THEORIES 1.Piaget's Cognitive 2.

Albert Bandura Social

Theory Learning Theory

STAGES  Sensorimotor. Birth through

ages 18-24 months.
 Preoperational.
Toddlerhood (18-24 months)
through early childhood (age
7)
 Concrete operational. Ages
7 to 11.
 Formal operational.
Adolescence through
adulthood.

IMPLICATIONS Piaget's theory assumes that all

children go through the same
developmental sequence but that they
do so at different rates. Therefore,
teachers must make a special effort
to arrange classroom activities for
individuals and small groups of
children rather than for the total class
group.
1. A focus on the process of
children's thinking, not just its
products. Instead of simply checking
for a correct answer, teachers should
emphasize the student's
understanding and process they used
to get the answer.
Albert Bandura As the creator of the concept of social
learning theory, Bandura proposes five essential steps
in order for the learning to take place: 
1. observation,
2. attention, , A lesson must engage a student
sufficiently to hold their attention
3. retention, Students must be able to remember what
they have seen or heard.
4. reproduction, students should be given time to
practice the observed behavior
5.and motivation,  A student must be able to see the
benefit of a new behavior for long term assimilation
Bandura’s Social learning theory has numerous
2.Recognition of the crucial role of
children's self-initiated, active
involvement in learning activities. In
a Piagetian classroom, children are
encourage to discover themselves
through spontaneous interaction with
the environment, rather than the
presentation of ready-made
knowledge.
3. A deemphasis on practices aimed
at making children adult like in their
thinking.This refers to what Piaget
referred to as the "American
question" which is "How can we
speed up development?". His belief
is that trying to speed up and
accelerate children's process through
the stages could be worse than no
teaching at all.
4. Acceptance of individual
differences in developmental
progress. Piaget's theory asserts that
children go through all the same
developmental stages, however they
do so at different rates. Because of
this, teachers must make special
effort to arrange classroom activities
for individuals and groups of
children rather than for the whole
class group.
classroom implications-
1. Students learn by simply observing
others, so we teachers are the role
model for students we must be good at
Mannering in front of children.
2. Describing the consequences of
behaviour increasing appropriate
behaviour, decreasing inappropriate
behaviours; this includes discussing
the rewards of various behaviours
3. Modelling such as attention, retention,
reproduction and motivation provides 
an alternative to teaching new
behaviours
4. Students must believe that they are
capable of  accomplishing a task, it is
important  to develop a sense of self-
efficacy
5. Teachers should help students self
realistic expectations; ensure that
expectations are realistic and
challenging
6. Self-regulation techniques provide an
effective method for improving
students’ behaviours.
7. Teachers and parents must model
appropriate behaviours and  be careful
that they do not model inappropriate
behaviour
8. Teachers should expose students to a
variety of other models. This technique
is especially important to break down

THEORIES 3. Bruner's Constructivism
Theory.
STAGES Jerome Bruner identified three stages of
cognitive representation.
1.Enactive, which is the representation of
knowledge through actions.
2.Iconic, which is the visual summarization of
images.
3. Symbolic representation, which is the use of
words and other symbols to describe
experiences.
traditional stereotypes.
4. S.Freud's
Psychosexual Theory
5 Psychosexual Stages According to
Sigmund Freud :
1. Oral stage, In Freud’s theory, the
oral stage begins at birth and
typically lasts until children are
one year old. The oral stage is
characterized by the pleasure
center and libido being centered
around the mouth.
2. Anal stage, Freud characterized
the anal stage as a shift of
erogenous zones from the mouth
to the anus and a focus on
successful toilet training.
3. Phallic stage, The next stage of
psychosexual development
according to Freud is the phallic
stage, characterized by a change in
sexual impulse from the anus to
the genitals.
4. Latency stage, He characterized
this stage as the child relating to
the community by adopting values,
developing social skills, and
forming relationships with people

IMPLICATIONS Bruner’s learning theory has direct implications
for teaching practices. Here are some of these
implications:
1. Instruction must be appropriate to the
level of the learners. For example, being
aware of the learners’ learning modes
(enactive, iconic, symbolic) will help you
plan and prepare appropriate materials
for instruction according to the difficulty
that matches learners’ level.
2. The teachers must revisit the material to
enhance knowledge. Building on pre-
taught ideas to grasp the full formal
concept is of paramount importance
according to Bruner. Feel free to re-
introduce vocabulary, grammar points,
and other topics now and then to push the
students to deeper comprehension and
longer retention.
3. The material must be presented in a
sequence giving the learners the
outside the immediate family.
5. Genital stage, In his theory’s fifth
and final psychosexual stage,
Freud believed the genital stage
starts at the onset of puberty and
continues on into adulthood.
Freud believed that with the start
of puberty comes a reawakened,
active libido and sexual attraction.
Implications of Freud’s Psychosexual
Theory to Education
Sigmund Freud Psychosexual Theory
(brainly.ph/question/6782410) is one of
the foundations in Education due to the
following reasons:
Freud's psychosexual theory explained
that early experiences in the child's
development of personality have a great
impact on his or her behavior.
A child’s resistance to learning due to
unfavorable environmental atmosphere,
insensitive parents or teachers, and the
child’s emotional issues from a parent’s
relationship or people around him or her.
A child’s learning space should be
conducive for learning either at home or
in school. It should provide opportunities
for continuous and creative activities and
all rerouting of learning experiences.
Freud’s theory emphasizes that play is
essential in a growing child. Schools
 should utilize play in their curriculum
opportunity to:
because it is vital in handling academic
a. acquire and construct knowledge,
and emotional problems among children.
b. transform and transfer his learning.
There are students modifying reality to let
4. Students should be involved in using go of anxiety or reduce conflict. In this
their prior experiences and structures to regard, Freud's theory will help teachers
learn new knowledge. to understand the importance of deep-
seated feelings and drives that motivate
5. Help students to categorize new student behavior.
information to able to see similarities and
differences between items.
6. Teachers should assist learners in
building their knowledge. This assistance
should fade away as it becomes
unnecessary.Teachers should provide
feedback that is directed toward intrinsic
motivation. Grades and competition are
not helpful in the learning process.
Bruner states that learners must
“experience success and failure not as
reward and punishment, but as
information” 

THEORIES 5.E. Erickson Psychosocial 6.Lev Vygotsky Socio

Theory Cultural Theory
STAGES The stages that make up his theory are as
follows:1
 Stage 1: Trust vs. Mistrust
 Stage 2: Autonomy vs. Shame and Doubt
 Stage 3: Initiative vs. Guilt
 Stage 4: Industry vs. Inferiority
 Stage 5: Identity vs. Confusion
 Stage 6: Intimacy vs. Isolation
 Stage 7: Generativity vs. Stagnation
 Stage 8: Integrity vs. Despair
IMPLICATIONS Educational Implications of Erikson's Theory
The strengths of Erikson’s theory are:
Stage theory - development took place in stages
Ego identify - formation of ego identity right
from birth
Crisis – every individual has to go through crisis
in his/her life
The weaknesses of Erikson’s theory are:
Focus on the competing forces rather than
emotional development of individuals
Difficult to be tested scientifically as it is not
Vygotsky created three stages of speech
and language development: external,
egocentric, and inner speech.
 External speech begins at birth
to age 3, when babies learn
through interactions from their
caregivers.
 Egocentric speech occurs from
ages 3 to 7. It focuses on an
egocentric child using the social
aspect of thinking out loud to
solve problems and then
remember them for next time.
 Inner speech occurs when older
children up to adult age can
essentially have two modes for
speech: an inner conversation
where they talk to themselves and
a verbal conversation.
A number of theoretical and pedagogical
implications can be derived from this
paper. Theoretically, the study reaffirms
the sociocultural theory that learning
occurs within a sociocultural setting
through interaction with peers and more
knowledgeable fellow(s).Specifically, the
paper confirms that the sociocultural
theory could be incorporated in the
reading comprehension classrooms
particularly in the ESL contexts. The
paper shows that students can be
possible to measure some of the concepts upon
which the theory is based
Fails to specify the effect of failure in one stage
impacts which other stages
Various educational implications of Erikson’s
theory are possible depending upon the age
group of the learner and the tasks they are
expected to perform. For example,
Allowing the child to play with various natural,
simple materials, and role-playing for the
expression of fantasy and imagination.
Games, stories and songs can be used. Real-life
activities like serving food, chopping vegetables
or making chapattis, prepare children for
participation in the community around them.
Child-directed activities where the child chooses
his or her activity and repeats it as often as they
want must be encouraged.
Erikson’s psychosocial theory is a very powerful
way for building self-awareness and for
improving oneself, as it helps to understand a
person’s learning according to his or her
personal differences
supported to attain their ZPD levels in
reading comprehension. Therefore,
researchers should investigate the
effectiveness of instructional approaches
that incorporate the sociocultural theory in
order to provide teachers with alternative
methods. From the pedagogical
perspectives, incorporating the
sociocultural theory in the reading
comprehension classroom might help in
solving some of the problems of teaching
and learning reading classrooms in the
Nigerian context as mentioned previously.
The ill-structured problems help them to
create the meaning of what the read by
integrating their knowledge and skills as
they construct meaning for different texts
under a variety of reading conditions. It
also helped them to develop positive
attitudes about reading and positive
perceptions about him/herself as readers.
For the teachers, the study creates
teachers’ awareness of the need to adopt
instructional approaches that would
engage and encourage their students to
support one another in the reading
comprehension classrooms. The
approaches would also allow the teachers
to support and monitor the students
reading process and assess their reading
performance. For instance, teachers
should focus more on the students during
the reading comprehension instruction.
 While selecting a reading text, they should
consider the students’ understanding,
background, educational level, and
complexity of the text. They should also
allow the students to work in peers and
small group while providing supports in
the process. Teachers can give other
activities such as pre-reading, while-
reading and after-reading activities which
are believed to effective in developing
students’ reading comprehension (Huwari,
2019).

THEORIES 7.Kohlberg's Moral 8.Urie Bronfenbrener's

Development Theory Ecolological Theory

STAGES Kohlberg's 6 Stages of Moral Development:

Level 1. Preconventional Morality

 Stage 1 (Obedience and Punishment):

The earliest stages of moral development,
obedience and punishment are especially
common in young children, but adults are
also capable of expressing this type of
reasoning.
 Stage 2 (Individualism and Exchange):
At the individualism and exchange stage
 of moral development, children account
for individual points of view and judge
actions based on how they serve
individual needs.

Level 2. Conventional Morality

 Stage 3 (Developing Good

Interpersonal Relationships): Often
referred to as the "good boy-good girl"
orientation, this stage of the interpersonal
relationship of moral development is
focused on living up to social
expectations and roles.
 Stage 4 (Maintaining Social Order):
This stage is focused on ensuring that
social order is maintained. At this stage
of moral development, people begin to
consider society as a whole when making
judgments.

Level 3. Postconventional Morality

 Stage 5 (Social Contract and

Individual Rights): The ideas of a social
contract and individual rights cause
people in the next stage to begin to
account for the differing values,
opinions, and beliefs of other people.
 Stage 6 (Universal Principles):
Kohlberg’s final level of moral reasoning
is based on universal ethical principles
and abstract reasoning. At this stage,
 people follow these internalized
principles of justice, even if they conflict
with laws and rules.
IMPLICATIONS Educational Implications of Kohlberg’s Theory
of Moral Development
The concerns on which Kohlberg has laid
emphasis in his theory have important
implications for education which are as follows:
1.Application of General Learning Principles
It is important to note that Kohlberg’s Theory
was based on concepts that were neither
completely unknown to teachers nor were
increasingly new. Instead, he applied general
learning principles with regard to the moral
growth of an individual.
For instance, from the idea of readiness for
learning, he designed a theoretical as well as a
practical framework that he claimed was the
foundation for understanding and encouraging
moral development.
Further, Kohlberg made use of the Problem
Solving approach for identifying the level of
moral development of an individual as well as
for its further enhancement.
He used moral dilemmas, that is, situations
where the right or wrong moral decision is not
explicit. Thus, through these moral dilemmas,
Kohlberg directed his participants towards moral
Ecological Systems Theory holds that
development reflects the influence of
several environmental systems, and it
identifies five environmental systems:
Micro system: The setting in which the
individual lives. These contexts include
the person's family, peers, school, and
neighborhood. It is in the micro system
that the most direct interactions with
social agents take place; with parents,
peers, and teachers, for example. The
individual is not a passive recipient of
experiences in these settings, but someone
who helps to construct the settings.
Mesosystem: Refers to relations between
microsystems or connections between
contexts. Examples are the relation of
family experiences to school experiences,
school experiences to church experiences,
and family experiences to peer
experiences. For example, children whose
parents have rejected them may have
difficulty developing positive relations
with teachers.
Exosystem: Involves links between a
social setting in which the individual does
reasoning. not have an active role and the
Now, while in the process of reaching a proper individual's immediate context. For
solution for a particular dilemma, the participant example, a husband's or child's experience
analyzed in detail his current level of moral at home may be influenced by a mother's
development. experiences at work. The mother might
receive a promotion that requires more
In addition to this, he was also vulnerable to a travel, which might increase conflict with
higher level of reasoning so that he could reach a the husband and change patterns of
proper solution to the dilemma. interaction with the child.
Thus, the imbalance created by the moral Macrosystem: Describes the culture in
dilemma and the vulnerability to higher levels of which individuals live. Cultural contexts
moral reasoning, lead a person towards a more include developing and industrialized
proper solution and also gave him a just and a countries, socioeconomic status, poverty,
fair framework which he could use to solve the and ethnicity.
future problems. Chronosystem: The patterning of
Therefore through these general principles, environmental events and transitions over
Lawrence Kohlberg was able to come out with a the life course, as well as sociohistorical
framework for moral development. This made circumstances. For example, divorces is
moral educators understand the importance of one transition. Researchers have found
readiness to learn and problem-solving in the that the negative effects of divorce on
moral development of an individual. children often peak in the first year after
the divorce. By two years after the
2.Educating Students How To Think? divorce, family interaction is less chaotic
Through the moral dilemma approach, Lawrence and more stable. As an example of
Kohlberg taught children how to think? sociohistorical circumstances, consider
Teaching students how to think typically must be how the opportunities for women to
the goal of formal education. pursue a career have increased during the
Therefore, through an imaginary situation, last thirty years.
students were asked to:
1. Understand the details of the moral
dilemma given
2. Point out important concerns,
3. Use past learning to solve the problem at
hand
 4. Come up with various decisions that they
would take
5. Check the accuracy of the alternative
decisions
6. Come up with the most appropriate
solution to the problem
7. Thus, through this moral dilemma
method, Kohlberg proposes to apply
cognitive thinking for the moral
development of individuals.
3. Focus On Student Activity and Discovery
The moral dilemma approach used by Lawrence
Kohlberg encourages student engagement and
activity. Such an approach does not simply
involve teachers spelling out moral principles
and thus looking forward to student’s
understanding and agreeing to them.
Instead, teachers put the students in various
situations, and in place of telling them the moral
principles themselves, they promote students to
come forward with their understanding of moral
dilemmas.
This means that teachers act as facilitators
wherein they simply disclose the details of the
moral dilemma to the students and then assist
them so that they can engage students properly.
THEORIES 9.Howard Garner's 10. Behavioral Theories.
Multiple Intelligences a. Pavlov Classical Theory
b. Thorndike and B F.
Skinner's instrumental
Conditioning.

3
STAGES a. Pavlov Classical Theory
There are three stages of classical
conditioning.
Stage 1: Before Conditioning:
In basic terms, this means that a stimulus in
the environment has produced a behavior /
response which is unlearned (i.e.,
unconditioned) and therefore is a natural
response which has not been taught.
Stage 2: During Conditioning:
During this stage, a stimulus which produces
no response (i.e., neutral) is associated with
the unconditioned stimulus at which point it
now becomes known as the conditioned
stimulus (CS).
Stage 3: After Conditioning:

IMPLICATIONS The educational implications of multiple
intelligence theory in the classroom are as
follows:
1. Students must not be assessed identically
because people may have different types of
intelligences.
2.Technology can be used in the modern age
to assess the different types of intelligence
present in individuals.
3.Topics should not be taught in a
montonous way. It should be taught in
different ways.
4.A wide variety of approaches and activties
must be used for learning so that learners
can think in different ways.
5.Different ways of demonstration must be
used for teaching a topic.
6.Different types of intelligence should be
taken into account when teaching students.
7.Teachers should not limit the potential of
learners by focusing only on one type of
teaching method.
Now the conditioned stimulus (CS) has been
associated with the unconditioned stimulus
(UCS) to create a new conditioned response
(CR).
Educational Implications of Pavlov’s
Classical Conditioning Theory of Learning
The educational implications of Pavlov’s
classical conditioning theory are as follows:
Reward and Punishment
When children receive a reward for an
accomplishment, they feel motivated to
become better.
Removes Superstitions
The teacher can use the classical conditioning
method to eliminate superstitious beliefs
children may hold.
Facilitates Language Learning
The classical conditioning can be helpful in
teaching languages in the classroom.
Helps to Adjust
The classical conditioning method helps
children to adjust in a new environment
comfortably.
Attitude Development
The classical conditioning theory also
facilitates the development of positive
attitudes among learners and the elimination
of negative attitudes.
Arouses Emotions
The classical conditioning theory is also useful
for emotional development as it arouses
feelings of happiness, joy, fear, and more in
the classroom.
Facilitates Creativity
The classical conditioning theory facilitates
the use of creative instructional methods like
the use of audio-visual aids which can make
the classroom environment more engaging and
encouraging.

The educational implications of Skinner’s

operant conditioning theory are as follows.

Eliminates Negative Behaviour: The operant

conditioning theory involves the use of
negative reinforcement which strengthens
behaviour by eliminating unpleasant
behaviour.
Reinforcement: The operant conditioning
theory includes positive reinforcement and
negative reinforcement which can be used to
shape the behaviour of children.
Removes Unwanted Behaviour: The operant
conditioning theory helps in removing the
unwanted behaviour of children such as
demotivation towards learning, tardiness, and
the like.
Motivated Learners: The use of
reinforcement in the form of rewards
motivates children to keep learning and
perform better.
 BILIRAN PROVINCE STATE UNIVERSITY
SCHOOL OF TEACHER EDUCATION

PROF. ED.
CAL
 MATRIX

JHARRA MAE JAYUBO BSEd 1D- SCIENCE

STUDENT