FACILITATING LEARNING manage, to resolve

I. DOMAINS OF TAXONOMY OF LEARNING

C.PYCHOMOTOR DOMAIN
Benjamin Bloom (1956) Simpson (1972)
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas • PERCEPTION
(Attitude)  Sensory cues guide motor activity.
Psychomotor: manual or physical skills (Skills) • SET
 Mental, physical, and emotional dispositions
that make one respond in a certain way to a
A. COGNITIVE DOMAIN situation.
• GUIDED RESPONSE
1.Bloom’s Cognitive Domain  First attempts at a physical skill. Trial and
 Knowledge error coupled with practice lead to better
 Comprehension performance.
 APplication • MECHANISM
 ANalysis  The intermediate stage in learning a physical
 Synthesis skill. Responses are habitual with a medium
 Evaluation level of assurance and proficiency.
2. Andersen’s Taxonomy • COMPLEX OVERT RESPONSE
 Remembering  Complex movements are possible with a
 Understanding minimum of wasted effort and a high level of
 APplying assurance they will be successful.
 ANalyzing • ADAPTATION
 Evaluating  Movements can be modified for special
 Creating situations.
• ORIGINATION
B. AFFECTIVE DOMAIN  New movements can be created for special
situations.
• Receiving
 is being aware of or sensitive to the existence Intelligence – ability to recognize problems
of certain ideas, material, or phenomena and GENERAL INTELLIGENCE – (Spearman0
being willing to tolerate them. FLUID INTELLEGENCE –
 Examples include: to differentiate, to accept, CRYSTALIZED INTELLEGENCE – facts, stored
to listen (for), to respond to. knowledge paste experience
• Responding
 is committed in some small measure to the THURSTON’S PRIMARY MENTAL ABILITIES
ideas, materials, or phenomena involved by 1 . VERBAL MEANING
actively responding to them. 2. PERCEPTUAL SPEED
 Examples are: to comply with, to follow, to 3 . VISUALIZATION
commend, to volunteer, to spend leisure time 4 . REASONING
in, to acclaim. 5 . NUMBER
• Valuing 6 . ROTE MEMORY
 is willing to be perceived by others as valuing 7 . WORD FLUENCY
certain ideas, materials, or phenomena. 8. SPATIAL
Examples include: to increase measured
proficiency in, to relinquish, to subsidize, to ROBERT STENBERG’S TRIARCHIC THEORY OF
support, to debate. INTELLEGENCE/WICS MODEL
• Organization
 is to relate the value to those already held  ANALYTICAL (componential)
and bring it into a harmonious and internally  Prior knowledge
consistent philosophy.  CREATIVE (experiential)
 Examples are: to discuss, to theorize, to  Novelty problems – unique situations
formulate, to balance, to examine.  Automation – apply learned material to novel
• Characterization situation
 by value or value set is to act consistently in  PRACTICAL (contextual)
accordance with the values he or she has  Adaptation – adapt to environment
internalized.  Shaping – change environment
Examples include: to revise, to require, to be  Selection - select new environment
rated high in the value, to avoid, to resist, to
4 SKILLS IN SUCCESSFUL INTELLEGENCE WILHELM WUNDT – father of (experimental)
THEORY Psychology
SIGMUND FREUD – father of modern psychology
 MEMORY SKILLS – recall facts/info to retain ABRAHAM MASLOW – hierarchy of needs
acquired knowledge DR. WILLIAM GLASSER – choice theory
 ANALYTIC SKILLS – use of critical thinking in EDWARD TOLEMAN – sign learning theory/purposive
order Behaviorsm
to evaluate learned things EDWARD LEE THORNDIKE – connectionism theory
 CREATIVE SKILLS – innovative means in finding  3 major laws of learning
solutions to a problem or doing  Law of readiness
things  Law of exercise
 PRACTICAL SKILLS – application or putting  Law of effect
things IVAN PAVLOV – classical conditioning theory
into action based on what was  FEAURES
Learned  Stimulus Generalization – dog’s salivation
Stimulus response
WICS – Wisdom, Intelligence, Creativity, Synthesize  Spontaneous Recovery – stimulus
a. Creativity to form vision to create changes response reappears
b. Analytical intelligence  Discrimination – discriminate other ring
c. Creative ideas sounds
d. Practical intelligence  Extinction – response disappears
 Higher Order Conditioning – stimulus
BRUNNER’S THOERY OF INSTRUCTION produce more response
 INSTRUMENTAL CONCEPTUALISM
-APPROACH TO INSTRUCTION
-LEARNERS INTERACT WITH VARIETY
OF INFO AND METHODS
 SPIRAL CURRICULUM

KURT LEWIN’S FIELD THEORY

Interaction between learners and its total field

LIFE SPACE CONCEPT
 OVERT – running, jumping, etc.
 COVERT – thinking, memorizing, etc.

PERSONALITIES AND FACILITATING

LEARNING

ALFRED BINET – father of IQ test

LEWIS TERMAN – Father of modern IQ test
 164 over – genius
 Below 52 – mental deficiency
JOHN DEWEY – founder of pragmatism
JOHN LOCKE - empirical theory knowledge/natural
law theory
 Tabula Rasa – Blank slate
 Life, liberty, property – 3 natural rights
PAOLO FREIRE – banking concept in educ/critical
pedagogy/pedagogy of liberation
JOHANN HEINRICH PESTALOZZI – father of
pedagogy
FRIEDRICH FROEBEL – father of kindergarten
JOHANN AMOS COMENUIS – father of modern educ.
MARIA MONTESSORI – Montessori approach
 Core principles
 Respect for the child
 Sensitive period for learning
 Prepared environment
 Independence and discovery