Scribd Logo
Upload

Welcome to Scribd!

  • Facilitating Learner-Centered

    Uploaded by

    AQUINO ALODIA NOREEN
    10 views12 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    10 views12 pages

    Facilitating Learner-Centered

    Uploaded by

    AQUINO ALODIA NOREEN

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 12
    Alexander and Murphy gave a summary of the 14 Principles: 1. The knowledge base ~ one’s existing knowledge serves as the foundation of all future learning, The learner's previous knowledge will influence new learning how one represents information, makes association and filters new experiences. 2. Strategic processing and control - Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively (metacognition). 3. Motivation and affect: Factors such as intrinsic motivation (from within), reason for wanting to lear, personal goals and enjoyment of learning tasks have a crucial role in the learning process. 4 Development and Individual Differences - Learning is a unique journey for each person because of his own unique combination of genetic and environmental factors that influence him. 5. Situation or Context, Learning happens in the context of the society as well as within the individual. JEAN PIAGET - Cognitive Theory of Development - Focus is how individuals construct knowledge- how knowledge developed in the individual. - His research involved observing small number of individuals and how they responded known as Piagetian tasks: Conservation of matter Conservation of number liquid Conservation of length * Conservation of area, weight, displacement and volume + Conservation Stages: > Preconserver ~ consistently centers on only one dimension of the situation; perception guides thinking rather than logic > Transitional Thinker - is inconsistent, may be swayed by having an answer challenged; may conserve in the first example but not in the second. A Basic Cognitive Concepts: 1. Schema -the cognitive structures by which individuals intellectually adapt to and organize their environment, ‘An individual's way to understand or create meaning about a thing or ‘experience Assimilation ~ the process of fitting a new experience into an e created cognitive structures or schema 3. Accomodation - the process of creating a new schema 4+ Equilibration ~ a a 14 0F previously ing proper balance between assimilation and accommodation + Cognitive disequilibrium - when one’s experience do not match the schemata PIAGET'S STAGES OF COGNITIVE DEVELOPMENT Stage 1. Sensori-motor Stage. (birth to infancy) prominence of the senses and muscle movement thru which the infant comes to learn about himself and the world ‘Teachers should aim to provide a rich and stimulating environment with appropriate objects to play with ~ Object permanence Stage 2. Pre-operational Stage (2-7 years- Pre-school Year) Intelligence is intuitive in nature Child can make mental representations, able to pretend, closer to symbols, highlighted by: ‘Symbolic function - represent objects and events >. Egocentrism - tendency of the child to see only his own point of view Centration -tendency of the child to focus only on one aspect ofa thing to exclude other aspects Reversibility - inability to reverse their thinking, Eg. Understands 2 +3=5 but NOT 5-3 =2 ‘Animism - tendency to attribute humanlike traits or characteristics to inanimate objects (Mr. Sun is asleep.) ‘Transductive reasoning ~ neither inductive or deductive ILA causes B, then B causes A ‘Stage 3. Concrete-Operational Stage. (8-11 years) lity ofthe child to think logically but only in terms of concrete object; a. Decentering - ability ofthe child to perceive the different features of objects and situations b. Reversibility Conservation - ability to know that certain properties of objects like number, ‘mass, volume, area do not change even there is a change of appearance = weight, volume, size ser 4. Seriation.~ ability to order or arrange things Stage 4. Formal Operational Stage (12-15 up) = Thinking becomes more logical, solving abstract problems, hypothesize a tif” questions b. Analogical reasoning , then Bis __ ERIK ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT (8 STAGES OF LIFE) ~ Derived from “psycho” (mind, brain, personality, etc.) and “social” (external relationship with and environment) ~The theory served as basis for broad and complex discussion of analysis of personality and behavior, for understanding and facilitating personal development of self and others ~ Helps the teacher understand the environmental factors that affect the students’ personality and behavior. - Useful in teaching, parenting, self-awareness, managing and coaching, dealing with conflict, for understanding he self and others ~The theory highlighted the influence of one’s environment, particularly on how earlier experiences gradually build upon the next and result into one’s personality = Each stage has a psycho-social crisis (contrary dispositions) ‘Syntonic (positive disposition) - eg. TRUST Dystonic (negative disposition) vs. MISTRUST Malignancy ~ too little positive ‘Too much negative Maladaptation- too much positive, too little negative 1" Stage (Infancy) - the goal is to develop trust without completely eliminating the capacity for mistrust LEARNING/ THINKING STYLES AND MULTIPLE INTELLIGENCES Learning/Thinking Styles- refer to the preferred way an individual processes information. They describe a person's typical mode of thinking, remembering or problem-solving. Sensory Preferences.- Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in one of the following types: 1. Visual Learners: eg, Visual-iconic (visual imagery) or visual-symbolic (abstract, symbolism) 2. Auditory Learners -leatn best through verbal lectures, discussions, talking things, etc. (eg, the listeners and the talkers) 3. Tactile/ Kinesthetic learners. - benefit from the hands-on approach, actively exploring the physical world around them 4. Global-Analytic Continuum Analytic thinkers- tend toward th “tree seers” ar, step-by-step processes of learni Global thinkers- lean towards the non-linear thought and tend to see the whole pattern rather than particle elements; the “forest seers”. Multiple Intelligences (MI Theory) by Howard Gardner -Gardner believes that different intelligences may be independent abilities ~ a person can be low in one domain area but high in another. All of us possess the intelligences but with varying degrees of strength and skill. 1. Visual/ Spatial Intelligence (Picture Smart) ~ learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. 2. Yerbal/ Linguistic (Word Smart) - learning through the spoken and written word 3. Mathematical/ logical - (Number Smart/Logic Smart) - learning through reasoning and problem solving 4. Bodily/kinesthetic (body smart) — learning through interac 5. Musical (Music Smart) - learning though patterns, rhythms and music 6. Intrapersonal (Self Smart): learning through feelings, values and attitudes 7.Jnterpersonal (People Smart) - learning through interaction with others 8, Naturalist (Nature Smart) -learning through classification, categories and hierarchies. 9. Existential (Spirit Smart)-th and application of new learning. n with one's environment intelligence seeks connection to real world understanding Stage 1- Infancy er eee Maladaptation (a0 much at) Psychosocial Crisis Malignancy to much mist) alad ‘Trust vs. Mistrust withdrawal Virtue HOPE Stage - Early Childhood (18 mos.-3 0r4 years old) os; | aladapaten (oo much ator Psychosocial Crisis impulsiveness ‘Autonomy vs. Shame and doubt Virtue Will Power or determination Malignancy (too mech shame & oust) Comoulsiveness eN ‘Stage 3 Early Childhood (3.074105 or sixyears of ane) ‘ronan eo rmoeniiatve) ruthlessness oN I cr Psychosocial Csi Initiative vs. ult ‘wrtue COURAGE, ‘Stage 4 Schook-Stage Stat (to 12 years of oe) ‘aatgnaney (oo ruc lt) Inhibition Toner om ndustTy) arrow vituosi Paychorocial Criss Industry v.Inferioity aspen foo men inferioity) Inertia Virtue COMPETENCY ‘stage S~ Adolescence (Puberty to 18-20 years) ‘waite os mae) Fanaticsm Psychosocial Crisis Identity v.Role Confusion Tagen fo much ey etn) Repudlation virtue oeuTy ‘Stage 6- Young Adulthood (18 to about 30 vears old)

    You might also like