recent publications seem more interested in focusing on
procedure and technique issues, with less weight on the full elaboration of this structure,
The following, based on Van Gundy (1988’s) description, is a very brief skeleton of a very rich process,
showing it in its full ‘6 x2 stages' form:
1. Stage 1: Mess finding: Sensitise yourself (scan, search) for issues (concerns, challenges,
opportunities, etc.) that need to be tackled.
• Divergent techniques include ‘Wouldn't It Be Nice If...' (WIBNI) and ‘Wouldn't It Be Awful If.….'
(WIBAI) -brainstorming to identify desirable outcomes and obstacles to be overcome.
• Convergent techniques include the identification of hotspots (Highlighting), expressed as a list

of IWWMs (‘In What Ways Might...'), and selection in terms of ownership criteria (e.g., problem-
owner's motivation and ability to influence it) and outlook criteria (e.g. urgency, familiarity,
stability).
2. Stage 2: Data finding: Gather information about the problem.

• Divergent techniques include Five W’s and H (Who, Why, What, When, Where and How) and
listing of wants, sources and data: List all your information 'wants' as a series of question; for
each. list possible sources of answers; then follow these up and for each source, list what you
found:
• Convergent techniques again include identifying hotspots (Highlighting); Mind-mapping to sort
and classify the information gathered; and also restating the problem in the light of your richer
understanding of it.
3. Stage 3: Problem finding: convert a fuzzy statement of the problem into a broad statement more
suitable for idea finding.
• Divergent techniques include asking ‘Why?’ etc. - the repeatable and Five W's and H.
• Convergent techniques include highlighting again, reformulation of problem-statements to meet
the criteria that they contain only one problem and no criteria, and selection of the most
promising statement (but NB that the mental ‘stretching’ that the activity gives to the participants
can be as important as the actual statement chosen).
4. Stage 4: Idea Finding: generate as many ideas as possible

• Divergence using any of a very wide range of idea-generating techniques. The general rules of
Classic Brainstorming (such as deferring judgement) are likely to underpin all of these.
• Convergence can again involve hotspots or mind-mapping, the combining of different ideas, and
the shortlisting of the most promising handful, perhaps with some thought for the more obvious
evaluation criteria, but not over-restrictively.
5. Stage 5: Solution finding: Generate and select obvious evaluation criteria (using an
expansion/contraction cycle) and develop (which may include combining) the shortlisted ideas from
Idea Finding as much as you can in the light of these criteria. Then opt for the best of these improved
ideas (e.g., using Comparison tables).
6. Stage 6: Acceptance finding: How can the suggestion you have just selected be made up to standard
and put into practice? Shun negativity. and continue to apply deferred judgment - problems are exposed
to be solved, not to dishearten progress. Action plans are better developed in small groups of 2 - 3
rather than in a large group (unless you particularly want commitment by the whole group). Particularly
for "people' problems it is often worth developing several alternative action plans. Possible techniques
include - Five W's and H, Implementation Checklists, Consensus Mapping. Potential-Problem Analysis
(PPA)Retrieved from "http//www.mycoted.com/Creative Problem Solving-CPS"
Other Model for Problem Solving

Bransford's IDEAL Model
1. Identify the problem.
2. Define the problem through thinking about it and sorting out the
relevant information
3. Explore solutions through looking at alternatives, brainstorming, and
checking out different Points of view.
4. Act on the strategies.
5. Look back and evaluate the effects of your activity.
ACTIVITY # 11
bond paper (Handwritten).
TASKS:
Discuss the following (25 points each).
a. Think of a topic you are interested to teach. Based on the WICS model, prepare a unit guide by
writing the tasks and activities you will give to your students.
Topic_______________________________________ Grade Level__________________

Subject:_________________________________________________________________
WICS Model Tasks or Activities for Your Learners (at least three
each
Teaching analytically
Teaching practically
Teaching for wisdom
Teaching creatively
b. Explain Torrance’s 4 criteria of creativity through a video presentation.
Rubric
Criteria Points
Content Your ability to provide cogent, persuasive and relevant ideas 10
and the application of the literary approach in your essay.
Organization, Your ability to present your ideas in an organized and cohesive 5
neatness fashion.
Grammar, Your control of the English language- specifically your word 5
language choice and sentence structure. Your facility with the
conventions of standard written English (grammar and
punctuation)
Total 25 points
End of Week 11
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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

EDUC 312: Facilitating Learner Centered Teaching

COURSE CODE : EDUC 312

The following are the topics to be discussed

Week 7 COGNITIVE PERSPECTIVE: GESTALT PSYCHOLOGY AND INFORMATION

Week 8 GAGNES’ CONDITIONS OF LEARNING AND AUSUBEL’S MEANINGFUL

Week 9 BRUNER’S CONSTRUCTIVIST THEORY, CONSTRUCTIVISM: KNOWLEDGE

Week 10 TRANSFER OF LEARNING AND THE REVISED BLOOM’S TAXONOMY OF

Week 11 STERNBERG’S SUCCESSFUL INTELLIGENCE THEORY AND WICS MODEL,

Instruction to the Learner

EDUC 312: Facilitating Learner Centered Teaching

Law of Proximity. Elements that are closer together

Law of Similarity. Elements that look similar will be perceived as part

Law of Closure. We tend to fill the

Law of Good Continuation. Individuals have the tendency to continue

Law of Good Continuation

EDUC 312: Facilitating Learner Centered Teaching

Gestalt Principles and the Teaching-Learning Process

Information Processing Theory

Stages in the Information Processing Theory

These three primary stages in IPT are

The Role of Attention

Short-Term Memory (STM or Working Memory)

Long-Term Memory (LTM)

Executive Control Processes

Forgetting is the inability to retrieve or access information when needed.

EDUC 312: Facilitating Learner Centered Teaching

• Organization - It is making connections among various pieces of information. Info that is

• Visual Imagery - This means forming a "picture of the information

• Generation - Things we produce are easier to remember than things we 'hear".

• Context - Remembering the situation helps recover information.

• Personalization - It is making the information relevant to the individual.

Other Memory Methods

• Part Learning - Break up the 'list' or "chunk" information to increase memorization.

The Information Processing Model

EDUC 312: Facilitating Learner Centered Teaching

Process Teaching Implication/s

2. If information is not relevant, it decays. 2.1

3. If information goes to the Short-Term Memory 3.1

4. If information is not properly encoded, forgetting 4.2

5. There are methods to increase retrieval of 5.2

EDUC 312: Facilitating Learner Centered Teaching

Category of Learning Example of Learning Outcome Conditionings of Learning

Intellectual Skills: Discriminations: Distinguishing objects, 1. Call attention to distinctive

Order Rules: Applying a new combination

EDUC 312: Facilitating Learner Centered Teaching

Example 1 Lesson: Equilateral Triangles

Example 2 Lesson: Powerful Lessons with PowerPoint

Event of Instruction Lesson Example? Conditions of Rationale

Ausubel’s Meaningful Verbal Learning/ Subsumption Theory

Focus of Ausubel's Theory

EDUC 312: Facilitating Learner Centered Teaching

Types of advance organizers

EDUC 312: Facilitating Learner Centered Teaching

Event of Instruction Lesson Example/Conditions of Learning

Rubric for graphic organizer

Criteria Level 1 Level 2 Level 3 Level 4

EDUC 312: Facilitating Learner Centered Teaching

Bruner’s Constructivist Theory

Bruner's Main Concepts

In the K to 12 curriculum, the spiral progression is a mandate. Section 5 (g), Curriculum

In the spiral progression approach, concepts are revisited

Topic ________________________Grade/year level

Topic_____________________ Grade Level