EDUC 201 REVIEWER

*THEORIS OF DEVELOPMENTAL AND DEVELOPMENTAL DIMENSIONS OF LEARNING

REVIEW OF THE DEVELOPMENTAL THEORIES

EFFECTIVE FACILITATOR
1. Love their students
2. Listen to students
3. Make time for each student
4. Learn something new everyday
5. Fill the classroom with positive
6. Patiently handle challenging situations
7. Constantly look for ways to become better
8. Collaborate with other teachers
9. Develop relationships with parents
10. Maintain classroom organization

THEORIES OF LEARNERS DEVELOPMENT

• SIGMUND FREUD
• 3 Components of Personality
- Id – entirely unconscious/includes instinctive/primitive behaviors (pleasure)
- Ego – impulses of the id can express a manner acceptable/responsible for
- Superego – begins to emerged around age 5
• 2 parts of Superego
- Conscience – things that are viewed as bad by society/guilt
- Ego Ideal – includes the rules and standard for behavior that that the ego
aspires to.
• 5 Psycho-sexual Stage
- Libido: Sexual energy
- Fixation: If a certain problem does not fix on a certain time, it is called fixation. 
- Erogenous zone: It is characterized as an area of the body that is particularly sensitive to
stimulation.
1. ORAL – birth-1year old/mouth sucking
2. ANAL – 1-3years/toilet training
3. PHALLIC – 3-6years/superego develops
• Oedepus Complex (boys)
• Electra Complex (girls)
4. LATENCY – 6-Puberty/developing new skills/acquiring new
knowledge/plays become largely confined
5. GENITAL – Puberty-Adult/adolescent social experimentation/sexual
intercourse
- “The mind is like an iceberg…”
• ERIK ERIKSON
- 8 Psycho-social stages of Development
 - Stage 1: Trust vs. Mistrust – birth to 1 year of age
At this stage of development, the child is completely reliant on adult caregivers for
all of their needs, including food, love, warmth, safety, and nurture. If a caregiver
fails to provide appropriate care and love, the child will develop the impression that
they cannot trust or rely on the people in their lives.
- Stage 2: Autonomy vs. Shame and Doubt – 2 to 3 years of age
Children are just beginning to obtain some independence at this stage of
development. They are beginning to perform fundamental actions independently
and make simple judgements about what they want.
- Stage 3: Initiative vs. Guilt – 3 to 5 years of age
Children learn to establish their authority and control over the world at this stage of
psychological development by directing play and other social interactions.
- Stage 4: Industry Vs. Inferiority – 6 to 11 years of age
Children begin to develop a sense of pride in their accomplishments and talents
through social interactions. Children must adjust to increasing social and academic
pressures.
- Stage 5: Identity vs. Role confusion – 12 to 18 years of age
This stage is critical in the development of a sense of personal identity, which will
influence behavior and development for the rest of a person's life.
- Stage 6: Intimacy vs. Isolation – 19 to 4o years of age
Young adults require intimate, caring interactions with others. This stage
encompasses the era of early adulthood when people are beginning to explore
intimate connections
- Stage 7: Generativity vs Stagnation – 41 to 65 years of age
In this stage, adults strive to create or nurture things, often through parenting,
contributing to the community, or some other positive change.
- Stage 8: Integrity vs. Despair – 65 to Death
At this point in development, people look back on their lives and decide whether
they are content with the life they led or if they regret the things they did or did not
do.
- “Healthy children will not fear life…”
- Development of one’s view of himself, life & world
• JEAN PIAGET
• 4 Stages of Cognitive Development
1. Sensorimotor Stage (0-2 years): During this stage, infants learn about the world
through their senses and motor actions. They develop object permanence, the
understanding that objects continue to exist even when they cannot be seen.
2. Preoperational Stage (2-7 years): During this stage, children begin to use symbols,
such as words and images, to represent objects and ideas. They develop the ability
to think symbolically, but their thinking is egocentric and they struggle to
understand the perspectives of others.
3. Concrete Operational Stage (7-11 years): During this stage, children develop more
logical thinking and the ability to understand abstract concepts. They can perform
mental operations on concrete objects and understand the concept of conservation,
the understanding that objects remain the same even when their appearance
changes.
4. Formal Operational Stage (11+ years): During this stage, adolescents develop the
ability to think abstractly and hypothetically. They can reason logically about
abstract concepts and engage in scientific thinking.
 - “The principle goal of education in the schools should be creating men &
women…”
• LAWRENCE KOHLBERGE
• 3 Levels of Moral Develipment
Level 1 - Preconventional morality
At the preconventional level children don’t have a personal code of morality, and
instead moral decisions are shaped by the standards of adults and the consequences
of following or breaking their rules.
• Stage 1. Obedience and Punishment Orientation. The child/individual is good to
avoid being punished. If a person is punished, they must have done wrong. 
• Stage 2. Individualism and Exchange. At this stage, children recognize that there is
not just one right view that is handed down by the authorities. Different individuals
have different viewpoints.
Level 2. Conventional Morality
During this time, adolescents and adults internalize the moral standards they have
learned from their role models and from society. This period also focuses on the
acceptance of authority and conforming to the norms of the group.
• Stage 3. Good Interpersonal Relationships. The child/individual is good to be seen
as being a good person by others. Therefore, answers relate to the approval of
others. 
• Stage 4. Maintaining the Social Order. The child/individual becomes aware of the
wider rules of society, so judgments concern obeying the rules in order to uphold
the law and to avoid guilt.
Level 3. Post-conventional morality
The third stage of moral development is characterized by an individuals’
understanding of universal ethical principles. Individual judgment is based on self-
chosen principles, and moral reasoning is based on individual rights and justice.
• Stage 5. Social Contract and Individual Rights. The child/individual becomes
aware that while rules/laws might exist for the good of the greatest number, there
are times when they will work against the interest of individuals.
• Stage 6. Universal Principles. People at this stage have developed their own set of
moral guidelines which may or may not fit the law. The principles apply to everyone.
- “Right action tends to be define…”
• LEV VYGOTVYG
- “The teacher must orient his work not on yesterday development…”
- Emphasized the role of social interaction in learning and develiping
• URIE BRONFENBRENNER
• Ecological Systems Theory
1. Microsystem: This is the immediate environment in which an individual directly
interacts with on a regular basis, such as family, peers, school, and neighborhood.
2. Mesosystem: This refers to the connections between different microsystems that
the individual is a part of. For example, the relationship between family and school,
or between friends and after-school activities.
3. Exosystem: This refers to the settings that indirectly affect the individual's
development, such as the workplace, community resources, and media.
4. Macrosystem: This refers to the broader cultural context in which the individual is
situated, including the dominant cultural values, laws, and social policies.
5. Chronosystem: This refers to the changes and transitions that occur over time in an
individual's life, as well as the historical context in which they live.
 - “We as a nation used to be re-educated about the necessary and
sufficient…”
- His model also known as the bio-ecological system theory present child
development

* STUDENT DIVERSITY

FACTORS THAT BRING OUT STUDENT DIVERSITY

1. Socioeconomic status (HIGHER, MIDDLE, LOWER) - combination of social and
economic factors such as income, amount and kind of education, type and prestige
of occupation, place of residence
2. Thinking and Learning style (Visual/spatial, Kinetic, Auditory)
3. Exceptionalist

HOW STUDENT DIVERSITY ENRICHES THE LEARNING ENVIRONMENT?

1. Student self-awareness is enhanced by diversity.
2. Student diversity contributes to cognitive development.
3. Student diversity prepares learners for their role as responsible members of
society
4. Student diversity can promote harmony.

Some tips on Student Diversity

1. Encourage learners to share their personal history and experiences.

2. Integrate learning experiences and activities which promote students’
multicultural and cross cultural awareness
3. Aside from highlighting diversity, identify patterns of unity that transcend group
differences.
4. Communicate high expectations to students from all subgroups.
5. Used varied instructional methods to accommodate student diversity in learning
styles.
6. Vary the examples you use to illustrate concepts in order to provide multiple
contexts that are relevant to students from diverse backgrounds.
7. Adapt to the students’ diverse backgrounds and learning styles by allowing them
personal choice and decision-making opportunities concerning what they will learn
and how they will learn it.
8. Diversify your method of assessing an evaluating student learning.
9. purposely , form small-discussion groups of students from diverse backgrounds.
You can form groups of students with different learning styles, different cultural
backgrounds, etc.

MODULE 5: LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCES

 LEARNING STYLE
Learning/Thinking styles - It refer to the preferred way as an individual process
information. They describe 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
2. Auditory Learners
3. Kinesthetic

Visual Learners
- Recognizing visual learners: This learning style has also been known as “spatial.”
The students who are visual or spatial learners might draw, make lists or take notes
in order to interact with and process information.
-VISUAL- ICONIC- those who prefer this form of input are more interested in visual
imagery such as film, graphic display, or pictures in order to solidify learning.
-VISUAL- SYMBOLIC- those who prefer this form of input comfortable with abstract
symbollism such as mathematical formula or written word.

Auditory Learners
- Recognizing auditory learners: The auditory learners in class learn best by listening
and relating information to sound. These are students who prefer listening to a
lecture or a recording rather than taking written notes.
- LISTENERS- Listeners most likey do well in school. Out of school too, they
remember things said to tem and make the information on their own.
- TALKERS- They are the ones who prefer to talk and discuss. They often find
themselves talking to those around them.
Kinesthetic Learning
- Recognizing kinesthetic learners: They learn by experiencing and doing. They like
to use their hands and bodies as learning instruments, often acting out events and
using their hands when they talk. A kinesthetic learner may seem wiggly in the
classroom. Students who are particularly good athletes or dancers may be
kinesthetic learners because they are adept at following the directions of a game or
a dance using their body.

GLOBAL-ANALYTIC CONTINUUM
ANALYTIC THINKERS- tend toward the linear, step-by-step- of learning.
GLOBAL THINKERS- lean towards non-linear thought and tend to see the whole
pattern rather than particle elements.

MULTIPLE INTELLIGENCES
-The theory of multiple intelligences (MI) was first described by Howard Gardner in
Frames of mind (1983). Gardner defines intelligence as an ability or set of abilities
that allows a person to solve a problem or fashion a product that is valued in one or
more cultures

Visual/Spatial
-Learning visual organizing ideas spatially.
-Seeing concepts in action in order to understand them.
Verbal Linguistic
-Learning through the spoken-written word
Mathematical/Logical
-Learning through reasoning and problem solving.
Bodily/Kisethetic
-Learning through interactions of one’s environment. This intelligence is the domain
of overly active learners.
Musical
-Learning through patterns, rhythms and music.
-This includes not only auditory learning but also the identification patterns through
all the senses.

Intrapersonal
-Learning through feelings, values, and attitudes.
Interpersonal
-Learning through interaction with others.
Naturalist
-Learning through classification, categories and hierarchies.
-The naturalist intelligence picks up on subtle differences in meaning.
Existential
- Learning by seeing “big pictures”, “Why are we here?” “What is my place in my
family, school, and community?

EXEPTIONALIST

DISABILITY- A disability is a measurable impairment or limitations that “interferes

with a person’s ability, for example, to walk, lift, hear , or learn.
- It may refer to a physical, sensory, or mental conditions (Schiefelbusch
Institute, 1996)

HANDICAP - The word handicap does not have the same meaning as disability.
- A handicap is a disadvantage that occurs as a result of a disability or
impairment.
- For example, they both have a hearing impairment, one knows sign
language and can read lips while other cannot.

Categories of Exeptionalist
Specific cognitive or Academic Difficulties
Learning disabilities- it involves difficulties in specific cognitive processes like
perception, language, memory, or metacognition that are not due to other
disabilities like mental retardation, emotional or behavioral disorders, or sensory
impairments. Examples of learning disability include dyslexia(reading), dyscalculia
(number operations) and dysgraphia (writing)
Attention-deficit hyperactivity disorder (ADHD)- difficulty in focusing and
maintaining attention and recurrent hyperactive and impulsive behavior.
Speech and communication Disorders- difficulty in spoken language including voice
disorders, inability to produce the sounds…, correctly, stuttering, difficulty in spoken
language comprehension that significantly hamper classroom performance.

*BEHAVIORIST PERSPECTIVE - OPERANT CONDITIONING BY B.F SKNNER (NEGATIVE

FROM POSITIVE REINFORCEMENT)
IVAN PALOV -  developed an experiment testing the concept of the conditioned
reflex

A stimulus is a thing or occurrence that influences or brings about an activity or

result.
A response is a reaction or outcome that occurs after the stimulus occurs. In
connectionism, learning happens when a connection is made between a stimulus
and a rewarding response through trial and error.

Stimulus and Generalization- once the dog has learned to salivate at the sound of
the bell, it will salivate at other similar sounds.
Extinction- if you stop pairing that bell with the food, salivation will eventually cease
in response to the bell
Spontaneous Recovery- extinguished responses can be “recovered” after an elapsed
time, but will soon extinguish again if the dog is not presented with food
Discrimination- the dog could learn to discriminate between similar bells (stimuli)
and discern which bell would result in the presentation of food and which would not.
Higher-Order Conditioning- once the dog has been conditioned to associate the bell
with food, another unconditioned stimulus, such as a light may be flashed at the
same time that the bell is rung. Eventually, the dog will salivate at the flash of the
light without the sound of bell.

EDWARD THORNDIKE - Thorndike’s theory on connectionism, states that learning

has taken place when a strong connection or bond between stimulus and response is
formed.
- S-R FRAMEWROK
-S-R THEORY

Three of Primary Law

Law of Effect - states that responses accompanied by a rewarding effect in a given
circumstance have an increased chance of being repeated in the same circumstance.
Law of exercise - Practice makes perfect
Law of readiness - This states that the more readiness the learner has to respond to
the stimulus, the stronger will the bond between them.

John Watson - The first American psychologist to work with Pavlov’s ideas.

Burrhus Frederick Skinner

- Like Pavlov, Watson, and Thorndike, Skinner believed in the stimulus-response
pattern of conditioned behavior.

REINFORCEMENT
It is the key element in Skinner’s S-R theory. A reinforcer is anything that strengthens the desired
responses.
Positive reinforcer- given or added, example: a mother who promises a new cell phone for her son
who gets good grades.
Negative reinforcer- withdrawn or removed, example: a teacher announces that a student who gets
an average grade of 1.5 for the two grading periods will no longer take the final examination. The
negative reinforcer is “removing” the final exam which we realize is a form of reward for working hard
and getting an average of 1.5

PUNISHMENT
-It is a consequence intended to result in reduced responses.
For example; a student who always comes late is not allowed to join a group work that has already
began (punishment) and, therefore, loses points for that activity.

*COGNITIVE PERSPECTIVE

According to the cognitive perspective, the brain is the most significant factor in determining
how someone behaves or thinks.
The modern study of cognitive perspective states that the mind is similar to a computer
system.
It states that human memory is comprised of three stages:
Encoding: Information is received.
Storage: Information is retained.
Retrieval: Information is recalled.
SENSATION AND PERCEPTION
This approach to human behavior and thinking is often referred to as a cognitive
perspective. The cognitive view of learning is that it is best understood in terms of the
mental abilities that are used to process information.

Cognition involves two important components: sensation and perception.

- Sensation involves the information and feelings that people get from their bodily senses,
such as sight and hearing.
- the process of forming memories begins with what is known as sensory memory.
- Sensory memory is how people remember the feelings they get after experiencing
different types of sensory stimuli
- sensation refers to the ability to collect information through senses.
- Perception refers to the interpretation of that sensory information.