ASSESS

Activity 1. Identify the mental abilities the learners possess based on the descriptions
provided.

1. John claims that 5 + 3 and 3 + 5 are both equal to 8.

 REVERSIBILITY ABILITY
2. Susan peeped under the cabinet where her ball rolled in.
 PRE-OPERATIONAL ABILITY
3. Kenneth reads the days of the week in the calendar from left to right.
 REVERSIBILITY ABILITY
4. Rocky argues that the 4Ps program has more disadvantages than advantages.
 HYPOTHETICO-DEDUCTIVE REASONING
5. Mary insists that her rules must be followed.
 HYPOTHETICO-DEDUCTIVE REASONING
6. Enzo does not envy his younger brother who received five one-peso coins while he has one five-
peso coin.
 DECENTRATION
7. Josie grabs the milk bottle of the baby next beside her.
 GOAL DIRECTED ACTIONS
8. Renzo explains that the cold water comes from the block of ice that melted.
 HYPOTHETICO-DEDUCTIVE REASONING
9. Teresa groups tamarind, santol, kamias, and pomelo together.
 CLASSIFICATION
10. Three-year-old Kenjie names the picture of a bird correctly.
 SEMIOTIC FUNCTION

Activity 2. Design one Piagetian task along with your area of specialization that is localized and
contextualized for target learners.
CLASSIFICATION TASK:
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 CHALLENGE
1. As a future teacher in the elementary or secondary school, how will you apply your
knowledge of the process of equilibration and Piaget's stages of development in your
classroom? How does this knowledge influence your selection of what to teach and
how to teach it?
• As a future educator, I plan to use my knowledge of the equilibration process and
Piaget's stages of development in my classroom by engaging students in a variety of
activities based on their abilities, activities that will encourage them to share their
knowledge and learn new things. I'll also share knowledge that I've gained through
discussion, sharing ideas and thoughts, and it'll help me learn from the students. And, in
terms of knowing their abilities and prior knowledge, the knowledge I have will
influence my choice of what to teach and how to teach.

2. Why does a teacher prefer the use of more concrete instructional methods in teaching
to encourage students to think more formally?
• More concrete instructional methods are preferred by teachers because they enable
students to learn more easily and clearly. Learners will be more motivated to learn and
think critically if they are taught using concrete instructional methods.

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 • Teacher are preferred the concrete instructional methods in teaching because it make
possible the students to learned easily and effectively. And learners will be motivated to
do something to learned more.

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