GROUP 3:

AGRICULTURE

• The “agriculture’’ word is derived from two Latin words,

agricultūra, from “ager” mean land or field, and cultūra means
cultivation or growing.
• Agriculture is the art and science of cultivating the soil, growing
crops and raising livestock

3 Branches Of Agriculture

1. LIVESTOCK PRODUCTION. Is concerned with raising and maintaining

livestock, primarily for the purposes of producing meat, milk, and eggs.

Example:
a. Pig Farming - rearing of pigs rearing of pigs
b. Poultry Farming - the rearing of poultry such us chicken,
goose, turkey, duck, pigeon etc.
c. Aquaculture (fish farming) - is breeding, raising, and
harvesting fish, shellfish, and aquatic plants. Basically, it's
farming in water
d. Apiculture (bee keeping) - is the maintenance of bee
colonies, commonly in man-made beehives.
e. Cattle Production - production of cattle for various
purposes,including beef, hides, dairy, and other products.

2. CROP PRODUCTION. A branch of agriculture, which includes the

cultivation of crops in field cultivation, vegetable growing, fruit
growing, etc.
Example:
a. Rice Crop Production
b. Corn Crop Production
c. Fruit Production
d. Vegetables Production
 Benefits of Learning Crop Production
• Encourages the students to learn more about agriculture. It
helps young people develop an understanding about how food is
grown and how farmers take care of the land.

• Students learn that farmers have families and those families

eat the food that is produced on the farm.

• Students can be small entrepreneurs on their own.

Modern Agriculture (Crop Production & Livestock Production)

- an innovative approach to agricultural labor and farming
practices that facilitate the efficiency of our agricultural
workers.
- Modern agriculture is driven by continuous improvement,
using technology, digital tools and data to do so.

Types of Modern Agriculture

a. Vertical Farming/ Hydroponic farming - is the agricultural

process in which crops are grown on top of each other, rather
than in traditional, horizontal rows. Hydroponics is the
technique of growing plants using a water-based nutrient
solution rather than soil.

b. Aquaponics - is a sustainable method of raising both fish and

vegetables.

Pros of Modern Agriculture

 Higher crop productivity
 Less Human Labor
 Higher Profit

Cons of Moder Agriculture

 Increased use of fertilizers has led to the loss of soil
fertility.
 The use of groundwater for tube well irrigation has
led to water depletion.
 Affect the livelihood of laborer farmers.
3. AGRICULTURAL ECONOMICS focuses on the economic aspects of
production, marketing, finance, and policy decisions related to the
agricultural industry.
 plays a role in food security.
 GROUP 4

ICT (Information and Communications Technology)

Information and Communication Technologies (ICT) - refers to technology

use for regular, everyday tasks: sending an email, making a video call,
searching the internet, using a tablet or mobile phone, and more.

Characteristics of ICT

● Able to provide information. ● Reliable

● User friendly ● Fast cycle of innovation

● Minimal response time ● Diverse and stable

Components of ICT

 Hardware - refers to physical technology devices. It includes things

like monitors, keyboards, and also the insides of devices, like
microchips and hard drives.

 Software – It is an operating systems and programs installed on

hardware devices such as computers.

 Communication System - It enables connection with other ICT

users and internet.

 Online Data Sharing Platform- It is an application software that

enables the world’s conversation.

ICT Skills

 Online research – a method of collecting information using the

internet. These methods may include customer surveys, online
interviews and metric data gathering.

 Social media management - the process of gathering information

from social media audiences and developing strategies tailored to
their preferences.
  Netiquette – a set of guidelines that ensures respect for online
communication. It involves learning how to conduct yourself in an
online community and extending the teaching of those guidelines to
coworkers who may not have as much experience with internet
communication methods.

 Data management and Queries – the process of collecting,

organizing and storing massive quantities of business metrics for
analysis and future decisions. It also includes creating folders and
files on an organization's network and knowing how to upload,
download, copy or move these files between the company's
computers.

 Desktop publishing- a creation of documents using software that

prepares the digital information for transition to a physical medium,
whether it's a webpage, postcard, brochure, business card or label.
Having desktop publishing skills may allow you to work as a graphic
designer and create the original assets, or you may work alongside
a graphic designer to prepare the created assets for printing.

 Word Processing – the production or manipulation of text on a

computer using specialized software. Another part of word
processing is conducting data entry, which can involve organizing
data in spreadsheets, and presenting this data through visual aids
that you can create using slideshow creation programs.

 Online Collaboration – a broad category that refers to any means

of sharing information with your coworkers online. This includes
adding a meeting to a shared online calendar, providing feedback on
a document through a web-based document application, and holding
an online video conference with colleagues.

Basic Concepts of ICT

 ICT Literacy- it is use of digital technology, communication tools

and/or networks to access, manage, integrate, evaluate, create and
communicate information in order to function in a knowledge society
(Guro 21, 2011).

 Internet – is a massive network of network infrastructure. It is

generally defined as a global network connecting millions of
computers.
  Educational Technology - refers to the use of technology in
teaching and learning. It includes both non-digital and digital.
 Digital Literacy- is the ability to find, evaluate, utilize, share and
create contents using information technologies and Internet. It is
also the ability to use information and communication, requiring both
cognitive and technical skills.

 Digital Learning – is any type of learning that is accompanied by

technology or by instructional practice that makes effective use of
technology.

 Multimedia – is a sequential or simultaneous use of a variety of

formats in a given presentations or self-study programs

 Technology- refers to a mix of process and products used in the

application of knowledge.

 Instructional Technology – is the theory and practice of design,

development, utilization, management, and evaluation of the
processes and resources for learning.

Role of ICT in Education

 Word processing – documents, notes, projects and assignments

 Spread sheets programming- records, exam scores
 Data bases - information storage
 Graphing software – to prepare teaching learning resource.
 Internet and e-mail facilities - to gain knowledge
 Games and simulations - to improve quality of learning

Role of ICT in Learning

 helps to provide interactive learning

 stimulate and motivate learners
 provide comfortable learning
 ICT tools aids in the understanding of difficult concepts
 caters to different learning styles
 aids in collaboration and group work
 Advantages of ICT

 Resource sharing  Cheaper cost

 Wide variety of services  Creation of jobs
 Flexibility  Bridging the cultural gap
 Reliability  Develops communication
 Faster speed

Disadvantages of ICT

 Lack of physical contact  Unemployment

 Lack of direct teamwork  Cyber bullying
 Lack of security/ privacy  Greater reliance on
technology

Importance of ICT

 ICT permeates all aspects of life, providing newer, better, and

quicker ways for people to interact, network, seek help, gain access
to information, and learn.

 ICT to enhance teaching and learning environments.

 ICT plays a profound role in any business growth. It improves

employee communication, automates many business operations,
and enhances the transparency of your projects
 GROUP 5

THEORIES OF ENTREPRENEURSHIP

Entrepreneurship refers to a process of action an entrepreneur undertake to

establish his enterprise.

In other words entrepreneurship can be defined as an ability to discover,

create or invent opportunities and exploit them to the benefit of society,
which in turn brings prosperity to the innovator and his organization. It is a
creative and innovative response to the environment.

Main Theories Of Entrepreneurship Are Summarized As Follows:

1. ENTREPRENEURSHIP FUNCTION OF INNOVATION. The innovation

theory claims that the main function of an entrepreneur is to introduce
innovations. A creative and innovative response to the environment.

Innovation allows businesses to thrive as it brings in creative

solutions to problems and allows the business owners to apply their
creativity to the max to make their presence valuable in the market.
Innovation allows companies to make continuous improvements and
helps in enhancing the creativity of the business.

The purpose of innovation is to come up with new ideas and

technologies that increase productivity and generate greater output
and value with the same input. According to the aforementioned
Stanford study, innovation has been responsible for up to 85% of all
economic growth.

ACCORDING TO SCHUMPETER

 Development is not an automatic process, but it must be deliberately and

actively prompted by some agency within the system, Schumpeter called
the agent who initiates the changes as an entrepreneur.

 He is the agent who provides economic leadership that changes the

initial conditions of the economy and causes discontinuous dynamic
changes.

 By nature, he is neither technician, nor financier, but he is considered an

innovator.

 Psychological, entrepreneurs are not solely motivated by profit.

2. ENTREPRENEURSHIP AN ORGANIZATION BUILDING FUNCTION.
Fredrick Harbison states that the “organization building” ability is the most
critical skills needed for the industrial development. According to him
entrepreneurship means the skill to build an organization.

The organizing function of an entrepreneur refers to bringing

together the men, material, machine, money, etc. to execute the
plans. The entrepreneur assembles and organizes the different
organs of an enterprise in such a way that these combined start
functioning as one, enterprise.

Harbison spot the crux of the entrepreneurship in his ability to multiply himself
by effectively delegating responsibilities to others.

The main features are:

 Unlike Schumpeter, Harbison’s entrepreneur is not an innovator but an

“organization builder” who must be able to harness the new ideas of
different innovators to the rest of the organization.

 Such person are not always the men with ideas or men who try
combinations of resources but they may simply be good leaders and
excellent administrators.

 Harbison’s definition of entrepreneurship lays more stress on the

managerial skills and creativity so far as organization is concerned.

3. ENTREPRENEURSHIP FUNCTION OF MANAGERIAL SKILL AND

LEADERSHIP. A person who is to become an industrial entrepreneur
must have additional personality traits. In addition to being motivated by
the expectations of profit he must also have some managerial abilities and
more important he must have ability to lead. Hoselitz maintains that
financial skills have only a secondary consideration in entrepreneurship.
According to him managerial skills and leadership are the important facts
of entrepreneurship.
Entrepreneurs must possess adequate leadership skills to
effectively coordinate the efforts of everyone involved in an
enterprise. Leadership skills can be learned through experience and
formal education on leadership techniques. Successful entrepreneurs
must have strong overall business management skills.

4. ENTREPRENEURSHIP FUNCTION OF HIGH ACHIEVEMENT. Mc

Clelland state that a business who simply behaves in traditional ways is
not an entrepreneur. Moreover, entrepreneurial role appears to call for
decision making under uncertainly. Mc Clelland identified two
 characteristics of entrepreneurship firstly “doing things in a new and better
way” and secondly “decision making under uncertainty”

Persons with high achievements would take moderate risks.

They would not behave traditionally (no risk). The high achievement is
associated with better performance at tasks which require some
imagination, mental manipulation or new ways of putting things
together, and such people do better at non routine task that require
some degree of initiative or even inventiveness. People with high
achievement are not influenced by money reward as compared to
people with low achievement. People with low achievement are
prepared to work harder for money or such other external incentives.
For people with high achievements, profit is a measure of success
and competency.

5. ENTREPRENEURSHIP FUNCTION OF SOCIAL, POLITICAL AND

ECONOMIC STRUCTURE. John Kunkel states that the industrial
entrepreneurship depends upon four structures which are found within a
society or community.

 Limitation Structure. The society limits specific activities to members of

particular subcultures. This limitation structure affects all the members of
society.

 Demand Structure. The limitation structure is basically social and

cultural but the demand structure is mainly economic. The demand
structure is not static, and changes with economic progress and
government policies. Demand structure can be improved by providing
material reward.

 Opportunities Structure. This structure is necessary to increase the

probability of entrepreneurial activity. The Opportunity structure
constitutes the availability of capital, management and technological
skills, information concerning productions method, labors and markets.
All the activities associated with the effective planning and successful
operation of industrial enterprises.

 Labor Structure. Kunkel argues that the labors supply cannot be viewed
on par with the supply of other material conditions like capital. He states
that labors means “men” and is function of a several variables. The
supply of factory labors is governed by available alternative means of
livelihood, traditionalism, and expectations of life.
6. ENTREPRENEURSHIP ‘INPUT COMPLETIN’ AND ‘GAP FILLING’
FUNCTION. Liebenstien identified gap filling as an important characteristic
of entrepreneurship.

In economic theory the production function is considered to

be well defined and completely known. But the theory is silent about
the keeper of the knowledge of production function. Where and to
whom in the firm this knowledge is supposed to be available is never
stated. It is the entrepreneurial function to make up the deficiencies
or to fill the gaps. These gaps arise because all the inputs in the
production function cannot be marketed because some inputs like
motivations, leadership etc., are vague in their nature and whose
output is unterminated. This “gap-filling” activity gives rise to a most
important entrepreneurial function namely “input-completing”. He has
to marshal all the inputs to realize final products.

 Gap-filling function – The gap between human needs and the

available products and services gives rise to entrepreneurship. An
entrepreneur identifies this gap and takes necessary steps to fill the
gap.

 The role of the entrepreneur is to improve the flow of information in

the market. The theory concludes that an entrepreneur has to act as
gap filler and an input completer if there are imperfections in
markets.

7. ENTREPRENEURSHIP FUNCTIONS OF GROUP LEVEL PATTERNS.

Frank W. Young was reluctant to accept entrepreneurial characteristics at
the individual level. According to him, instead of individual, one must fine
clusters which may qualify itself as entrepreneurial groups, as the groups
with higher differentiation have the capacity to react.

He defined “creativeness” or “solidarity” as the degree to which

members of the group create, maintain and project a coherent definition of
their situation; and “differentiation “ is defined as diversity, as opposed to
coherence, of the social meanings maintain by the group.

When a group has a higher degree with institutional and

occupational diversity, relative to its acceptance, it tends to intensify
its internal communication which gives rise to a unified definition of
the situation.
 GROUP 6

BUSINESS PLAN AND DIFFERENT PARTS

BUSINES PLAN

- A business plan clearly sets out the objectives of your business

(the self- sufficient school).
- It states exactly how the business intends to operate and how it
will become profitable.

How Will A Business Plan Help Me?

A good business plan will keep you focused on your
objectives. It will help you plan for the future, because you will have
already planned your activities. It will lay down a budget and predict
future cash-flow so that you will stay on-track in your drive towards
the goal of a self-sufficient school. It will also help you identify areas
that you might have overlooked or areas that require more thought
and planning.

Why Else Is A Business Plan Important?

A business plan is very important when trying to attract
finance. Your potential investors will be able to read your brilliant
business plan and it will address all their doubts, answer all their
awkward questions and convince them that your dream is worth
funding.
Different Parts of Business Plan

1. EXECUTIVE SUMMARY
 A brief description of the plan outlining key business activities
 A sketch of the market and competitor analysis
 Sales projections vs. total operating costs for the school

The Executive Summary is a brief description of the full

Business Plan, if possible, no more than a page or two in length. It
should be a clear and concise summary of the plan's content, and
follow the same structure as the fully document. Ideally it should
inspire the reader to want to read more – and make it easy to
understand where in the plan fuller information can be found on a
particular topic.

2. BUSINESS DESCRIPTION
  This is the most important and difficult part of your business plan.
The goal of this section is to explain what the business is, how it
will be run and why you think it will be successful.

Deciding what the business is—and what it will be in five

years—is the most important decision you will make. A small
business can be involved in more than one activity. In this case, the
key decision is what the central activity (or activities) will be. All of
your planning efforts will be based on the perception of what type of
business you are in.

3. MARKET RESEARCH
 “Knowing the market”, i.e., getting to know your potential
customers - what their needs are, what they buy, how much, and
how often – is a critical part of the business planning process, and
one that need to be done before you begin your production
activities.

The Importance of Market Research

It is essential that when you start planning work on your Self-

Sufficient School that you make a thorough study of the market. This
should guide you as to where the best business opportunities exist,
and if you are being realistic about sales possibilities.

How To Conduct Market Research

Market research must:

 Have a clear notion of the number of consumers that would be
interested in acquiring the good or service offered by the
school, in what time frame and what price they are willing to
pay.

 Indicate the characteristics and specifications of the service or

product that will help us decide the type of packaging, and
establish the characteristics of the product that the consumer
wishes to buy.

 Tell you what kind of people will be interested in your goods,

which will help with the orientation of the business, and
determine the volume of production.
  Provide information about the appropriate price for your product
or service in order to compete in the market. Keep in mind the
irrational concept held by many people that “an expensive
product will normally be of better quality than a product of low
cost”.
 Help you decide the right size for your business to start at and
give you an idea of future expansion possibilities and its
ongoing growth.

 Tell you the usual distribution channels for the type of product
or service that you are offering and what its function is.

4. COMPETITOR ANALYSIS

Analyzing the competition will tell you:

 Which companies produce products that are similar to yours

 How big they are
 Approximately what percentage of market coverage they
posses

 What their sales price to the public is

 What the quality of their product is
 What commercial strategy they use

Why is Competitor Analysnis important?

The stronger the competition, the harder it will be for your

business find customers and generate income for your school.

Once your target market has been determined you will

therefore need to evaluate carefully who within this market offers a
similar product to yours, how many competitors there are in it, and
whether you can offer a competitive advantage over them.

Who are my competitors?

 Direct Competitors - they sell or offer products and services

very similar to those offered by the school.

 Indirect competitors - are those who sell to the same market,

but not the same product or service.

Factors to include in a Competitor Analysis

  Sales of the potential competition.

 The market for any product or service is composed of many

segments.

How do your competitors compete?

To know how your competitors are competing it is necessary

to answer questions like these:

 How varied are their products?

 How do they show their product? What qualities do they

emphasize?

We Should also Dedicate Time to the Analysis of Tender.

This compares the products and services offered by the

school to those offered by other organizations. Analysis of tender
answers the following questions:

 Who is offering the same good or service?

 What are the characteristics of their products (type, quality,

etc.)?
5. SALES & MARKETING PLAN

MARKETING – WHAT IS IT?

At its most basic level meeting these ‘needs’ means looking

at four key areas that affect whether you will make a sale or not.
These four areas are price, product, place & promotion.

Let’s look at each one in a little more detail.

1. Price
2. Product
3. Place
4. Promotion

Purpose of the Sales & Marketing Plan

 If marketing is about meeting customer needs so that they buy

your product, a good sales and marketing plan is about laying
out the strategies you will use to meet these needs.

Creating Your Sales & Marketing Plan

  A good marketing plan does not need to be complex or
extensive, although it should contain enough information to help
establish, direct and coordinate your marketing activities. It
should also contain a clear strategic vision.

PRODUCT

We have to take some decisions in relation to the product, in

this case the policies we must apply are:

a. Market penetration
b. Market development
c. Product development
d. Diversification
 PRICE POLICY

When deciding how to price our product we can decide from

the following:

a. Penetration prices, or low prices

b. The same prices as the competition
c. High prices
 DISTRIBUTION

There may be several different approaches to your method of

distribution, but the most important factor is the channel of
distribution, which could be:

 Direct sale

 Through intermediaries

 Through distributors

Generally, direct sale is the most advisable method of

reaching your customers, because the longer the chain of
intermediation is, the more of your profits you will have to share.

We shouldn’t neglect the way we are going to make our

products known to the clients.

Some options are:

 Promotion

 Advertisements

 Public Relations
6. OPERATIONAL PLAN

Purpose of an Operational Plan

 The Operational Plan, as the names implies, explains how the

practical side of your business operations will work.

Creating Your Operational Plan

Your Operational Plan should include the following key sections:

 Overview

 Production process

 Supply chain

 Production costs

 Production experience

 Risk management

7. MANAGEMENT AND STRUCTURE

The administration is responsible for the success or failure of

a company, it is indispensable for directing certain matters.

Below is an example of an organization chart of an

Agricultural School with a description of each position.
Specific Functions

Dealing with the challenge of building an Agricultural School requires

many personal qualities, for example:

 Leadership
 Business administration skills
 Decision making skills
 Personnel administration skills
 Verbal and written communication skills
 Ability to build relationships and teamwork

Other required abilities are:

 Be Proactive
 Responsibility
 Dynamism
 Emotional stability
 Capacity to design, implement and monitor projects

Here are detailed descriptions of the specific functions of the positions

mentioned in the organization chart above:

 Executive Director of the Agricultural School Foundation.

The legal representative of the Foundation, to whom the
Director of the Agricultural School is responsible.

 Executive Director of the Agricultural School. The functions

of the Director are many and his responsibilities will embrace
entirely every activity of the school. He must organize,
command and coordinate the activities of the School, seeking to
fulfil the goals of agricultural education and the improvement of
the business units.

 Production Manager. The School will also have a Production

Manager who will be responsible for production, both
agriculture and cattle.
  Production Assistant. The Production manager will count on
the support of assistants in each area. The principal functions
will be those of executing the plans and developing the
productive areas of the School.

 Academic and Boarding School secretary. The academic

and boarding school secretary is responsible for:

 Administering the school timetable, maintaining the

required documentation, the register and presenting
all of the documentation requested by the state
organizations for the correct functioning of the school.

 Teachers. The Production Manager and the assistants will

teach specific classes related to their area of production. They
will also work with the other teachers in other specific areas.

 Administrator

Some of the functions of this position are to:

 Write the annual budget of the school.
 Maintain control over the budget execution

 Governess . The Governess is responsible for the master key of all

the buildings in the school, principally the hotel.

9. FINANCIAL PLAN AND PROJECTIONS

The financial statement is the final product of accounting.

 Balance

 Statement of Results

 Cash Flow

 Budget

SALES PROJECTION.

One of the more delicate and critical parts of a business plan

is predicting income: the sales projection.
 In the following chart a summary of a Sales projection of an
Agricultural School is shown:

 Depreciation

 Depreciation affects the finances of any company, even though

the items to which depreciation applies aren’t for sale.

 The depreciation is the reduction of the historical value of

buildings and equipment.

A typical monthly depreciation might look like the following:

 Financial ratios. These ratios, expressed in percentages, reflect the
economic performance of the company.

 Return on investment indicates the profits (expressed as a

percentage), that the company generates for each invested dollar in
the company.

 Return on net assets is the return that the manager receives for
each dollar that the company possess as assets.

 Leverage ratio indicates the level of debt that the company holds
with the bank or financial institutions.

 Required investments. You must develop an analysis of the

infrastructure and funds needed to action your Business Plan and
you must quantify it with a high level of accuracy.
 Inventory - lists personal property, real estate, and livestock that the
company owns in a determined economical period.

GROUP 7

LEARNING THEORIES AND THEIR IMPACT TO EPP TEACHING:

BEHAVIORISM and CONSTRUCTIVIST
WHAT ARE LEARNING THEORIES?
Learning theories are ideas about the ways students learn
and retain information. These principles provide different frameworks
that teachers can use to adapt to students’ diverse learning styles and
academic needs.

THE IMPORTANCE OF UNDERSTANDING LEARNING THEORIES

1. It can provide clarity and direction by offering a set of principles or
guidelines to build your teaching approach around.
2. The more theories of learning you’re familiar with, the more strategies
you’ll have to connect with a diverse range of students who come
from different backgrounds, learn at different paces, and face different
academic challenges or obstacles.
3. It facilitates clear communication between teachers and students,
along with parents, families, and school administrators.
4. As learning outcomes improve, students will also build confidence
and self-esteem.

BEHAVIORISM is similar to Bandura’s Social Learning Theory. Also the

learner’s mind is a “blank slate” and repetition and reinforcement play a key
role in communicating with students.

 JOHN B. WATSON (1878-1958)

 American Psychologist
 Father Of Behaviorism

 B.F SKINNER

 IVAN PAVLOV

Strict behaviorists believe that all behaviors are the result of

experience. Any person, regardless of their background, can be
trained to act in a particular manner given the right conditioning.
 TYPES OF BEHAVIORISM

There are two main types of behaviorism used to describe how

behavior is formed.
1. Methodological Behaviorism
States that observable behavior should be studied
scientifically and that mental states and cognitive processes don't add
to the understanding of behavior. This is aligned with Watson's
ideologies and approach.

2. Radical Behaviorism
Rooted in the theory that behavior can be understood by
looking at one's past and present environment and the reinforcements
within it, thereby influencing behavior either positively or negatively.
This behavioral approach was created by the psychologist B.F.
Skinner

TECHNIQUE IN BEHAVIORISM

a) CLASSICAL CONDITIONING
a type of learning that happens unconsciously.

CLASSICAL CONDITIONG PROCESS

 UNCONDITIONED STIMULUS
This is the thing that triggers an automatic response.
Food is the unconditioned stimulus in Pavlov’s dog
experiment.

 UNCONDITIONED PROCESS
This is what response naturally occurs when you
experience the unconditioned stimulus, such as salivating
from the food.

 CONDITIONED STIMULUS
This is considered a neutral stimulus. When you’re
presented with it over and over before the unconditioned
stimulus (e.g., food), it will start to evoke the same response.
The bell before the food is the conditioned stimulus.

 CONDITIONED RESPONSE
 This is the acquired response to the conditioned
stimulus (the bell), which is often the same response as the
unconditioned response. So, the dogs salivated for the bell
the same way they salivated for the food in front of them.

b.) OPERANT CONDITIONING

you learn a behavior by the consequence of that behavior,
which in turn affects your future behavior.

 CONSEQUENCES AFFET LEARNING

 TIMING PLAY ROLE

HOW IS BEHAVIORISM USED IN THE CLASSROOM?

Behaviorism can be used to help elicit positive behaviors or

responses in students, such as by using reinforcement like rewards
and recognition, to students who show outstanding improvement,
effort, or performance.

CONSTRUCTIVIST is an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by the
experiences of the learner’.

PRINCIPLES OF CONSTRUCTIVISM

 Knowledge is constructed, rather than innate, or passively

absorbed.
o Constructivism’s central idea is that human learning is
constructed, that learners build new knowledge upon the
foundation of previous learning.
o This prior knowledge influences what new or modified knowledge
an individual will construct from new learning experiences
(Phillips, 1995).

 All knowledge is socially constructed

o Learning is a social activity – it is something we do together,
in interaction with each other, rather than an abstract concept
(Dewey, 1938).
 o For example, Vygotsky (1978) believed that community plays
a central role in the process of “making meaning.” For
Vygotsky, the environment in which children grow up will
influence how they think and what they think about.

o Thus, all teaching and learning is a matter of sharing and

negotiating socially constituted knowledge.
o For example, Vygotsky (1978) states cognitive development
stems from social interactions from guided learning within the
zone of proximal development as children and their partner’s
co-construct knowledge.

 Learning exists in the mind

o The constructivist theory posits that knowledge can only exist
within the human mind, and that it does not have to match
any real-world reality (Driscoll, 2000).
o Learners will be constantly trying to develop their own
individual mental model of the real world from their
perceptions of that world.
o As they perceive each new experience, learners will
continually update their own mental models to reflect the new
information, and will, therefore, construct their own
interpretation of reality.

 All knowledge is personal

o Each individual learner has a distinctive point of view, based
on existing knowledge and values.
o This means that same lesson, teaching or activity may result
in different learning by each pupil, as their subjective
interpretations differ.
o This principle appears to contradict the view the knowledge is
socially constructed.

 Learning is an active process

o The second notion is that learning is an active rather than a
passive process.
o The passive view of teaching views the learner as ‘an empty
vessel’ to be filled with knowledge, whereas constructivism
states that learners construct meaning only through active
engagement with the world (such as experiments or real-
world problem-solving).
 o Information may be passively received, but understanding
cannot be, for it must come from making meaningful
connections between prior knowledge, new knowledge, and
the processes involved in learning.

TYPES OF CONSTRUCTIVISM

 Cognitive Constructivism based on the work of Jean Piaget

Cognitive constructivism states knowledge is something that
is actively constructed by learners based on their existing cognitive
structures. Therefore, learning is relative to their stage of cognitive
development.

 Social Constructivism based on the work of Lev Vygotsky

Every function in the child’s cultural development appears
twice: first, on the social level and, later on, on the individual level;
first, between people (interpsychological) and then inside the child
(intrapsychological).

 Radical Constructivism.
States that all knowledge is constructed rather than perceived
through senses. The knowledge individuals create tells us nothing
about reality, and only helps us to function in your environment. Thus,
knowledge is invented not discovered.

WHAT IS THE ROLE OF THE TEACHER IN A

CONSTRUCTIVIST CLASSROOM

The teacher acts as a facilitator of learning and will create a

collaborative problem-solving environment where students become
active participants in their own learning.

The teacher makes sure he/she understands the students'

preexisting conceptions, and guides the activity to address them and
then build on them.

FEATURES OF CONSTRUCTIVIST CLASSROOM

 Teachers and students will share authority.

 Knowledge will be shared between teachers and students.
 The teacher’s role is one of the facilitator or guide.
 Learning groups will consist of small numbers of heterogeneous
students.

TRADITIONAL CLASSROOM CONSTRUCTIVIST

CLASSROOM
Strict adherence to a fixed curriculum Pursuit of student questions and
is highly valued. interests is valued.

Learning is based on repetition. Learning is interactive, building on

what the student already knows.
Teacher-centered. Student-centered.

Teachers disseminate information to Teachers have a dialogue with

students; students are recipients of
knowledge (passive learning).
Teacher's role is directive, rooted in
authority.
Students work primarily alone
(competitive).
students, helping students
construct their own knowledge
(active learning).
Teacher's role is interactive,
rooted in negotiation.
Students work primarily in groups
(cooperative).

SEVEN PEDAGOGICAL GOALS OF CONSTRUCTIVIST LEARNING

ENVIRONMENTS:

I. To provide experience with the knowledge construction process.

II. To provide experience in and appreciation for multiple perspectives.
III. To embed learning in realistic contexts.
IV. Student centered learning.
V. To embed learning in social experience.
VI. To encourage the use of multiple modes of representation.
VII. To encourage awareness of the knowledge construction process.

GROUP 8
 LEARNING THEORIES AND THEIR IMPACT TO EPP TEACHING:
SOCIAL LEARNING THEORY, COGNITIVISM, and EXPERIENTIALISM

Edukasyon Pantahanan at Pangkabuhayan

with Entrepreneurship is a very essential subject for elementary years as it
equipped students with the necessary knowledge on contents and help them
acquire skills to become a holistic individual. Before acquiring skills, it is
necessary to have knowledge thus, as teachers, it is a need that we know a
lot of learning theories that we can utilize for better learning of students.

There are a lot of learning theory but we will focus on three learning
theories including;
1. Social Learning Theory by Albert Bandura,
2. Cognitivism by Jean Piaget, and
3. Experientialism by Carl Rogers.

SOCIAL LEARNING THEORY

A well-known social learning theory has been developed by Albert
Bandura, who works within both cognitive and behavioral frameworks that
embrace attention, memory and motivation. His theory of learning suggests
that people learn within a social context, and that learning is facilitated through
concepts such as modeling, observational learning and imitation •Bandura put
forward "reciprocal determinism" that holds the view that a person's behavior,
environment and personal qualities all reciprocally influence each other. He
argues that children learn from observing others as well as from "model"
behavior, which are processes involving attention, retention, reproduction and
motivation. The importance of positive role modeling on learning is well
documented.

COGNITIVISM

Cognitive Theory is largely based on the work of Jean Piaget,

who rejected the idea that learners are passive and simply react to
stimuli in the environment. Instead of focusing solely on observable
behavior, Cognitive Theory seeks to explain how the mind works
during the learning process. Like a computer, the mind takes in
information, processes that information, then uses that information to
produce learning outcomes.

EXPERIENTIALISM
 Experiential learning theories build on social and
constructivist theories of learning, but situate experience at the core
of the learning process. They aim to understand the manners in which
experiences - whether first or second hand - motivate learners and
promote their learning.

Carl Rogers is an influential proponent of these theories,

suggesting that experiential learning is "self- initiated learning" as
people have a natural inclination to learn; and that they learn when
they are fully involved in the learning process.

Rogers put forward the following insight:

(1) "learning can only be facilitated: we cannot teach another
person directly",
(2) "learners become more rigid under threat",
(3) "significant learning occurs in an environment where threat to
the learner is reduced to a minimum"
(4) "leaming is most likely to occur and to last when it is self-
initiated" (Office of Leaming and Teaching, 2005, p. 9).
He supports a dynamic, and continuous process of change where new
learning results in and effects learning environment. This dynamic process of
change is often considered in literatures on organizational learning. Therefore,
learning is about meaningful experiences - in everyday life - that lead to a
change in an individual's knowledge and behaviors.