𝗣𝗥𝗢𝗙𝗘𝗦𝗦𝗜𝗢𝗡𝗔𝗟 𝗘𝗗𝗨𝗖𝗔𝗧𝗜𝗢𝗡 𝗡𝗢𝗧𝗘𝗦

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 - Use for problem solving 
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 new ways
Analyzing -.Breaking the concept into parts
Evaluating -.Making judgement
Creating -.Putting iNformation together in an innovative way.

📌𝗔𝗙𝗙𝗘𝗖𝗧𝗜𝗩𝗘 𝗗𝗢𝗠𝗔𝗜𝗡:

✓Receiving - 
is being aware of or sensitive to the existence of a certain ideas, material, or
phenomena and being willing to tolerate them. 
Ex. To differentiate, to accept, to listen (for), to respond to.

✓Responding - 
os committed in some small measure to the ideas l, materials, or phenomena involved by
actively responding to them.
Example: to comply with, to follow, to command, to volunteer, to spend leisure time in,
to acclaim.

✓Valuing - 
is willing to be perceived by others as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in, or relinquish, to subsidize, to
support, to debate.

✓Organization -
 is to relate the value to those already held and bring it into a harmonious and
internally consistent philosophy. Examples: to discuss, to theorize, to formulate, to
balance, to examine.

✓Characterization- 
by value or value set is to act consistently in accordance with the values he or she has
internalized. Examples: include: to revise, to require, to be rated high in the value, to
avoid, to resist, to manage, to resolve. 

📌𝗣𝗦𝗬𝗖𝗛𝗢𝗠𝗢𝗧𝗢𝗥 𝗗𝗢𝗠𝗔𝗜𝗡:

✓Perception - Sensory cues to guide motor.

✓Set - mental, physical, and emotional dispositions that make one respond in a certain
way to a situation.

✓Guided response - first attempts at a physical skill. trial and error coupled lead to
better performance. 

✓Mechanism - responses are habitual with a medium level of assurance and proficiency.

✓Complex Overt Response - complex movements are possible with a minimum of wasted effort
and a high level of assurance they will be successful.

✓Adaptation - Movements can modified for special situations.

✓Origination - New movements can be created for special situations.

📌Learning theories 
A. Behaviourist (classical, operant, Connectionism , Social Learning and purposive)

PCSO
Pavlov - Classical
Skinner - Operant

📌𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗨𝗥𝗜𝗦𝗠

📌A. Classical Conditioning (Ivan Pavlov) 

Two stimuli are linked together one Neutral + one Natural Response.

Adhesive Principle
- response attached to stimulus to evoke new response.
Experimentation: 🐕
(Salivation of Dog and Ring of the bell)

Ringing of bell- stimuli

Response - Naglalaway ang aso

Unconditioned Stimulus:
- automatically produces an emotional or psychological response.

Unconditioned Response:
- Naturally occurring emotional or physiological response.

Neutral Stimulus:
- a stimulus that does not elicit a response.

Conditioned Stimulus:
- evokes an emotional or Physiological response.

📌𝗕. 𝗢𝗣𝗘𝗥𝗔𝗡𝗧 𝗖𝗢𝗡𝗗𝗜𝗧𝗜𝗢𝗡𝗜𝗡𝗚 (𝗕𝗙 𝗦𝗞𝗜𝗡𝗡𝗘𝗥)

Experimentation: 🐀
skinner Box (rat)

✓Reinforcement - increase behaviour

✓Punishment - decrease behaviour

✓Positive Reinforcement - 
may binigay na gusto ng bata.

✓Negative reinforcement - 
taking something away for the good of students.

✓Positive Punishment - 
may binigay na ayaw mo / something unpleasant.

✓Negative punishment -
 tinagangalan ng bagay na gusto ng bata.

📌𝗖. 𝗖𝗢𝗡𝗡𝗘𝗖𝗧𝗜𝗢𝗡𝗜𝗦𝗠 𝗧𝗛𝗘𝗢𝗥𝗬 /𝗦-𝗥 

( 𝗘𝗗𝗪𝗔𝗥𝗗 𝗧𝗛𝗢𝗥𝗡𝗗𝗜𝗞𝗘)

 - specific stimulus has specific response

Law of Readiness- hinahanda mo sila

Law of Exercise- nagpapadrills
Law of Effect - satisfying effect

Secondary Laws of Learning

RIP

Law of primacy - dapat tama ang tinuro sa una.

Law of intensity - dapat fun ang learning 
Law of Recency - mas natatandaan ang previous.

Other law:
Law of association By Aristotle

Law of similarity - recall similar object

Law of contrast - recall of opposite object
Law of Contiguity - recall of an activity which is frequently related with the previous
one.

📌𝗗. 𝗦𝗢𝗖𝗜𝗔𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗡𝗗𝗨𝗥𝗔

Experimentation: Bobo dull 
- may pinaggagayahan
- focus on observation learning

Social learning theory 

4 steps;
1. Attention -        focus
2. Retention -        store information
3. Reproduction - to perform the observed 
                               behaviour
4. Motivation -      be motivated

📌𝗘. 𝗣𝗨𝗥𝗣𝗢𝗦𝗜𝗩𝗘 𝗕𝗘𝗛𝗔𝗩𝗜𝗢𝗥𝗜𝗦𝗠 / 𝗦𝗜𝗚𝗡  𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗧𝗢𝗟𝗠𝗔𝗡

Expirement: Rats

- reinforcement is not essential to learning

- bridge between behaviorism and cognitive theilory
- Learning is acquired through meaningful behavior.

According to Tolman, in all learning some intelligence is atwork. It is the learner who
actively participates on the act of getting new experience. He organises his perceptions
and observations and gives meaning to them. He explains the theory of rats in teaching
the goal through many trials as a result of insight or making cognitive map of the maze.

📌𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗜𝗦𝗧

📌𝗔. 𝗠𝗘𝗔𝗡𝗜𝗡𝗚𝗙𝗨𝗟 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗗𝗔𝗩𝗜𝗗 𝗔𝗨𝗦𝗨𝗕𝗘𝗟

"Reception not discovery"

- advance organizer
- use of graphic organizer

📌𝗕. 𝗖𝗢𝗚𝗡𝗜𝗧𝗜𝗩𝗘 𝗗𝗘𝗩𝗘𝗟𝗢𝗣𝗠𝗘𝗡𝗧 𝗕𝗬 𝗣𝗜𝗔𝗚𝗘𝗧

📌a). Sensory - 0 to 2 years old - permanent object

📌b). Pre-operational - 3 to 7 years old - egocentric
Symbolic function

- Centration -
 refers to the tendency of the chikd to only focus on one aspects of a thing or event and
exclude other aspects EXAMPLE:
when a child presented with two identical glasses with the same amount of water, the
chikd will say they have the same amount of water. however, once water from one of the
glasses is transferred to an obviously taller but narrower glass, the chikd migh say that
there is more water in the taller glass. 
"The Child  only Focus (centered)".

Irreversibly-
Pre-operational children still have the inability to reverse their thinking. 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 objects.
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 around six o'clock in the evening, when
asked why it is already night, the child will say, "because my mom is home".
📌c). Concrete operational - 7 to 11 years old - begin learning logical reasoning.

Decentering - 
This refers to the ability of the child to perceive the different features of objects and
situations. 
This allows child to be more logical when dealing with concrete objects and situations.

Reversibility -
The child can now follow that certain operations can be done in reverse. For example,
they can already comprehend the cummutative property of addition, and that subtraction is
the reverse of addition.

Conversation-
This is the ability to know that certain properties if objects like number. Mass, Volume,
or area do not change even if there is a change in appearance. Because of the development
of the child's ability of decentering and also reversibility, the concrete operational
chikd can now judge rightly that the same as when the water was shorter but wider glass. 

Seriation -
This refers to the ability to order or arrange things in a series based on one dimension
such as weight, volume or size.

📌d). Formal operational - 13 to onwards years old - 

Thinking becomes more logical.can solve abstract problems and can hypothesis.

Hypothetical reasoning -
The ability to come up with different hypothesis about a problem and to gather and weight
data in order to make final decisions or judgement. 
(What if questions)

Analogical reasoning -
This is the 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. 
For example, all countries near the north pole. therefore, Greenland has cold
temperatures 

📌𝗖. 𝗦𝗖𝗛𝗘𝗠𝗔/𝗦𝗖𝗛𝗘𝗠𝗔𝗧𝗔 𝗧𝗛𝗘𝗢𝗥𝗬 𝗕𝗬 𝗕𝗔𝗥𝗟𝗘𝗧

Schema-
- refers to the prior knowledge

Assimilation -
This is this is the process if fitting a new experience into an existing or previously
created schema.

Accomodation- 
This is the process if creating a new schema.
 
Equilibrium -
Achieving proper balance between Assimilation and accommodation.

If not match our schemata we experience

 "Cognitive disequilibrium"

📌𝗗. 𝗚𝗘𝗦𝗧𝗔𝗟𝗧 𝗣𝗥𝗜𝗡𝗖𝗜𝗣𝗟𝗘 𝗢𝗙 𝗩𝗜𝗦𝗨𝗔𝗟  𝗣𝗘𝗥𝗖𝗘𝗣𝗧𝗜𝗢𝗡 𝗕𝗬 𝗚𝗘𝗦𝗧𝗔𝗟𝗧

- determine what we see/percept.

📌Laws of Gestalt
Gestalt means "whole".
Law of similarity -
Kapag kapareho

Law of pragmanz or Law of Good Figure -

Symmetry order- brain will perceive ambiguous shapes in as simple a manner as possible
for example, a monochrome of the Olympic logo is seen as a series of overlapping circles
rather than a collection of a curved lines.

Law of proximity - refers to how close elements are to one another. The strongest
proximity relationship are those between overlapping subjects, but just grouping objects
into a single area can have a strong 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.
(Short Duration)
Long term Memory - has an unlimited amount of space as it can store memories from a long
time ago to be retrieved at a later time.

Long term memory

 1. Episodic Memory
- recalling episodes (events)
2. Semantic Memory
- knowledge of a general Facts, principles and concepts.
3. Procedural Memory
- refers to "know how" as opposed to "know about".

📌𝗚. 𝗖𝗨𝗠𝗨𝗟𝗔𝗧𝗜𝗩𝗘 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 𝗕𝗬 𝗥𝗢𝗕𝗘𝗥𝗧 𝗚𝗔𝗚𝗡𝗘

Gradual development of knowledge and skills that improve over time.