MAGLENTE

Review and Training Center

FACILITATING
LEARNER-CENTERED
TEACHING
RAYMART T. VILLAMOR, LPT
Lecturer
MRTC Passer, BLEPT September 2019
BSED Filipino (Cum Laude)- Bicol University
Master of Arts in Filipino Education- Bicol University (In progress)
T-1, Temistocles A. Merioles Sr. Memorial High School
Part Time Instructor, Masbate Colleges
What is learning?
❑ involves the acquisition of new elements of
knowledge, skills, beliefs and specific behaviour.
❑ the act of gaining knowledge (to learn something),
the knowledge gained by virtue of that act (that which
is known) the process of gaining knowledge (learning
how). Banner and Cannon, 1997.
❑ ongoing process of continued adaptation to our
environment, assimilation of new information and
accommodation of new input to fit prior knowledge.
Principles of Learning
❑ Learning by doing is more effective than just sitting
and listening.
❑ Concepts should be presented in varied or different
ways.
❑ Learning is aided by formulating and asking
questions.
❑ Effort is put forth when tasks are challenging.
❑ The principle of readiness is related to the learners'
stage of development.
Learning Theories
Sets of conjectures and hypothesis that
explain the process of learning or how learning
takes place.
1. Which of the following issues are
central to developmental psychology?

A. Assimilation and Accommodation

B. Nature vs. Nurture
C. Pre-conventional and post-conventional
thinking
D. Private speech and scaffolding
 DEVELOPMENTAL
PSYCHOLOGY
Nature vs. Nurture
• Development is influenced by both heredity (nature)
and environment (nurture).
• The nature (heredity) is responsible for many of our
physical characteristics such as hair, eye color, facial
features and to some extent the height and weight.
• Many of our characteristics can be influenced by
environment (nurture).
PRINCIPLES OF GROWTH
AND DEVELOPMENT
❖ Growth and development is a
continuous process

• As a child develops, he or she adds to the skill

already acquired and the new skills become the basis
for further achievement and mastery of skills.
• Most children follow a similar pattern.
• Also, one stage of development lays the foundation
for the next stage of development.
❖ Development depends on maturation
and learning.

• Maturation refers to the sequential characteristics

of biological growth and development.
• The biological changes occur in sequential order and
give children new abilities. Changes in the brain and
nervous system account largely for maturation.
❖ Development proceeds from the
simple (concrete) to the more
complex.
• Children use their cognitive and language skills to
reason and solve problems. For example, learning
relationships between things (how things are similar)
or classification, is an important ability in cognitive
development.
❖ Growth and development proceed from
general to specific.

• In motor development, the infant will be able to grasp an

object with whole hand before using only the thumb and
forefinger.
• The infant's first motor movements are very generalized,
undirected and reflexive, waving arms or kicking before
being airte to reach or creep toward an object
❖ There are individual rates of growth
and development

• Growth occurs from large muscle movements to more

refined movements to more refined (smaller) muscle
movements.
• Each child is different and the rates at which individual
children grow is different. Although the patterns and
sequences for growth and development are usually the
same for an children, the rate at which individual children
reach developmental stages will be different.
2. Which of the following refers to
changes of a person as he grows in terms
of age?

A. Development
B. Heredity
C. Growth
D. Environment
Basic Concepts
❑ Development involves increase in the complexity of
function and skill progression, the capacity and skill
of a person to adapt to the environment and pertains
to the behavioral aspect of growth.

❑ Heredity is the process of transmitting biological

traits from parents to offspring through genes, the
basic unit of heredity.
Basic Concepts
❑ Growth pertains to the physical change and increase
in size and can be measured quantitatively. Indicators
of growth are height, weight, bone size and
dentition. The growth rate is rapid during the
prenatal, neonatal, infancy and adolescence, slows
during childhood and minimal during adulthood.

❑ Environment refers to the surrounding condition that

influences growth and development.
 GROWTH AND DEVELOPMENT
GROWTH DEVELOPMENT
The physical process of development, Overall and progressive changes of
particularly the process of becoming the child
physically larger

Physical Physical, intellectual, emotional,

social
Stops at maturation Continues till death
Can be measured accurately Subjective interpretation of one’s
(quantitative) change (qualitative)
3. When the development proceeds from
near to far, from central axis of the body
toward the extremities, this is
____________________ development.

A. Cephalocaudal
B. Ontogenetic
C. Proximodistal
D. Phylogenetic
◼ Cephalocaudal principle is
development that proceeds from the
head downward. This principle
describes the directions of growth and
development. According to this
principle, the child gains control of
the head first, then the arms and then
the legs.
◼ Proximodistal development principle
proceeds from the center of the body
outward that also describes the
direction of development. This means
that the spinal cord develops before
outer parts of the body. The child's
arms develop before the hands and
the hands and feet develop before the
fingers and toes.
❑ Ontogenetic development can be conceptualized as
the portion of physical, cognitive, emotional, and
social development that can be attributed to
experiences with the environment and the individuals
within the environment.

❑ Phylogenetic development refers to the portion of

physical, cognitive, emotional, and social
development that can be attributed to an individual’s
genetic make-up. Development found to be universal
in normally developing children across categories
such as culture or socioeconomic status can be
assumed in many cases to be phylogenetic in nature.
❑ Development found to be universal in normally
developing children across categories such as culture
or socioeconomic status can be assumed in many
cases to be phylogenetic in nature.
4. Adolescents exhibit what common
characteristics?

A. Reasonable and secure

B. Feel intense emotions and sense of
disequilibrium
C. Slow but steady physical growth
D. Passive and obedient
Adolescence Stage
(13 or 14 to 18 years of life)

• The developmental tasks are focused on the

developing independence in preparation for
adulthood and in establishing a sense of identity.
• Period of heightened emotionality, a time of "storm
and stress”.
• The important social changes in adolescence include
increased peer-group influence, more mature
patterns of social behaviour, new social groupings
and new values in the selection of friends and leaders
and social acceptance.
5. A student has difficulty in reading. When the
teacher traced the child’s history, the teacher
found out that the student came from a
dysfunctional family. Aside from that, the
learner was also abused and neglected. What
could have caused the student’s reading
disability?

A. Emotional factors
B. Neurological factors
C. Poor teaching
D. Immaturity
6. Which stage among Havighurst’s
developmental tasks with mature relations of
both sexes?

A. Early childhood
B. Adolescence stage
C. Late childhood
D. Early adulthood
ROBERT HAVIGHURST’S
DEVELOPMENTAL STAGE
AND TASKS
DEVELOPMENTAL STAGE DEVELOPMENTAL TASK
Infancy vs. Early Childhood • Eat solid foods
(birth to 6 years old) • Walk & Talk
• Control elimination of wastes
• Relate emotionally to others
• Distinguish right from wrong through
development of conscience
• Learn sex differences and sexual modesty
• Achieve personal Independence
• Form simple concepts of social and physical
reality
Middle Childhood • Learn physical skills required for games
(6-12 years old) • Build healthy attitudes towards oneself
• Learn to socialize with peers
• Learn appropriate masculine or feminine role
• Gain basic reading, writing and mathematical
skills
• Develop concepts necessary for everyday living
• Formulate a conscience based on a value system
• Achieve personal independence
• Develop attitudes toward social groups and
institutions
DEVELOPMENTAL STAGE DEVELOPMENTAL TASK
Adolescence • Establish more mature relationships with same-age
(13-18 years old) individuals of both sexes
• Achieve a masculine or feminine social role
• Accept own body
• Establish emotional independence from parents
• Achieve assurance or economic independence
• Prepare for an occupation
• Prepare for marriage and building of family
• Acquire skills necessary to fulfill civic
responsibilities
• Develop a set of values that guides behavior
Early Adulthood • Select a partner
(19-30 years old) • Learn to live with a partner
• Start a family
• Manage a home
• Establish self in a career/occupation
• Assume civic responsibilities
• Become part of a social group
DEVELOPMENTAL DEVELOPMENTAL TASK
STAGE
Middle Adulthood • Fulfill civic and social responsibilities.
(30-60 years old) • Maintain an economic standard of living
• Assist adolescent children to become responsible, happy
adults
• Relate one's partner
• Adjust to physiological changes
• Adjust to aging parents
Later Maturity • Adjust to physiological changes and alterations in health
(60 years old and above) status
• Adjust to retirement and altered income
• Adjust to-death of spouse
• Develop affiliation with one's age group
• Meet civic and social responsibilities
• Establish satisfactory living arrangements
 ROBERT HAVIGHURST’S
DEVELOPMENTAL STAGE
AND TASKS

Infancy vs. Childhood

Middle Childhood
Adolescence
Early Childhood
Middle Adulthood
Later Maturity
7. A teacher attempting to develop a
student’s metacognitive skills must teach
them how to:

A. Recall past lessons

B. Formulate hypothesis
C. Visualize
D. Think about their thinking
METACOGNITION
Learners' automatic awareness
of their own knowledge and their
ability to understand, control, and
manipulate their own cognitive
processes.
Metacognitive skills:
1. Set Learning Goals
2. Understand their own Learning
Styles
3. Evaluate their own Learning
8. Exploration of the environment occurs
mostly through the use of the five senses
and motor skills is
called______________.

A. Sensorimotor
B. Concrete Operational
C. Pre-operational
D. Formal operational
 PIAGET’S COGNITIVE
DEVELOPMENT

Comprehensive theory
about the nature and
development of human
intelligence across the
lifespan.
STAGE 1: SENSORI-MOTOR STAGE

❑The first stage corresponds from birth to

infancy.

❑This is the stage when a child who is

initially reflexive in grasping, sucking, and
reaching becomes more organized in his
movement and activity.
OBJECTIVE PERMANENCE

❑ The ability of the child to know that an

object still exists even when it is out of
sight.

❑This ability is attained in the sensori-motor

stage.
STAGE 2: PRE-OPERATIONAL STAGE

❑It covers from about two to seven years old,

roughly corresponding to the pre-school age.

❑Intelligence at this stage is intuitive in

nature.

❑The child can now make mental

representation and is able to pretend or
make-believe.
SYMBOLIC FUNCTION
❑ This is the ability to represent objects and events.

❑ Symbolic function gradually develops in the period between 2

to 7 years old.

❑ Symbol is a thing that represents something.

EGOCENTRISM

❑ This is the tendency of the child to see only his point of view
and to assume that everyone also has his same point of view.

❑ The child cannot take the perspective of others.

 CENTRATION
❑ This refers to the tendency of the child to focus only on one
aspect of a thing or event and excludes other aspects.

IRREVERSIBILITY

❑ Pre-operational children still have the inability to reverse their

thinking.

❑ Example, they can understand that 2+3 is 5, but cannot

understand that 5-3 is 2.
 ANIMISM
❑ This is the tendency of children to attribute human-like traits or
characteristics to inanimate object.

❑ Example, When at night, the child is asked, where the sun is, she
will reply, “Mr. Sun is asleep.”

TRANSDUCTIVE REASONING
❑ This refers to the pre-operational child’s type of reasoning that
is neither inductive nor deductive.

❑ Example, since her mommy comes home everyday, at around

six o’clock in the evening, when asked why it is already night,
the child will say, “because my mom is already home”.
STAGE 3: CONCRETE OPERATIONAL STAGE

◼ This stage is characterized by the ability of the child to

think logically but only in terms of concrete objects.

◼ This covers approximately the ages between 8- 11

years old or the elementary.
DECENTERING

❑ This refers to the ability of the child to perceive the different

features of objects and situations.

REVERSIBILITY

❑ The child can now follow that a certain operation can be done
in reverse.

❑ Example, they can already comprehend the commutative

property of addition, and that subtraction is the reverse of
addition.
CONSERVATION

❑ This is the ability to know that certain properties of objects like

numbers, mass, volume, or area do not change even if there is a
change in appearance

SERIATION

❑ Ability to order or arrange things in a series based on one

dimension such as weight, volume or size.
STAGE 4: FORMAL OPERATIONAL STAGE

❑ It covers the ages between 12 and 15 years old.

❑ Thinking is more logical.

❑ They can now solve abstract problems and can

hypothesize.
HYPOTHETICAL REASONING
❑ This is the ability to come up with different hypotheses about a
problem.

❑ Gather and weigh data in order to make a final decision or

judgment

ANALOGICAL REASONING
❑Ability to perceive the relationship in one instance and then use
that relationship to narrow down possible answers in another
similar situation or problem
DEDUCTIVE REASONING

❑ This is the ability to think logically by applying a general rule to

a particular instance or situation.

❑ Example, all countries near the north pole have cold

temperature. Greenland is near the North pole. Therefore,
Greenland has a cold temperature.
9. Object permanence is knowing that an
object exists even when it is out of sight.
In what stage does an individual
experience this?

A. Sensorimotor
B. Concrete Operational
C. Pre-operational
D. Formal operational
10. When small children call all animals
‘dogs’, what process is illustrated based
on Piaget’s cognitive development
theory?

A. Accommodation
B. Conservation
C. Assimilation
D. Reversion
Basic Cognitive Concepts
❖ Schema – an individual’s way to understand or create
meaning about a thing or experience.

❖ Assimilation – the process of taking in new information into

our previously existing schema is known as assimilation. The
process is somewhat subjective, because we tend to modify
experience or information somewhat to fit in with our
preexisting beliefs. In the example above, seeing a dog and
labeling it “dog” is an example of assimilating the animal into
the child’s dog schema.
Basic Cognitive Concepts
❖ Accommodation - part of adaptation that involves changing
or altering our existing schemas in light of new information,
a process known as accommodation. Accommodation involves
altering existing schemas, or ideas, as a result of new
information or new experiences. New schemas may also be
developed during this process.

❖ Equilibration/equilibrium – achieving proper balance

between assimilation and accommodation.
11. What should teachers provide to
children in the concrete operational
stage?

A. Activities for hypothesis formulation

B. Activities that involve problems of
classification and order
C. Activities for evaluation purposes
D. Stimulating environment with objects to
play with
12. Which earning principle is the
essence of Gardner’s theory on multiple
intelligence?

A. Almost all learners are linguistically

intelligent.
B. Intelligence is not measured in one form.
C. Learners have different IQ levels
D. Learners have static IQ
GARDNER’S THEORY ON
MULTIPLE INTELLIGENCE

❑ Howard Gardner, a psychologist and

Professor at Harvard University's
Graduate School of Education defines
intelligence as "the capacity to solve
problems or to fashion products that are
valued in one or more cultural setting"
(Gardner & Hatch, 1989).
❑ Using biological as well as cultural
research, he formulated a list of
intelligences. This new outlook on
intelligence differs greatly from the
traditional view that usually recognizes
only two intelligences, verbal and
mathematical.
13. Which teaching practice is contrary to the
child’s multiple intelligence theory of
Gardner?

A. Using portfolios as an alternative way of

assessing learning.
B. Limiting the assessment of learning to paper-
and-pencil tests.
C. Utilizing varied ways of assessing learning.
D. Encouraging the class to use creative ways to
show what was learned.
14. Which is an example of a
metacognitive skill?

A. Recalling a name
B. Listening to a lecture.
C. Planning an effective learning strategy.
D. Reading a poem aloud.
15. Vygotsky suggested that when
students are capable but not yet learned,
teachers should assist them by using any
of the following methods except:

A. Social interaction and private speech

B. Assisted discovery and problem solving.
C. Perceived appearance
D. Scaffolding
 SOCIO-CULTURAL THEORY
LEV VYGOTSKY
❑ Lev Vygotsky (1896-1934) was a
Russian psychologist who argued that
culture has a major impact on a child’s
cognitive development (Sociocultural
Theory of Cognitive Development).
❑ Although Vygotsky acknowledged
intrinsic development, he argued that it
is the language, writings, and concepts
arising from the culture that elicit the
highest level of cognitive thinking.
 SOCIO-CULTURAL THEORY
LEV VYGOTSKY
❑ He believed that the social interactions
with adults and more learned peers can
facilitate a child’s potential for
learning. Without this interpersonal
instruction, he believed children’s
minds would not advance very far as
their knowledge would be based only
on their own discoveries.
16. It describes a developmental phase of
learning in which a learner will fail at a
task if done independently, but not if he
or she is given support.

A. Zone of Proximal Development

B. Scaffolding
C. Private speech
D. Assisted discovery
 KEY CONCEPTS OF SOCIO-CULTURAL
THEORY OF LEV VYGOTSKY

◼ Zone of Proximal Development- occurs when they children

can almost perform a task, but not quite on their own without
assistance. They should be taught in the ZPD.

◼ Scaffolding- the temporary support that parents or teachers

give a child to do a task. Researchers have applied the
metaphor of scaffolds (the temporary platforms on which
construction workers stand) to this way of teaching.
 KEY CONCEPTS OF SOCIO-CULTURAL
THEORY OF LEV VYGOTSKY

◼ Private speech (inner speeches)- belief that children talk to

themselves in order to solve problems or clarify thoughts.
Talking to oneself becomes a practice only engaged in when
we are trying to learn something or remember something. This
inner speech is not as elaborate as the speech we use when
communicating with others.

◼ Assisted Discovery- interpersonal instruction with adults and

more learned peers in which children’s minds would advance
very far.
17. Based on Bandura’s theory, which conditions
must be present for a student to learn from a model.

I. Attention II. Retention

III. Motor reproduction IV. Motivation

A. I and II
B. I, II, III
C. I, II, II, IV
D. III and IV
 ALBERT BANDURA'S SOCIAL /
OBSERVATIONAL LEARNING THEORY
❑ People team through observation,
simulation, modeling which
means watching (observing),
another called a model and later
imitating the model's behavior.
❑ Concentrates on the power of
example.
 FOUR PHASES OF SOCIAL /
OBSERVATIONAL LEARNING THEORY
❑ Attention - mere exposure does not ensure acquisition of behavior.
Observer must attend to recognize the distinctive features of the
model’s response.
❑ Retention - reproduction of the desired behavior implies that
student symbolically retains that observed behaviour.
❑ Motor Reproduction Process - after observation, physical skills and
coordination are needed for reproduction of the behavior learned.
❑ Motivational Process - although observer acquires and retains
ability to perform the modeled behavior, there will be no overt
performance unless conditions are favourable.
18. This is the stage where the self is of
the greatest concern.

A. Pre-conventional
B. Conventional
C. Post- conventional
D. between conventional and post-
conventional
 KOHLBERG’S
MORAL DEVELOPMENT THEORY

❑ Lawrence Kohlberg was a Jewish

American psychologist born in
Bronxville, New York, who served as a
professor at the University of Chicago,
as well as Harvard University.
Concentrates on the power of example.
❑ He views moral thinking as part of a
sequence which also includes logical
thought development and the ability to
view a situation from other's
perspective.
19. Oral decisions are made to satisfy the
needs of the group and to maintain the
social order.

A. Pre-conventional
B. Conventional
C. Post- conventional
D. between conventional and post-
conventional
20. The student says: “I must not cheat even if
everyone in class cheats. Never mind if I get
ostracized for that. I will only cheat myself if I do.”
In the context of Kohlberg’s moral development
theory, in what moral development level is the
student?

A. Pre-conventional
B. Conventional
C. Post- conventional
D. between conventional and post-conventional
21. A Grade I pupil is asked, “Why do you pray
every day?”. He answered “Because Daddy said
so.” Based on Kohlberg’s theory, in which
moral development level is he?

A. Pre-conventional
B. Conventional
C. Post- conventional
D. between conventional and post-conventional
 PSYCHOSOCIAL THEORY
❑ For Erik Erikson, the most important
force driving human behavior and the
development of personality was social
interaction.
❑ His developmental theory of the "Eight
Stages of Man" was unique in that it
covered the entire lifespan rather than
childhood and adolescent development.
❑ Erikson’s view was that the social
environment combined with biological
maturation provides each individual
with a set of “crises” that must be
resolved.
 PSYCHOSOCIAL THEORY

❑ The individual is provided with a

"sensitive period" in which to
successfully resolve each crisis before
a new crisis is presented.
❑ The results of the resolution, whether
successful or not, are carried forward to
the next crisis and provide the
foundation for its resolution.
PSYCHOSOCIAL THEORY
TMAD IGII IRII GSID
HoWPC Fid Love, Care & Wisdom
22. It is the stage in the Psychosocial
theory where “Who am I” is important?

A. Trust vs. Mistrust

B. Industry vs. inferiority
C. Identity vs. role confusion
D. Intimacy vs Isolation
23. According to Erikson, preschool
children are attempting to resolve which
of the following socio-emotional issues?

A. Initiative vs. guilt

B. Trust vs. mistrust
C. Identity vs. role confusion
D. Intimacy vs. Isolation
24. A child who is cold towards the
people around him might have failed to
attain what basic goal on Erikson’s
theory?

A. Autonomy
B. Trust
C. Initiative
D. Integrity
25. Liza volunteers to tutor at-risk
children in her community for free so
they learn to love school and stay in
school. Liza’s moral development is
concerned with:

A. Obedience and discipline

B. Law and order
C. self-actualization
D. universal principles
26. Contrary to Freud’s concept that the
primary motivation of human behavior
is sexual in nature, Erikson’s is
______________ in nature.

A. Social
B. Cultural
C. Physical
D. Biological
27. Which of the following statements is true about
Erikson’s theory?
I. Erikson proposed that individuals pass through
eight psychosocial stages with a crisis to be resolved
at each stage.
II. Most people resolve developmental crises as they
pass through the psychosocial stages, but some do
not, thus they end up dealing with them later in life.
III. Erikson’s theory de-emphasizes the role of the
environment, both in causing a crisis and
determining how it will be resolved.
A. I only B. II only C. III only D. I and II
28. Instincts are under what mental
dimension?

A. Ego and superego

B. Ego
C. Id
D. Superego
 PSYCHOANALYTIC THEORY
BY SIGMUND FREUD

❑ Beliefs focus on the

formation of personality.
❑ According to this approach,
children move through
various stages, confronting
conflicts between biological
drives and social
expectations.
 PSYCHOANALYTIC THEORY
BY SIGMUND FREUD
THREE COMPONENTS OF PERSONALITY
1. Id – the person’s instinctual drives; the first component
of personality to evolve; pleasure principle.
2. Ego – the rational, controlling component of the
personality, which tries to satisfy needs through
appropriate, socially acceptable behaviors; deciding
agent; reality principle.
3. Super-ego – the personality component that is the
repository of the child’s internalization of parental or
societal values, morals and roles; morality principle.
29. “Do not cheat. Cheating does not pay.
If you do, you cheat yourself,” says the
voiceless voice within you. In the context
of Freud’s theory, which is /are at work?

A. Id
B. Id and Superego
C. Ego
D. Superego
30. A boy is closer to his mother and a girl
is closer to her father. These instances are
under ________.

A. Oedipal Complex
B. Latent stage
C. Phallic stage
D. Pre-genital stage
 PSYCHOSEXUAL THEORY
BY SIGMUND FREUD
❑ According to Freud, a person goes
through the sequence of five stages,
each stage is dominated by the
development of sensitivity in a
particular erogenous of pleasure –
giving spot in the body.
❑ If individuals are unsuccessful in
resolving a conflict, the resulting
frustration becomes chronic and
remains central feature of their
psychological make-up.
 PSYCHOSEXUAL THEORY
BY SIGMUND FREUD
❑ Fixation – the tendency to
stay at a particular stage as a
result of either frustration or
overindulgence.
 PSYCHOSEXUAL THEORY
BY SIGMUND FREUD
AGE
STAGE CHARACTERISTICS
RANGE
1. Oral 0-18 - Marks the infants need for gratification
months from the mother
- Center of pleasure is in the mouth
- An infant’s eating, sucking, and
chewing do not only satisfy hunger,
but also provide pleasure
2. Anal 2-3 years - Reflect the toddler’s need for
old gratification along the rectal area
- Parents put emphasis on toilet training
 AGE
STAGE CHARACTERISTICS
RANGE
3. Phallic 3-6 years - Concentrates on the preschooler’s
old gratification involving the genitals
- Children at this stage gratify their
sex instinct by fondling their genitals
and developing an incestuous desire
for the opposite sex parent.
- Oedipus Complex – young boys
experience rivalry for their mother’s
attention and affection and regards
father as a sex rival.
- Electra Complex – young girl’s see
their mothers as a rival for father’s
attention.
 AGE
STAGE CHARACTERISTICS
RANGE
4. Latency 6-12 years - During this stage, sexual desires are
old repressed and the entire child’s
available libido is channeled into
socially accepted activities.
- Busiest stage for academics and
play.
5. Genital Puberty - Aim of sex instinct is reproduction
Onwards - Characterized by the maturation of
the reproductive system, production
of sex hormones and reactivation of
the genital zone as an area of sensual
pleasure.
PSYCHOSEXUAL THEORY
OAPhaLaGe
31. According to Freud, defense
mechanisms are developed during what
stage?

A. Oral
B. Anal
C. Phallic
D. Latency
32. A person who has had painful experiences at
a dentist’s clinic may become fearful at the mere
sight of a dental clinic. Which theory can explain
this?

A. Attribution theory
B. Generalization
C. Operant conditioning
D. Classical conditioning
 CLASSICAL CONDITIONING
by IVAN PAVLOV
❑ Ivan Pavlov (Russian Psychologist) is
well known for his work in classical
conditioning or stimulus substitution.
❑ Classical conditioning is the first
systematic study of basic laws of
learning.
❑ the process of repeatedly associating a
previously neutral stimulus with an
unconditioned stimulus in order to
evoke a conditioned response.
 CLASSICAL CONDITIONING
BY IVAN PAVLOV

❖ Extinction – process by which a conditioned response

is lost.
❖ Discrimination – tendency to respond to very
restricted range of stimuli or to only the one used
during training.
❖ Generalization – a process by which the conditioned
response transfers to other stimuli that are similar to the
original conditioned stimulus.
32. A person who has had painful
experiences at a dentist’s clinic may
become fearful at the mere sight of a
dental clinic. Which theory can explain
this?

A. Attribution theory
B. Generalization
C. Operant conditioning
D. Classical conditioning
33. A boy exhibits fear response to freely
roaming dogs but does show fear when a dog is
on a leash. Which conditioning process is
illustrated.

A. Generalization
B. Extinction
C. Acquisition
D. Discrimination
34. Pavlov is to classical conditioning as
___________ is to operant conditioning.

A. B.F. Skinner
B. J. Holt
C. J. Watson
D. A. Bandura
35. A mother gives his boy his favorite snack
everytime the boy cleans up his room.
Afterwards, the boy cleans his room everyday
in anticipation of the snack. What theory is
anticipated?

A. Associative learning
B. Classical conditioning
C. Operant conditioning
D. Pavlovian conditioning
36. Which is a classroom application of the
theory on operant conditioning?
A. Create a classroom atmosphere that elicits
relaxation.
B. Reinforce a good behavior to increase the
likelihood that the learner will repeat the response.
C. Help students see the connectedness of facts,
concepts, and principles.
D. Make students learn by operating
manipulative.
37. The practice of motivating students
before we proceed to our lesson is in
accordance with the law of
_______________.

A. exercise
B. effect
C. readiness
D. belongingness
 LAW OF EFFECT
by EDWARD THORNDIKE
❑ Edward Thorndike (1898) is famous
in psychology for his work on learning
theory that lead to the development of
operant conditioning within
Behaviorism.
❑ He put forward a “Law of effect”
which stated that any behavior that is
followed by pleasant consequences is
likely to be repeated, and any behavior
followed by unpleasant consequences
is likely to be stopped.
 PRINCIPLES OF CONNECTIONISM
by EDWARD THORNDIKE
❑ Learning occurs through
stimulus-response
associations derived from
trial and error.
❑ E.g. Cats in a puzzle box
with food outside – length of
time to escape.
PRINCIPLES OF CONNECTIONISM
by EDWARD THORNDIKE

1. The law of Readiness

States that when a person is prepared
to respond or act, giving the response is
satisfying and being prevented from doing so
is annoying.
PRINCIPLES OF CONNECTIONISM
by EDWARD THORNDIKE

2. The law of Exercise

States that constant repetition of a
response strengthens its connection with the
stimulus and disuse of a response weakens it.
Knowledge of results must occur before
the behavior can be reinforced.
PRINCIPLES OF CONNECTIONISM
by EDWARD THORNDIKE

3. The law of Effect

States that learning is strengthened if it
results in satisfaction but is weakened if it
leads to annoyance.
Behavior which results in success or
reward is more likely to be repeated than a
behavior which does not.
38. Which of the following statements best depicts
Thorndike’s law of effect?

A. If an act is followed by a satisfying change in the

environment, the chance that the act will be repeated
increases.
B. If a previously neutral stimulus is paired with an
unconditioned stimulus, the neutral stimulus becomes
the conditioned stimulus.
C. Reflexive behavior accounts for only a small
proportion of all actions.
D. Less desired activities can be increased by linking
them to more desired activities.
39. An example of a negative reinforcement is
when a teacher says:

A. If you pass the test tomorrow, you will be a

member of the A club.
B. If you pass the test tomorrow, you won’t have
to do homework the rest of the week.
C. If you do your homework, you may choose a
prize.
D. If you do your homework, you may be very
successful.
 BURRHUS FREDERICK SKINNER
OPERANT CONDITIONING
❑ Like Pavlov, Watson and Thorndike, Skinner
believed in the stimulus-response pattern of
conditioned behavior.
❑ Operant Conditioning is based upon the notion that
learning is a result of change in overt behavior.
❑ Reinforcement is the key element in Skinner’s S-R
theory. A reinforce is anything that strengthens the
desired response.
 BURRHUS FREDERICK SKINNER
OPERANT CONDITIONING
❑A positive reinforce is any stimulus that is
given or added to increase the response.
❑ A negative reinforce is any stimulus that
result in the increased frequency of a response
when it is withdrawn or removed.
40. The level of learning opportunity
where a child can do the work with the
assistance of the teacher is called:

A. Private speech
B. Zone of actual development
C. Zone of proximal development
D. Guidance
 THE ZONE OF PROXIMAL
DEVELOPMENT AND SCAFFOLDING
❑ The concept, zone of proximal
development was developed by Soviet
psychologist and social constructivist
Lev Vygotsky (1896 – 1934).
❑ (INSERT)
41. Research says: “People tend to attribute their
success to internal causes and their failures to
external causes.” Based on this finding, what should
be taught to students for them to be genuinely
motivated to succeed?

A. Tell them that the research finding when applied

will make them genuinely motivated.
B. Convince them that genuine motivation is the
only factor that matters for a person to succeed.
C. Make them realize that failure is a part of life.
D. Make them realize that both success and failure
are more a function of internal causes.
42. According to Vygotsky, which of the following
would be within a child’s zone of proximal
development?

A. Tasks that a child can accomplish alone without

the help of an adult.
B. Tasks that a child has recently mastered
independently following the assistance of an adult.
C. Tasks that a child cannot yet handle on her own, but
can do with the help of an adult.
D. Tasks that a child can accomplish through her
independent activity.
43. An English teacher is teaching her
students how to write clear paragraphs. The
teacher pointed out to his students specific
elements that made the paragraph well
written. Which element of observational
learning is applied?

A. Production
B. Reinforcement
C. Attention
D. Motivation
44. Mrs. Reyes claims “if I have to give
reinforcement, it has to be given
immediately after the response”. Which
theory supports Mrs. Reyes?

A. Cognitive Theory
B. Operant Conditioning Theory
C. Social Cognitive Theory
D. Humanist Theory
45. Which type of play best characterizes
a four to six year old child?

A. Solitary and on-looker plays

B. Associative and cooperative plays
C. Cooperative and solitary
D. Associative and on-looker
46. It is Erikson’s, Piaget’s, and Freud’s
thought about play.
A. Contributes to the child’s mastery of his
physical and social environment
B. Makes a child’s life so enjoyable that he
will tend to hate school life later.
C. Prepares a child for excellent academic
performance in formal schooling
D. Develops in the child highly competitive
attitude because of the nature of play.
47. The process whereby the child
modifies already existing schemata as a
result of new experience is
called____________________.

A. Schema
B. Assimilation
C. Accommodation
D. Equilibration
48. At the age of six, Rico can pretend to
sing using a hair brush as a microphone.
The schemata at this stage is:

A. Symbolic
B. Egocentrism
C. Reflexes
D. Instinct
49. When Piaget describes the preschool
child as egocentric, he means that:

A. Young children are selfish

B. They cannot take the point of view of
others into account
C. they talk only about themselves
D. all are correct
50. What is the main role of the teacher in the
classroom as perceived by the cognitive
psychologists?

A. Prepare instructional materials for the

learners.
B. Provide varied and new information about the
lessons.
C. Dictate to the learners how and what to do
with the tasks.
D. Make the learners relate to past lessons with
the new information.
51. In the development of values and
attitudes among students, every teacher
should try to behave as a/an
_________________ to them.

A. authoritative adult
B. surrogate parent
C. outstanding parent
D. role model
52. Which characterize/s a learning
environment that promotes fairness among
learners of various cultures, family
background and gender?
I. Exclusive II. Gender-sensitive III. Inclusive

A. I only
B. III only
C. I and III only
D. II and III
53. Jean Jacques Rousseau said that
everyone is essentially good. This view
can help teacher when:

A. Dealing with misbehaving students.

B. Helping the fast learners in class.
C. Teaching the students values.
D. Knowing the student’s potentials.
54. The teacher is perplexed when she asked her students
to follow her example by raising their right hands, instead
they left their left hands. According to developmental theory,
why did this happen?
A. Kohlberg would say that students at the conventional
level of moral development cooperate with peers. If one student
raises his or her right hand, the others will follow.
B. Vygotsky would say that the students are outside their
zone of proximal development. They cannot complete the task
without assistance.
C. Piaget would say that students are egocentric, thus unable to
consider another person’s point of view.
D. Erikson would say that the students lack the motor skills
necessary to complete the task.
55. The following are educational implications
of cognitive theories except:

A. Help students understand and make

connections.
B. Information presented to students should
reflect their previous knowledge.
C. Recognize the importance of human
feelings and values in the educational process.
D. Students determine what things will be
learned and how they will be learned.
56. What simple solution might work to help the
teacher get her students raise their right hands?

A. She should have the students draw a diagram of a

person raising his or right hand.
B. She should position herself in the same direction
as her students rather than face them.
C. Students should write mnemonics to help them
remember their right and left hand.
D. Students should participate in a drill-and-practice
activities.
57. A teacher who advocates the pragmatic
philosophy of education believes that
experience should follow learning, thus, she
has to?

A. require her student mastery of the lessons

B. encourage her students to memorize facts
C. equip her students with basic skills and
abilities
D. provide her student with opportunities to
apply their skills and abilities
58. The ability to perceive how objects
are related in order to mentally perceive
what is seen, thus creating concrete
visual images from memory refers to?

A. visual-spatial intelligence
B. musical
C. language
D. logical reasoning
59. According to Bruner, teacher working
with young children should

A. Push the children to maximum cognitive

development as rapidly as possible
B. Present all information verbally so the
children will listen well
C. Present new material from the concrete to the
abstract
D. Present new information from the abstract to
the concrete
 BRUNER (1966)
Four major aspects of Theory of Instruction
❑ Predisposition to learn – He introduced the ideas of
“readiness for learning”.
❑ Structure of Knowledge – The ways in which a body
of knowledge can be structured so that it can be most
readily grasped by the learner.
❑ Effective sequencing – No one sequencing will fit
every learner, but in general, the lesson can be
presented in increasing difficulty.
❑ Reinforcement – Rewards and punishment should be
selected and paced appropriately.
60. Which of the correct statement of
emotional intelligence based on Daniel
Goleman’s theory?

A. Emotional intelligence is feeling

approximately and effectively
B. Emotional intelligence id being nice to people
C. Emotional intelligence is giving free rein to
feeling
D. Emotional intelligence changes less
considerably than IQ through life.
61. The three A’s of happiness according
to Hurlock are:

A. Adjustments, affection, altruism

B. Attitude, ability, adjustment
C. Acceptance, affection, and achievement
D. Affection, ability, attitude
62. Babyhood is often referred to as a “ Critical
period” in the development of personality
because:

A. At this time the foundations are laid upon

which the adult personality structure will be built
B. Changes in the personality pattern take place
C. The brain grows and develops at such an
accelerated rate during babyhood
D. At this time the baby is exposed to many
hazards both physical and psychological
63. Which of the following statement on developmental
tasks is wrong?

A. Failure to master developmental tasks at a certain

developmental stage has far reaching consequences in a
person’s development
B. The mastery of development tasks is a result of physical
maturation, societal pressure and individual’s aspiration
C. There are essential skills expected to be acquired and
mastered in each developmental stage
D. Retirees are not expected to work on mastering certain
developmental tasks
64. The following are generating
thinking skills, Except:

A. Connecting new ideas

B. Predicting
C. Classifying
D. Inferring
65. Mrs. Valdez wants to generates as
many ideas as she can as the class is about
to embark on a community outreach
program. Which of the following will she
employ?

A. role playing
B. brainstorming
C. brainwashing
D. simulation
66. What is a sign of the underachiever in
the classroom?

A. Resist authority and carry on a power

struggle with a teacher.
B. Holds back from class participation unless
sure of self
C. Frustrated about quality of work
D. Minimum work output.
67. If after calling on a number of students,
a teacher is unable to obtain the desired
response, what should teacher do?

A. Ask leading questions

B. Re-teach parts of the lesson that need re-
teaching
C. Probe student’s answers
D. Rephrase the questions
68. Which guideline on the use of the
chalkboard should a teacher AVOID?

A. Establish routine uses for the chalkboard

B. Don’t talk to the chalkboard while
writing on it
C. While writing, proceed from right to le
D. Limit your board writing to major ideas
69. Giftedness is a form of exceptionality.
Students who fall under this category
demonstrate high performance in special
areas, such as those below-

A. Athletic prowess
B. Creative thinking
C. General intellectual ability
D. Visual and performing art
70. Research findings show that autism is

A. Either more prevalent among girls or

among boys depending on their nationality
B. Equally prevalent among boys and girls
C. More prevalent among boy than among
girls
D. More prevalent among girls than among
boys
 SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES
❑ Learning Disabilities- Learning disabilities involve
difficulties in specific cognitive processes like
perception, language, memory, or metacognition that
are not due or other disabilities like mental retardation,
emotional or behavioral disorders, or sensory
impairments.
❑ Attention-Deficit Hyperactivity Disorder- ADHD is
manifested in either or both of those: (1) difficulty in
focusing and maintaining attention and (2) recurrent
hyperactive and impulsive behavior.
 SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES
❑ Speech and Communication Disorders- There is
difficulty in spoken language including voice disorders,
inability to produce the sounds correctly, stuttering,
difficulty in spoken language comprehension that
significantly hamper classroom performance.
❑ Emotional/Conduct Disorders- This involves the
presence of emotional states like depression and
aggression over a considerable amount of time that they
notably disturb learning and performance in school.
 SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES
❑ Autism- Autism is a condition manifested by different
levels of impaired social interaction and
communication, repetitive behaviors and limited
interests. Individuals with autism usually have an
intense need for routine and a predictable environment.
❑ Mental Retardation- Mental retardation refers to
significant sub-average intelligence and deficits in
adaptive behavior. There is difficulty in managing
activities of daily living and conducting themselves
appropriately in social situations.
71. Which statement holds true of values
clarification?

A. Values are objective; no person has the right set of

values to pass on to others
B. It is meant to help students get at their own feelings,
ideas, and belief’s; no person has the right set of values
to pass on to others
C. No person has the right set of values to pass on to
others; values are independent of time
D. Values are independent of time, place, and persons;
meant to help students get at their own feelings and
ideas
72. John Dewey advocates which of the
following?

A. Something is true if it works

B. Morality is for persons
C. Everything in this world is tentative, a
series of means and ends
D. What is right or wrong depends on the
situation
73. In moral life, responsibility depends on one’s
knowingly and freely doing an act. In which of the
following situations would you attribute
responsibility?

A. A nurse administers a medicine despite strong doubts

about
B. A person unknowingly passes counterfeit money
C. A four year old fires a loaded gun killing his own
father
D. An insane person strikes someone’s head with a
hammer
74. Which of the following does NOT
represent a teacher’s contribution to the
emotional environment of the classroom?

A. A strident, compelling voice.

B. A sustained sense of expectation where
student achievement is concerned
C. A well-written lesson plan
D. A sense of humor in a tense situation
75. According to Krathwohls’ affective
domain of objectives,________ is the
lowest level of affective behavior.

A. Valuing
B. Organization
C. Responding
D. Characterization
76. Which behavioral term describes a
lesson outcome in the highest level of
Bloom’s cognitive domain?

A. Analyze
B. Create
C. Infer
D. Evaluate
 MAGLENTE
Review and Training Center

THANK YOU!
RAYMART T. VILLAMOR, LPT
Lecturer
MRTC Passer, BLEPT September 2019
BSED Filipino (Cum Laude)- Bicol University
Master of Arts in Filipino Education- Bicol University (In progress)
T-1, Temistocles A. Merioles Sr. Memorial High School
Part Time Instructor, Masbate Colleges