NAME: DATOON, REY F.

YEAR & SECTION: BSED-SCIENCE 3A

Synchronous and Asynchronous Sessions Performance Tasks / Activities

October 20 to 23, 2023

Deadline of Submission October 25, 2023.

In these activities you are expected to Review and apply various theories of learning in
classroom situation.

The following are the things to accomplish in this phase:

1. Each of you will have to squeeze every resource (traditional and non-traditional means)
in understanding various learning theories. To facilitate your research tasks and enrich
your understanding of this topic watch videos and research outputs related to learning
theories.
2. Based on what you have read, what you have browsed in various internet-based
resources, printed materials and what you have reviewed in videos and interactive
online materials, perform/answer/ fill-out the KWHL Chart encode your thoughts,
views and ideas in a A-4 size coupon band, Font size 12 and font style Times New
Roman, Single Space.

On Learning Theories
What I KNOW What I WANT to HOW I can Learn What I have
find out more LEARNED
Discovery Learning More in-depth Identify specific Learning theories
Theory understanding of areas of learning in education are
This theory different learning theories that you are concepts that
emphasizes the theories - Application interested in: explain how
importance of of learning theories Learning theories is students learn and
in various contexts - a broad field, so it retain information.
learners building
Critiques and would be helpful to These theories
upon their previous limitations of narrow down your offer different
experiences and learning theories. An focus to specific frameworks for
knowledge. It understanding of areas that you want teachers to adapt to
encourages learners learning theories to explore further. various learning
to use their intuition, helps teachers styles and
imagination, and connect to all 2. Conduct online academic needs,
different kinds of research: Use search which can also help
creativity to actively
students. Teachers engines and online manage students'
search for new can focus on databases to find behavior. Learning
information to different learning articles, research theories seek to
discover facts, styles to reach papers, books, and understand and
correlations, and different students, other resources explain the learning
new truths. Through creating teaching that related to learning process so that
this process, learners focuses directly on theories. Look for educators can teach
student needs and reputable sources effectively and
can actively engage
aptitudes. So that I and academic efficiently. These
with the material, want to find out how institutions that offer theories have been
fostering a deeper this theory help the reliable information proposed by
understanding and learning theories in on the topic. psychologists since
learning of the the 1800s, with
retention of
students and new ones emerging
knowledge. relationship between and old ones
students and becoming obsolete.
teachers. One of the most
significant theories
is Albert Bandura's
Social Learning
Theory.

3. Answer the following question (following an Information Sheet template).

The same instructions as stated in number 2 in coming up with the information sheets.
A. What are learning theories and discuss it. (behaviourism/associative Theory Approach,
Beliefs of Behaviourist Approach)
 Ivan Petrovich Pavlov Classical Conditioning, Features of Classical
Conditioning
- Is a type of learning where a natural stimulus becomes associated with
a meaningful stimulus and produces a similar response. A learning involves
environment interaction. Ivan Pavlov discovered classical conditioning during
his dog experiments in the late 1890s. connecting a neutral stimulus with a
positive one, such as Pavlov’ dogs hearing a bell (neutral) and expecting food
(positive). The learned behavior is called a conditioned response. His seminal
work on classical conditioning, often called Pavlovian conditioning, laid the
foundation for our understanding of associative learning and its role in
behavior modification. If the conditioned stimulus is presented repeatedly
without the unconditioned stimulus, the association between the two can
weaken and eventually disappear. This is called extinction. In Pavlov’s
experiment, if he continued to ring the bell without presenting food, the dogs’
salivation would eventually stop. However, even after extinction, the
association between the conditioned stimulus and the unconditioned stimulus
can sometimes reappear after a period of time. This is called spontaneous
recovery.

 Phases of classical Conditioning

Classical conditioning has four phases. In the acquisition phase, a

neutral stimulus (CS) is paired with a naturally occurring stimulus (US) to
create a conditioned response (CR). During the extinction phase, the CS is
presented repeatedly without the US, causing the CR to weaken and eventually
disappear. Spontaneous recovery can occur when the CS is presented again
after a period, resulting in a weaker and shorter-lived CR. Generalization
 involves responding to similar stimuli, while discrimination involves
responding only to the specific CS.

 Principles of Learning in Classical Conditioning and its Implications

Acquisition refers to the process of learning a new response by
repeatedly pairing a neutral stimulus with an unconditioned stimulus. For
instance, a dog learns to associate the sound of a bell (neutral stimulus) with
the presence of food (unconditioned stimulus) and starts salivating
(conditioned response) when hearing the bell. Extinction occurs when a
conditioned response gradually weakens and disappears because the
conditioned stimulus is repeatedly presented without the unconditioned
stimulus. For example, if the bell (conditioned stimulus) is repeatedly sounded
without the accompanying food (unconditioned stimulus), the dog's salivation
(conditioned response) will eventually decrease and vanish. Spontaneous
recovery refers to the reappearance of an extinguished conditioned response
after a period of time without exposure to the conditioned stimulus. For
instance, if the bell (conditioned stimulus) is presented again after a break, the
dog may exhibit some level of salivation (conditioned response) even though
it had previously been extinguished. Generalization is the tendency to
respond to stimuli that are similar to the conditioned stimulus. For example, if
a dog has been conditioned to salivate to a specific bell, it may also salivate
when hearing similar-sounding bells. Discrimination is the ability to
differentiate between similar stimuli and respond only to the specific
conditioned stimulus. For example, if a dog has been conditioned to salivate to
a particular bell, it may not salivate when hearing other similar-sounding bells.

 Burrhus Frederic Skinner Operant and Reinforcement

a psychological principle that highlights the role of consequences in
shaping behaviors. This principle suggests that individual behaviors can be
modified through reinforcement, punishment, or extinction. B.F. Skinner, a
renowned behavioral psychologist, played a pivotal role in developing modern
ideas about reinforcement theory. Operant conditioning is a type of learning
where the motivation for a behavior follows the demonstration of the behavior
itself. In this form of learning, an animal or a human receives a consequence
after performing a specific behavior. This consequence can either be a
reinforcer or a punisher, depending on whether it increases or decreases the
likelihood of that behavior being repeated. Reinforcement can be divided into
two types: positive reinforcement and negative reinforcement. Positive
reinforcement involves adding a desirable stimulus to increase the likelihood
of a behavior being repeated. For example, giving a treat to a dog for sitting on
command, which increases the likelihood of the dog sitting in the future.
Negative reinforcement, on the other hand, involves removing an averse
stimulus to increase the likelihood of a behavior being repeated. An example
 of negative reinforcement is turning off a loud alarm after waking up, which
increases the likelihood of setting the alarm again in the future.

 Types of Reinforcers
Positive Reinforcers - providing a sticker to a student once they've
completed an assignment.
Negative Reinforcers - are such conditioned stimuli as money, grades
or tokens for good behavior.
Primary Reinforcers – are biological.
Secondary Reinforcers - are such conditioned stimuli as money, grades
or tokens for good behavior.
 Schedules of Reinforcement and cite examples.
Continuous Reinforcement: Reinforcing the desired behavior every
time it occurs. This schedule is effective for initial learning but can lead to
rapid extinction if the reinforcement is suddenly stopped. Fixed Ratio (FR)
Reinforcement: Reinforcing the behavior after a fixed number of responses.
For example, giving a reward after every 5 correct answers on a test. Variable
Ratio (VR) Reinforcement: Reinforcing the behavior after an average
number of responses, with the number varying unpredictably. For example,
giving a reward after an average of 5 correct answers on a test, but the actual
number of correct answers required may vary. Fixed Interval (FI)
Reinforcement: Reinforcing the behavior after a fixed amount of time has
elapsed. For example, giving a reward every 10 minutes of studying. Variable
Interval (VI) Reinforcement: Reinforcing the behavior after an average
amount of time has elapsed, with the time varying unpredictably. For example,
giving a reward after an average of 10 minutes of studying, but the actual time
required may vary.
 Types of reinforcement
Positive reinforcement, negative reinforcement, positive punishment,
negative punishment.
 Principles of Learning in Operant Conditioning and give example (classroom
Situation-based) Tabular/ matrix presentation or form.
Principles of learning Description Classroom-based
example
Positive Reinforcement Presentation of an Giving praise or a
aversive stimulus after a reward (such as a
behavior, decreasing the sticker) to a student for
likelihood of the completing a task
behavior being correctly.
repeated.
Negative Reinforcement Removal of an aversive Allowing a student to
stimulus after a skip an assignment if
behavior, increasing the they have already
likelihood of the demonstrated mastery of
behavior being the concept
 repeated.
Positive Punishment Presentation of an Giving detention to a
aversive stimulus after a student for being
behavior, decreasing the disruptive in class
likelihood of the
behavior being repeated
Negative Punishment Removal of a desirable Taking away recess time
stimulus after a for a student who does
behavior, decreasing the not complete their
likelihood of the homework
behavior being repeated

 Edward Lee Thorndike’s Connectionism

Edward Lee Thorndike's Connectionism is a theory that says we learn
by connecting things we see or experience with our actions or responses. For
example, if we keep doing something and it leads to a positive outcome, we
are more likely to do it again in the future. Thorndike did experiments with
cats and puzzles to show how these connections are formed. He also came up
with the idea that behaviors followed by rewards are more likely to be
repeated. This theory has had a big influence on how we understand learning
and behavior.
 Principles of Learning in Connectionism & it’s implications
o Multiple Responses - It shows that people or animals have various
ways of reacting to a stimulus.
o Law of set and attitude - If we have a positive and motivated mindset,
we are more likely to learn and perform well. On the other hand, a
negative attitude can hinder our learning and performance.
o Laws of Readiness - It suggests that we are more open to new
information and activities when we are ready and receptive.
o Law of Exercise - states that repeating and practicing behaviors or
skills strengthens the connections between stimuli and responses.
o Law of effect – it says that the outcomes or consequences of our
actions influence our future behavior.
o Halo effect - refers to our tendency to make assumptions or
generalizations about a person or thing based on overall positive
qualities or impressions.
 Cognitivism Approach
It focuses on how our minds process and understand information. It recognizes
that learning is an active process that involves acquiring, organizing, and
remembering information in our minds. Unlike behaviorism, which looks at
observable behavior, cognitivism emphasizes the importance of our internal mental
processes, like paying attention, perceiving things, remembering, and problem-solving.
It helps us organize and understand information and allow us to connect new
information to what we already know. When we're aware of how we're learning and
thinking, we can monitor our progress and adjust our strategies if needed.
 Beliefs of Cognitivist Approach
an approach to understanding behavior and mental processes that emphasizes
the role of mental processes in how we perceive, learn, remember, and think about the
world around us. They believe that we learn from our experiences and that we can
change our behaviors based on new information.

 Edward Chance Tolman’s Latent Learning-Place Learning

Children may learn by watching the actions of their parents but only
demonstrate it later, when the learned material is needed. Latent learning refers to
learning that occurs without any immediate reinforcement or outward behavior.
Tolman's experiments with rats in mazes demonstrated that they were able to learn the
layout of the maze without any reinforcement or motivation. This suggested that
learning can occur without the presence of a reward or punishment. Place learning, on
the other hand, refers to learning the spatial layout or location of objects or places.
Tolman's research emphasized the importance of spatial cues and the ability of
organisms to form cognitive maps of their environment.

 David Ausubel’s Meaningful Verbal Learning Theory

In the 1960s, David Ausubel developed the theoretical approach of meaningful
verbal learning as an alternative to rote learning. He emphasized the distinction
between rote learning, which involves memorization without understanding, and
meaningful learning. Ausubel argued that meaningful verbal learning, often referred
to as concept learning, focuses on the internalization of verbal material by learners.
This process involves the progressive differentiation and integrative
reconciliation of concepts. Ausubel's theory assumes that concepts are organized
hierarchically in the mind, with more inclusive concepts at the top that encompass less
inclusive and more differentiated sub concepts. Overall, Ausubel's approach
highlights the importance of understanding and internalizing information rather than
simply memorizing it.
-Two Dimensions of Learning Process
 Jerome Bruners Discovery Learning Theory/ Inquiry Method/ Theory of Instruction.
Discovery Learning is an instructional method that was developed by Jerome
Bruner. It falls under the category of Inquiry-Based Instruction, which is a popular
approach to education. This theory emphasizes the importance of learners building
upon their previous experiences and knowledge. It encourages learners to use their
intuition, imagination, and creativity to actively search for new information to
discover facts, correlations, and new truths. Through this process, learners can
actively engage with the material, fostering a deeper understanding and retention of
knowledge.

 Wolfgang Kohler’s Insight Learning/ Problem Solving Theory

 Insight Theory, developed by Wolfgang Kohler, suggests that learning can
happen in sudden moments of realization, rather than through gradual accumulation of
knowledge. This theory emphasizes the importance of critical thinking and problem-
solving skills in the learning process. Educators can foster insight and creativity by
providing opportunities for students to engage in activities that encourage these skills.
They can also design lessons that encourage active learning and student engagement,
such as group work, project-based learning, and other interactive approaches.
Furthermore, these theories emphasize the importance of student-centered learning,
where the focus is on the learner rather than the teacher. This means that educators
should design lessons and activities that consider the individual needs and learning
styles of each student.

 George A. Millir’s Theory of Data Processing

This theory suggests that our brains process information in different stages,
including receiving information, storing it, organizing it, and recalling it. Teachers
can use this theory to improve learning in the classroom. They can provide clear and
organized information to students through well-structured lessons and visual aids.
Teachers can also help students remember information by repeating it, summarizing it,
and using memory tricks. Engaging students through quizzes, discussions, and group
activities can further enhance their ability to remember and understand the material.

 Three Main Elements of Information Processing

1. Information stories
 Sensory record - deals with information that is brought in by the senses.
For ex, visual sensory memory, viewing a flash of light.
 Short-term memory - Students who have deficits in registering information
in short-term memory often have trouble remembering instructions or
directions they have just been given.
 Long term memory - a relatively permanent information storage system
that enables one to retain, retrieve, and make use of skills and knowledge
hours, weeks, or even years after they were originally learned.
 Semantic memory - is conscious long-term memory for meaning,
understanding, and conceptual facts about the world.
 Recollectional memory - recalling something from memory.
 Operational memory - the ability to retain information or a representation
of past experience, based on the mental processes of learning or encoding,
retention across some interval of time, and retrieval or reactivation of the
memory.
 Cognitive Processes
 Attention - it influences how learn from technologies as much the technologies
can influence how we attend to them.
 Perception - for us to be able to interpret our surroundings with the stimuli that
we receive throughout sensory organ.
  Repetition - it is a process that increases the quality of learning.
 Coding - This is when information from the environment is processed and
transformed into a form that can be stored in memory. Paying attention and
focusing on the information helps it get encoded better.
 Retrieving - This is when we recall or remember information from storage.
We can retrieve information through recognition (identifying previously
learned information) or recall (retrieving information without any cues).
 Storing - Once information is encoded, it is stored in memory. There are
different types of memory storage systems. Sensory memory holds
information briefly, short-term memory stores information temporarily, and
long-term memory stores information for a longer time.

 Information Processing Model

According to the information processing model, our memory is often compared to
a computer. When we encounter information through our senses, it is processed by our
brain. This information can be stored in our short-term memory or long-term memory,
depending on its importance and relevance to us.
However, sometimes our memory system doesn't work smoothly, and we may
experience information loss. For example, when we're distracted or not paying attention,
the information may not be encoded properly into our memory. This can make it difficult
to remember things like where we put our keys or the name of a song we heard. In
simpler terms, our memory is like a computer that processes and stores information. But
just like a computer, our memory system can have glitches and sometimes fail to
remember things if we don't pay enough attention to them.

 Executive Cognition or Cognition Information

They allow one to generate plans, solutions to problems, or organizing structures
that guide future action. They rely on working memory, mental flexibility, and retrieval of
relevant information from semantic and episodic memory stores. Importantly, intact
Executive Cognitive Functions do not, in and of themselves, assure that behaviors will be
effectively executed. In other words, it is possible for a person to generate exquisitely
detailed and well-reasoned plans but never be able to realize them.

 Richard Atkinson’s amd Richard Shiffirin’s Information Processing Theory

The Atkinson-Shiffrin model of memory suggests that information first enters the
sensory memory, which holds sensory information for a very brief time. If the
information is attended to, it moves into the short-term memory store, which has a limited
capacity and duration. However, if the information is rehearsed or repeated, it can be
encoded into the long-term memory store, which has a seemingly unlimited capacity and
duration.
It is important to note that the process of transferring information from short-term
memory to long-term memory is not automatic, and requires effortful processing.
Additionally, memories in the long-term store can be forgotten if they are not retrieved or
used for a long period of time.
Furthermore, the long-term store is not a single, unified system, but rather consists
of different types of memory, such as declarative memory (memory for facts and events)
and procedural memory (memory for skills and habits). These different types of memory
are stored in different regions of the brain and are subject to different forms of forgetting
and interference.

 Stages of Human Memory

stages of human memory:
1. Encoding: This is when information from the environment is processed and
transformed into a form that can be stored in memory. Paying attention and focusing on
the information helps it get encoded better.
2. Storage: Once information is encoded, it is stored in memory. There are
different types of memory storage systems. Sensory memory holds information briefly,
short-term memory stores information temporarily, and long-term memory stores
information for a longer time.
3. Retrieval: This is when we recall or remember information from storage. We
can retrieve information through recognition (identifying previously learned information)
or recall (retrieving information without any cues).

 Three Components of Long term Memory (LTM) According to Tulong (1993)

 Episodic - memories of events, including the locations and people involved.
These are recalled consciously and with effort
 Procedural - memories on how to do things, e.g. tie shoelaces. Recalled
without conscious or deliberate effort.
 Semantic - memories of knowledge of the world and facts. Recalled
consciously and deliberately
 Causes of Forgetting
 Retrieval - the process of getting something back.
 Decay Theory - Memories are lost in Decay Theory by the passing of time.
 Interference Theory - memories are lost due to newly acquired memories.

 Guidelines to help Learners Effectively Process Information (Zhou and Brown, 2015)
give example for each guideline.
Zhou and Brown (2015) offer helpful guidelines for learners to process
information effectively. Here are some simplified explanations of these guidelines:
1. Pay attention and actively engage: When studying, focus on the material and actively
interact with it. This can involve highlighting important points, summarizing key ideas, or
asking questions to stay engaged.
2. Organize and structure information: Make sense of complex concepts by organizing the
information. Create outlines or concept maps to visually connect and understand the
relationships between different ideas.
3. Relate new information to prior knowledge: Connect new information to what you
already know. By relating it to familiar concepts or experiences, you can better
understand and remember the new information.
4. Elaborate and generate examples: Expand on new information by explaining it in your
own words or creating examples. This helps deepen your understanding and makes the
information more meaningful.
5. Practice retrieval: Test your memory and understanding by recalling information
without looking at the material. This strengthens retention and helps you remember the
information for longer periods.
6. Monitor understanding and seek clarification: Be aware of your own comprehension
and ask for help when needed. If something is unclear, ask questions or seek clarification
from your teacher or peers.
7. Reflect on learning: Take time to reflect on what you have learned. Think about what
strategies were effective, what you struggled with, and how you can improve your
learning process.

 Allan Palvio’s Dual-Coding Theory

In 1991, Paivio introduced the influential dual-coding theory, which offers
valuable insights into human cognition. This theory posits that our mental processes can
be categorized into two distinct systems: the visual system and the verbal system. The
visual system is responsible for processing and interpreting graphical information, while
the verbal system focuses on linguistic processing.
Dual coding suggests that these two systems work in tandem to enhance learning
and memory. When information is presented using both visual and verbal modalities,
such as through images and accompanying text, it activates both systems simultaneously.
This dual activation leads to deeper encoding and more robust retrieval of information.
By engaging both the visual and verbal systems, dual coding theory provides learners
with multiple avenues for acquiring and processing new knowledge. Visual information,
such as diagrams, charts, or illustrations, can help individuals grasp complex concepts by
leveraging the brain's capacity for visual processing. Simultaneously, verbal information,
such as written or spoken explanations, aids in the comprehension and integration of
linguistic details.
Moreover, dual coding theory underscores the importance of utilizing diverse
instructional strategies that cater to different learning preferences. While some individuals
may benefit more from visual representations, others may find verbal explanations more
effective. By incorporating both modalities, educators can accommodate a wider range of
learning styles and optimize the learning experience for all students.

 Robert Gagne’s Cumulative Learning

In 1968, American psychologist Robert M. Gagne revolutionized the field of
education with his groundbreaking concept of cumulative learning. Gagne argued that
intellectual skills could be effectively mastered by breaking them down into simpler,
more manageable components. His influential model emphasized the crucial role of prior
learning in the acquisition of new knowledge, highlighting that the process of learning is
intricately linked to the integration of previously acquired information.
Gagne's model of cumulative learning suggests that individuals build upon their
existing knowledge and skills to develop a deeper understanding of complex concepts.
Each new learning experience is dependent on the combination and application of
previously acquired knowledge, creating a foundation for further intellectual growth. This
approach not only enhances comprehension but also facilitates the transfer of learning to
real-world situations.
This concept of cumulative learning has had a profound impact on educational
practices, emphasizing the importance of scaffolding instruction and providing learners
with a structured progression of content. By recognizing the interconnectedness of
different learning experiences, educators can effectively guide students towards mastery
and promote a more comprehensive understanding of subject matter.

 Hierarchy of Learning
1. Signal Learning - The learner associates a stimulus with a specific response
through classical conditioning, such as salivating at the sound of a bell.
2. Stimulus-response learning - Voluntary responses are acquired through learning,
such as acquiring verbal skills or physical movements, often through feedback and
praise.
3. Chaining/ motor-verbal response - The learner connects previously learned
stimulus-response bonds into a linked order, allowing for the acquisition of more
complex psychomotor skills, often occurring naturally.
4. Verbal Association - The learner makes associations using verbal connections,
which is crucial in language skill development, enabling the application of
medical terminology to clinical situations.
5. Discrimination Learning - The learner can perform different responses to similar
stimuli that differ in a systematic way, overcoming roadblocks or interference that
can hinder continuous learning, such as differentiating various sources of
abdominal pain in a patient.
6. Concept Learning - The learner consistently responds to different stimuli,
organizing learning in a systematic structure and fostering deeper understanding,
recognizing that interventions appropriate for one patient may not be suitable for
another.
7. Principle Learning (Rule Learning) - The learner learns relationships between
concepts and applies them in different situations, forming general rules or
procedures, such as applying advocacy and confidentiality to various patient
situations.
8. Problem-solving - often seen as an important indicator of higher-level cognitive
abilities, as it requires learners to apply their knowledge, think critically, consider
multiple perspectives, and make informed decisions. It is a skill that is valuable
across various disciplines and real-life situations. Learners need to fully
comprehend the nature of the problem and the desired outcome. This involves
analyzing and interpreting the problem statement or scenario. Learners must
 determine what information is necessary to solve the problem and what can be
disregarded. This step requires critical thinking and the ability to prioritize and
filter information.
9. Events of Instructions (Enumerate and Briefly Explain)
1. Gain Attention: This step is about grabbing the attention of students to be more
engage and interest in class during discussion.
2. Inform Learners of Objectives: informing learners about the topic that is going to
teach them is so important and what is expected from them.
3. Stimulate Recall of Prior Learning: This step helps activate the learners' prior
knowledge related to the new content. It can be done by asking questions, reviewing
relevant concepts, or connecting the new information to their existing knowledge.
4. Present Stimulus: This step involves presenting the new information or content to
the learners. It can be presented through lectures, videos, reading materials, or
interactive multimedia.
5. Provide Learner Guidance: Learners need guidance and support to understand
about everything that pertaining about at school like in discussion, if students ask a
question teacher must answer in a good way. This can be done through explanations,
examples, demonstrations, or step-by-step instructions.
6. Elicit Performance: Learners need opportunities to practice and apply what they
have learned. This step involves providing activities, exercises, or simulations that
allow learners to actively engage with the new information.
7. Provide Feedback: Feedback is essential for learners to understand how well they
have performed and to make necessary improvements. It can be provided through
immediate feedback during practice activities or through assessments.
8. Assess Performance: this is about evaluating students performance if those student
met the content of objective. Assessments can be in the form of quizzes, tests, projects,
or demonstrations.
9. Enhance Retention and Transfer: Finally, it is important to help learners retain and
transfer the new knowledge or skills to real-life situations.
 Types of Transfer of Learning
Positive transfer occurs when prior learning assists new learning. Negative
transfer occurs when prior learning hinders or interferes with new learning. Zero
transfer occurs when prior learning has no influence on new learning.

 Constructivism Approach
The constructivism approach to learning posits that individuals actively construct
or create their own knowledge through their experiences. This approach challenges the
traditional view that knowledge is simply transmitted from a teacher or a text to a passive
learner. Instead, constructivism emphasizes that learners actively engage with their
environment, reflect on their experiences, and construct their own understanding of
reality.
In the constructivist approach, learning is seen as a dynamic process where
learners build upon their existing knowledge and mental frameworks called schemas.
They actively seek out new information, make connections to their prior knowledge, and
integrate new ideas into their existing understanding.
Constructivism also recognizes the importance of social interaction in the learning
process. Collaborative activities and discussions with peers, as well as interactions with
teachers and experts, provide opportunities for learners to share their perspectives,
challenge their ideas, and co-construct knowledge together.
Furthermore, constructivism acknowledges that knowledge is not fixed or
universal. Instead, it is context-dependent and shaped by the individual's experiences and
cultural background. Learners' understandings of concepts and ideas may vary based on
their unique perspectives and the contexts in which they learn.

 Beliefs of Constructivism
Constructivism emphasizes that learners actively engage in constructing their own
knowledge through interacting with their environment and reflecting on their experiences.
This is in contrast to the traditional view of learning as a passive process where
information is transmitted from the teacher to the learner. It recognizes the importance of
learners' prior knowledge and experiences in the learning process. Individuals build new
understandings by connecting new information to their existing knowledge and mental
structures called schemas. It highlights the role of social interaction in learning. Learners
benefit from collaborative activities and discussions with peers, as well as interactions
with teachers and experts who can provide guidance and support. It acknowledges that
knowledge is not fixed or universal but is shaped by the context in which it is acquired.
Learners' understanding of concepts and ideas may vary based on their individual
experiences and cultural backgrounds.

 Jean Piaget’s Cognitive Constructivism

Jean Piaget's Cognitive Constructivism Theory proposes that individuals actively
construct knowledge and understanding of the world through their experiences. This
theory emphasizes the importance of active learning, stages of cognitive development,
assimilation and accommodation, scaffolding and social interaction, and individual
differences. In summary, Piaget's theory highlights how learners construct their own
knowledge through their interactions with the environment and others, and how
instruction should be tailored to support their cognitive development.
Jean Piaget's Cognitive Constructivism Theory suggests that children go through
four main stages of cognitive development. Sensorimotor stage (birth to 2 years): During
this stage, children's cognitive abilities progress from instinctual drives to more organized
concepts. They also develop their first emotional attachments. However, their
understanding is egocentric, meaning they struggle to consider others' perspectives.
Preoperational stage (2 to 7 years): Children in this stage start using language to
understand the world. They learn to sort objects and count. Their language skills help
them interact and communicate with others. Concrete operational stage (7 to 12 years): At
this stage, children begin to think logically, but mainly about concrete objects and events.
They can perform logical operations but struggle with abstract concepts. Formal
operational stage (12 years and beyond): In this final stage, adolescents develop the
ability to think abstractly and hypothetically. They can reason about complex ideas and
consider multiple perspectives.

 Major Consideration when applying this Jean Piaget’s Cognitive Constructivism

Theory
Jean Piaget's Cognitive Constructivism Theory is a prominent theory in
developmental psychology that emphasizes how individuals actively construct knowledge
and understanding through their experiences. When applying this theory, it is important to
consider the following major considerations:
1. Active learning: Learning is an active process, and individuals learn best when
they are actively engaged in hands-on, experiential learning activities.
2. Stages of cognitive development: Cognitive development occurs in distinct
stages, and learners in different stages have different cognitive abilities and limitations.
Instruction and learning experiences should be designed based on the learners' stage of
development.
3. Assimilation and accommodation: Learners incorporate new information into
their existing mental frameworks (assimilation) and modify their mental frameworks to
accommodate new information (accommodation). Instruction should provide
opportunities for both assimilation and accommodation.
4. Scaffolding and social interaction: Social interaction and collaboration play a
crucial role in cognitive development. Instruction should provide scaffolding and
opportunities for collaboration to enhance learning.
5. Individual differences: Learners have different cognitive abilities, background
knowledge, and learning styles. Instruction should consider these individual differences
and provide differentiated learning experiences.

 Enumerate the elements that influence learners’ cognitive development according to

Elliot (2007)
According to Elliot (2007), there are several elements that influence learners' cognitive
development. These elements include:

1. Social interactions: Learners' cognitive development is influenced by their interactions

with others, such as parents, teachers, and peers. These interactions provide opportunities
for the exchange of ideas, learning from others, and the development of cognitive skills.
2. Cultural context: The cultural context in which learners are situated plays a significant
role in their cognitive development. Cultural norms, values, and practices shape the way
learners think, reason, and solve problems.
3. Language development: Language is a crucial element in cognitive development.
Learners acquire language skills through social interactions, and language plays a vital
role in their ability to communicate, think, and learn.
4. Motivation and self-regulation: Learners' cognitive development is influenced by their
motivation to learn and their ability to regulate their own learning. Motivated learners
are more likely to engage in cognitive processes, such as critical thinking and problem-
solving.
5. Prior knowledge and experiences: Learners' prior knowledge and experiences serve as a
foundation for their cognitive development. New information and learning build upon
existing knowledge, and learners' experiences shape their understanding of the world.
6. Instructional strategies: The instructional strategies used by teachers and educators can
have a significant impact on learners' cognitive development. Effective instructional
strategies provide opportunities for active engagement, meaningful learning, and the
development of cognitive skills.

 Lev Semanovich Vygotsky’s Social Constructivism

Cognitive constructivism is a learning theory that focuses on how individuals

actively construct knowledge and understanding through mental processes. It emphasizes
the role of the learner's cognitive abilities in the learning process. This theory suggests
that learning is not simply the absorption of information from the environment but rather
an active process of constructing meaning and understanding.
Furthermore, cognitive constructivism also emphasizes the importance of
collaboration and social interaction in the learning process. This aspect is closely related
to social constructivism, which was developed by Lev Vygotsky, a prominent Soviet
psychologist. Social constructivism proposes that learning is a social and cultural activity,
and it highlights the role of social interaction and collaboration in the construction of
knowledge.
According to Vygotsky, learning occurs through interaction with more
knowledgeable others, such as teachers, peers, or mentors. Through these social
interactions, learners can acquire new knowledge and skills that they would not be able to
develop on their own. Vygotsky also introduced the concept of the zone of proximal
development (ZPD), which refers to the difference between what a learner can do
independently and what they can achieve with guidance and support from others.
Collaborative activities, such as discussions, group work, and problem-solving tasks, are
seen as effective ways to facilitate learning within the ZPD.

 4 Major Considerations when applying Social Constructivism by Vygotsky

When applying Vygotsky's Social Constructivism, there are four major
considerations to keep in mind. First, the Zone of Proximal Development (ZPD) suggests
that learning is most effective when it occurs within the range of a learner's current
abilities, with the guidance and support of more knowledgeable individuals. Second,
scaffolding is a technique that involves providing temporary support to learners as they
work towards mastering a task or concept. Third, the importance of cultural tools such as
language, symbols, and artifacts in shaping individual development. Finally, the concept
of internalization suggests that through social interactions, individuals internalize and
internalize knowledge and skills.

 Albert Bandura’s Social learning Theory

 Albert Bandura's social learning theory is a psychological theory that emphasizes
the importance of observation and modeling in the learning process. According to this
theory, individuals learn not only through direct experiences with the environment but
also through observing others and imitating their behaviors. Bandura believed that people
learn by watching others, particularly those they perceive as role models, and then
replicating their actions.
One crucial aspect of Bandura's theory is the concept of vicarious reinforcement.
This refers to the idea that individuals are more likely to imitate behaviors that are
rewarded or reinforced in some way. By observing others being positively reinforced for
certain behaviors, individuals are more likely to adopt and repeat those behaviors
themselves. Conversely, if individuals observe negative consequences or punishments for
certain behaviors, they are less likely to imitate those actions.
Bandura also emphasized the role of self-efficacy in learning. Self-efficacy refers
to an individual's belief in their own ability to successfully perform a task or achieve a
desired outcome. Bandura argued that self-efficacy plays a crucial role in motivation and
learning. When individuals observe others successfully performing a task, their own self-
efficacy is enhanced, leading to increased motivation to engage in similar behaviors and
achieve similar outcomes.

 Classification of models according to Bandura

Bandura's classification of models includes three main types:
1.Live Models: These are real people or individuals who directly demonstrate behaviors
or actions for others to observe and learn from.
2.Symbolic Models: Symbolic models are representations of behavior in various forms,
such as through media, like television, books, or even fictional characters. Observers
learn from these representations.
3.Verbal Models: Verbal models involve descriptions and explanations that guide
behavior. This can include spoken or written instructions and can be a form of modeling
through language and communication.

 Concept in Social Learning Theory according to Bandura

The Social Learning Theory, proposed by psychologist Albert Bandura, is a
theory that emphasizes the role of observational learning in human behavior. According
to this theory, people learn not only through direct experience but also by observing
others and imitating their behavior. Here are some important details about the Social
Learning Theory:
1. Observational Learning: The theory suggests that individuals can learn new
behaviors and gain knowledge simply by observing others. This process is known as
observational learning or vicarious learning.
2. Imitation and Modeling: People are more likely to imitate behaviors they
observe if they perceive the model as competent, attractive, or possessing higher
status. Models can be real-life individuals or even fictional characters portrayed in
media.
 3. Reinforcement: Bandura proposed that reinforcement plays a crucial role in
observational learning. Individuals are more likely to imitate behaviors that are
rewarded or positively reinforced, while behaviors that are punished or negatively
reinforced are less likely to be imitated.
4. Cognitive Factors: The theory also highlights the importance of cognitive
factors in learning. Individuals actively process and interpret information from the
environment, make judgments about the consequences of behavior, and decide
whether to imitate or refrain from imitating observed behaviors.
5. Self-Efficacy: Bandura introduced the concept of self-efficacy, which
refers to an individual's belief in their ability to successfully perform a particular
behavior. Self-efficacy plays a significant role in determining whether individuals
choose to imitate a behavior or not.
The Social Learning Theory has had a significant impact on various fields,
including education, psychology, and criminology. It highlights the importance of social
influences and the power of observation in shaping human behavior.

 4 Phases of Observational Learning According to Bandura

The four processes involved in observational learning are attention, retention,
initiation and motivation. Attention: The individual pays attention to what is
happening in the surroundings. Retention: the ability to keep something to be able to
retained. Initiation: the act of starting something. Motivation: influence that causes
someone to do something.

 Jean Love and Wenger’s Situational Learning

According to the perspective that every idea and human action is a
generalization adapted to the ongoing environment, it is emphasized that what
individuals learn, see, and do is situated within their role as a member of a community.
This viewpoint recognizes that our thoughts and actions are shaped by the specific
context in which we exist. In this framework, learning is seen as a social and
contextual process. Individuals acquire knowledge and skills through their interactions
with others and their environment. The community in which they belong plays a
crucial role in shaping their understanding and influencing their behaviors. When
individuals learn, they do not simply absorb information in isolation. Instead, they
develop a deeper comprehension of concepts and ideas by relating them to their own
experiences and the social contexts in which they are embedded. Every idea and
action is a generalization that is adapted to the ongoing environment, reflecting the
individual's understanding and interpretation of their surroundings.
This perspective highlights the importance of creating learning environments that
are rich in social interaction, collaboration, and real-world connections. It underscores
the significance of considering the cultural and societal influences that shape
individuals' learning experiences. By recognizing the role of community in
learning, educators can design instructional strategies that promote active
engagement, dialogue, and reflection. They can foster a sense of belonging and
encourage students to connect their learning to real-life situations and the broader
social context.
 Robert Sternberg’s Triarchic Intelligence
Understanding the relationship between the internal world of individuals, the
external world they interact with, and the role of experience is crucial for adult
educators to comprehend the dynamic nature of human intelligence and its
relevance in everyday life. The internal world of an individual refers to their thoughts,
emotions, beliefs, and cognitive processes. It encompasses their unique
perspective, motivations, and internal representations of the world. This internal world
influences how individuals perceive and interpret the external world. The external
world includes the physical environment, social interactions, cultural contexts,
and various external stimuli that individuals encounter. It provides the context in
which individuals navigate and interact, shaping their experiences and influencing
their development.
Experience plays a vital role in the relationship between the internal and
external worlds. Through experience, individuals acquire knowledge, skills, and
understanding of the world around them. Experiences can be direct or indirect,
personal or vicarious, and they shape individuals' perceptions, attitudes, and
behaviors. For adult educators, understanding this interplay between the internal
world, the external world, and experience is essential. It helps them recognize that
intelligence is not a static trait but a malleable and evolving capacity. By
considering the dynamic and interrelated qualities of human intelligence, educators
can create learning environments that foster growth, adaptability, and the
application of knowledge in real-life situations.

 Kinds of Intelligence by Robert Sternberg’s Theory

Sternberg's theory of intelligence emphasized the practical aspect of
intelligence, focusing on how well individuals can adapt to and interact with
real-world situations. He argued that intelligence should be seen as a dynamic
and context-dependent attribute. According to Sternberg, intelligence is not fixed or
static; instead, it evolves and develops throughout a person's lifespan.
This perspective acknowledges the importance of the individual's ability to
adapt to various environmental changes and challenges. It considers practical
problem-solving skills, creativity, and the ability to effectively use one's knowledge
and experiences in real-life situations as essential components of intelligence.
Sternberg's theory has had significant implications for educational
practices and assessments of intelligence. It emphasizes the importance of promoting
practical intelligence and problem-solving skills in educational settings, rather than
focusing solely on traditional measures of intelligence such as IQ tests.

 Wilhelm Wundt’s Structuralism

Wundt employed the method of introspection to examine the fundamental
components of the human mind. He firmly believed that psychological experiences
 were interconnected with physiological experiences, and thus could be studied in a
more objective manner. This approach allowed Wundt to delve deeper into the
complexities of the human psyche and develop a greater understanding of the
relationship between the mind and the body.
Wundt believed that the mind could be broken down into its elemental
components through introspection, a method that involved individuals reflecting on
their own thoughts and sensations. He emphasized the importance of trained observers
using introspection to provide detailed and accurate descriptions of their subjective
experiences.
Wundt's approach was influenced by his belief in the connection between
psychology and physiology. He argued that mental processes were closely linked to
physiological processes and that studying the mind required an understanding of both.
Structuralism had a significant impact on the development of psychology as a
scientific discipline. Wundt's emphasis on systematic observation and analysis laid the
foundation for many subsequent psychological theories and methodologies. While
structuralism eventually gave way to other schools of thought, its legacy can still be
seen in the focus on understanding the structure and organization of mental processes
in modern psychology.

 William James’ Functionalism

William James' functionalism is a psychological perspective that views the
mind as a tool that helps organisms adapt to their surroundings. Inspired by Darwin's
theory of evolution, James believed that mental activities serve a purpose in helping
individuals’ function and survive in their environment.
Functionalism emphasizes the practical functions of the mind rather than its
structure or components. It explores how different mental processes and behaviors
contribute to an organism's adaptation. For example, emotions like fear or joy can
prompt appropriate responses to environmental stimuli, enhancing an individual's
chances of survival.
This perspective also recognizes that mental processes are interconnected and
influenced by external factors. It considers the social, cultural, and environmental
context in which individuals live, recognizing that behavior and mental processes are
shaped by these influences.

 Kurt Lewin’s “Life and Space” and “Field theory”

Kurt Lewin's "life and space" and "field theory" are concepts that explain how
our behavior is influenced by the environment we live in. "Life and space" refer to the
idea that our actions and choices are not just determined by our internal thoughts and
feelings, but also by external factors like the people and places around us. It highlights
the interaction between individuals and their surroundings.

"Field theory" is a framework developed by Lewin to understand human

behavior within this life space. It compares individuals to magnets in a magnetic field,
 being constantly shaped by the forces around them. These forces include both internal
factors, like our thoughts and emotions, and external factors, such as social and
cultural influences. According to field theory, behavior is a complex interaction
between the person and their environment. In summary, "life and space" and "field
theory" emphasize that our behavior is not solely determined by our individual
characteristics, but also by the broader context in which we exist. They highlight the
importance of considering both internal and external factors to understand and predict
behavior.

 Daniel Goleman’s Emotional Intelligence

Emotional intelligence refers to being aware of and recognizing our own
emotions and how they can influence our behavior. It also involves understanding and
empathizing with the emotions of others and being able to manage those emotions
effectively.
Emotional intelligence is crucial in various aspects of life, including personal
relationships, work environments, and leadership roles. By developing emotional
intelligence, individuals can navigate social interactions more effectively, build
stronger connections with others, and make informed decisions.
Furthermore, emotional intelligence entails being able to regulate our
emotions and respond appropriately in different situations. This involves recognizing
and managing stress, anger, and other negative emotions, as well as cultivating
positive emotions such as empathy, optimism, and resilience.
Developing emotional intelligence requires self-awareness, self-reflection, and
active listening. It involves being mindful of our own emotions and the impact they
can have on ourselves and those around us. It also involves being attuned to the
emotions of others, being sensitive to their needs, and responding with empathy and
understanding. Overall, emotional intelligence is a valuable skill that can greatly
enhance our personal and professional lives. It allows us to build healthier
relationships, resolve conflicts effectively, and create positive and supportive
environments for ourselves and others.

 David Kolb’s Experiential Learning

Kolb's experiential learning theory is influenced by other education theorists
like Piaget, Dewey, and Lewin. According to Kolb, learning happens in four stages:
concrete learning, reflective observation, abstract conceptualization, and active
experimentation. In concrete learning, a learner has a new experience or interprets a
previous experience in a new way. Then, in reflective observation, the learner reflects
on the experience to understand its meaning. Next, in abstract conceptualization, the
learner adapts their thinking or generates new ideas based on their experience and
reflection. Finally, in active experimentation, the learner applies their new ideas to
real-life situations to test their effectiveness and make any necessary changes.
Furthermore, Kolb identified four learning styles that individuals may prefer,
based on their strengths and preferences in the learning process. These learning styles
are:
 1. Diverging (Feeling and Watching): Individuals with this learning style are
reflective observers who prefer to gather information and view situations from
different perspectives.
2. Assimilating (Thinking and Watching): People with this learning style focus
on abstract conceptualization and prefer to think and analyze information before
acting.
3. Converging (Thinking and Doing): Individuals with this learning style
prefer to actively experiment and apply their ideas in practical situations. They are
oriented towards problem-solving and decision-making.
4. Accommodating (Feeling and Doing): People with this learning style are
more hands-on and prefer to engage in concrete experiences and immediate action.
They thrive in situations that require adaptation and flexibility.

 Connectivism Approach
Connectivism is a modern theory of learning that emphasizes the importance
of using technology to gather and connect information. It suggests that students
should combine their thoughts and ideas in a helpful way. This theory recognizes that
technology is a big part of how we learn and that being constantly connected allows
us to choose how we learn. Connectivism also encourages working together in groups
and discussing ideas to solve problems and understand information better.
It focuses on learning from sources outside of ourselves, like social media,
online networks, blogs, and information databases. It also promotes group
collaboration and discussion, allowing for different viewpoints and perspectives when
it comes to decision-making, problem-solving, and making sense of information.
Connectivism promotes learning that happens outside of an individual, such as
through social media, online networks, blogs, or information databases.
According to connectivism, learning is a process of creating and navigating
networks of information. The theory suggests that knowledge is not stored in a single
location but is distributed across networks of people, technology, and information
sources. In this sense, learning is not just an individual activity but also a social and
collaborative process.

The key principles of connectivism include:

1. Learning is a process of creating and navigating networks of resources and
connections.
2. Knowledge is distributed across networks of people and resources.
3. Learning is a social and collaborative process that involves interacting with
others and sharing knowledge.
4. Technology plays a central role in learning by providing access to
information and facilitating connections between learners.
5. Learning is an ongoing process that requires continuous adaptation and
change.
7. Create a graphical representation of the things you have learned on learning theories
(application of Education Technology I)
8. You may now express freely your thoughts, feelings and experiences in this activity by writing
or sketching (use 1 whole A4 size coupon bond)

Learning is a part of human development, as a student who is learning from the

environment, an engaging classroom environment, I’ve learned a lot and it improving my
knowledge. Part of teaching is processing your knowledge into a form appropriate for
someone else. That processing helps you gain a deeper knowledge. Your student will have
questions, some will be obvious, some will be things you never thought of, and need to
expand your knowledge to answer. So, don’t learn something the first time by teaching it,
but certainly improve your knowledge of the area by doing so.
However, in connection with that, this theory help me shaping my behavior. One of
the earliest theories of learning is behaviorism. Behaviorism proposes that learning occurs
through the reinforcement of behavior. According to this theory, a person's behavior is
shaped by the environment through stimulus and response. For instance, if a student
performs well in an exam, they are rewarded with good grades. This positive reinforcement
increases the likelihood of the student repeating the behavior. Behaviorism emphasizes the
importance of repetition and practice in learning. This theory makes me realize that
repetition is not about failing it’s about improving your learning skills and capabilities and
practice makes me better in something.
Theories of learning are ideas about the ways students learn and retain information.
These principles provide different frameworks that teachers can use to adapt to students’
diverse learning styles and academic needs. In addition to helping students absorb the
information being taught, learning theories can also help teachers manage students’
behavior. This empowers educators to create an atmosphere that’s more inclusive and
conducive to learning a skill that’s essential whether teaching online or in a traditional
classroom setting.
Cognitivism is another theory of learning that focuses on the mental processes
involved in learning. According to this theory, learning occurs through the processing of
information by the brain. Cognitivism highlights the role of memory, attention, and
perception in learning. This theory suggests that learners must actively process and
organize information to make meaningful connections between new and existing
knowledge.
Learning theories in education are concepts that explain how students learn and retain
information. These theories offer different frameworks for teachers to adapt to various
learning styles and academic needs, which can also help manage students' behavior.
Learning theories seek to understand and explain the learning process so that educators can
teach effectively and efficiently.
Getting everything into account, theories of learning provide educators and
individuals with frameworks to understand how learning occurs. These theories emphasize
different aspects of learning and highlight the importance of different factors in the learning
process. By understanding these theories, educators can design teaching strategies that cater
to learners' needs and help individuals become better learners.
9. Are you happy with your outputs? Why?

In doing this task/activity I find it difficult, but I’m happy with my outputs after I
finished it even though it’s having more theories to get more information through
researching. I am happy with this because it will apply some learning in my daily life and I
found out that this theory helping us to make better in learning inside of the classroom and
we could apply it to make more and having an engaging discussion. It give students
opportunities to collaborate and learn from each other. Create meaningful activities that
give students the opportunity to apply new knowledge. And it Incorporate learners’ prior
knowledge and interests. Provide tools for learners to succeed, but encourage independent
responsibility. Promote experiential learning by including reflections. Create clear course
goals, learning objectives, and assessment instructions to guide students through the
learning process.

10. How significant these theories to your future teaching-learning engagement?

Learning theories are essential for teachers to understand the mental and physical
behaviours of students. It provides teachers with the best methods to achieve his
educational objectives. Students learn best when their motives, reactions, and mental
abilities are matched the pedagogical activities that the teachers assigned in their classes.
So that, in my future teaching-learning engagement I will use to apply some information
coming from different theories for me to be have an effective teaching and having an
engaging learning classroom. Must have knowledge about different learning theories as
they are his resources that they depend on to face different challenges in class. A class
contains students with different backgrounds, social classes and ways of thinking. To deal
with such diversity, a teacher need to be aware of what experts say about how to deal with
class problems and challenges and how teaching occurs for the purpose of not being
clueless inside his realm.

11. If you were already a teacher, will you adopt same theory/ies in your class? Why?
I think yes, because it will help in the near future in teaching. Like for example a
teacher should know about behaviorist theories to know how the process of learning is
easier with repetition. From social theories he knows how students get affected by
modeling. From cognitive theories, he understands how the process of learning formed in
the brain of learners and how important the activities that depends on learning by doing in
this process. Learning theories will also help teachers to understand their learners and
explain how and why they are learning in particular ways. Example ideas from learning
theories are: From the Behaviourist theories - the use of positive feedback in the form of
rewards e.g. grades, class recognition etc helps to motivate students to build on their
current learning into the future.

12. What are the skills you develop after these activities?
The skills that I’ve developed after doing this activity is applying the theory of
behaviorism, According to behaviorism, learning occurs through the process of stimulus-
response associations. When a person is exposed to a particular stimulus, they respond with
a specific behavior. If that behavior is reinforced or rewarded, it is more likely to be
repeated in the future. On the other hand, if the behavior is not reinforced or is punished, it
is less likely to occur again. For example, let's say a teacher wants to teach students how to
solve math problems. In a behaviorist approach, the teacher would break down the
problem-solving process into small steps and provide clear instructions. The students
would then practice solving problems, and each correct response would be reinforced with
praise or rewards. Through repeated practice and reinforcement, the students would learn
and develop their problem-solving skills.

13. Do you find the activities worth doing? Why?

Yes, it’s worth doing, because I could learn some theories that will help in creating a
better classroom environment in the near future, it leads me to path of learning that students
will participate actively and with interest in class. Like for example in theory of Cognitive
Learning Theory, which has an impact to students on their understanding of their thought
process can help them learn. Teachers can give students opportunities to ask questions, to
fail, and think out loud. So that we /I could help them in the means of answering their
inquiries or questions.

Submit to:

DR. ANA MARIA A. BONITO

Associate ProfessorV