Spiral Collection

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SPIRAL COLLECTION
THEORIES RELATED TO THE LEARNER'S
DEVELOPMENT.
TPFL-105 Facilitating learner-centered teaching.

Submitted by: Jessica T. Ramos
Submitted to: Dr. Cristina G. Buenafe, Ph.D.
May 14, 2024

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METACOGNITIVE STRATEGIES
Metacognition strategies are techniques that help individuals become more

aware of their thinking processes and improve their ability to learn, remember, and
problem-solve effectively. Here's a collection of metacognition strategies:
1. Self-Questioning: Encourage learners to ask themselves questions before, during,

and after learning activities to monitor their understanding and clarify concepts.
2. Think-Alouds: Have students verbalize their thought processes while completing
tasks or solving problems, allowing them to reflect on their thinking and identify areas
of strength and weakness.
3. Reflection: Provide time for students to reflect on their learning experiences,
identifying what strategies were effective and what areas need improvement.
4. Goal Setting: Help students set specific, measurable, achievable, relevant, and
time-bound (SMART) goals related to their learning objectives, encouraging them to
monitor their progress and adjust strategies accordingly.
5. Chunking: Teach learners to break down complex tasks or information into
smaller, more manageable chunks, making it easier to process and retain.
6. Visualization: Encourage students to create mental images or diagrams to
represent concepts, relationships, or processes, aiding in comprehension and
memory retention.
7. Metacognitive Prompts: Provide prompts or cues to guide students in reflecting on
their thinking processes, such as "What strategies did you use?" or "How did you
approach this problem differently from last time?"
8. Concept Mapping: Have students create visual representations of concepts,
showing relationships between ideas and helping them organize and integrate new
information.
9. Monitoring and Evaluation: Teach students to monitor their own learning progress,
evaluating their understanding and performance against learning objectives and
adjusting strategies as needed.
10.Peer Learning: Encourage collaborative learning experiences where students
discuss and compare their thinking processes with peers, gaining insights into
alternative approaches and perspectives.
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11. Feedback Analysis: Help students analyze feedback received on assignments or

assessments, identifying strengths and areas for improvement and developing action
plans to address weaknesses.
12. Mnemonic Devices: Teach learners mnemonic techniques (e.g., acronyms,
imagery, chunking) to aid memory retrieval and retention of information.
13. Self-Regulation: Guide students in developing self-regulation skills, including

setting goals, planning, monitoring progress, managing time, and self-assessing
performance.
14. Journaling: Encourage students to keep reflective journals or learning logs,
documenting their thoughts, experiences, and insights related to their learning
process.
15. Modeling: Model metacognitive processes for students by thinking aloud,
explaining your reasoning, and demonstrating how to monitor and adjust strategies
based on feedback and outcomes.
By incorporating these metacognition strategies into teaching and learning practices,
educators can empower students to become more independent, reflective, and
effective learners.
What is metacognition and why should I care?
Metacognition is thinking about how you think and learn. The key to metacognition is
asking yourself self-reflective questions, which are powerful because they allow us to
take inventory of where we currently are (thinking about what we already know), how
we learn (what is working and what is not), and where we want to be (accurately
gauging if we’ve mastered the material). Metacognition helps you to be a self-aware
problem solver and take control of your learning.
By using metacognition when you study, you can be strategic about your approach.
You will be able to take stock of what you already know, what you need to work on,
and how best to approach learning new material.
Below are some ideas for how to engage in metacognition when you are studying.
Think about which of these resonate with you and plan to incorporate them into your
study routine on a regular basis.
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Use your syllabus as a roadmap
Look at your syllabus. Your professor probably included a course schedule, reading
list, learning objectives or something similar to give you a sense of how the course is
structured. Use this as your roadmap for the course. For example, for a reading-
based course, think about why your professor might have assigned the readings in
this particular order. How do they connect? What are the key themes that you
notice? What prior knowledge do you have that could inform your reading of this new
material? You can do this at multiple points throughout the semester, as you gain
additional knowledge that you can piece together.
Summon your prior knowledge
Before you read your textbook or attend a lecture, look at the topic that is covered
and ask yourself what you know about it already. What questions do you have?
What do you hope to learn? Answering these questions will give context to what you
are learning and help you start building a framework for new knowledge. It may also
help you engage more deeply with the material.
Think aloud
Talk through your material. You can talk to your classmates, your friends, a tutor, or
even a pet. Just verbalizing your thoughts can help you make more sense of the
material and internalize it more deeply. Talking aloud is a great way to test yourself
on how well you really know the material. In courses that require problem solving,
explaining the steps aloud will ensure you really understand them and expose any
gaps in knowledge that you might have. Ask yourself questions about what you are
doing and why.
Ask yourself questions
Asking self-reflective questions is key to metacognition. Take the time to be

introspective and honest with yourself about your comprehension. Below are some
suggestions for metacognitive questions you can ask yourself.
 Does this answer make sense given the information provided?

 What strategy did I use to solve this problem that was helpful?
 How does this information conflict with my prior understanding?
 How does this information relate to what we learned last week?
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 What questions will I ask myself next time I’m working these types of
problems?
 What is confusing about this topic?
 What are the relationships between these two concepts?
 What conclusions can I make?
Use writing
Writing can help you organize your thoughts and assess what you know. Just like
thinking aloud, writing can help you identify what you do and don’t know, and how
you are thinking about the concepts that you’re learning. Write out what you know
and what questions you have about the learning objectives for each topic you are
learning.
Organize your thoughts
Using concept maps or graphic organizers is another great way to visualize material
and see the connections between the various concepts you are learning. Creating
your concept map from memory is also a great study strategy because it is a form of
self-testing.
Take notes from memory
Many students take notes as they are reading. Often this can turn notetaking into a
passive activity, since it can be easy to fall into just copying directly from the book
without thinking about the material and putting your notes in your own words.
Instead, try reading short sections at a time and pausing periodically to summarize
what you read from memory. This technique ensures that you are actively engaging
with the material as you are reading and taking notes, and it helps you better gauge
how much you’re actually remembering from what you read; it also engages your
recall, which makes it more likely you’ll be able to remember and understand the
material when you’re done.
Review your exams
Reviewing an exam that you’ve recently taken is a great time to use metacognition.
Look at what you knew and what you missed.
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Take a timeout
When you’re learning, it’s important to periodically take a time out to make sure
you’re engaging in metacognitive strategies. We often can get so absorbed in “doing”
that we don’t always think about the why behind what we are doing. For example, if
you are working through a math problem, it’s helpful to pause as you go and think
about why you are doing each step, and how you knew that it followed from the
previous step. Throughout the semester, you should continue to take timeouts
before, during or after assignments to see how what you’re doing relates to the
course as a whole and to the learning objectives that your professor has set.
Test yourself
You don’t want your exam to be the first time you accurately assess how well you
know the material. Self-testing should be an integral part of your study sessions so
that have a clear understanding of what you do and don’t know. Many of the
methods described are about self-testing (e.g., thinking aloud, using writing, taking
notes from memory) because they help you discern what you do and don’t actually
know. Other common methods include practice tests and flash cards—anything that
asks you to summon your knowledge and check if it’s correct.
Figure out how you learn
It is important to figure out what learning strategies work best for you. It will probably
vary depending on what type of material you are trying to learn (e.g. chemistry vs.
history), but it will be helpful to be open to trying new things and paying attention to
what is effective for you.
TEACHING GUIDELINES STRATEGIES

Active learning goes beyond passive listening and classroom observation. It
involves engaging students in the learning process through hands-on activities,
discussions, and problem-solving. This teaching strategy encourages critical
thinking, collaboration, and knowledge application. Here are some effective
techniques for promoting active learning:
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Think-Pair-Share: Students reflect on a question individually, discuss their ideas with

a partner, and then share their thoughts with the whole class.
Jigsaw Method: Students become experts on a particular topic and teach their
findings to their peers in small groups.
Role-Playing: Students take on different roles to understand different perspectives
and explore complex ideas.
✅ Benefits:
Promotes deeper understanding and retention of information.

Enhances problem-solving and critical thinking skills.
Cooperative learning encourages students to work together in small groups to
achieve a common goal. This strategy fosters collaboration, communication, and
teamwork among students. By assigning roles and responsibilities within a group,
teachers ensure that every student actively participates. Here are some popular
cooperative learning techniques:
Group Investigations: Students work collaboratively to explore a topic or solve a problem,
sharing their findings with the whole class.
Peer Tutoring: Students take turns teaching and supporting each other's learning.
Group Projects: Students collaborate on a project, each contributing their unique skills and
knowledge.
✅ Benefits:
Develops essential social and communication skills.

Encourages accountability and shared responsibility.
Using these different teaching methods, which are rooted in theory of different
teaching styles, will not only help teachers reach their full potential, but more
importantly engage, motivate and reach the students in their classes, whether in
person or online.
Teaching Methods
Teaching methods, or methodology, is a narrower topic because it’s founded in

theories and educational psychology. If you have a degree in teaching, you most
likely have heard of names like Skinner, Vygotsky, Gardner, Piaget, and Bloom. If
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their names don’t ring a bell, you should definitely recognize their theories that have
become teaching methods. The following are the most common teaching theories.
Behaviorism
Behaviorism is the theory that every learner is essentially a “clean slate” to start off
and shaped by emotions. People react to stimuli, reactions as well as positive and
negative reinforcement, the site states.
Learning Theories names the most popular theorists who ascribed to this theory
were Ivan Pavlov, who many people may know with his experiments with dogs. He
performed an experiment with dogs that when he rang a bell, the dogs responded to
the stimuli; then he applied the idea to humans. Other popular educational theorists
who were part of behaviorism was B.F. Skinner and Albert Bandura.
Certainly! Here's a collection of teaching strategies that educators can use to

enhance student engagement, understanding, and achievement:
1. Lecture: Delivering content through traditional lectures, supplemented with
multimedia, visuals, and interactive elements to maintain student interest and
facilitate comprehension.
2. Discussion-Based Learning: Facilitating structured discussions where students
actively engage with course material, share ideas, ask questions, and explore
different perspectives.
3. Hands-On Activities: Incorporating hands-on activities, experiments,
demonstrations, and simulations
to promote active learning and reinforce concepts through real-world application.
4. Cooperative Learning: Structuring group activities and projects where students
collaborate, problem-solve, and learn from one another, fostering teamwork and
interpersonal skills.
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5. Differentiated Instruction: Tailoring instruction to accommodate diverse learning

needs, styles, and abilities through varied instructional methods, materials, and
assessments.
6. Flipped Classroom: Reversing the traditional instructional model by having
students learn content independently outside of class through videos or readings,
then using class time for active learning activities, discussions, and application of
knowledge.
7. Socratic Questioning: Engaging students in critical thinking and inquiry-based
learning by asking probing questions that encourage deeper exploration and analysis
of concepts.
8. Project-Based Learning: Designing long-term, interdisciplinary projects where
students investigate real-world problems, conduct research, and create solutions,
fostering creativity, critical thinking, and collaboration.
9. Inquiry-Based Learning: Encouraging students to pose questions, investigate
topics of interest, and seek answers through research, experimentation, and
problem-solving activities.
10. Technology Integration: Incorporating educational technology tools, resources,
and platforms to enhance instruction, engage students, and provide opportunities for
personalized learning experiences.
11. Peer Teaching: Allowing students to take on the role of teacher by presenting
information, leading discussions, or tutoring peers, reinforcing their understanding
and promoting active learning.
12. Direct Instruction: Providing clear, explicit instruction and guidance on specific
skills or concepts, followed by opportunities for practice, feedback, and
reinforcement.
13. Experiential Learning: Creating authentic learning experiences, such as field
trips, guest speakers, or service-learning projects, that allow students to apply
knowledge in real-world contexts.
14. Graphic Organizers: Using visual tools, such as concept maps, charts, and
diagrams, to help students organize information, make connections, and clarify
understanding.
15. Formative Assessment:Using ongoing, informal assessment strategies, such as
quizzes, polls, or exit tickets, to monitor student progress, identify misconceptions,
and adjust instruction accordingly.
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By employing a diverse range of teaching strategies, educators can cater to the

individual needs and preferences of their students, promote deeper learning, and
foster a supportive and engaging classroom environment.
Theories related to the learners development.
The theory related to the learner's development is known as developmental

psychology or developmental theories. These theories seek to understand and
explain how individuals grow, change, and develop over time, from infancy
through adulthood. They explore various aspects of development, including
cognitive, social, emotional, and physical domains. Some prominent
developmental theories include:
1. Piaget's Theory of Cognitive Development: Proposed by Jean Piaget, this theory

describes how children actively construct their understanding of the world through
stages of cognitive development, including sensorimotor, preoperational,
concrete operational, and formal operational stages.
2. Vygotsky's Sociocultural Theory: Developed by Lev Vygotsky, this theory

emphasizes the role of social interaction, cultural context, and language in
shaping cognitive development. It posits that learning is a social process that
occurs through collaboration and interaction with others.
3. Erikson's Psychosocial Theory:Erik Erikson proposed this theory, which identifies
eight stages of psychosocial development across the lifespan. Each stage
involves a psychosocial crisis or challenge that individuals must navigate to
develop a sense of identity and well-being.
4. Bronfenbrenner's Ecological Systems Theory: Urie Bronfenbrenner's theory

emphasizes the influence of environmental factors on development. It describes
nested environmental systems, including the microsystem, mesosystem,
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exosystem, macrosystem, and chronosystem, and their impact on individual

development.
5. Bandura's Social Learning Theory: Albert Bandura's theory highlights the role of
observational learning, imitation, and modeling in shaping behavior and
development. It emphasizes the importance of cognitive processes, such as
attention, retention, reproduction, and motivation, in learning and behavior
change.
6. Attachment Theory:Proposed by John Bowlby and further developed by Mary
Ainsworth, attachment theory explores the emotional bonds formed between
infants and caregivers. It examines how early attachment experiences influence
social and emotional development throughout the lifespan.
these theories provide frameworks for understanding the factors that contribute to
the learner's development, including biological, cognitive, social, cultural, and
environmental influences. Educators can draw upon these theories to inform
teaching practices, curriculum design, and interventions that support students'
holistic development and learning outcomes.
Sigmund Freud’s Theories
Sigmund Freud was an Austrian neurologist who founded psychoanalysis. Also

known as the father of modern psychology, he was born in 1856 and died in 1939.
Freud's theories were enormously influential but subject to considerable criticism

both now and during his life. However, his ideas have become interwoven into the
fabric of our culture, with terms such as "Freudian slip," "repression," and "denial"
appearing regularly in everyday language.
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Freud's theories include:
 Unconscious mind: This is one of his most enduring ideas, which is that the
mind is a reservoir of thoughts, memories, and emotions that lie outside the
awareness of the conscious mind.
 Personality: Freud proposed that personality was made up of three key
elements: the id, the ego, and the superego. The ego is the conscious state,
the id is the unconscious, and the superego is the moral or ethical framework
that regulates how the ego operates.
 Life and death instincts: Freud claimed that two classes of instincts, life and
death, dictated human behavior. Life instincts include sexual procreation,
survival and pleasure; death instincts include aggression, self-harm, and
destruction.
 Psychosexual development: Freud's theory of psychosexual development
posits that there are five stages of growth in which people's personalities and
sexual selves evolve. These phases are the oral stage, anal stage, phallic
stage, latent stage, and genital stage.
 Mechanisms of defense: Freud suggested that people use defense
mechanisms to avoid anxiety. These mechanisms include displacement,
repression, sublimation, and regression.
Freud's Perspectives
Outside of the field of psychology, Freud wrote and theorized about a broad range of
subjects. He also wrote about and developed theories related to topics including sex,
dreams, religion, women, and culture.
Sigmund Freud founded psychoanalysis and published many influential works such
as "The Interpretation of Dreams." His theories about personality and sexuality
were and continue to be extremely influential in the fields of psychology and
psychiatry.
ERIK ERIKSON’S THEORIES

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Erik Erikson (1902-1994)

Erik Erikson was a 20th century psychologist who developed the theory of
psychosocial development and the concept of an identity crisis .
was an American child psychoanalyst known for his influential theory on

psychosocial development. Unlike Sigmund Freud’s focus on psychosexual
development, Erikson’s theory centered on psychosocial development. He proposed
that personality develops through eight stages, each characterized by a psychosocial
crisis. These stages span from infancy to late adulthood
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JEAN PIAGET’S THEORIES
Jean Piaget (1896–1980) was a Swiss psychologist, biologist, and

epistemologist. was born on August 9, 1896, in Neuchâtel, Switzerland. died on
September 16, 1980, in Geneva, Switzerland.
Jean Piaget's theory of cognitive development is a comprehensive theory about
the nature and development of human intelligence. Piaget believed that one's
childhood plays a vital role in a person's development. His theory is mainly known for
its concept of stages of cognitive development. According to Piaget, children
progress through four stages:
1. Sensorimotor Stage (Birth to 2 years): In this stage, infants learn about
the world through their senses and actions. They develop skills such as
object permanence, which is the understanding that objects continue to
exist even when they cannot be seen, heard, or touched.
2. Preoperational Stage (2 to 7 years): During this stage, children begin to
engage in symbolic play and learn to manipulate symbols, but they do not
yet understand concrete logic.
3. Concrete Operational Stage (7 to 11 years): Children start to think
logically about concrete events. They gain a better understanding of the
concept of conservation (the idea that quantity does not change even
when its shape does) and can classify objects into different sets.
4. Formal Operational Stage (12 years and up): In this final stage,
individuals develop the ability to think about abstract concepts. They can
reason logically, think in terms of possibilities, and use deductive
reasoning.
adaptation. It has had a profound influence on how we understand child
development and education.
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LAWRENCE KOHLBERG THEORIES
Lawrence Kohlberg (1927–1987) was an American psychologist known for his

influential work on the theory of moral development. was born on October 25, 1927,
in Bronxville, New York, United States, and he passed away on January 19, 1987.
He was a prominent American psychologist known for his work on moral
development and ethical reasoning. Kohlberg's research has had a significant impact
on the fields of psychology, education, and ethics.
Kohlberg's theory posits that moral reasoning develops in stages, progressing
through different levels of moral understanding and reasoning. Here's a brief
overview:
Preconventional Level:
Stage 1: Obedience and punishment orientation - At this stage, individuals focus on
avoiding punishment. They obey rules to avoid being punished.
Stage 2: Individualism and exchange - Here, individuals recognize that there is not
just one right view. They make decisions based on their own needs and desires.
Conventional Level:
Stage 3: Interpersonal relationships - Individuals begin to consider the needs and
opinions of others. They seek approval from others and conform to social norms.
Stage 4: Maintaining social order - At this stage, individuals uphold laws and social
conventions because they are necessary for maintaining social order. They value
authority and obedience.
Postconventional Level:
Stage 5: Social contract and individual rights - Individuals at this stage recognize that
there are different opinions about what is right and wrong. They understand that laws
are social contracts and can be changed if they are unjust.
Stage 6: Universal principles - At the highest level, individuals develop their own set
of moral principles based on universal human rights and justice. They act according
to these principles, even if they conflict with societal norms and laws.
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Kohlberg's theory suggests that individuals progress through these stages

sequentially, though not everyone reaches the highest levels of moral development.
He also believed that moral development is influenced by cognitive development,
social experiences, and cultural factors.
LEV VYGOTSKY’S THEORIES
L. S. Vygotsky (born Nov. 5, 1896, Orsha, Russia—died June 11, 1934, Moscow)
was a Soviet psychologist. He studied linguistics and philosophy at the University
of Moscow before becoming involved in psychological research. While working at
Moscow’s Institute of Psychology (1924–34), he became a major figure in post-
revolutionary Soviet psychology. He studied the role of social and cultural factors
in the making of human consciousness; his theory of signs and their relationship
to the development of speech influenced psychologists such as A.R.
Luria and Jean Piaget. His best-known work, Thought and Language (1934), was
briefly suppressed as a threat to Stalinism.
Lev Vygotsky's theories center around the idea that cognitive development is deeply
influenced by social interaction and cultural context. Here are some key concepts in
Vygotsky's theories:
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1. Zone of Proximal Development (ZPD): Vygotsky proposed that the ZPD is

the difference between what a learner can do without assistance and what
they can achieve with guidance and support from a more knowledgeable
individual. The ZPD highlights the importance of providing appropriate levels
of challenge and support to facilitate learning and development.
2. Scaffolding: Scaffolding refers to the support provided by a more

knowledgeable person or a peer to help a learner accomplish a task within
their ZPD. The support is gradually withdrawn as the learner becomes more
competent, allowing them to internalize the skills and knowledge.
3. Cultural Tools: Vygotsky emphasized the role of cultural tools, such as

language, symbols, and artifacts, in cognitive development. These tools
mediate the relationship between individuals and their environment, shaping
their thinking and behavior.
4. Social Interaction: According to Vygotsky, learning and development are

fundamentally social processes that occur through interaction with others.
Social interaction provides opportunities for cognitive growth, as learners
engage in collaborative activities, discussions, and joint problem-solving.
5. Private Speech: Vygotsky observed that children often engage in private

speech, talking to themselves while completing tasks. He argued that private
speech serves as a tool for self-regulation and problem-solving, gradually
internalizing social interactions and becoming inner speech.
6. Cultural-Historical Theory: Vygotsky's approach to understanding human

development is often referred to as the cultural-historical theory. This theory
emphasizes the dynamic
URIE BROFENBRENNER ‘S THEORIES

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Urie Bronfenbrenner was (born April 29, 1917, Moscow, Russia, U.S.S.R.
—died September 25, 2005, Ithaca, New York, U.S.) was a Russian-born
American psychologist best known for having developed human ecology theory
(ecological systems theory), in which individuals are seen as maturing not in
isolation but within the context of relationships, such as those involving families,
friends, schools, neighbourhoods, and society. Bronfenbrenner divided the entire
ecological system in which human growth occurs into five subsystems that are
organized socially: the microsystem, mesosystem, exosystem, macrosystem, and
chronosystem.
Urie Bronfenbrenner was a renowned developmental psychologist who is

best known for his ecological systems theory. This theory emphasizes the
complexity of human development and the multiple interacting influences that
shape individuals over time. Here are the key components of Bronfenbrenner's
ecological systems theory:
1. Microsystem: The microsystem refers to the immediate environments in which

individuals interact directly. This includes family, school, peer groups, and other
local settings. Bronfenbrenner emphasized the bidirectional influences within the
microsystem, highlighting how individuals both shape and are shaped by their
immediate social contexts.
2. Mesosystem: The mesosystem encompasses the connections and interactions

between different microsystems in a person's life. For example, the relationship
between a child's school and their family or between their family and their peer
group. Bronfenbrenner argued that the quality of these connections can have
significant effects on development.
3. Exosystem: The exosystem consists of settings that indirectly influence

individuals' development, even though they do not directly participate in them.
This might include the parents' workplace, community services, or mass media.
Indirect influences from these settings can still impact individuals through their
connections to the microsystem and mesosystem.
4.Macrosystem: The macrosystem refers to the broader cultural, societal, and

ideological context in which development takes place. This includes cultural
values, customs, laws, and social norms. Bronfenbrenner recognized the
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importance of considering how larger societal forces shape individual

development.
5. Chronosystem: The chronosystem incorporates the dimension of time into the

ecological systems theory. It emphasizes how both individual and environmental
factors change over time and how these changes can impact development.
Events such as divorce, relocation, or historical events can have lasting effects
on individuals' development.
Bronfenbrenner's ecological systems theory provides a comprehensive framework
for understanding human development, emphasizing the importance of
considering multiple levels of influence. This perspective has been widely
influential in fields such as psychology, education, and social work, informing
both research and practice aimed at supporting individuals across the lifespan.
QUESTIONS: Identify one concept from theories reviewed and described how can
this be applied in teaching and learning ? describe it clearly and how will you
make use of it in teaching ang learning.
-One concept from the theories reviewed is Vygotsky's Zone of Proximal
Development (ZPD). The ZPD refers to the difference between what a learner can do
independently and what they can achieve with the guidance and support of a more
knowledgeable individual.
In teaching and learning, the ZPD is a valuable concept because it emphasizes the
importance of providing appropriate levels of challenge and support to students.
Here's how you can apply it:
Assessment of Student Abilities: Start by assessing your students' current knowledge
and skills. Identify tasks or concepts that are within their current abilities (what they
can do independently) and those that are just beyond their reach but achievable with
assistance (the ZPD).
Instructional Planning: Design learning activities that are tailored to students' ZPD.
This means providing tasks that are challenging enough to promote growth but not
so difficult that they become frustrated. Break down complex tasks into smaller, more
manageable steps that align with students' current abilities and the zone of proximal
development.
Scaffolding: Provide scaffolding support to help students bridge the gap between
their current abilities and the desired learning outcomes. This can involve modeling,
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questioning, providing hints or cues, offering feedback, and gradually withdrawing

support as students gain mastery.
Collaborative Learning: Foster peer interactions and collaborative learning
experiences where students can support each other within their ZPD. Pairing
students with different levels of expertise can create opportunities for peer teaching
and learning.
Feedback and Reflection: Offer timely and constructive feedback that focuses on
students' progress within their ZPD. Encourage reflection on both successes and
challenges, helping students to understand their own learning process and how they
can continue to progress.
In practice, you could apply the concept of ZPD by designing differentiated
instruction, where you provide different learning tasks or materials based on
students' individual needs and abilities. You could also incorporate peer teaching
activities, group projects, and guided practice sessions to facilitate learning within the
ZPD. By understanding and leveraging students' ZPD, you can create a supportive
and engaging learning environment that promotes optimal growth and development.
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ocx
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HOLY TRINITY UNIVERSITY

TPFL-105 Facilitating learner-centered teaching.

May 14, 2024

Metacognition strategies are techniques that help individuals become more

1. Self-Questioning: Encourage learners to ask themselves questions before, during,

11. Feedback Analysis: Help students analyze feedback received on assignments or

13. Self-Regulation: Guide students in developing self-regulation skills, including

What is metacognition and why should I care?

Use your syllabus as a roadmap

Summon your prior knowledge

Ask yourself questions

Asking self-reflective questions is key to metacognition. Take the time to be

 Does this answer make sense given the information provided?

Organize your thoughts

Take notes from memory

Review your exams

Figure out how you learn

TEACHING GUIDELINES STRATEGIES

Think-Pair-Share: Students reflect on a question individually, discuss their ideas with

Promotes deeper understanding and retention of information.

Develops essential social and communication skills.

Teaching methods, or methodology, is a narrower topic because it’s founded in

Certainly! Here's a collection of teaching strategies that educators can use to

5. Differentiated Instruction: Tailoring instruction to accommodate diverse learning

By employing a diverse range of teaching strategies, educators can cater to the

Theories related to the learners development.

The theory related to the learner's development is known as developmental

1. Piaget's Theory of Cognitive Development: Proposed by Jean Piaget, this theory

2. Vygotsky's Sociocultural Theory: Developed by Lev Vygotsky, this theory

4. Bronfenbrenner's Ecological Systems Theory: Urie Bronfenbrenner's theory

exosystem, macrosystem, and chronosystem, and their impact on individual

Sigmund Freud’s Theories

Sigmund Freud was an Austrian neurologist who founded psychoanalysis. Also

Freud's theories were enormously influential but subject to considerable criticism

Freud's theories include:

ERIK ERIKSON’S THEORIES

Erik Erikson (1902-1994)

was an American child psychoanalyst known for his influential theory on

JEAN PIAGET’S THEORIES

Jean Piaget (1896–1980) was a Swiss psychologist, biologist, and

LAWRENCE KOHLBERG THEORIES

Lawrence Kohlberg (1927–1987) was an American psychologist known for his

Kohlberg's theory suggests that individuals progress through these stages

LEV VYGOTSKY’S THEORIES

1. Zone of Proximal Development (ZPD): Vygotsky proposed that the ZPD is

2. Scaffolding: Scaffolding refers to the support provided by a more

3. Cultural Tools: Vygotsky emphasized the role of cultural tools, such as

4. Social Interaction: According to Vygotsky, learning and development are

5. Private Speech: Vygotsky observed that children often engage in private

6. Cultural-Historical Theory: Vygotsky's approach to understanding human

URIE BROFENBRENNER ‘S THEORIES

Urie Bronfenbrenner was a renowned developmental psychologist who is

1. Microsystem: The microsystem refers to the immediate environments in which

2. Mesosystem: The mesosystem encompasses the connections and interactions

3. Exosystem: The exosystem consists of settings that indirectly influence

4.Macrosystem: The macrosystem refers to the broader cultural, societal, and

importance of considering how larger societal forces shape individual

5. Chronosystem: The chronosystem incorporates the dimension of time into the

questioning, providing hints or cues, offering feedback, and gradually withdrawing

Centre for Innovation and Excellence in Learning. Ten Metacognitive Teaching

Urie Bronfenbrenner | Russian-American Psychologist & Ecological Systems Theory |

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