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PART 1: INTRODUCTION

Come up with your own research or an internet access. Develop your insights as a future teacher
and explain briefly the 14 learners –centered psychological principles of learning. You can cite example
based on your observations of your teacher whom you consider effective, not only efficient facilitator of
learning.

A. COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
2. Goals of the learning process
The successful learner, over time and with the support and instructional guidance can
create a meaningful, coherent representation of knowledge.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in meaningful
ways.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies
to achieve complex learning goals.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.
6. Context of learning
Learning is influenced by environmental factor; including culture, technology and
instructional practices.

B. MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influence in learning.
What and how much is learned is influence by learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional states, beliefs, interests, and goals, and habits of
thinking.
8. Intrinsic motivation (IM) to learn.
The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn, IM is stimulated by tasks of optional novelty and difficulty, relevant to
personal interests, and providing for personal choice and control.
9. Effects of motivation on effort.
Acquisition of complex knowledge and skills requires extended learners’ effort and guided
practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely
without coercion.

C. DEVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences on learning.
As individuals develop, there are different opportunities, and constraints for learning. Learning
is most effective when differential development within and across physical, intellectual,
emotional and social domains is taken into account.
11. Social influences in learning
Learning is influence by social interactions, interpersonal relations and communication
with others.
D. INDIVIDUAL DIFFERENCES FACTORS
12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.
13. Learning and diversity
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Learning is most effective when differences in learners’ linguistics, cultural and social
background are taken into account.
14. Standards and assessment
Setting appropriately high and challenging standard and assessing the learner as well as
learning progress- including diagnostic, process and outcome assessment- are integral parts of
the learning process.

Insert your brief answers and examples after each principle handwritten answers in a
yellow pad paper are accepted but printed ones is most appreciated.

PART 2: FOCUS ON THE LEARNER

Give your own views on the use and implications of the following theories that concern the learner
and the teacher must provide attention in facilitating learning.

A. Development Theories
1. Piaget’s Stage of Cognitive Development
A classic in the field of educational psychology. This theory leveled other researcher and
theories of development and learning. Its focus is on how individuals construct knowledge.
“The principal goal of education is create men who are capable of doing new things; not –simply
repeating what other generations have done- men who are creative, inventive ,and
discoverers.”
Use and Implications to Learning:

Jean Piaget's theory of cognitive development suggests that children move through four

different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence.
The educational implication of Piaget's theory is the adaptation of instruction to the
learner's development level. It is important that the content of instruction needs to be consistent
with the developmental level of the learner.
2. Erikson’s Psycho-Social Theory of Development
Psychosocial development is very relevant, highly regarded and meaningful theory. Life is a
continuous process involving learning and trials which help us to grow. An enlightening theory
that guides and helps to tell us why. “Healthy children will not fear life if their elders have
integrity enough not to fear death.”
Use and Implications to Learning:

Erikson maintained that personality develops in a predetermined order through eight stages

of psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development. Erikson showed developmental stages that seamlessly integrate into a
comprehensive theory of personality based on self-organization. Each stage corresponds to
access to a structural level. Our maturation is discontinuous.

3. Vygot’sky Socio-Cultural Theory

Social interactional play a very important role in cognitive development. Individual
development could not be understood without looking into the social and cultural context
within which development happen.
“SCAFFOLDING is the appropriate assistance given by the teacher to assist the learner
accomplishes a task. A judicious assistance by the adult or peer so that the child can move from
the zone of actual to the zone of proximal development.”
Use and Implications to Learning:

The most important application of Vygotsky's theory to education is in his concept of a zone of proximal
development. A second important aspect of Vygotsky's theory is the role of play in his theory.
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According to this perspective teachers need to provide children especially young children, many

opportunities to play. Implications of Vygotsky's SCT for understanding such concepts as knowledge
and learning are profound. Social interaction is the basis of learning and development. Learning is a
process of apprenticeship and internalization in which skills and knowledge are transformed from the
social into the cognitive plane.

4. Kohlberg’s moral development theory

“Individuals when confronted by situations where they need to make moral decisions,
exercise their own ability to use moral reasoning. The ability to choose right from wrong is tied
with our ability to understand and reason logically.”
Use and Implications to Learning:
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B. Student’s Diversity
1. Individual inferences
Clyde Kluckloln, an early American anthropologist had spent his lifetime studying human
diversity across different cultures. His extensive research concluded that “every human is, like
some humans, and like no other humans. Hence, human are all the same in different ways.”
Use and Implications to Learning:
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2. Learning /thinking styles and multiple intelligences(MI)

Individuals think and learn in distinct ways. Different learning characteristics, especially on
manner of processing information. There are preferred ways of expressing their thoughts;
feeling and ideas.
Use and Implications to Learning:
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3. Exceptional learners
Learners with exceptionalities, different in some way from the normal leverage. Those with
special needs related to cognitive abilities, behaviors, social functioning, physical and sensory
impairments, emotional disturbance and giftedness.
Use and Implications to Learning:
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PART 3: FOCUS ON LEARNING

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A. BEHAVIORIST PERSPECTIVE
1. BEHAVIORISM
The theory of behaviorism focuses on the study of observable and measurable behavior. It is
mostly learned through conditioning and reinforcement (reward or punishment). It does not
give much attention to the minds, and the possibility of thought process occurring in the mind.
A. IVAN PAVLOV – classical conditioning or stimulation substitution.
B. EDWARD THORNDIKE’S – connectionism theory or the original S-R framework of
behavioral psychology. Learning takes place when strong connection or bond between
stimulation and response is formed as characterized by the three (3) laws:
 Law of readiness – the more readiness the learner has to respond to the stimulus,
the stronger will be the bond between them.
 Law of effect – the connection between a stimulus and response is strengthened
when the consequence is positive (reward). The stimulus and the response is
weakened if the consequence is negative.
 Law of exercise – the more S-R bond is practiced the stronger it will become.
“Practice makes perfect.”
C. JOHN B. WATSON- human are born with a few reflexes and the emotional reactions of love
and rage. He believed in the power of conditioning and his work clearly shows the role of
the conditioning in the development of emotional responses to certain stimuli that will help
understand fears, phobias and prejudices people may develop.
D. BURRBUS FREDERICK SKINNER – his Operant Conditioning Theory is based upon the
motion that learning is a result of change in overt behavior. Changes in behavior are the
result of an individual’s response to events (stimuli) that occur in the environment.

Reinforcement is skinners key element of S-R theory.

 POSITIVE Reinforcement – given or added.
 NEGATIVE Reinforcement - withdrawn or removed.

Activity:

Select only 2 out of 4 theories which you think very useful and relevant to your major field citing
among others its use and implications to learning.

Cite example to clearly justify your answers. Present your views in a specific and sequential
manner.

2. NEO-BEHAVIORISM
a. EDWARD TOLMAN’S – purposive behaviorism referred to as Sign Learning Theory. The
link between cognitive and behaviorism theory. As a cognitive process, learning involves
forming beliefs and obtaining knowledge about the environment and then revealing that
knowledge through purposeful and goal-directed behavior.
Key concept:
 Learning is always purposive and goal-directed.
 Organisms select the shortest or easiest path to achieve a goal.
 Latent learning – learning stays or remains with the individual until needed.
 Intervening variable. Learning is mediated or is influenced by expectations,
perceptions, representations, needs and other internal and environmental variable.
They are not readily seen but as determinant of behavior.
 Reinforcement not essential for learning.

b. ALBERT BANDURA’S SOCIAL LEARNING

Theory focuses on the learning within a social context. People learn from one
another, through observation, imitation and modeling.
General principles:
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1. Learn by observation.
2. Learning can occur without a change.
3. Cognition plays a role in learning
4. Social Learning Theory (SLT) is a bridge or a transition between Behaviorist Learning
Theories (BCT) and Cognitive Learning Theories (CLT).

Activity:

Choose one (1) out of two (2) which you are most in favor with. Share your own views why and
how it is relevant to facilitating learning. Cite significant reasons applicable to your major course.

B. COGNITIVE PERSPECTIVE
1. GESTALT PSYCHOLOGY/THEORY- means “form “or “configuration”.
WOLFGANG KOHLER, MARK WETHEIMER AND KURT KOFFKA - Concluded that
learners who are perceivers are not passive. They collect information and activity process it or
restructure the data in order to understand it.
It emphasized the importance of sensory wholes and the dynamic nature of visual
perception.
The way the learners form perception are guided by six (6) principles /laws.
a. Law of proximity – elements that are closer together will be perceived as a coherent object.
When objects are near each other perceived to be belonging each other.
b. Law of similarity- elements that look similar will be perceived as a part of the same form.
Linking similar elements together.
c. Law of closure- fill the gaps or “close the figures as perceived. Enclose a space by
completing a contour and ignoring gaps of a figure.
d. Law of good continuation- continues contours whether the elements of a pattern establish
an implied direction.
e. Law of good pragnan’s - organizes symmetry, simplicity and regularity.
f. Law of figure/ground- perceive things in the foregrounds firsts. A stimulus is perceived
separate from its ground.
2. BRUNER’S CONSTRUCTIVIST THEORY
Jerome Bruner’s Constructivism Theory considered learning as an active process in which
learner constructs new ideas or concepts based upon their current/past knowledge. They are
encouraged to discover facts and relationships for themselves.

Main concepts are:

a. Representation - ability to represent knowledge develops three stages such as enactive
(actions on physical objects; iconic (use of models and pictures) and symbolic (ability to
think in abstract form).
b. Spiral –anchored on learner’s cognitive abilities, appropriate to their current state of
understanding, learning’s must be organize in spiral manner so that the student continually
builds upon what they have already learned.
c. Discovering learning – obtaining knowledge for oneself. Plan and arranges activities in
such a way that learners search, manipulate explore and investigate.
d. Categorization – information must be categorized into the construction of internal
cognitive maps.
3. AUSUBEL’S MVL(Meaningful Verbal Learning)/SUBSUMPTION THEORY
David Ausubel MVL/ST emphasized that the most factor influencing learning is the quantity,
clarity and organization of the learner’s present knowledge.
The way to strengthen student’s cognitive structure is by using advance organizers that
allows 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.

Four (4) processes takes place to a meaningful learning;

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a. Derivative subsumption- new information is an example of a concept previously learned.

b. Correlative subsumption- a more valuable learning than that of the former it enriches
higher-level concept.
c. Superordinate learning- teaching concept to learners although lot of examples are already
known to them.
d. Combinational learning – newly acquired knowledge combines with the prior one to
enrich the understanding of both concepts
4. GAGNE’S conditions of learning.
The theory has been utilized to design instruction in all domains; however the focus is on
INTELLECTUAL SKILLS. Earlier, special attention was given to military training but later the
role of instructional technology has been looked into.
PRINCIPLES
a. Different instructions require different learning outcomes.
Five (5) categories of learning
a. Verbal information
b. Intellectual skills
c. Cognitive strategies
d. Motor skills
e. Attitude
b. Learning hierarchies define what intellectual skills are to be learned and a sequence of
instruction.
c. Events of learning operate on the learner in ways that constitute the conditions of learning.
Nine (9) instructional events
1. Gaining attention(reception)
2. Informing learners of the objectives (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)
5. Problem solving and creativity
Edward Paul Torrance, father of creativity has drawn out four (4) frameworks for Creative
Thinking Process (CTP):
a. Fluency- the production of great number of ideas or alternate solutions to a problem. It
implies understanding, not just remembering information that is learned.
Key words:
Compare, convert, count, define, describe, explain, identify, label, list,
match, value, outline, paraphrase, predict, summarize.

b. Flexibility – the production of ideas that show a variety of possibilities or realm of

thought. It involves the ability to see things from different points of view to use many
different approaches or strategies.
Key word:
Change demonstrate, distinguish, employ, extrapolate, interpolate, Interpret,
predict.
c. Elaboration- 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.
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d. Originality- the production of ideas that is unique or usual. It involves synthesis or

putting information about a topic back together in a new way.
Keywords:
Compose, create, design, generate, integrate, modify, rearrange,
reconstruct, recognize, and revise.

Alex Osborn described Creative Problem Solving (CPS) as an intentional process for
solving problems and discovering opportunities. It espouses the use of creativity in
coming up solutions which are not only novel but practical as well whereby anyone can
use it in any fields of endeavors.

GENERAL STRUCTURES:
a. Define problem
b. General possible solutions
c. Select and implement the best

Van Gundy’s description shows four six (6) stage form:

a. Stage 1: Mess Finding –sensitize issues that need to be tackled.

b. Stage 2: Data Finding – gather information about the problem.
c. Stage 3: Problem Finding- convert a fuzzy statement of the problem into a broad
statement more suitable for idea finding.
d. Stage 4: Idea Finding- generates as many ideas as possible.
e. Stage 5: Solution Finding – generate and select obvious evaluation criteria and
develop short-listed ideas from idea finding then opt for the best.
f. Stage 6: Acceptance finding – how can the suggestion you have selected be made up
to standard and put into practice?

Activity:
Choose 2 out of 5 which you think most applicable and favorable for use as a prospective
English Teacher. Give emphasis on the principles /concept/ process/ conditional/ structures which
you deemed consider much useful to your field of specialization. Go straight to the point.

PART 4: FOCUS ON CLASSROOM PROCESS

THEORIES ON MOTIVATION

a. ATTRIBUTE THEORY – This explains how we attribute our success and failures or other events to
several factors.
b. SELF- EFFICACY THEORY- A sense of high self –efficacy means a high self-competence. A belief that
one has the necessary capabilities to perform a task.
c. SELF-DETERMNATION and SELF- REGULATION THEORIES
- Is described to be intrinsically motivated when one have a sense of self-determination believed
to have some choice and control regarding the things they do and the directions their lives take.
d. CHOICE THEORY- Suggests that we are born with specific needs genetically instructed to satisfy.
One’s behavior represents the best attempt at any movement to satisfy basic needs or genetic
instructions.

To be emotionally healthy, the four basic psychological needs are:

 Belonging or connecting
 Power or competence
 Freedom
 Fun
e. GOAL THEORY – The goals set affect the level of motivation.
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1. Learning goal – the desire to acquire additional knowledge or master new skills.
2. Performance goal - desire to look goal and receive favorable judgments from others or neither
unfavorable one.
f. MASLOW’S HIERARCHY OF NEEDS
Abraham Maslow has identified the levels of need for an individual to be motivated.
Satisfied need is not a strong motivator but an unsatisfied need is.

LEVELS
Level 1- Survival and physiological needs (food, air, water, and sleep)
Level 2 - Safety and security (self and possessions avoidance of risks, harm pain)
Level 3 - Social needs (companionship, acceptance, core and affection, group
membership)
Level 4 - Esteem needs (responsibility, status, recognition sense of accomplishment)
Level 5 - Self –actualization needs (reaching potentials, independence, creativity,
and self-expression)

PART 5: INTEGRATION - Application of Theories / Principles Etc.

INSTRUCTIONS:

1. Get a copy of your curriculum, review the list of major courses from your 1st year to second (4
semesters) year. Go over the sequence of the subjects per semester. Analyze the scope per
description of subjects. Select a major subject in any of the semesters which you deemed find easier
for you to deal with (complimenting, the highest grade you have obtained/ or the teacher you have
considered effective in facilitating learning).
Secure a copy of the syllabus and make a vertical breakdown (topic, outline, of topic
following the vertical format. Study carefully the scope and sequence of topics.
Identify whether each of it is a plain Information Lesson (IL) or a combination of
Information Lesson (IL) followed or seconded by a Skill Lesson (SL). Check it correspondingly on
the space provided if each of it is a one (1) day learning tasks to likewise reflect the dates.
This exactly adopts proper and exact planning and organizing of learning tasks considering time,
scope, sequence and other variables.

2. Integrating and Applying a theory which you think best fitted to a certain lesson, select a topic from
the topic outline (Vertical Format) which you think composed of an information lesson and a skill
lesson. Reflect it in the horizontal format and check if such topic/lesson is an information lesson
(IL) or skill lesson (SL).
Using Gagne’s conditions of learning, Torrance’s Creative Thinking Process (CTP) and
Bloom’s taxonomy of objectives key words. Choose an action verb that suits with the lesson
reflecting there of:
Information lesson – cognitive, affective
Skills - psychomotor, affective
(Take a look at the KSA, paradigm)
Be reminded of Gagne’s Principles of learning considering categories, hierarchies and
instructional event. Select the most appropriate key words from Torrance’s CPS or from Bloom’s
TLO.
Linking the learning tasks and the objectives, now draw out the strategies that you would
like to use.
Plain and simple, you are now ready to draft your lesson plan and to see whether all of
these are realistic in FACILITATING LEARNING.
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TOPIC OUTLINE

TOPIC/S IL SL DATE REMARKS

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