𝗣𝗥𝗢𝗙𝗘𝗦𝗦𝗜𝗢𝗡𝗔𝗟 𝗘𝗗𝗨𝗖𝗔𝗧𝗜𝗢𝗡 𝗡𝗢𝗧𝗘𝗦
Use for problem solving
1. Law of Readiness - preparedness
2. Law of Exercise - practice makes perfect
3. Law of effect - satisfaction
4. Law of primacy - learn first / first impression
5. Law of Recency - now/most recent are best
remembered
6. Law of intensity - impact/ exciting
Ex. Role playing
7. Law of Freedom - right to freedom
8. Law of importance - essentials
Cognitive:
mental skills(knowledge)
Affective:
growth in feelings or emotional areas (Attitude)
Psychomotor:
manual or physical skills (skills)
𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘𝗦 𝗢𝗙 𝗧𝗘𝗔𝗖𝗛𝗜𝗡𝗚
A. create an active learning
B. Focus Attention
C. Connect Knowledge
D. Help students organize their knowledge
E. Provide timely feedback
F. Demand quality
G. Balance high expectations with student support
H. Enhance motivation to learn
I. Communicate your message in variety of ways.
J. Help students to productively manage their time
𝗦𝗧𝗔𝗚𝗘𝗦 𝗢𝗙 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚
1. Acquisition - learning new skill
2. Fluency - practice for mastery of skill
3. Generalization - across time & situation / variety
of setting
4. Adaptation -.
5. Maintenance - performance over time
𝗕𝗟𝗢𝗢𝗠'𝗦 𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗘 𝗗𝗢𝗠𝗔𝗜𝗡
Blooms Taxonomy
Remember - recall facts & basic concepts
define, duplicate, list, memorize,state
Understand - Explain ideas or concepts
Classify, describe, discuss, explain,
locate, recognize
Apply -. Use of information in new situation
execute, implement, solve, use,
demonstrate, interpret, operate
Analyze -. Draw connection among ideas
differentiate, organize, relate, compare,
contrast, distinguish, examine,
expirement, question, test
Evaluate -. Justify a stand or decision
appraise, argue, defend, judge, select,
support, value, critique, weigh
Create -. Produce new or original work
Design, assemble, construct,
conjecture, develop, formulate, author,
investigate
𝗔𝗡𝗗𝗘𝗥𝗦𝗢𝗡 𝗧𝗔𝗫𝗢𝗡𝗢𝗠𝗬
Remembering - recalling
Understanding - making sense of the material you
have learned
Applying -. Use knowledge gained in nee ways
Analyzing -. Breaking the concept into parts
Evaluating -. Making judgement
Creating -. Putting iNformation together in an
innovative way.
𝗔𝗙𝗙𝗘𝗖𝗧𝗜𝗩𝗘 𝗗𝗢𝗠𝗔𝗜𝗡:
✓Receiving - ✓Complex Overt Response - complex movements are possible with a
is being aware of or sensitive to the existence of a certain ideas, minimum of wasted effort and a high level of assurance they will be
material, or phenomena and being willing to tolerate them. successful.
Ex. To differentiate, to accept, to listen (for), to respond to. ✓Adaptation - Movements can modified for special situations.
✓Responding - ✓Origination - New movements can be created for special situations.
os committed in some small measure to the ideas l, materials, or Learning theories
phenomena involved by actively responding to them. A. Behaviourist (classical, operant, Connectionism , Social Learning
Example: to comply with, to follow, to command, to volunteer, to and purposive)
spend leisure time in, to acclaim. PCSO
✓Valuing - Pavlov - Classical
is willing to be perceived by others as valuing certain ideas, materials, Skinner - Operant
or phenomena. Examples include: to increase measured proficiency in, 𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗨𝗥𝗜𝗦𝗠
or relinquish, to subsidize, to support, to debate. A. Classical Conditioning (Ivan Pavlov)
✓Organization - Two stimuli are linked together one Neutral + one Natural Response.
is to relate the value to those already held and bring it into a Adhesive Principle
harmonious and internally consistent philosophy. Examples: to - response attached to stimulus to evoke new response.
discuss, to theorize, to formulate, to balance, to examine. Experimentation:
✓Characterization- (Salivation of Dog and Ring of the bell)
by value or value set is to act consistently in accordance with the Ringing of bell- stimuli
values he or she has internalized. Examples: include: to revise, to Response - Naglalaway ang aso
require, to be rated high in the value, to avoid, to resist, to manage, to Unconditioned Stimulus:
resolve. - automatically produces an emotional or psychological response.
𝗣𝗦𝗬𝗖𝗛𝗢𝗠𝗢𝗧𝗢𝗥 𝗗𝗢𝗠𝗔𝗜𝗡: Unconditioned Response:
✓Perception - Sensory cues to guide motor. - Naturally occurring emotional or physiological response.
Neutral Stimulus:
✓Set - mental, physical, and emotional dispositions that make one
- a stimulus that does not elicit a response.
respond in a certain way to a situation.
Conditioned Stimulus:
✓Guided response - first attempts at a physical skill. trial and error
- evokes an emotional or Physiological response.
coupled lead to better performance.
𝗕. 𝗢𝗣𝗘𝗥𝗔𝗡𝗧 𝗖𝗢𝗡𝗗𝗜𝗧𝗜𝗢𝗡𝗜𝗡𝗚 (𝗕𝗙 𝗦𝗞𝗜𝗡𝗡𝗘𝗥)
✓Mechanism - responses are habitual with a medium level of
Experimentation:
assurance and proficiency. skinner Box (rat)
✓Reinforcement - increase behaviour
✓Punishment - decrease behaviour
✓Positive Reinforcement - 3. Reproduction - to perform the observed
may binigay na gusto ng bata. behaviour
✓Negative reinforcement - 4. Motivation - be motivated
taking something away for the good of students. 𝗘. 𝗣𝗨𝗥𝗣𝗢𝗦𝗜𝗩𝗘 𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗥𝗜𝗦𝗠 / 𝗦𝗜𝗚𝗡 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬
✓Positive Punishment - 𝗧𝗢𝗟𝗠𝗔𝗡
Expirement: Rats
may binigay na ayaw mo / something unpleasant.
- reinforcement is not essential to learning
✓Negative punishment -
- bridge between behaviorism and cognitive theilory
tinagangalan ng bagay na gusto ng bata.
- Learning is acquired through meaningful behavior.
𝗖. 𝗖𝗢𝗡𝗡𝗘𝗖𝗧𝗜𝗢𝗡𝗜𝗦𝗠 𝗧𝗛𝗘𝗢𝗥𝗬 /𝗦-𝗥
According to Tolman, in all learning some intelligence is atwork. It is
( 𝗘𝗗𝗪𝗔𝗥𝗗 𝗧𝗛𝗢𝗥𝗡𝗗𝗜𝗞𝗘)
the learner who actively participates on the act of getting new
- specific stimulus has specific response
experience. He organises his perceptions and observations and gives
Law of Readiness- hinahanda mo sila meaning to them. He explains the theory of rats in teaching the goal
Law of Exercise- nagpapadrills
through many trials as a result of insight or making cognitive map of
Law of Effect - satisfying effect the maze.
Secondary Laws of Learning
𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗜𝗦𝗧
RIP
𝗔. 𝗠𝗘𝗔𝗡𝗜𝗡𝗚𝗙𝗨𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗗𝗔𝗩𝗜𝗗 𝗔𝗨𝗦𝗨𝗕𝗘𝗟
Law of primacy - dapat tama ang tinuro sa una.
"Reception not discovery"
Law of intensity - dapat fun ang learning
- advance organizer
Law of Recency - mas natatandaan ang previous.
- use of graphic organizer
Other law:
𝗕. 𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗘 𝗗𝗘𝗩𝗘𝗟𝗢𝗣𝗠𝗘𝗡𝗧 𝗕𝗬 𝗣𝗜𝗔𝗚𝗘𝗧
Law of association By Aristotle
a). Sensory - 0 to 2 years old - permanent object
Law of similarity - recall similar object
Law of contrast - recall of opposite object b). Pre-operational - 3 to 7 years old - egocentric
Law of Contiguity - recall of an activity which is frequently related Symbolic function
with the previous one. - Centration -
refers to the tendency of the chikd to only focus on one aspects of a
𝗗. 𝗦𝗢𝗖𝗜𝗔𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗡𝗗𝗨𝗥𝗔
thing or event and exclude other aspects EXAMPLE:
Experimentation: Bobo dull
when a child presented with two identical glasses with the same
- may pinaggagayahan
amount of water, the chikd will say they have the same amount of
- focus on observation learning
water. however, once water from one of the glasses is transferred to an
Social learning theory
obviously taller but narrower glass, the chikd migh say that there is
4 steps;
more water in the taller glass.
1. Attention - focus
"The Child only Focus (centered)".
2. Retention - store information
Irreversibly- This refers to the ability to order or arrange things in a series based on
Pre-operational children still have the inability to reverse their one dimension such as weight, volume or size.
thinking. They can understand that 2+3 is 5, but cannot understand that d). Formal operational - 13 to onwards years old -
5-3 is 2. Thinking becomes more logical.can solve abstract problems and can
Animism - hypothesis.
This is the tendency of children to attribute human like traits or Hypothetical reasoning -
characteristics to inanimate objects. The ability to come up with different hypothesis about a problem and
When at night, the child is asked, where the sun is, she will reply, "Mr. to gather and weight data in order to make final decisions or
Sun is asleep." judgement.
Transductive reasoning - (What if questions)
This refers to the pre-operational child's type of reasoning that is Analogical reasoning -
neither inductive nor deductive. This is the ability to perceive the relationship in one instance and then
Example: since her mommy comes home everyday around six o'clock use that relationship to narrow down possible answers in another
in the evening, when asked why it is already night, the child will say, similar situation or problem.
"because my mom is home". Deductive reasoning -
c). Concrete operational - 7 to 11 years old - begin learning logical This is the ability to think logically by applying a general rule to a
reasoning. particular instance or situation.
Decentering - For example, all countries near the north pole. therefore, Greenland
This refers to the ability of the child to perceive the different features has cold temperatures
of objects and situations. 𝗖. 𝗦𝗖𝗛𝗘𝗠𝗔/𝗦𝗖𝗛𝗘𝗠𝗔𝗧𝗔 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗥𝗟𝗘𝗧
This allows child to be more logical when dealing with concrete Schema-
objects and situations. - refers to the prior knowledge
Reversibility - Assimilation -
The child can now follow that certain operations can be done in This is this is the process if fitting a new experience into an existing or
reverse. For example, they can already comprehend the cummutative previously created schema.
property of addition, and that subtraction is the reverse of addition. Accomodation-
Conversation- This is the process if creating a new schema.
This is the ability to know that certain properties if objects like Equilibrium -
number. Mass, Volume, or area do not change even if there is a change Achieving proper balance between Assimilation and accommodation.
in appearance. Because of the development of the child's ability of If not match our schemata we experience
decentering and also reversibility, the concrete operational chikd can "Cognitive disequilibrium"
now judge rightly that the same as when the water was shorter but 𝗗. 𝗚𝗘𝗦𝗧𝗔𝗟𝗧 𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘 𝗢𝗙 𝗩𝗜𝗦𝗨𝗔𝗟 𝗣𝗘𝗥𝗖𝗘𝗣𝗧𝗜𝗢𝗡 𝗕𝗬 𝗚𝗘𝗦𝗧𝗔𝗟𝗧
wider glass. - determine what we see/percept.
Seriation -
 Laws of Gestalt (Short Duration)
Gestalt means "whole". Long term Memory - has an unlimited amount of space as it can store
Law of similarity - memories from a long time ago to be retrieved at a later time.
Kapag kapareho Long term memory
Law of pragmanz or Law of Good Figure - 1. Episodic Memory
Symmetry order- brain will perceive ambiguous shapes in as simple a - recalling episodes (events)
manner as possible for example, a monochrome of the Olympic logo is 2. Semantic Memory
seen as a series of overlapping circles rather than a collection of a - knowledge of a general Facts, principles and concepts.
curved lines. 3. Procedural Memory
Law of proximity - refers to how close elements are to one another. - refers to "know how" as opposed to "know about".
The strongest proximity relationship are those between overlapping 𝗚. 𝗖𝗨𝗠𝗨𝗟𝗔𝗧𝗜𝗩𝗘 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗕𝗬 𝗥𝗢𝗕𝗘𝗥𝗧 𝗚𝗔𝗚𝗡𝗘
subjects, but just grouping objects into a single area can have a strong Gradual development of knowledge and skills that improve over time.
proximity effect.
Law of Continuity - posits that the human eye will follow the
smoothest path when viewing lines, regardless of how the lines were
actually drawn
Law of Closure - "fill the gap"
is one of the coolest gestalt principles and one I already touched on at
the beginning of this piece. It's the idea that your brain will fill in the
missing parts of a design or image to create a whole
𝗘. 𝗜𝗡𝗦𝗜𝗚𝗛𝗧 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗪𝗢𝗟𝗙𝗚𝗔𝗡𝗚 𝗞𝗢𝗛𝗟𝗘𝗥
- sudden grasping of the solution, a lash of understanding, without any
process of trial and error.
Learning happen in sudden -"Eurika"
(Aha moment)
Expirement: monkey names (Sultan)
Believes that the whole is more important than the parts.so Learning
takes place as a whole.
𝗙. 𝗜𝗡𝗙𝗢𝗥𝗠𝗔𝗧𝗜𝗢𝗡 𝗣𝗥𝗢𝗖𝗘𝗦𝗦𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 (𝗔𝗧𝗞𝗜𝗡𝗦𝗢𝗡 𝗔𝗡𝗗
𝗦𝗛𝗜𝗙𝗙𝗥𝗜𝗡)
Sensory memory - it holds information that the
mind perceives through various senses.
(small capacity).
Short term memory - last around 30 seconds.