CONE OF EXPERIENCE- EDGAR GALE

MNOMICS – DI CO DRAMA
DEMO FIEL EX MO
AUDI VI VE

VERBAL/TEXT
VISUAL/PICTURES 10 % READ
AUDIO/ RECORDINGS
MOTION PICTURES 20% HEAR
EXHIBITS
FIELD TRIP 30% SEE
DEMONSTRATIONS HEAR AND SEE
DRAMATIZED 50%
EXPERIENCE
CONTRIVED EXPERIENCE 70% SAY AND WRITE
DIRECT PURPOSEFUL
EXPERIENCE 90% DO

9 MULTIPLE INTELLIGENCE- HOWARD GARNER

VISUAL SPATIAL arts and direction

LINGUISTIC
VERBAL
speaking

INTRAPERSONAL know his/herself

INTERPERSONAL
socializing

LOGICAL
MATHEMATICAL
science and math

music and musical

MUSICAL
instruments
BODILY athlete, dancing, manipulate
KINESTHETIC the body

NATURALISTIC environment, nature

high potential thinkers, beyond thinking,

EXISTENTIAL impossible to reality, philosopherss
LEARNING THEORIES “Spoon feeding”
1. BEHAVIORIST- the teacher controls the students/ teacher centered “Blank slates”
-controlled by the environment “Change”
-task analysis (step by step) “Behavior”
-imitations of ideas
-all the information’s are given by the teacher that is why the students don’t need to think
2. COGNITIVIST- thinking “Information processor”
-students broaden their knowledge
-students do research, ask questions, reading etc.
3. CONSTRUCTIVIST- student make their own learning “Construct”
-use their experiences
-do not depend on other resources, depend on yourself
4. METACOGNITIVIST – thinking by thinking
“Reflect”
- “meta” beyond
- ex. Reflection paper, journals, decision- making

ZONE OF PROXIMAL DEVELOPMENT- LEV VYGOSKY

1. POTENTIAL LEVEL- level that the learner achieves
with the assistance of the teacher or more advanced ZPD= ACTUAL LEVEL – POTENTIAL
peers. LEVEL
2. ACTUAL LEVEL- level that the learners achieve alone.

COGNITIVE DEVELOPMENT THEORY- JEAN PIAGET

>SCHEMA- prior knowledge
>ASSIMILATION- similar situation, same schema
>ACCOMMODATION- changes, creation of another schema
>DISEQUILIBRIUM- old and new schema are not balance
>EQUILIBRIUM- balancing the old and new schema

ASSIMILATIO ACCOMMODATION
N

DISEQUILIBRIUM EQUILIBRIU
M

STAGES OF COGNITIVE DEVELOPMENT

1. SENSORIMOTOR Birth to 2 yrs. Old - Explore the word through senses
STAGE Infant and toddlers OBJECT PERMANENCE- object still exist even when
it disappears or other senses
 SEPARATION ANXIETY
STRANGER ANXIETY
2. PREOPERATIONAL 2 to 7 yrs. Old - Explore the world symbolically
STAGE Early Childhood/ EGOCENTRISISM- inability to see the world from
Preschool anyone else’s eyes, self-centered
PRETENTOUS
ANIMISM- treating animate object as living ones
IRREVERSIBILITY- ex. 7+2= 9 ; 2+7= ?
3.CONCRETE 7 to 11 yrs. Old - Thinking becomes more logical and systematic
OPERATIONAL Elementary Level CONSERVATION- differentiate things
STAGE REVERSIBILITY- ex. 7+2= 9 ; 2+7= 9
SERIATION- ability to arrange objects in order
CLASSIFICATION- sorting out things based on
characteristics
ELIMINATION OF EGOCENTRISM- consider the
POV of other people
4.FORMAL 12 and above - Develops logical reasoning skills
OPERATIONAL High school and up - Formulate hypothesis
STAGE - Deductive and analytical reasoning

TRIPARTITE PERSONALITY
1. ID- primitive and instinctive component of personality
- It operates on the pleasure which is the idea that every wishful impulse should be satisfied immediately,
regardless of the consequence.
“ I WANT IT NOW”
- UNCONSCIOUS

2. EGO- mediate between the unrealistic ID and the external real world
- Referee or the decision-making component of personality
“WE NEED TO PLAN AND WAIT IN ORDER TO HAVE IT”
- CONSCIOUS

3. SUPEREGO- incorporates the values and morals of society which are learned from one’s parents and others.
“YOU CAN’T HAVE IT, IT’S NOT RIGHT”
-SUBCONSCIOUS

ID
Pleasure
EGO SUPEREG
Personality Conscience/ Reality O
Principle
Moral
Masama Decision-making
Principle
Balane the ID and
SUPEREGO
Mabait

PSYCHOSOCIAL THEORY- ERIK ERIKSON

AGE CONFLICT IMPORTANT OUTCOME

EVENTS
1. INFANCY Trust vs. Mistrust Feeding, Abandonment HOPE
0-23 months
 2. EARLY Autonomy vs. Shame and Doubt Toilet Training, WILL
CHILDHOOD 2-4 yrs. old Clothing self
3. PRESCHOOL Initiative vs. Guilt Exploration, using tools PURPOSE
4-5 yrs. old or making art
4. SCHOOL AGE Industry vs. Inferiority School, Sports COMPETENCY
5 to 12 yrs. old
5. ADOLESCENCE Identity vs. Role Confusion Social Relationship FIDELITY
13 to 19 years old
6. YOUNG Intimacy vs. Isolation Romantic Relationships LOVE
ADULTHOOD 20-39 yrs. old
7. MIDDLE Generativity vs. Stagnation Parenthood, Work CARE
ADULTHOOD 40-64 yrs. old Oriented
8. MATURITY Ego Integrity vs. Despair Reflection on life WISDOM
65- death

MORAL DEVELOPMENT- LAWRENCE KOHLBERG

1.PRECONVENTIONAL- morality is determined by the consequences for the person.
2.CONVENTIONAL- morality is determined by social rules.
3. POSTCONVENTIONAL- morality is determined by core values.

LEVEL STAGE DESCRIPTION

PRECONVENTIONAL 1 PUNISHMENT AND OBEDIENT
2 MUTUAL BENEFITS
CONVENTIONAL 3 SOCIAL APPROVAL
4 LAW AND ORDER
POST CONVENTIONAL 5 SOCIAL CONTROL
6 UNIVERSAL PRINCIPLES

STAGE 1- make moral decisions strictly based on self-interests. Disobey rules if can do so without getting caught.
STAGE 2- recognize that others have need but make satisfaction of own needs a higher priority.
STAGE 3- make decisions based on what will please others. Concerned about maintaining interpersonal relations.
STAGE 4- look to society for guidelines about behavior. Think of rules as inflexible, unchangeable.
STAGE 5- recognize that rules social agreements that can be changed when necessary.
STAGE 6- adhere to a small number of abstract principles that transcend specific, concrete rules.

ECOLOGICAL SYSTEM THEORY- URIE BRONFENBRENNER

CHRONOSYSTEM
MACROSYSTEM
CHANGES OVER TIME
EXOSYSTEM
MESOSYSTEM SOCIAL AND CULTURAL VALUES
INDIRECT ENVIRONMENT-settings or events that the child does not actively participate in but that have a profound effect on the child’s
development
MICROSYSTEM
CONNECTIONS BET. ENVIRONMENTS- family experience impacts behavior
IMMEDIATE ENVRONMENT – peers
CHILD
PSYCHOSEXUAL THEORY- SIGMUND FREUD
Freud believed that life was built round tensions and pleasure.

STAGES OF DEVELOPMENT AGE DESCRIPTION

The baby gets much satisfaction from putting all sorts
of things in its mouth to satisfy the libido (sexual
ORAL STAGE Birth to 1 year energy)

The ID demands such as sucking, biting, and

breastfeeding.

ORAL RECEPTIVE- pre-occupied with eating,

drinking, smoking, biting nails

ORAL AGGRESSIVE-hostile, verbally abusive to

others
The SUPEREGO begins to develop.
ANAL STAGE 1 to 3 years old
Toilet training

ANAL EXPULSIVE-messy, careless

ANAL RETENTIVE-perfectionist, compulsive,

Crucial sexual conflict occurs.
PHALLIC STAGE
 3 to 6 years old OEDIPUS COMPLEX- boy to mother

ELECTRA COMPLEX- girl for father

The most stable stage.

SUPEREGO is fully developed.

LATENCY STAGE 6 years to puberty
Developing new skills and acquiring knowledge, and
play becomes largely confined to other children of the
same energy.
It is time of adolescent sexual experimentation, the
GENITAL STAGE Puberty to adult successful resolution of which is settling down in a
loving one-to-one relationship with another person.

COGNITIVE DOMAIN

BLOOMS TAXONOMY – OLD VERSION

MNOMICS – KC APANSE

EVALUATIO
N Judging, checking, validating, defending, justifying

SYNTHESI Inductive thinking- specific to general

S
ANALYSI Breakdown of ideas, deductive thinking- general to specific
S
APPLICATION Transfer of concept to another/ use, employ, practice, implement

COMPREHENSION What you understand to the concept

KNOWLEDGE Recall, remembering, memorization

REVISED VERSION – ANDERSON AND KRATHWOHL

MNOMICS- RU APANEC
 CREATING SYNTHESI
S
EVALUATIN
G

ANALYSING

APPLYING

UNDERSTANDING

REMEMBERING

AFFECTIVE DOMAIN
MNOMICS – RERES VOC

CHARACTERIZ
ATION

ORGANIZATIO
N

VALUING Expressing, cherish

RESPONDING Active, willingness to participate/answer

RECEIVING Passive, no participation, accepting

PSYCHOMOTOR DOMAIN
MNOMICS – PSG MACAO
 ORIGINATI Create your own invention/ originality or ownership
ON

ADAPTATI Applying the knowledge/skills- practicing or applying to other things

ON

COMPLEX AND Expert and proficient

RESPONSE

MECHANISM Practice, exercise, repetition, drills

GUIDED RESPONSE Scaffolding and need assistance

SET Readiness, preparation

PERCEPTION Observing, watching, passive

1.REFLEX MOVEMENT- stretch, flex, straighten

2.FUNDAMENTAL MOVEMENT- crawl, walk, slide, creep
3.PERCEPTUAL MOVEMENT-senses, catch, bounce, eat
4.PHYSICAL ABILITIES- endure, improve, increases
5. SKILLED- waltz, play piano, singing
6.NON-DISCUSSIVE COMMUNICATION- gesture, stand, sit