Summary of Theories

MACD 510A :
Theories of Early Childhood, Elementary, & Secondary Education

Compiled By: Althea J. Alabanzas Submitted to: Dr. Layla Perez - Padolina
Name of Theory Characteristics/ KIND OF SCHOOL / CHARACTERISTICS
Theorist Descriptions CLASSROOM OF THE TEACHER
1. Socrates Knowledge and • 1. Question is = students focused on = some argued that the methods
Truth through asked one joint activity he used is called ELENCHUS
Dialogues/Argum • 2.exchange of =students reflect and = teacher is facilitator that guides
ents ideas through think students to discover that it more
dialogues = they reson and justify than arguing, but to get instead to
• 3. engage listeners get truth and knowledge.
/readers as if they
are part of the
conversation
2. Plato - Shadows of Reality - Education is to nurture - Co – education -Teachers are experts and skillful
the spirit and the body
(427 BC) according ability not emulated by the students
- Plato’s educational
theories have the by genter -both have respect to each other
practical aim of training - Subjects taught - Teacher must be a model
for citizenship and included Philosphy, - Methods of teacher is oral
leadership Mathematics, discussion and dialogue
Astronomy, - deep thinking and close
Geometry reading methods’
3.Descartes Nature • Reasoing should -Children have innate - Teachers are assess their
be based on ideas since birth and the methods and reflects on their
evidencepeople mind simply unfolds teaching
possess them afterward. - Teachers have their own
• certain inborn -Human nature is easily beliefs system that they can
ideas that deceived and may bring to the class
enduringly believe in his faulty - Scientific Method
underpin people's understanding –
approach to the INQUIRY is then
world (Bee, p.3) necessary to dismiss all
faulty reasoning and
frequently test the
beliefs
4. Locke Nurture - Experience plays a greater - The classroom has - Teacher is in charge of the
role in the person’s
routine and process in the classroom
development
schedules - Teacher is the the authority in
- Learning is what toys or materials to give
pleasurable and this must be one at a
- Children are allowed time
to play as they will - Tecahers thinks of ways to
learn from the students in a way that learnin
experience they get will not be a burden
Name of Theory Characteristic KIND OF SCHOOL / CHARACTERISTICS
Theorist s/ CLASSROOM OF THE TEACHER
Descriptions
5. Rousseau Progressivism “His essential idea is -learning by practical - Teachers’ role changes as the
that education should child grows since a child grows
1712 - 1788 experiences
be carried out, so far and changes as well.
as possible, in - Teachers can be observers as the
harmony with the
young child is undergoing self –
development of the
discovery and just protects child
child’s natural
capacities by a from physical injury and focuses
process of apparently on the needs of the child.
autonomous - Teacher can be manipulators of
discovery. ”Standford environment
Encyclopedia - Teacher/Tutor can be trusted
advisor
6. John Dewey - A progressive - child centrered - Teachers role is to ensure that

education
- have actual problems in children’s projects are
- Child centered
- - projects used for life by application of achievable and assist and
holistic approach of principle teach at all stages when
learning - Students have freedom needed
Name of Theory Characteristic KIND OF SCHOOL / CHARACTERISTICS
Theorist s/ CLASSROOM OF THE TEACHER
Descriptions
1. Thorndike Connectionism Learning is not from - Learning is occurs in - Teacher rewards students’
reason or imitation it
1974 - 1949 phases desirable behaviors
depends on the
Stimulus and - New skills are repetitively - Teachers has drills for the
Response through trial practiced for students
and error reinforcement - Teachers make sure that
- Students should be students are ready to learn
motivated to learn and with the foundational skills
should have goals/aims they need for new learning.
(Law of Set/ Attitude)
2..John B. Behaviorism - .deals with - Recency and frequency - Teacher manipulates

Watson observable makes a s habit environment to achieve
1878- 1958 behaviors that - -the environment will desired behavior
-the Father of can be affect the student
Behaviorism measured - Everyone has the ability to
learn
3.. Ivan Pavlov Classical Everything from speech to process into the classroom Teacher uses visual aids for
emotional responses was learning model which can
Conditioning teaching vocabulary to make
simply patterns of stimulus take time away from the
and response. Watson associations
overall learning experience.
denied completely the
The technique may only
existence of the mind or
work with positive effects
consciousness. Watson
believed that all individual for some students; the
differences in behavior were other students may view it
due to different experiences is as negative aspect of the
of learning. classroom.
4. Gagne Nine Levels It emphasizes the The theory is very systematic Teachers make lesson plan
and rigid at most points. It is
of Learning break down humans' through this.
almost like a cookbook recipe
learned capabilities to ensure successful teaching
into categories or and ultimately learning by the
domains. students. However, the
systematic nature of the
theory may be a turn-off for
many teachers, particularly
those who like to be creative,
don't like rigidity, and who
don't believe in a cookbook
approach to ensure learning.
11. Tolman Latent learning that occurs -not all learning are Not all leaning comes from the
Theory but is not observable direct, there might be teacher.
in behavior until there incidental learning - Teacher and parent
is a reason to - Classroom is not the collaboration is important
demonstrate it. only environment for
learning
12.
1. Piaget Cognitism -replaced behaviorism -Jean Piaget theorized -Teachers should assess
-the idea is people that there are four students based on their brain
can’t be programmed stages of Cognitive capacity to learn
-Mental processes Development. - multiple opportunities for small
such as thinking, -proper balance group activities
memory, knowing, between actively -Teachers are guide
and problem-solving guiding the child
need to be explored and allowing
opportunities for them
to explore things on
their own to
learn through
discovery.
2. Bruner Discovery -inquiry-based, -spiral curriculum -Material must be presented in
Learning constructivist learning states that a curriculum a sequence giving the learners
theor should revisit basic the opportunity to:
ideas, building on them a. acquire and construct
until the student grasps knowledge,
the full formal concep b. transform and transfer his
learning
-teacher assists in building
knowledge
3. Albert Bandura Role -much of the - Students imitate each - Teacher are role model and
Modelling/So development in other including the students should uphold the
cial Learning human cognition is teacher, as a matter of standard
Theory explained by the fact children can learn
realationship of wherever they are
internal personal
factors in the form of
cognitive, affective
and biological events;
behavior; and
environmental events
4.
1. Maria “emphasizes = multi – age grouping of = classroom environement is = teacher is less noticeable
active learning, children based on periods of well planned and prepared
Montesorri = teacher set ups work centers
independence, development =students will work on the
cooperation, =nlearning happen through materials and then learning = teacher allow students to
and learning in repetition, concentration will unfold accordind to explore and the he/she observes
harmony with and imaginatiio individual developmental
each child’s = learners need to be pace
unique pace of independent =according to Dr. Maria
development” Montesorri “We consider that
in its best condition,
the class should have
between 28-35 children, but
there may be even more in
number.”
2. Abraham Maslow’s Abraham Maslow = classroom should be - Teacher will assess the
Maslow Hierarchy of suggested that before supportive and sensitive students needs and consider
Needs individuals meet their to the needs of the and support their needst
full potential, they students - For ex. o support our
need to satisfy a series students' safety needs,
of needs. teachers can continuously
equip students and monitor
the climate of our
classroom to decrease
bullying.
3. Jack Mezirow Transformational According to Mezirow - Issues and current -Teachers can create
Learning ““learning that transforms
trends are topics opportunities for critical thinking
problematic frames of
reference to make them discussed in the through providing content that
more inclusive, classroom introduces new ideas.
discriminating, reflective, - Problem solving of
open, and emotionally able real life scenarios
to change.”
4. Carl Rogers Facilitation he educator acting as a - Students are - Teachers facilitates learning
facilitator, that is by encouraged to through questioning
establishing an particiapte- techniques
atmosphere in which - Students are - Sets up the mood or the
learners feel involved in higher climate for learning
comfortable to consider order thinking skills - Teachers are caring to the
new ideas and are not students
threatened by external
factors (Laird 1985.
1.Donald Hebb Associative This theory suggests - Students are -repetiotions and persistence will
Theory
sthat synaptic long- prompted to make strengthen connection between
term plasticity is a key the correct response synapses thus, learning is
to memory formation. immediately, permanent
ensuring a correct - Errorless teaching by Hebb
response each time.
2.Howard Garner Multiple - The theory suggests -classrooms become - Teachers will focus on the
Intellegences that there are variety of sets in which a variety of intellegences when planning
intellegences and these skills and abilities can be
intellegences are not used to learn and solve
only domains but also problems
modality of learning - Students show how
well students learn in a
variety of ways.
1.Donald Hebb Associative This theory suggests - Students are -repetiotions and persistence will
Theory
sthat synaptic long- prompted to make strengthen connection between
term plasticity is a key the correct response synapses thus, learning is
to memory formation. immediately, permanent
ensuring a correct - Errorless teaching by Hebb
response each time.
2.Howard Garner Multiple - The theory suggests -classrooms become - Teachers will focus on the
Intellegences that there are variety of sets in which a variety of intellegences when planning
intellegences and these skills and abilities can be
intellegences are not used to learn and solve
only domains but also problems
modality of learning - Students show how
well students learn in a
variety of ways.
3. Donald Artificial - The brain has a limited - Focus walls and - Teachers should be able to
Intellegences capacity to deal with too
Broadbent agendas should be filter the noise in the
many information presented
established in the classroom
classroom as to limit - Teacher should be able to limit
information information
procecess in the - Teachers should focus on the
brain quality and quantity of
information delivered to the
student
- Provide breaks for students
4. Leon Festinger Cognitive - Individuals seek - Students - Teacher provides evidences to

Dissonance constistence in their rationalize/justifies by validate beliefs
cognition altering behavior or - eliminate dissonance to avoid
attitude to solve pressure/stress
conflicting attitudes and
behaviors
1. Geoff Petty ICEDEP MODEL -ICEDEP - Students should be - Teachers chould be creative in
OF CREATIVITY Inspiration, distillation,
allowed to explore delivering their lessons
incubation,perspiration,
evalauation their feelings - Deivering lesson using
-it is important to revistit the - Make ideas into ICEDEP approach adopting
phases to prevent creative relaity the right phase at the right
block tiime
2. Noel Burch Competency 4 stages of - There are learning - Teachers assess what are the
and the Competence stages. skills learners are not
conscious- It suggests that - Students will realize competentat and what skills he
unconscious individuals are usually what they lack and is not aware about and then
model/Compe unaware of how little consciously work on teachers should adapt to it.
tency Ladder they know,(that they it until they reach
are unconscious of their goal and that is
their incompetence). learning what they
As they recognize their don’t know or master
incompetence and they it somehow
consciously acquire a
skill, then they can
consciously use it.
1. Nedd Herrmann The Brain - One part of the brain is - Learnerscan be - Teaching is personalized
Dominance dominant than the other
grouped according to - Teaching preference should
Instrument - The brain is divided into 2
right and left and then what part of their adapt or adjust to learning
further divided into front brain is dominant and styles of the students.
nad back, there mode of
learning the suits
them.
2.Peter Honey and Learning - Awareness of the - To learn effectively Teachers should understand
Alan Mumford Styles predominant learning students in the students’ learning style and find
style will help and classroom must go ways seek out opportunities to
individual judge how through learning learn using that style.
likely an activity is to be cycles
helpful to that person
-There is an association
between learning cycle
an dlearning style
3.Neil Fleming VARK MODEL 4 learning styles - Every students is - Teachers can interact with
Visual •Auditory different and there learners through these
•Kinesthetic •Read & are different individual modes. He can
write strategies effectively teach them keeping
in view their preferred style of
learning.
4. Dr. Anthony Mind Styles - People don’t have -”A rich, nurturing and -Therefore, teachers must
Gregorc preferred learning nourishing environment recognize how they use their
style we have which: works on personal Mind Styles to convey
preferred thinking establishing mutually- specific ideas.
style acceptable goals” - -Teachers should be aware of their
- It is important to Anthony F. Gregorc, Ph. own minds.
learn both D.
- Concrete
sequential.*
Concrete random.*
Abstract random.*
Abstract sequential.
5. David Kolb Learning Style - Kolb (1984) asserts - Agenda must be set - Teacher facilitates and guides
Inventory
that where learning and acted upon. students learning
context and learning There may be other
styles are matched then ways to call for
this leads to enhanced reflection and action,
learning performance. but it is better to
focus on learners
1. Canter Assertive - Assertive Discilipine - Students needs and - Teachers are incharge of the
Discipline focuses in establishing
wants limits classroom
classroom climate where
needs are met, behaviors are - Students are - Teacher is the leader in the
managed humanley and practicing positive classroom but not authoritarian
learning is intended reptitions
2.Jacob Kounin Classroom - There are -classroom environment -Teachers should have planned
Management/ techniques and needs, stimulating so and coordinated activities within
Group strategies that that active learners lessons reduce the likelihood of
Management prevent the reduce the risk of disruptive behavior-
occurrence of disruptive behavior -The teacher should be able to
inappropriate -arrange the seats so acknowledge difficulties that
behaviour in the that students are always students outside of the group may
classroom that a within eyesight be having so that instruction
teacher should learn -acknowledge continues moving.
and develop to misbehavior at first -Once students are doing their
prevent discipline detection to let the class work and engaged, do not distract
problems know that you know them
3. David Mind is Not “the conditions have to - Students have - Teachers should plan
Designed for
Willingham be right for this curiosity opportunity to learn instruction that is challenging
Thinking
to thrive, and we quit - Failures are not - Teacher should praise the
thinking rather readily” missed opportunities process not the ability
- Willingham but means to improve - Teacher change the pace of
- Mistakes are lesson when need arise
acceptable
4.Sue Cowley Getting -The classroom is - Teachers are encouraged to

Buggers to positive, teacher – take rational approach in
Behave student positive dealing with behavior.
relationship - Classroom management must
-teachers should be relevant
firstwork to establish
rapport with students
1.Clayton ERG Theory -an adaptation to Maslow’s - By internal self – - Ensuring your students have
Theory
Alderferer esteem it may still everyday access to all three
-three levels of need:
Existence, Relatedness and would generate levels will help create
Growth (ERG) success eventhough motivated students.
the environment is
not conjusive.
2. Victor Vroom -Expectatncy - people will be - Students are active - teacher have adapt the students’
Theory motivated if they members of the teaching needs and wantsand also the
believe that strong – learning process. students’ learning expectations
effort will lead to
good performance
and good
performance will
lead to desired
rewards
3. Douglas X and Y Theory McGregor maintained - Students have a - teachers have a very clear
McGregor that there two good understanding idea of the types of classroom
fundamental of the classroom conditions and student
approaches to expectation behaviours that are needed for
managing people. - A planned system of good learning environments
X – Authoritarian rules and procedures - Teachers are encouraged to
Management Style have a participative
Y – Participative management style
Management Style
4. David Needs theory - specific needs of an - Manage classroom -Teachers must understand their
McClelland individual are by rewarding through needs first to understand students
acquired and meeting their needs better be responsive to students
shaped over time - Environment can be needs
through the controlled by what - Teachers must identify what
experiences he has motivates students motivates the students
had in life and with their needs
- The needs are the
need for
achievement,
affiliation, power,
avoidance
1. John Whitmore The Grow Model -GROW -Students have - Teacher help students to
GOAL REALITY freedom/options to create/set goals they want to
OPTIONS WILL choose what works with achieve
- A problem solving tool them in relation to - Teachers should have good
in coaching teaching – learning questioning technique
experience - Make sure objectives are met
2. Bates Coaching -There are 8 key elements - Students should - Teachers must assess the
Model that should be included in a remain students students abilities and skills
coaching programme. - Students have to - Accept students mistakes and
a. Clarify the role think outside the box encourage to do better
b. Organize roles and
- Students are - Have agenda ready
objectives
c. Act with conviction challenged to attain - Let the students be aware of
d. Confirm the the objective set the objectives
expectations - Students needs to - Clarify classroom procedures
e. Have a Strategy for revisit how they and rules
Set backs learned and if they
f. Inspire Creativity met thelearning
g. Never be Afraid targets
h. Get to know the
person you are
coaching
References:
https://www.learning-theories.com/montessori-method-montessori.html
http://www.journal.kfionline.org/issue-6/erik-eriksons-theory-of-development-a-teachers-observations
https://files.eric.ed.gov/fulltext/ED559997.pdf
Hatfield, Gary, "René Descartes", The Stanford Encyclopedia of Philosophy (Summer 2018 Edition), Edward N. Zalta (ed.), URL =
<https://plato.stanford.edu/archives/sum2018/entries/descartes/>.
Kennington, Richard. “The ‘Teaching of Nature’ in Descartes' Soul Doctrine.” The Review of Metaphysics, vol. 26, no. 1, 1972, pp. 86–117. JSTOR,
www.jstor.org/stable/20126167. Accessed 26 Jan. 2020.
Bates, B. (2016). Learning theories simplified: 100+ theories and models from great thinkers...and how to apply them to teaching

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MACD 510A :

Theories of Early Childhood, Elementary, & Secondary Education

6. John Dewey - A progressive - child centrered - Teachers role is to ensure that

2..John B. Behaviorism - .deals with - Recency and frequency - Teacher manipulates

4. Leon Festinger Cognitive - Individuals seek - Students - Teacher provides evidences to

4.Sue Cowley Getting -The classroom is - Teachers are encouraged to

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