KoChapter II: Learner-Centered Psychological Principles

Chapter III: Review on Developmental Theories

Name: Ching, Rocky Balanquit. Course and Year: BEED-2 Date: October 03, 2022

I. Instruction: Complete the table below.

Suggested
Learning
14 Learning
Description Strategy based
Principles
on each
Principles

Cognitive and Metacognitive Principles

Teachers play
The learning of
significant role in
complex subject
guiding their
matter is most
learners to
effective when it is
1. Nature of the become active,
an intentional
learning process goal-directed,
process of
and self
constructing
regulating, and to
meaning from
assume personal
information and
responsibility for
experience.
their learning.
Teachers have to
The successful guide learners in
learners, overtime terms of
and with support determining their
2.Goals of the and instructional personal goals.
learning process guidance, can create They need to set
meaningful, their goals, not
coherent dictated by
presentations of others, to ensure
knowledge. their willingness
to achieve them.
3.Construction of The successful Teachers should
knowledge. learner can link new initiate more
information with opportunities for
existing knowledge learners to share
in meaningful ways. ideas.
experiences,
observations, and
readings as the
need arises.
Sharing prior
knowledge can
be done in
creative
strategies like
concept
mapping, group
activities, and
other
collaborative
 techniques where
learners are also
able to learn
from each other's
experiences.
Teachers are
supposed to give
them as many
opportunities to
learn,
experiment,
solve, and
The successful
explore new
learner can create
ideas and
4. Strategic and use a repertoire
concepts. Thus,
thinking. of thinking and
to motivate and
reasoning strategies
encourage the
to achieve complex
learners to be
learning goals.
more creative
and innovative in
their ideas,
opinions, and
responses are
musts for
teachers.
Assessment tools
in school should
be authentic.
Students can
Higher order make inferences,
strategies for sound judgments,
5.Thinking about selecting and and relevant
thinking. monitoring mental conclusions, and
operations facilitate use their learned
creative and critical knowledge to
thinking. varied situations:
HOTS are very
much needed in
this fast-
changing world.
6.Context of Learning is Given in the
learning. influenced by classroom should
environmental be a reflection of
factors, including their actual life
culture, technology, experiences. The
and instructional digital tools and
practices. instructional
practices must be
carefully selected
to facilitate a
motivating,
stimulating, and
encouraging
learning
environment
 geared toward
effective
acquisition of
knowledge,
concepts, and
skills among
leamers.

Motivational and Affective Factors

teachers motivate
their learners is
then crucial to
make them
What and how much actively engaged
is learned is in the learning
influenced by the process. In lesson
7. Motivational and motivation. planning, the
emotional Motivation to learn, motivation part
influences on in turn, is influenced of the lesson sets
learning. by the individual's the positive
emotional states, mindset of the
beliefs, interests and
goals, and habits of learners. No
thinking. matter how new
challenging, and
technical a topic
is. If the level of
their motivation.
teachers and
mentors, the
most important
way to motivate
the students to
The learner's learn is to present
creativity, higher the value of that
order thinking, and knowledge or
natural curiosity all concept to their
contribute to life. Leaming is
motivation to learn. not only about
8.Intrinsic Intrinsic motivation getting good
motivation to learn. is stimulated by
tasks of optimal grades or
novelty and complying with
difficulty, relevant requirements, but
to personal interests, it is more of
and providing for knowing why
personal choice and they need to
control. learn such and to
what specific
instances in their
lives that they
would be able to
use them.
9.Effects of Acquisition of Teachers
motivation on complex knowledge facilitate learning
 opportunities and
experiences that
encourage
learners to exert
time and effort
and at the same
time commitment
and skills requires
and enthusiasm
extended learner
toward a task
effort and guided
they have to do
practice. Without
effort. and a concept
learners' motivation
they have to
to learn, the
learn. It is
willingness to exert
through the
this effort is unlikely
teachers’
without coercion.
encouragement
that they will
have to do tasks
with quality and
not just for
compliance’s
sake.

Developmental and Social Factors

10.Developmental As individuals Teachers are
influences on develop, there are persons and
learning. different professionals
opportunities and who should be
constraints for knowledgeable
learning. Learning is of the various
most effective when developmental
differential milestones of
development within learners. They
and across physical, should not be
intellectual, working alone
emotional, and along
social domains is instructional
taken into account. planning. They
should always
collaborate with
the school
administrators,
guidance
counselors.
learners' parents,
guardians, and
even family.
Specifically,
teachers should
always look into
the readiness of
the learners
through keen
observations,
diagnostic tools,
 authentic
assessments, and
the like.
Teacher, this
ability
contributes to a
positive and
healthy learning
such as respect
Learning is for each other's
influenced by social
11. Social
interactions, opinions, give-
influences on
interpersonal and-take
learning.
relations, and relationships, and
communication with taking
others. responsibility for
assigned tasks to
develop the

interpersonal
relationships of
the leamers.

Individual Differences
12. Individual Learners have Teachers assist
differences in different strategies, and support their
learning. approaches, and learners in
capabilities for identifying their
learning that are a most effective
function of prior learning style,
experience and dominant
heredity. intelligence,
skills, and
potentials, and
help them
identify the ways
and means on
how

they can use

them to
maximize
learning. Current
trends in
teaching
encourage
teachers to apply
concepts on
multicultural
teaching.
differentiated
instruction (D),
and the Universal
Design for
Learning (UDL).
 All these
principles
support the
premise that
teachers should
be creative,
innovative, and
supportive of the
individual

differences of
their learners.
Multicultural
teaching
encourages
teachers to
consider their
learners
linguistic,
cultural and
Learning is most
social
effective when
backgrounds
13. Learning and differences in
Language can be
diversity. learners' linguistic,
a barrier in
cultural, and social
learning when
backgrounds are
learners cannot
taken into account.
express
themselves
properly and
when the
learning material
is not also related
to their social
context.
14. Standards and Setting Teachers can
assessment. appropriately high also determine
and challenging what kind of
standards and support and
assessing the learner scaffold
as well as learning
progress -- including the learners need.
diagnostic, process, This process also
and outcome includes knowing
assessment -- are which
integral parts of the instructional
learning process. material would
best

assist a learner
for better school
performance.

Assessment
should be an
ongoing process.
 Whether it was
formative or
summative,
results should be
used as a means
of improving the
teachers'
strategies and
techniques in
teaching. Low
results may not
always be
attributed to
students'
negligence and
difficulties but
may also be
because the
teacher's strategy
was not effective
during the
delivery of the
lesson.
Assessment.
therefore, is for
both the teacher
and leamer.

II. Surf the internet and answer the ff.

Freuds’ Components of Personality

Review the three components and write important concepts about them. Use the table below

Id
The Id
 According to Freud, the id is
the source of all psychic
energy, making it the
primary component of
personality.1
 The id is the only
component of personality
that is present from birth.
 This aspect of personality is
entirely unconscious and
includes instinctive and
primitive behaviors.
Ego
The Ego
According to Freud, the ego
develops from the id and ensures
that the impulses of the id can be
expressed in a manner acceptable
in the real world.2
The ego functions in the
conscious, preconscious, and
unconscious mind.
The ego is the personality
component responsible for
dealing with reality.
Superego
The Superego
The last component of personality to
develop is the superego.
 According to Freud, the
superego begins to emerge
at around age five.
 The superego holds the
internalized moral standards
and ideals that we acquire
from our parents and society
(our sense of right and
wrong).1
 The superego provides
guidelines for making
judgments.
 Freuds’ Psychosexual Stages of Development
Write the description, erogenous zone and fixation of each stages below

During the oral stage, the infant’s primary source of interaction occurs
through the mouth, so the rooting and sucking reflex is especially important.
The mouth is vital for eating, and the infant derives pleasure from oral
Oral Stage
stimulation through gratifying activities such as tasting and sucking.

During the anal stage, Freud believed that the primary focus of the libido was on
Anal Stage controlling bladder and bowel movements. The major conflict at this stage is toilet
training—the child has to learn to control their bodily needs. Developing this control
leads to a sense of accomplishment and independence.

Freud suggested that during the phallic stage, the primary focus of the libido
Phallic Stage is on the genitals. At this age, children also begin to discover the differences
between males and females.
During this stage, the superego continues to develop while the id’s energies
are suppressed. Children develop social skills, values and relationships with
peers and adults outside of the family.
Latency Stage The latent period is a time of exploration in which the sexual energy repressed
or dormant. This energy is still present, but it is sublimated into other areas
such as intellectual pursuits and social interactions. This stage is important in
the development of social and communication skills and self-confidence.

The onset of puberty causes the libido to become active once again. During
the final stage of psychosexual development, the individual develops a strong
sexual interest in the opposite sex. This stage begins during puberty but last
Genital Stage throughout the rest of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in
the welfare of others grows during this stage. The goal of this stage is to
establish a balance between the various life areas.

Erikson’s Psychosocial Stages of Development

Review the psycho-social stages and fill out the matrix below

Maladaptation Malignancy Virtue

Significant
Stage Crisis (Include (Include (Include
Person
Description) Description) Description)
1. Infancy from A maladaptation is A malignancy Hope
Trust vs birth to 18 not quite as bad and is the worse of
Mistrust months involves too much of the two, and
the positive and too involves too
little of the negative, little of the
such as a person positive and
who trusts too much. too much of
the negative
aspect of the
task, such as a
person who
can’t trust
 others.
2. Toddler years IMPULSIVENES Sort of Will
Autonomy vs. from 18 months shameless
Shame and to three years S – Sort of
willfulness that
Doubt shameless leads you in
willfulness that later childhood
leads you in and even
adulthood, to
later childhood jump into
and even things without
adulthood, to proper
consideration
jump into things of your
without proper abilities.
consideration of
your abilities.
3. Preschool years The child will be out During the Purpose
Initiative vs. from three to of balance in one initiative
Guilt five way or another. They versus guilt
may become guilt- stage, children
ridden, socially assert
isolated, and themselves
emotionally more
fragile. Or, they may frequently
become pushy and through
even aggressive. directing play
and other
social
interaction.
4. Middle school Children are at the Industry versus Confidence
Industry vs. years from six stage where they inferiority is
Inferiority to 11 will be learning to the fourth
read and write, to stage of Erik
do sums, to do Erikson’s
things on their theory of
own. Teachers psychosocial
begin to take an development,
important role in which happens
the child’s life as after the third
they teach the stage of
child specific skills. initiative
versus guilt

5. Teen years . During Repudiation – Fidelity

Identity vs. from 12 to 18 adolescence, the they reject
Confusion transition from their
childhood to membership in
adulthood is most the world of
important. Children adults and,
are becoming more
even more,
independent, and
begin to look at the they reject
future in terms of their need for
career, an identity.
relationships,
 families, housing,
etc.
6. Intimacy vs. Young adult During this stage, Promiscuity Love
Isolation years from 18 we begin to share referring
to 4 ourselves more particularly to
intimately with the ten deny to
others. We explore become
relationships leading
intimate freely.
toward longer-term
commitments with
someone other than
a family member.
7. Generativity Middle age We give back to Generativity Care
vs. Stagnation from 40 to 65 society through versus
raising our children, stagnation is
being productive at the seventh of
work, and becoming eight stages of
involved in
Erik Erikson’s
community activities
and organizations. theory of
Through generativity psychosocial
we develop a sense development.
of being a part of the This stage
bigger picture. takes place
during during
middle
adulthood
(ages 40 to 65
yrs).
8. Older Ego integrity versus Individuals Wisdom
Integrity vs. adulthood from despair is the eighth who reflect on
65 to death and final stage of Erik
Despair their life and
Erikson’s stage theory
of psychosocial regret not
development. This achieving their
stage begins at goals will
approximately age 65 experience
and ends at death. It is
during this time that
feelings of
we contemplate our bitterness and
accomplishments and despair.
can develop integrity if
we see ourselves as
leading a successful
life.

Piaget’s Cognitive Stages of Development

Stages of Development
Sensory Motor Stage
Birth to 2 years
Age Range Characteristics Key Teaching Strategies
1. Know the world Hands-on Activities
through movements
and sensations
2. Learn about the world
through basic actions
such as sucking,
grasping, looking, and
listening
3. Learn that things
continue to exist even
when they cannot be
 seen (object
permanence)
4. Realize that they are
separate beings from
the people and objects
around them
5. Realize that their
actions can cause
things to happen in the
world around them

Pre-Operational Stage Ages 2 to 7 1. Begin to think

symbolically and learn
Props and Visual
to use words and Aids
pictures to represent
objects
2. Tend to be egocentric
and struggle to see
things from the
perspective of others
3. Getting better with
language and thinking,
but still tend to think
in very concrete terms

Concrete Operations
Stage
Ages 7 to 11 1. Begin to think
logically about
Build on Existing
concrete events Knowledge
2. Begin to understand
the concept of
conservation; that the
amount of liquid in a
short, wide cup is
equal to that in a tall,
skinny glass, for
example
3. Thinking becomes
more logical and
organized, but still
very concrete
4. Begin using inductive
logic, or reasoning
from specific
information to a
general principle

Formal Operations
Stage
Ages 12 and up 1. Begins to think
abstractly and reason
Challenge to
about hypothetical Promote Growth
problems
2. Begins to think more
about moral,
philosophical, ethical,
social, and political
issues that require
theoretical and
abstract reasoning
 3. Begins to use
deductive logic, or
reasoning from a
general principle to
specific information

Vygotsky’s Social-Cultural Theory

Define or describe the words below.

1. More Knowledgeable Other (MKO)-

Vygotsky’s sociocultural theory emphasizes that children learn through social interaction that include collaborative and cooperative
dialogue with someone who is more skilled in tasks they’re trying to learn. Vygotsky called these people with higher skill level the More
Knowledgeable Other (MKO). MKO could be teachers, parents, tutors and even peers.

2. Zone of Proximal Development (ZPD)-

According to Vygotsky, this is “the distance between the actual development level (of the learner) as
determined by independent problem solving and the level of potential development as determined through
problem solving under adult guidance, or in collaboration with more capable peers.”

3. Scaffolding-

According to the Vygotsky theory, scaffolding entails changing the quality and quantity of
support provided to a child in the course of a teaching session. The MKO adjusts the level of
guidance in order to fit the student’s current level of performance.