NAME: JOSEPH M. PEROCHO JR.

SUBJECT: ED 203
COURSE AND YEAR: BSED 2 - MAJOR IN MATHEMATICS
TIME AND SECTION: 9:00-10:00 AM / SECTION B

MODULE 2

Activity

Who said what

1. D

2. F

3. E

4. C

5. A

6. B

Analysis

Challenge your stock knowledge! After answering the short exercise above, write what you remember
most about the ideas of the following theorists. Focus on what you think are their most important ideas
about the development of learners.

Sigmund Freud : The Freudian psychosexual theory of development holds that personality is acquired
and developed during childhood and is critically influenced by a progression of five psychosexual stages.
Additionally, the youngster experiences conflict at every stage between his own biologically based needs
and social expectations.

Erik Erikson : The core notion of Eriksons theory is that every stage involves a conflict that the person
must deal with and that may or may not be successfully resolved. For instance, he gave the first stage
the title Trust vs. Mistrust. When infant care is of high quality, the child learns to put her faith in the
world to meet her needs.
Jean Piaget: According to Piaget, learning progressed through the interaction of assimilation fitting new
experiences into existing concepts and accommodation adjusting concepts to fit new experiences. These
two processes oscillate back and forth, resulting in both short-term learning and long-term
developmental change.

Lawrence Kohlberg: He maintained that sound moral judgment was the most important consideration
when making moral decisions and that sound judgment would result in moral action. Kohlberg held the
view that people go through phases of moral development in a similar way to how they go through
stages of cognitive development.

Lev Vygotsky: He held that social interaction, a continual process that is greatly impacted by culture,
plays a crucial role in childrens learning. His philosophy makes extensive use of collaborative learning,
guided learning, and imitation.

Urie Bronfenbrenner: The ecological systems theory was his largest contribution to the discipline of
developmental psychology. The microsystem, mesosystem, exosystem, and macrosystem are the four
systems at the center of this theory that influence a childs development. The fact that children do not
grow up in a vacuum was realized by Bronfenbrenner.

Synapse Strengtheners
Freud’s Components of the Personality

Review the three components and write important concepts about them in the spaces provided.

ID EGO SUPEREGO

The pleasure principle Freud,
1920, which holds that every
irrational impulse should be
instantly gratified, regardless of
the results, governs how the id
functions. When the id gets what
it wants, we feel pleasure; when
it doesn't, we feel unpleasure or
tension.
The personality trait in charge of
interacting with reality is the
ego. According to Freud, the ego
emerges from the id and makes
sure that the iimpulses d s can
be communicated in a way that
is appropriate for the outside
world. The conscious,
preconscious, and unconscious
minds all contain the ego.
The superego is the part of
personality made up of the
internalized ideas we have
absorbed from our parents and
society, according to Sigmund
Freud's psychoanalytic theory of
personality. The superego strives
to make the ego act morally
rather than realistically and
works to quell the iimpulses.
Freud’s Psycho-Sexual Stages of Development
Write the description, erogenous zone and fixation of each of the stages below.

ORAL STAGE The rooting and sucking reflex is particularly crucial

during the oral stage because the infant interacts
with the world primarily via their mouth. The
mouth is necessary for eating, and the infant
enjoys oral stimulation through pleasurable
behaviors like tasting and sucking.

ANAL STAGE Freud thought that the libido's main concentration

during the anal stage was on managing bowel and
bladder function. Toilet training, which requires
the child to learn to manage their bodily needs, is
the main source of conflict at this period.

PHALLIC STAGE In Freuds theory of development, the greatest and

most significant sexual conflict occurs at the phallic
stage. The genital area serves as the child's
erogenous zone at this period. Conflict develops
when the child's curiosity in his and other people's
genitalia grows.

LATENCY STAGE The libido is dormant at this point, and no more

psychosexual growth occurs latent means hidden.
According to Freud, the majority of sexual urges
are suppressed during the latent period and can be
channeled toward academic pursuits,
extracurricular activities, and interpersonal
relationships.

GENITAL STAGE The rooting and sucking reflex is particularly crucial

during the oral stage since the infant's mouth
serves as their main point of contact. Since eating
requires the use of the mouth, the infant enjoys
oral stimulation through pleasurable activities like
tasting and sucking.
 Erikson’s Psychosocial Stages of Development
Review the psycho-social stages and fill out the matrix below

Stage Crisis Significant Maladaptation Malignancy Virtue

person
(include (include (include

description) descriptions) descriptions

)

1. TRUST VS. The goal is to develop Infancy (bir Sensory Withdrawal - Hope - If the
MISTRUST trust without th to 18 Maladjustment characterized proper
completely months) - overly by balance is
eliminating the trusting, even depression, achieved,
capacity for mistrust. gullible, this paranoia, the child will
If the primary person cannot and possible develop the
caregivers, like the believe anyone psychosis. virtue of
parents can give the would mean Hope.
baby a sense of them harm,
familiarity, and will use all
consistency, and the defenses at
continuity, then the their command
baby will develop the to find an
feeling that the world explanation or
is a safe place to be, excuse for the
that people are person who did
reliable and loving. him wrong.

2. AUTONOM He begins to make Early Impulsiveness - Compulsiven Will - if you

Y VS. SHAME choices and express Childhood  a sort of ess - feels as get the
AND DOUBT his will. If (2 to 3 shameless if their entire proper,
encouraged, he years) willfulness that being rides positive
develops a sense of leads you, in a on balance of
autonomy and later childhood everything autonomy
independence. In this and even they do, and and shame
stage, the child may adulthood, to so everything and doubt,
develops a sense of jump into must be you will
 doubt and shame things without done depelop the
manifested in feelings proper perfectly. virtue of
of worthless and consideration willpower or
incompetence. We of your determinati
should keep in mind abilities. on
that even something
as innocent as
laughing at the
toddler’s efforts can
lead the child to feel
deeply ashamed and
to doubt his or her
abilities.

3. INITIATIVE Child begins to Preschool ( Ruthlessness - Inhibition - Purpose - a

VS. GUILT explore his social and 3 to 5 to be heartless the inhibited good
physical worlds years) or unfeeling or person will balance
discovering what he be “without not try things leads to the
can accomplish. It is a mercy”. because psychosocial
time for developing a “nothing strengths of
sense of initiative or a ventured, purpose.
positive attitude of nothing lost”
personal and,
accomplishment. At particularly,
this time, the child nothing to
gradually becomes feel guilty
aware if the various about.
social roles presented
by his environment.
The basic influence
during this period is
the child’s families
who can help him
learn to be
responsible for his
behavior and actions.
4. INDUSTRY The child’s world School Narrow Inertia - this Competency
VS. broadens technical Age (6 to Virtuosity - we includes all - a happier
INFERIORITY skills are learned and 11 years) see this in of us who thing is to
feelings of children who suffer from develop the
competence, aren’t allowed the right
enlarged. Children to “be “inferiority balance of
enter new world of children” the complexes”. industry ad
the neighborhood and ones that inferiority-
the school. When parents or that is,
children become to teachers push mostly
believe that they into one area industry
cannot achieve of competence, with just a
according to their without touch of
school, family, or allowing the inferioity to
peers, their sense of development keep us
mastery will give way of broader sensibly
to personal interests. humble.
inferiority. Thusm Then we
they become have the
incapable of facing virtue called
the transitory competency
adolescent years .
which lie diretcly
ahead. Parents must
encourage, teachers
must care, peers must
accept.

5. IDENTITY It is charcterized by Adolescenc Fanaticism - Repudiation - Fidelity - if

VS. ROLE an identity-formaton e (12 to 18 believes that they reject you
CONFUSION crisis. The question years) his way is the their successfully
“Who am I and what only way. membership negotiate
can I do when I in the world this stage,
become an adult?” of adults you will
confronts the and, even have the
adolescent. His more, they virtue of
struggle is based not reject their
 only on societal need for an fidelity.
demands as an identity.
emerging adult, but
also on the pubescent
age. Since an
adolescent spends
more time with his
friend, the peer group
now becomes an
essential source of
general rules of
behavior.

6. INTIMACY In this stage, the Young Promiscuity - Exclusion - Love - if you

VS. ISOLATION individual develops a Adulthood  referring which refers successfully
warm and intimate (19 to 40 particularly to to the negotiate
relationship with years) the tendency tendency to this stage,
another person. If to become isolate you will
such sense of intimate too oneself from instead
intimacy is not freely, too love, caryy with
acquired during this easily, and friendship, you for the
time of life, a sense of without any and rest of your
isolation develop depth to you community, life the
instead. Such attitude intimacy. and to virtue of
is reflected in the develop a love.
ability to trust others certain
in a close and hatefulness
intimate manner. in
compensatio
n.

7. GENERATIVI The middle years of Middle Overextension Rejectivity - Care - if oyu

TY VS. stage comprise the Adulthood  - illustrates the too little are
STAGNATION productive years of (40 to 65 problem. Some generativity successfully
adulthood. In this years) people try to and too at this stage,
stage, the individual’s be so much you will
productivity is gauged generative that stagnation have a
 by his contributions they no longer and you are capacity for
to his family and to allow time for no longer caring that
society. The person themselves, for participating will serve
who fails to develop rest and in or you through
this sense of relaxation. contributing the rest of
generativity becomes to society. your life.
preoccupied instead
with his personal
needs and interests
with his personal
needs and interests or
both with a sense of
self-absorption.

8. EGO In the last stage, a Maturity (6 Presumption - Disdain - this Wisdom -

INTEGRITY VS. person comes to 5 to death) this is what means a someone
DESPAIR terms with the happens when contempt of who
temporal limits of his a person life, one’s approaches
life. It is the “presumes” own or death
fulfillment and ego integrity anyone’s. without fear
culmination. It is the without has the
achievement of a actually facing strength
sense of integrity the difficulties called
resulting from of old age. wisdom.
identification with
mankind. If a person,
however, develops an
attitude of regret and
fear of the end of life,
then a sense of
despair emerges
instead.
Piaget’s Cognitive Stages of Development

Sensory Motor Stage:

Age Range: Birth to 2 years

Characteristics: They concentrate on what they are doing, what they observe, and their bodily
interactions with the surroundings. They are continually conducting experiments because they are
unsure of how things will react. They experiment with different items, shake or throw them, put them in
their mouths, and learn about the world this way.

Key Teaching Strategies: Using models and other props, such as visual aids, to provide youngsters with
examples of various ideas and concepts Using concrete examples, such as math word puzzles, to
illustrate difficult concepts allowing for the classification or grouping of information.

Pre-Operational Stage:

Age Range: ages 2 to 7

Characteristics: Toddlers and youngsters up to the age of seven are capable of thinking symbolically at
this developmental stage. Their language grows more sophisticated. They also grow in memory and
imagination, which enables them to distinguish between the past and the future and to play pretend.

Key Teaching Strategies:. Babies learn during the sensorimotor stage by utilizing their senses to
investigate their surroundings. As they progress through the substages, providing a variety of activities
that utilize the five senses aids in the development of their sensory talents.

Concrete Operations Stage:

Age Range: ages 7 to 11

Characteristics: A critical stage in children's cognitive development is represented by the concrete-

operational stage Piaget, 1947. According to Piaget, thinking at this stage is marked by logical operations
that enable logical reasoning, such as conservation, reversibility, or classification.

Key Teaching Strategies:. Using models and other props, such as visual aids, to provide youngsters with
examples of various ideas and concepts Using concrete examples, such as math word puzzles, to
illustrate difficult concepts allowing for the classification or grouping of information.

Formal Operations Stage:

Age Range: ages 12 and up

Characteristics: The capacity to develop hypotheses and conduct systematic tests on them in order to
find a solution to a problem characterizes the formal operational stage. In addition to being able to
reason abstractly, someone in the formal stage may comprehend the shape or structure of a
mathematical problem.

Key Teaching Strategies:. Children have the capacity to methodically and logically address a problem in
the formal operational stage. They are able to conceptualize speculative, abstract ideas that have
numerous possible solutions or results.

Kohlberg’s Stages of Moral Development

Review the moral stages and identify and describe each using the graphic organizer below.

PRE - CONVENTIONAL

Stage 1 - Obedience and Punishment Orientation. The child/individual is good in order to avoid being
punished. If a person is punished, they must have done wrong.

Stage 2 - Individualism and Exchange. At this stage, children recognize that there is not just one right
view that is handed down by the authorities. Different individuals have different viewpoints.
CONVENTIONAL

Stage 3 - Good Interpersonal Relationships. The child/individual is good in order to be seen as being a
good person by others. Therefore, answers relate to the approval of others.

Stage 4 -Maintaining the Social Order. The child/individual becomes aware of the wider rules of society,
so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

POSTCONVENTIONAL

Stage 5 - Social Contract and Individual Rights. The child individual becomes aware that while rules/laws
might exist for the good of the greatest number, there are times when they will work against the
interest of particular individuals. The issues are not always clear-cut. For example, in Heinz’s dilemma,
the protection of life is more important than breaking the law against stealing.

Stage 6 - Universal Principles. People at this stage have developed their own set of moral guidelines
which may or may not fit the law. The principles apply to everyone.

Vygotsky’s Socio-Cultural Theory

Define or describe the words below.

More Knowledgeable Other (MKO)

- The More Knowledgeable Other MKO, as described by Vygotsky, is someone who is more
knowledgeable than the learner, particularly with relation to a given task, idea, or procedure. The MKO
is typically pictured as a teacher or an elderly person. This isn't always the case, though.

Zone of Proximal Development (ZPD)

- A crucial concept in Lev Vygotsky's theory of learning and development was the Zone of Proximal
Development ZPD. The zone of proximal development is described as the region between what a learner
can accomplish on their own and what they can accomplish with adult supervision or in cooperation
with more advanced classmates.
Scaffolding

- Scaffolding is a framework made of metal poles and wooden planks that is placed up against a building
to provide workers with a platform to stand on when they need to access the building's higher points:
Next week, repairs to the tower's scaffolding will begin.

Interpret Vygotsky‟s view about the teaching and learning process by drawing a diagram showing the
relationships of MKO, ZPD and scaffolding

Vygotsky declared some controversial statements that went against prominent educational research at
the time. He dismissed the idea that there was no ideal age for learning and instead introduced ideal
stages for learning, a similar opinion as Piaget. He also explained that the cognitive growth increased
less for students with a higher intelligence than a lower intelligence when they entered school.

Bronfenbrenner’s Bio-Ecological Theory

Describe each of the systems in the theory.
Application
NAME: JOSEPH M. PEROCHO JR.
SECTION: B
SCHEDULE: M-W-F (9:00-10:00 AM)

Describe what parents and teachers should do to help children develop into the persons that they are
meant to be from the point of view of:
1. Freud : The best approach for parents to assist their children's growth and development is to be
aware of their child's behavior from infancy through adolescence. Parents support their kids natural
impulses to focus on the aforementioned bodily parts and functions without enabling them to
overindulge.

2. Erikson : Parent was take an active part in the child education by attending parents-teachers
conferences,assist in obtaining the appropriate tutoring for the child when necessary and helping with
school project.Teachers incouraging a child to be punctual in school and also help build or her ethics
thus preparing him/her for the future.

3. Piaget :. The importance of a child's experiences in their immediate environment must be emphasized
by both parents and teachers. Children need to be taught self confidence, self esteem, and initiative by
teachers in order to be unique and meaningful.

4. Kohlberg :. Everyone wants their children to grow up to be morally upright, upright people who put
others' interests before their own. Teach children moral behavior, such as being nice and putting others
needs first. Encourage pretend play so that children can learn to think from other people's perspectives.

5. Vygotsky : Parents and teachers can assist children build on what they already know and encourage
them to learn more about the world around them. They may also encourage children to repeat the
language that they hear from their parents and teachers on a regular basis.
6. Bronfenbrenner : The work of Bronfenbrenner was crucial to developing a methodical approach to
social and human development. His bioecological theory has made connections between the reasons
why children develop in unique ways and the features of development that are under the control of the
kid and those that are not.

Assessment task/s
1. Identify the concept from the theories reviewed and describe how this can be applied in teaching and
learning.

THEORY / CONCEPT APPLICATION

Behaviorism Learning is based on a system of routines that drill

information into a student’s memory bank, as well
as positive feedback from teachers and an
educational institution itself. If students do an
excellent job, they receive positive reinforcement
and are signaled out for recognition.

Cognitivism Developed in the 1950s, this theory moves away

from behaviorism to focus on the mind’s role in
learning. According to the International Bureau of
Education: In cognitive psychology, learning is
 understood as the acquisition of knowledge: the
learner is an information-processor who absorbs
information, undertakes cognitive operations on it
and stocks it in memory.

Constructivism The passive view of teaching views the learner as

an empty vessel to be filled with knowledge,
explains Simply Psychology, “whereas
constructivism states that learners construct
meaning only through active engagement with the
world such as experiments or real-world problem
solving.

Humanism With the understanding that people are inherently

good, humanism focuses on creating an
environment conducive to self-actualization. In
doing so, learners’ needs are met and they are
then free to determine their own goals while the
teacher assists in meeting those learning goals.

Connectivism Strongly influenced by technology, connectivism

focuses on a learner’s ability to frequently source
and update accurate information. Knowing how
and where to find the best information is as
important as the information itself.

Your 5-minute non-stop writing begins NOW!

From the review of the theories related to learners‟ development I

realized that…..

- These theories explain the processes that people engage in as they make sense of information, and
how they integrate that information into their mental models so that it becomes new knowledge.
Learning theories also examine what motivates people to learn, and what circumstances enable or
hinder learning.

Activity
Group Activity
1. Reach out to your classmates and group yourselves into five (5).
2. Each of you will provide information about your:

Name: JOSEPH M. SHERWIN MELANIE CEJAS PRIMO B. OGATIS ROSEVILLE

PEROCHO JR JAKOSALEM KELENNE
SAMONTE

Age: 22 19 20 25 20

Gender: MALE MALE FEMALE MALE FEMALE

Nationali FILIPINO FILIPINO FILIPINO FILIPINO FILIPINO

ty :

Province NEGROS NEGROS NEGROS NEGROS ORIENTAL NEGROS

: ORIENTA ORIENTAL ACCIDENTAL ORIENTAL

Languag BISAYA,TAGAL CEBUANO, CEBUANO, CEBUANO,HILIYGAYN CEBUANO,

e/ OG FILIPINO AND FILIPINO,ENGLI ON, FILIPINO, FILIPINO,
dialects ENGLISH SH ENGLISH ENGLISH
spoken :

Hobbiest PLAYING SINGING READING PLAYING MOBILE EATING

/ ONLINE PASSIONATELY BOOKS LEGENDS, OUTDOOR AND
interests GAMES, AND BOARD GAMES WANDERIN
: BASKETBALL G
AND DANCING.

Favorite MATHEMATICS MATH, ENGLISH MATH, MATHEMATICS MATH

subject : ENGLISH

Subject MATHEMATICS MATH NONE MATHEMATICS NONE

you are
best in:

Subject ENGLISH HISTORY MATH HISTORY MATH

you find
difficult :

Ambitio ARTIST,TEACH TEACHER/ TEACHER/ ENGINEER, TEACHER TEACHER/

n: ER AND POLICE NATIONAL SOCIAL ACCOUNTA
ATHLETE/ WORKER NT
( What THEATRE ACTOR
do you
want in
the
future)

Analysis

1. In what ways are you and your classmates similar?

- We are similar in our answers particularly in our favorite subject and ambition.

2. In what ways are you and your classmates different?

- We are different in our answers, particularly in our ages and hobbies.

3. How does a girl differ from a boy in behavior?

- Most of the girls' favorite subject is English, while the boys love mathematics.

4. In what ways does an American differ from a Filipino?

- Filipino culture typically involves more family involvement and influence in daily decisions and
activities. Generally speaking, Americans are fairly tolerant. Typically, Filipinos adhere to more
traditional ideals. People in America tend to want to be self-reliant and accountable for their own
activities.

5. How does life in the province differ from that in the city?

- The pace of life in the province is leisurely and tranquil, free from the bustle of traffic, the noise of
buses, or the chatter of people. without city traffic. There are large living spaces and comfortably sized
homes. One can discover solitude.

6. Are you glad you have similarities? Differences? Explain your answer.

- Yes, because we have the same course, bachelor of secondary education major in Mathematics, so in
the future we all want to become a teacher someday. About the different answers, we have different
ways how to achieve and improve knowledge to become a successful.
7. How can the teacher utilize these similarities and differences in teaching you?

- It encourages better relationships in the classroom when teachers and students can recognize what
they have in common. It is important to emphasize how similarities may strengthen relationships.

Application
NAME: JOSEPH M. PEROCHO JR.
SECTION: B
SCHEDULE: M-W-F (9:00-10:00 AM)

Describe/present the concept on individual differences by means of the following: (you may choose one
only.)

Song Slide presentation

Poem PowerPoint presentation
Jingle

Here's the link to the file:

https://sg.docworkspace.com/l/sIGqj4uZ2rMShnAY?st=0

Get WPS Office for PC:

https://www.wps.com/d/?from=t
Assessment task/s

1. By means of a graphic organizer, identify the factors that bring about diversity in the classroom.

2. Think of a slogan that celebrates diversity in the classroom. Make posters and have a Student
Diversity Day Poster Exhibit.

3. Cite teaching strategies and explain how these teaching strategies consider student diversity.

- Make an IEP cheat sheet

- Encourage active learning

- Embrace small group and learning stations

- Group by learning style, not ability

- Promote project-based learning

- Incorporate ed-tech and adaptive learning tools

- Provide alternative testing options

Your 5-minute non-stop writing begins NOW!

From the Topic on Individual Differences, I realized that…..

- I discovered that personality differences between individuals are common across all human
populations. Individual differences have their origins in evolutionary history and were likely chosen due
to their enhanced ability to adapt to changing environmental situations.