QUEZON INSTITUTE OF TECHNOLOGY (INC)

Poblacion, Quezon, Bukidnon

EDUC 38
Sir DR. ROLANDO ACORIBA

Name: Jardio Renalyn S.

Yr. & Section: BEED 301
Subject: EDUC 38
CHAPTER 1
LESSON 1 EXERCISES: (pages 10-11)

Identify whether or not each of the following descriptions is an example of learning.

If it is not, indicate what is.
1. Kris Marielle's ability to focus on academic tasks improved significantly after she
began taking glutaphos under her doctor's supervision.
~~ NO, because Kris Marielle is under the effect of drugs.
2. Jon is fond of cojoling his sister every time she wears a mini- skirt. After a week his
sister does not wear mini- skirt anymore.
~~ Yes it is learning, because her sister has learned from her past experience.
3. Jemima blinks at a sudden flash of light.
~~It is not an example of learning. When Jemima blinked from the sudden
flash of light is not because she has learned it, but it is a result as a response to
her stimuli, her instinct and reflexes as human. This is developed, not learned.
4. Karen deliberately listens to the teacher's discussion on analysis and parsing. After
a week or two, she realized that language is best taught from part to whole.
~~It is learning, because realizing is learning. Nobody will be able to realize
without learning.
5. Jake Arnold has read in his Biology book that the famous Rhine River in Europe,
which cuts through several countries starting from Austria down to West Germany
and the Netherlands, is known as "Europe's largest open sewerage system." Later, he
tells his mother that water pollution is widespread all over the world. From that time
on, he never throws his waste anywhere.
~~ It is an example of learning. Because learning is changing. One way of
evaluating whether the student learn or not is to assess if they’ve changed. For
they say, education is useless without changing.
DEVELOPING YOUR CRITICAL THINKING:
Answer the following question:
1. Is smoking a form of learning? Prove your answer.
~~Yes, because smoking isn’t just a word to say or to be uttered, but an
action to do. It is learning because if you are new to it, you accumulate new
knowledge and ways.
2. As prospective teachers, do you think that there is need to study and understand the
process of learning? Why do you say so?
~~ Yes, as a teacher we can never deliver a successful learning to students if
we don't know how to make them learn.
3. Is learning a form of thinking? Prove your answer by citing examples.
~~ Yes, thinking is a process of learning, without thinking we cannot learn.
Example; the teacher give their students activities, those students understand
these complex when processes through self-observation.
4. Can thinking be taught in the classroom? In what ways? Explain your answer.
~~Yes, different techniques of thinking can be taught, in a classroom setting,
teaching student how to think is a form of, [1] Simple recall, with this, students
answer the questions which makes their mind to come up with an answer &
explanation. Hence, student are taught how to think.
5. In your case as a students, were you taught how to learn? Explain.
~~No, because apparently, learning is not taught, it is acquired.

Metacognitive Activities:
1. What would you consider an overt manifestation of learning?
 ~~ here are the manifestation of learning: [1] Integration of the past
experiences for betterment. [2] Changes of behavior and [3] changes of
knowledge.
2. Imagine a situation where there are no signs of learning, how would you feel? How
would you react?
~~ Learning is important, without learning there would be no reactions and
emotions to show.

LESSON 2 EXERCISES: (pages 22-26)

1. Based on your understanding, what is a metaphor? How does a learning metaphor

help you account for the process of learning and how it occurs in the classroom?
~~ Metaphor is a new way to understand the same thing in a different point
of view. Learning metaphor helped me in my learning in such a way that it's
provides lighter explanations to those profound learning language and thoughts.
Within the classroom setting, it often occurs during discussions, in giving
examples and in relating the book-thoughts to the context of reality.
2. How do we use such metaphors in practice?
~~ We use learning metaphors by providing a light comparison or discussion
regarding the topic presented. Instead of providing long and complicated stories
to explain we use metaphors to ease the discussion.
3. What is social relationship? How do you account for its contribution to develop the
metaphor of learning as a guided performance?
~~ Social relationship refers to the bond of people which result to emotional,
mental, and physical health. It affects the development of creating, learning
metaphors through the connection that lies behind the relationship people has.
Learning metaphors could be addressed in a very direct point towards a social
group.
DEVELOPING YOUR CRITICAL THINKING:

Create metaphors of learning based on the following situations, and then explain
why you arrive at such metaphors.
1. Imagine that you were disembarking from a train. You did not know the place
because it was your first time to be there to visit your aunt. Your aunt had told you
already through text message about the landmarks of the place. Suddenly, while going
off the train, you caught sight of a classmate in the high school. You approached her,
talked to her, and asked her where to find the place you were looking for. Your friend
was so kind to help you find the way to your aunt's place.

2. Mr. Del Valle is a teacher in The Teaching Profession, one of the subjects in teacher
education program. He regards today's students as inferior to those of five years ago.
He believes that the schools fail to prepare them for college life. He find that his
lectures do not work at their best because students show no interest in learning a new
material. The following day, he has decide to change his style to teaching. He use the
lingo of his students. After that he concludes that his students are not that inferior.

3. Czarina is a student in Principles of Teaching 2. She finds the subject quite boring
because the teacher talks about lesson planning and the structure of a lesson design.
Miss Angeles notices that Czarina performs the assigned task inadvertently. After the
class, the teacher ask herself. What makes Czarina act that way in her class? The next
day, Miss Angeles is enthusiastic and energetic to continue with the discussion on
lesson planning. She uses positive planning approaches to Czarina's everyday life
occurrences. The following day, Miss Angeles is surprised. With amazement, Czarina
looks at the teacher, smiles at her, and occasionally nods her head.

4. Teacher Karen Myrizha is now in her fifth year as a clinical instructor in the
College of Nursing. She wants to modify the syllabus for nursing students in her
discipline. She wants to apply ideas from nursing researches to the practice of
teaching. She has developed an ability to provide meaningful engagement of student
learning with the content.

LESSON 3 EXERCISES: (pages 33-36)

1. Give at least three examples for each of the following:

a. Facts:
1. The Great wall of china was built in the year of 214 BC.
2. The first President of USA was George Washington.
3. Rome was founded in the year 753 BC.
b. Concepts:
1. Yellow wedding motif
2. Reading Materials
3. Road Sign
c. Generalization:
1. If a milk were expired, then it's not worth to drink.
2. If all birds can fly, chickens can.
3. If the pen ran-out of ink, it can never be used to write anymore.

2. How would you test if you have learned the episodic and semantic knowledge?
~~ To test if whether or not have I learned the episodic knowledge, I will
assess myself if I could recall some memories of myself with the content like the
first event happened in my life. And to test if I had learned in my semantic
knowledge, I will simply assess the things I have learned at the school.

3. What are Categories?

 ~~ Categories are the organizers of life and learning. They serve as
containers which segregates ideas from one point to another.

4. How do we account for?

a. Natural Categories
~ These are things we see all around which belongs to nature. Examples
are: trees, grass, stone, moon, sky, etc.

b. Artifact categories
~ These are things we see which are manmade. Examples are; buildings,
furniture, towers, etc.

c. Nominal categories
~ This category is the home for the categories whose descriptions are not
stable and are changing. Example is " NEIGHBOR" it is indefinite, we can
associate neighbor as a friend, an ally or an enemy.

DEVELOPING YOUR CRITICAL THNKING:

1. What do you think are the best learning strategies for you to study in exams.
~ For me; the best way to study the exam is to categorize everything. Create
categories according to the terms which needs to be explanations, the terms
that needs to elaboration and enumeration, and the terms which needs to be
identified.
2. Do you have a well-develop strategy in maximizing your time, effort, and
potentials?
~ As a student, maximizing my time, effort and potential is very helpful
specially in this trying times. As I am learning at home. I do maximize
everything by setting up plans and categories of which and what to do.
3. How do you acquire your concept skills and study skills? Cite examples:
~ I acquired my concept and study skills through analyzing information's.
By analyzing things, it enable us to conceptualize things and it would be
easier for us to have an excellent study skills.
EXAMPLES:
" You have a grocery store, as an owner, you cannot just display all sort of
things in just one bunch of place, rather you need to organize things up to make
your job at ease together with the customers. With those activities, you are
mastering your concept and study skills."

LESSON 4 EXERCISES (pages 43-45)

1. What specific prior knowledge do you have for each of the following in terms of
content, structure, and relevance?

Horizontal decalage = Horizontal decalage is a concept in Jean Piaget's

Theory of Cognitive Development and refers to the observation that once a child
has the capability to perform a certain task or function they don't know how to
immediately apply the concept to other functions or tasks that share the same
conceptual ideation. 

Vertical decalage = refers to a child using the same cognitive function in different
stages across development.

Paradigm shifts = is a major change in the concepts and practices of how

something works or is accomplished. A paradigm shift very often happens when new
technology is introduced that radically alters the production process of a good or
service.

Vertical articulation= ensures that what students learn from one year to the next
takes form as a coherent and logical process that maximally supports student
understanding and progression.

Transitivity = The analysis of transitivity is about the most powerful tool which
stylistics has, yet it is one which students often find difficult to grasp. 
It is to some extent counter-intuitive, and its relation to strictly grammatical or
syntactical analysis is potentially confusing. 
 Transduction =

Cephalocaudal principle = The cephalocaudal principle states that development

proceeds from top to bottom. According to this principle, a child will gain physical
control of their head first. After this, physical control will move downward to the arms
and lastly to the legs.
Imagine that you are holding a newborn. You have to carefully support the baby's
head because the baby is not strong enough to support its head by itself. By the time
the child is two months old, it develops enough strength to hold its head up on its own
and to control its facial movements. Over the next few months, the baby gains control
over the use of its arms. The baby can lift itself, and it can reach for objects. Finally,
the child learns to control leg movements and to crawl, stand, and walk.

Epegenetic principle = In the future, it is anticipated that innovative diagnostic

tests, treatment regimens, and even lifestyle modifications will be based on epigenetic
mechanisms and be incorporated into the practice of medicine.

Analogies = The role of analogies as tools for teaching difficult science concepts
has been widely discussed in science education. The application of analogies in the
context of sustainable education involves richer potential. The purposeful use of
appropriate analogies can facilitate analogical thinking and transfer skills, as well as
develop abilities which are required for life and lifelong learning, including successful
integration into modern society and facility within our technology saturated world.
Analogical thinking supports development of studentsí higher order thinking skills.

2. To develop the questioning strategy, create a story by giving emphasis on the

DSEGE pattern where you can.

Describe a person or event.

Specify the time element.

Emphasize a casual relationship or a process.

Generalize ideas, priciples and concept.

Emphasize a concept with examples.

Write here the nutshell of the story you created.

DEVELOPING YOUR CRITICAL THINKING:

1. In your opinion, is there a specific teaching strategy that will increase the
activation of students prior knowledge? What is it? Explain.
  Activating prior knowledge means both eliciting from students what they
already know and building initial knowledge that they need in order to access
upcoming content.
 We have found this strategy to be essential to teaching all of our students,
both those who are proficient in English and those who are acquiring English
language skills. To go even further, this strategy lies at the heart of our teaching
philosophy—our students already possess a wealth of knowledge and experiences
they can build upon as they encounter new learning. It’s up to us to facilitate this
process by developing relationships with our students so that we learn what they
already know and ensure that they feel comfortable sharing it.

2. What are schema theories? How are they useful in activating prior knowledge?

 Piaget's schema theory make activating prior knowledge before reading

essential, because according to his research when we can connect something “old” to
something new it helps us better understand the new.

3. Describe the OVAR Approach. Cite speccific examples to illustrate the use of
that technique to ascertain students conceptual models.

4. Differentiate between the OVAR and OEPT Approaches.

LESSON 6 EXERCISES ( pages 55-57 )

1. Cite at least five (5) pairs of items in which you think there are perceived
similarities. Then explain the reasons for such similarities.

2. How is analogical reasoning a form of problem solving? Explain.

3. How are analogical process related to transfer of learning?

DEVELOPING YOUR CRITICAL THINKING:

1. In what ways can teachers develop positive transfer among students? Cite
specific ways to do such.
2. What can teachers do to the time of prior knowledge activation to develop
transfer?
3. What activities can be designed to provide for easy access and mapping of
information?
4. What instructional devices can be made to enhance the students analogical
process?
 CHAPTER 2

EXERCISES ( pages 96-99)

A. Identify whether each statement is positive reinforcement, negative

reinforcement, positive punishment, or negative punishment.

Response consequence

1. Cymbeline says, “ Hello, Everybody said, “ Hi.”

everybody.
Positive reinforcement

2. Karen received a failing mark Her father decreased her allowance.

in English.
Negative punishment

3. Claire submitted her project Her teacher gave her additional

before the scheduled time.
points.
Positive reinforcement

4. A boy grabbed the toy of his His playmate punched him on

playmate. the face.
Negative punishment

5. Carlo promised to behave in Mr. Ramirez told him, “ I know

class after his teacher you’re a good boy.”
Reprimanded him.
Positive reinforcement

6. Carla gave a lot of excuses for Mrs. San Diego gave her demerit.
Her incomplete uniform.
Positive punishment

7. Shiela May so active in The teacher gives her recitation chips

Recitation. Every time she answers correctly.
Positive reinforcement

8. Mary Ann didn’t clean the room. Marry Ann received aversive
feedback from Miss Sanga.
Negative reinforcement
 9. Sheila mae has a grade of 75 Her mothr adapts the “NO TV policy”
In math. At home during weekdays.
Positive punishment

10. Paul Jim fell asleep in class. His classmates ridiculed him.
Negative punishment

B. Match column A with column B.

A. B.

1. Stresses the consequences of one’s action a. scaffolding

2. Filting new information into an old

Category of knowledge b. spiral curriculum

3. focuses only on observable events c. social learning

4. The work of Albert Bandura d. behaviorism

5. Basic categories of knowledge e. negative punishment

6. The same as reward f. positive punishment

7. Involves compromise between

Two processes g. analogy codes

8. These are the physical stimuli that we see

In the invironment h. zone of proximal development

9. Described the process of learning a new

by which a more competent or i. reinforcer

knowledgeable person leads the child j. classical conditioning

To learning a new behavior. k. accomodation

10. Removal of some unpleasant stimulus l. schemes

c. Matching type II ( for major theorists ). match column A with column B.

A. B.
1. Information-processing a. Lev Vygotsky
2. classical conditioning b. Robert Gagne
3. operant conditioning c. B. F. Skinner
4. situated learning d. Albert Bandura
5. conditions of learning e. Edward Lee Thorndike
6. dual-code f. George Miller
7. contiguity g. Guthrie
8. reinforcement h. Jerome Bruner
9. observational learning i. Jean Piaget
10. scaffolding j. Allan Paivio
11. cognitive development k. sigmund frued
12. gestalt l. Kohler, Wertheimer, &
Koffka
13. ZPD m. Jean Lave
n. Erik Erikson
o. Ivan Pavlov

d. Identify concrete analogies for the following abstract concepts.

1. love is like a Knife ( hint: both have the ability to create wounds.)
2. Poem are like Forever ( hint: they have the stock of retained
knowledge.)
3. A rose can be compared to a Women ( hint: the person who was
feminine quality.)
4. Red blood cells work like Carbon dioxide ( hint: they transport materials
through a system of passageways.)
5. Life is like Music ( hint: it has lyrics and melody.)

DEVELOPING YOUR CRITICAL THINKING:

1. Why do we need to study learning theories?
 Theories provide a basis to understand how people learn and a way to explain,
describe, analyze and predict learning. In that sense, a theory helps us make
 more informed decisions around the design, development and delivery
of learning.
2. Is there one best theory that explains how learning takes place or how learning can
best be achieved ? why do you say so?
 I think so, because learning is defined as a process that brings together personal
and environmental experiences and influences for acquiring enriching or
modifying one’s knowledge, skills values, attitudes, behavior and would views
and learning theories develop hypothesis that describe how the process takes
place.

CHAPTER 3 EXERCISES (pages 111-113)

1. Distinguish between, classical, prototypical, and exemplar views of concept

representation. Show such differences using the matrix below.
Approaches Nature of representation Process of creating
representation
Classical The classical theory implies that every

approach complex concept has a classical analysis,

where a classical analysis of a concept is a

proposition giving metaphysically

necessary and jointly sufficient conditions

for being in the extension across possible

worlds for that concept.

Prototypical
approach
Exemplar
approach

2. Generate a prototypical example and an everyday memorable example for each of

the following concepts. Your examples can either be verbal descriptions or pictures.
Catastrope
Example : Romeo and Juliet (by William Shakespeare)
There are multiple characters who invited catastrophe in the play “Romeo and Juliet.”
However, Romeo himself has invited the worst type of catastrophe after he kills
Tybalt. Everything in his and Juliet’s life crumbles after that; as a result, Romeo faces
a period of exile, leading to a number of other catastrophic events. Had Romeo not
killed Tybalt, Friar would have provided a much better plan to hide Juliet, rather than
using poison.
Tunnel
Rainbow
Covenant
Tree
Poem
Lake
Ocean
Roller coaster
Ice cream cone

3. Give at least two concrete examples for each of the following cognitive strategeis.
Student - centered instruction
Activating prior knowledge
Social interaction
Problem solving
Elaboration
Concept learning

EXERCISES ( pages 122- 123 )

A. Write R for rehearsal, E for elaboration, S for systematic searching, and C for
clustering on the blanks before each number.
1. Creating associations
2. Picking out the main ideas
3. Adding details
4. Repeating the items several times until they are memorized
5. Segregating the main ideas from the large bodies of information
6. Commiting materials to memory
7. Relating the material to the one that is already known
8. Looking for familiar characteristics
9. Putting things together
10. Creating categories

B. Write P for planning, M for monitoring, and E for evaluating on the blanks before
each number.
1. Setting goals for certain activity
2. Tracking the progress of the activity
3. Considering some variables of task difficulty
4. Formulating judgements
5. Setting criteria for grading
6. Keeping a record of its progress
 7. Loooking into the effectiveness of a strategy used
8. Considering the steps to follow
9. Giving priority to what should be stressed in the lesson
10. Carrying out the strategy

DEVELOPING YOUR CRITICAL THINKING :

1. Is teaching students how to learn in a particular content area a constructivist or

behavioral approach? Explain by citing concrete examples.

2. How can teaching a learning strategy be a powerful means of helping students

construct thier own ways of learning.

3. The main reason for teaching a learning strategy is for students to learn on their
own initiative. What are some indicators that students foster autonomy and ownership
of learning ? Explain.

CHAPTER 4 EXERCISES ( pages 133-135)

Answer the following:

1. Why do we need to study the anatomy of our brain?

2. What are the different structures of the hindbrain?

3. How is reticular formation important in screening for important information and
arousing the cortex?

4. Why is the amygdala a major focus of interested among researchers ?

5. How do we differentiate between the Broca’s area and Wernicke’s area ?

6.