Name: Rhea Mae Tadlip

INSIGHTS:

CHAPTER 3: COGNITIVE LEARNING THEORY

Lesson 1: Piaget’s Cognitive Development Theory

Jean Piaget, a cognitivist, believed children progressed through a series of four key stages of
cognitive development. These four major stages, sensorimotor, preoperational, concrete
operational, and formal operational, are marked by shifts in how people understand the world.
Although the stages correspond with an approximate age, Piaget’s stages are flexible in that if
the child is ready, they can reach a stage. Jean Piaget developed the Piagetian cognitive
development theory. Piaget’s theory of cognitive development proposes that a child’s intellect,
or cognitive ability, progresses through four distinct stages. The emergence of new abilities and
ways of processing information characterize each stage. Jean Piaget's theory of cognitive
development suggests that children move through four different stages of mental
development. His theory focuses not only on understanding how children acquire knowledge,
but also on understanding the nature of intelligence.
The first stage of Piaget’s development theory is the sensorimotor stage which takes place in
children most commonly 0 to 2 years old. In this stage, thought is developed through direct
physical interactions with the environment. Three major cognitive leaps in this stage are the
development of early schemes, the development of goal-oriented behavior, and the
development of object permanence.

Lesson 2: Vygotsky’s Sociocultural Theory of Cognitive Development

 Vygotsky’s Sociocultural Theory of Cognitive Development is based on the understanding that

children are social, that meaningful learning occurs in social environments that are rich in
interaction, and that learners use their prior experiences to build upon what they already know.
In the past I’ve used Vygotsky’s theories in essays and reflections to explain my own
observations and support statements I have made surrounding the social nature of learning.
In my experience with young children and learning, I’ve found that my observations can usually
be explained using Vygotsky’s ideas, so I agree with most aspects of his sociocultural theory. I
personally believe that the idea of the ‘Zone of Proximal Development’, a theory that explains
the way learners build upon prior knowledge to make sense of new experiences and construct
new understandings, is correct as I can explain my own learning experiences with this theory.
Being able to explain my own observations with these theories has also contributed to my
favorable view on Vygotsky’s theories.
While I have a positive view on Vygotsky’s theories, I’ve always believed that there is no ‘one’
theory on child development, and that each theory has strengths and limitations. Even so, I’ve
never considered Vygotsky as ‘invalid’ or ‘wrong’, because I have always thought his theories
are quite strong. As a future educator, a significant part of my job is interpreting observations
and providing appropriate experiences for young children. To be able to do this effectively, I
need to stay on top of new theories that are constantly developing to ‘refresh’ my
understanding, and be able to see my observations through another lens. To bring diversity to
the table, instead of thinking the thing I have always thought.

Lesson 3: Information Processing Theory

 Information Processing Theory, I have learned and realized various details that will likely help
teachers in the classroom.  One of which is the concept of the primacy-recency effect. Primacy-
recency or serial position effect deals with the importance of the beginning and ending of the
learning episodes.  In these periods, students’ ability to absorb and retain information is at its
best.  With this conception, teachers can improve their teaching and learning strategies through
starting and ending the lesson with significantly meaningful and varied tasks.  Teachers also
need to ensure the importance of tasks vis-à-vis the learning objectives.  In order to effectively
capitalize on the primacy-recency effect, teachers have to consider the shorter periods of
lesson delivery and activities.  Shorter lessons reduce the down-time wherein students are less
likely attentive and productive. Initial presentation of the lesson should be interesting and
engaging for students.  When teachers present the lesson, it should be brief and concise.  At the
same time, something that will really catch the students’ interests and stir their minds.  As
much as possible, teachers need to avoid immediately asking questions about the lesson after
telling the students about the day’s lesson.  Even experts would say that when teachers
continue to ask the same question upon receiving a series of incorrect answers, then students’
will most likely remember those wrong answers given by their classmates.   Teachers shouldn’t
settle on those wrong answers when students don’t know the answers to questions during the
introduction.  Teachers should bear in mind that prime times are crucial periods on students’
learning and retention abilities.

Lesson 4: Problem Solving and Creativity

Dealing with obstacles and challenges is a regular part of working life, and overcoming
them isn't always easy. To improve your products, services, communications, and
interpersonal skills, and for you and your organization to excel, you need to encourage
creative thinking and find innovative solutions that work. CPS asks you to separate your
"divergent" and "convergent" thinking as a way to do this. Divergent thinking is the process
of generating lots of potential solutions and possibilities, otherwise known as brainstorming.
And convergent thinking involves evaluating those options and choosing the most promising
one. Often, we use a combination of the two to develop new ideas or solutions. However,
using them simultaneously can result in unbalanced or biased decisions, and can stifle idea
generation.
CHAPTER 4: BEHAVIORAL LEARNING THEORY

Lesson 1: Pavlov's Classical Conditioning

Classical conditioning has been used as a successful form of treatment in changing or modifying
behaviors, such as substance abuse and smoking. Some therapies associated with classical
conditioning include aversion therapy, systematic desensitization, and flooding. Aversion
therapy is a type of behavior therapy designed to encourage individuals to give up undesirable
habits by causing them to associate the habit with an unpleasant effect. Systematic
desensitization is a treatment for phobias in which the individual is trained to relax while being
exposed to progressively more anxiety -provoking stimuli. Flooding is a form of desensitization
that uses repeated exposure to highly distressing stimuli until the lack of reinforcement of the
anxiety response causes its extinction. Classical conditioning is used not only in therapeutic
interventions, but in everyday life as well. Advertising executives, for example, are adept at
applying the principles of associative learning. Think about the car commercials you have seen
on television: many of them feature an attractive model. By associating the model with the car
being advertised, you come to see the car as being desirable. You may be asking yourself, does
this advertising technique actually work? According to Cialdini (2008), men who viewed a car
commercial that included an attractive model later rated the car as being faster, more
appealing, and better designed than did men who viewed an advertisement for the same
car without the model.

Lesson 2: Thorndike's Connectionism

Connectionism states that all learning is the product of creating a stimulus-response bond.
Explore an overview of connectionism, discover the impact of the laws of effect, exercise, and
readiness, and review practical teaching examples.
Elaine is a new teacher, and she recently read a book on teaching that suggested that people's
success in school is closely tied to what happens around them. If a student is rewarded for
learning, he or she is likely to continue to learn, for example. Elaine is learning
about connectionism, an educational philosophy that says that learning is a product of the
relationship between stimulus and response. That may sound pretty technical, so let's break
down connectionism a little further. A stimulus is something that causes a reaction, and
a response is just a reaction to a stimulus. Think about what happens when a big piece of gooey
chocolate cake is put in front of you. The sights and smells of the cake are the stimulus, and
they are very likely to produce a response in you that involves drooling and maybe even a
growling stomach.
Lesson 3: Skinner's Operant Conditioning

John B. Watson and B. F. Skinner were behaviorists who believed that all learning could be
explained by the processes of conditioning, that is, that associations, and associations alone,
influence learning. But some kinds of learning are very difficult to explain using only
conditioning. Thus, although classical and operant conditioning play a key role in learning, they
constitute only a part of the total picture. One type of learning that is not determined only by
conditioning occurs when we suddenly find the solution to a problem, as if the idea just popped
into our head. This type of learning is known as insight, the sudden understanding of a solution
to a problem. The German psychologist Wolfgang Köhler (1925) carefully observed what
happened when he presented chimpanzees with a problem that was not easy for them to solve,
such as placing food in an area that was too high in the cage to be reached. He found that the
chimps first engaged in trial-and-error attempts at solving the problem, but when these failed,
they seemed to stop and contemplate for a while. Then, after this period of contemplation,
they would suddenly seem to know how to solve the problem: for instance, by using a stick to
knock the food down or by standing on a chair to reach it. Köhler argued that it was this flash of
insight, not the prior trial-and-error approaches, which were so important for conditioning
theories, that allowed the animals to solve the problem.

Lesson 4: Neo-Behaviorism

The behaviorist belief that the environment is responsible for all behaviors. It is a type of
learning theory that states that a person learns by associating stimuli with responses.
Behaviorism is applied to children, which emphasizes rewards and punishment rather than
explanations or reasoning. Examples of Neo-behaviorism are where behaviorists use operant
conditioning to train animals. Operant conditioning is when an animal learns how to behave in
order to get a reward or avoid punishment. Another example of Neo-behaviorism is extinction,
where you stop rewarding the animal after they do something wrong so that it will eventually
stop doing that thing.

CHAPTER 5: CONSTRUCTIVIST LEARNING THEORIES

Lesson 1: Jerome Bruner's Constructivist Theory, and David Ausubel's Subsumption Theory.

Ausubel emphasizes that advanced organizers are different from overviews and summaries which simply
emphasize key ideas and are presented at the same level of abstraction and generality as the rest of the
material. Organizers act as a subsuming bridge between new learning material and existing related
ideas. Ausubel’s theory has commonalities with Gestalt theories and those that involve schema. There
are also similarities with Bruner’s “spiral learning” model , although Ausubel emphasizes that
subsumption involves reorganization of existing cognitive structures not the development of new
structures as constructivist theories suggest. Ausubel was apparently influenced by the work of
Piaget on cognitive development. Ausubel clearly indicates that his theory applies only to reception
(expository) learning in school settings. He distinguishes reception learning from rote and discovery
learning; the former because it doesn’t involve subsumption example meaningful materials and the
latter because the learner must discover information through problem solving. A large number of
studies have been conducted on the effects of advanced organizers in learning. Ausubel (1963, p. 80)
cites Boyd’s textbook of pathology as an example of progressive differentiation because the book
presents information according to general processes, for example inflammation, degeneration rather
than by describing organ systems in isolation. He also cites the Physical Science Study Committee
curriculum which organizes material according to the major ideas of physics instead of piece-meal
discussion of principle or phenomenon.

Lesson 2: Cooperative and Experiential Learning

Cooperative Learning- is an educational approach which aims to organize classroom activities

into academic and social learning experiences. Experiential Learning (or "learning by doing") is
the process of actively engaging students in an authentic experience that will have benefits and
consequences. Cooperative Learning is an educational approach which aims to organize
classroom activities into academic and social learning experiences. I Learned the five basic steps
of a student's team division divided into COOPERATIVE LEARNING STRATEGIES. First, the
teacher presents the lesson to the whole group in one or two class periods. Second, team study
follows for one or two class periods. Third, class quizzes are given frequently to see if students
have learned the material while in the group. Fourth, recognition is given to teams for high
average scores or improvement scores. Fifth, teams are changed every five or six weeks to give
students an opportunity to work with each other and to give members of low scoring teams a
new chance.
CHAPTER 6: PSYCHOSOCIAL, PSYCHOSEXUAL, AND HUMANIST THEORIST OF LEARNING

Lesson 1: Erikson's Psychosocial Theory and Freud’s Psychosexual Theory

As toddlers ages 1–3 years begin to explore their world, they learn that they can control their
actions and act on the environment to get results. They begin to show clear preferences for
certain elements of the environment, such as food, toys, and clothing. A toddler’s main task is
to resolve the issue of autonomy versus shame and doubt, by working to establish
independence. This is the “me do it” stage. For example, we might observe a budding sense of
autonomy in a 2-year-old child who wants to choose her clothes and dress herself. Although her
outfits might not be appropriate for the situation, her input in such basic decisions has an effect
on her sense of independence. If denied the opportunity to act on her environment, she may
begin to doubt her abilities, which could lead to low self-esteem and feelings of shame.
Once children reach the preschool stage (ages 3–6 years), they are capable of initiating
activities and asserting control over their world through social interactions and play. According
to Erikson, preschool children must resolve the task of initiative versus guilt. By learning to plan
and achieve goals while interacting with others, preschool children can master this task. Those
who do will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at
this stage with their initiative misfiring or stifled may develop feelings of guilt.
During the elementary school stage (ages 6–12), children face the task of industry versus
inferiority. Children begin to compare themselves to their peers to see how they measure up.
They either develop a sense of pride and accomplishment in their schoolwork, sports, social
activities, and family life, or they feel inferior and inadequate when they don’t measure up.
In adolescence (ages 12–18), children face the task of identity versus role confusion. According
to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with
questions such as “Who am I?” and “What do I want to do with my life?” Along the way, most
adolescents try on many different selves to see which ones fit. Adolescents who are successful
at this stage have a strong sense of identity and are able to remain true to their beliefs and
values in the face of problems and other people’s perspectives. What happens to apathetic
adolescents, who do not make a conscious search for identity, or those who are pressured to
conform to their parents’ ideas for the future? These teens will have a weak sense of self and
experience role confusion. They are unsure of their identity and confused about the future.
People in early adulthood (20s through early 40s) are concerned with intimacy versus isolation.
After we have developed a sense of self in adolescence, we are ready to share our life with
others. Erikson said that we must have a strong sense of self before developing intimate
relationships with others. Adults who do not develop a positive self-concept in adolescence
may experience feelings of loneliness and emotional isolation.
When people reach their 40s, they enter the time known as middle adulthood, which extends
to the mid-60s. The social task of middle adulthood is generativity versus stagnation.
Generativity involves finding your life’s work and contributing to the development of others,
through activities such as volunteering, mentoring, and raising children. Those who do not
master this task may experience stagnation, having little connection with others and little
interest in productivity and self-improvement.
From the mid-60s to the end of life, we are in the period of development known as late
adulthood. Erikson’s task at this stage is called integrity versus despair. He said that people in
late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure.
People who feel proud of their accomplishments feel a sense of integrity, and they can look
back on their lives with few regrets. However, people who are not successful at this stage may
feel as if their life has been wasted. They focus on what “would have,” “should have,” and
“could have” been. They face the end of their lives with feelings of bitterness, depression, and
despair.
Lesson 2: Kohlberg's Moral Development Theory
This theory based on the stages of moral development as theorized by Kohleberg, gives us a
clear understanding of how moral behavior is developed within an individual. It is very
interesting to note that the value system and moral behavior which includes ethics and morality
is something that has dimensions to it, that it can be studied and theorized upon in comparison
with the important values in society. It gives us an understanding of how the human mind and
psyche thinks and how it is influenced and undergoes change due to changes within the mind
setup caused by age and other reasons.

CHAPTER 7: STUDENT DIVERSITY

Lesson 1: Learning Styles
Throughout the years of my experience I have noticed that some teachers value the importance of
getting to know as much of each student as possible, in terms of: family, background, interests, dislikes
and learning styles. Hence, at the beginning of each school year every teacher starts developing a
student profile which they know will help provide a deeper understanding of their students’ unique
interests, styles and abilities. Being well acquainted with students becomes an asset in providing them
an opportunity to develop their fullest potentials by focusing on the weaknesses and strengths of
individual students when grouping them to conduct activities or class work (teaching diverse students
1789). Some teachers use diversity grouping because it encourages children to socialize and engage in
more meaningful activities which develops a greater awareness of their differences and discovery of
talents and skills.

Lesson 2: Multiple Intelligence

Multiple Intelligence is a theory brought about by Dr. Howard Gardner. It is the idea that intelligence is
much more than just an IQ test can and should be measured in different ways. Gardner talks about his
multiple intelligences that he has come up with, there are eight different kinds of intelligence. Theirs
logical-mathematical, linguistic, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal and
naturalist. I feel that multiple intelligence is important to me as a future educator because it helps me to
one better understand that all children think and learn differently. It also helps me to now see that as a
teacher I should have more diverse lesson plans because I will have students of many different
intelligences. Another component of this chapter that I also found to be very important is where it
talked about learning styles. It also talked about different ways people respond to situations and can
show their locus of control. Locus of control is “attributing success or failures to external factors.” Or “a
sense that they control their fate”.