PED 701
Name : CASTRO, JENNICA ROZ F.
Section : MAREAD 4
TOPIC 3: PRODUCE
READ: Learning theories timeline: key ideas from educational psychology
Theories What does the theory say?
● Behaviorist Shiela MC N. Pasaporte
Theory This theory is goal-oriented and focuses
on observable behavior.
CYRIL M. DIERON
Behaviorist theory says learning
happens when we connect things we
see with how we act. Teachers use
rewards and punishment.
In what ways will you use the
theory in relation to teaching
reading?
Shiela MCN. Pasaporte
Drills can be effective in this
theory since it provides students
repeated opportunities to practice a
particular skill or concept. Drills
can also incorporate positive
feedback, rewards/praises to
motivate students.
CYRIL M. DIERON
In teaching reading with a
behaviorist approach, positive
reinforcement like praise and
rewards can motivate students.
Structured reading sessions,
repetition, and correction of errors
contribute to skill development.
Using technology for immediate
feedback, implementing reading
incentives, and gradually
increasing difficulty levels align
with behaviorist principles.
Recognizing and publicly
acknowledging reading
achievements also play a role in

● Cognitive Theory SANDRA S. MEMBRERE
This theory emphasizes the importance
(Jerome Brunner)
of transfer, the ability to construct and
apply knowledge and skills to new
context by promoting metacognition to
learners which is through leading them
to monitor their own thinking process
and reflect on their learning.;
LIBERTY V. LUGATOC
According to this theory, the human
mind is like a computer that is
continually processing and encoding
data. When a person is exposed to
stimuli, their minds will seek to past
schema (or internal frameworks
generated by memories) to assist them
interpret this information. There are four
major stages of cognitive development,
and called them (1) sensorimotor
intelligence, (2) preoperational thinking,
(3) concrete operational thinking, and
(4) formal operational thinking.
-Blesilda C. Cayabyab
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reinforcing positive reading
behaviors. This approach
emphasizes creating a supportive
and rewarding environment to
foster reading skills in students.
SANDRA S. MEMBRERE
THINK-ALOUD STRATEGY
I do this by modelling or explicitly
demonstrating or verbalizing my
thoughts, predictions, connections
and strategies as I read. This
strategy demonstrates to students
how to construct meaning from the
text, make inferences, and monitor
comprehension.
LIBERTY V. LUGATOC
Schema is helpful for a child to be
able to understand a text. The
schema or background knowledge
help a reader make meaning out of
the text. In the assimilation stage,
the students may yse the
background knowledge as a
springboard to understand the e.g.
context of another character from
the story.

Learning is an active process of
constructing knowledge. Bruner
emphasizes the importance of active
engagement, discovery, and interaction
with the environment in the learning
process.
● Developmental
-Raquel O. Dagaas
Theory
This theory, often associated with
Jean Piaget, focuses on stages of
cognitive development. It suggests
that children's learning abilities
evolve and change as they progress
through different stages of
development.
-Blesilda C. Cayabyab
Learning follows stages of
development. This theory posits that
individuals go through predictable
stages of cognitive, emotional, and
social development, influencing how
they learn.
Medilyn T. Barbonio
Development theories progress from
simple to more complex understanding of
the self and the world overtime. Progress
may be continuous or occur in stages, but
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-Blesilda C. Cayabyab
Encourage active engagement in
reading through discussions, group
activities, and problem-solving
related to texts.
-Raquel O. Dagaas
Developmental theories, such
as Piaget's stages of cognitive
development, provide insights
into how individuals learn and
progress over time. Teachers
can use these theories to
design age-appropriate
learning activities and assess
students' readiness for
particular concepts or skills.
-Blesilda C. Cayabyab
-Tailor reading materials and
strategies to match students'
developmental stages, allowing
for gradual skill acquisition.
Medilyn T. Barbonio
Developmental knowledge can
help teach learners who are
experiencing learning and
adjustment problems.
development psychology can
help to identify man forces that
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the momentum is most always forward affect growth, maturation,

toward greater, more complex learning, and development and
understandings. that affect learner’s behavior
These theories help us to understand
behaviours and recognize developmental
milestones, so that we can organize our
thoughts and consider how to best support
a child’s individual needs.

● Socio-cultural .Otto Von Fortun Otto Von Fortun

Theory This theory says that children are able to By using contextualized learning
construct learning through their culture materials in reading, I will be
and the society where they belong. using this theory to connect the
learners’ culture and society
Irish-Yasmin A. Cueto towards their formal learning since
our school is one of the only two
-This idea emphasizes the importance of schools offering Arabic Language
social and cultural elements in cognitive and Islamic Values Education
development. Children pick up (ALIVE), we make sure that we
knowledge through social interactions are exposed to their culture so that
with adults who are more experienced we will be able to connect them to
than them. their society and cultural practices.
We also make sure that Muslim
learners learn to appreciate
Larry I. Nabiong Christian culture in relation to
reading materials vice versa to
Something to do with how people Christian learners as they
interact with others and the impact appreciate Muslim culture.
cultures has on their mental capabilities
Irish-Yasmin A. Cueto
Since the children learn from the
adults, I incorporate this theory in
teaching reading to my pupils. For
example I used Shared Reading
where I read the text aloud the
rhymes, poem or stories and I
invite my pupils to read the said
texts.

Classroom applications of this Lev

Vygostsky’s Theory:
1. Scaffolding between and
among teacher and

● Critical Theory Michael D. Elisteria
The definition of critical theory is a
theory that focuses on overcoming
social constructs that oppress people in
society. This theory argues that social
constructs can benefit certain people at
the expense of others.
In reading, this construct is observed
with the majority of male struggling
readers as reading is viewed as
feminine.
● Situated Learning Jennica Roz Castro
Situated learning theory emphasizes
learning within authentic contexts,
where knowledge is applied in real-
world situations. It suggests that
learning is most effective when
embedded in the context in which it
will be used, fostering a deeper
understanding and practical
application of skills.
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learners especially dealing
with difficult lessons;
mentors or facilitators help
the challenged readers or
comprehenders gain skills
in reading tasks
2. Social negotiation or
collaboration is important
to cognitive development
which occurs as a result of
social interactions.
With this theory in mind, the
stigma of how reading is viewed
should be eliminated in
classrooms. This could be done
by:
1) providing all male and
female students with equal
opportunities in reading.
2) giving reading selections
that could interest both
genders
3) providing male students
more opportunities to
respond on what they read
4) modeling reading
Jennica Roz Castro
To apply situated learning
theory in teaching reading, I'd
incorporate real-world reading
experiences. This could involve
reading materials relevant to
daily life, discussions about
practical applications of reading
skills, and activities where
learners use reading in authentic
scenarios. The goal is to create a
learning environment that
mirrors the contexts where
reading skills are naturally
applied.
-Activities

RHEA CRISELLE U. BACORRO
Situated learning is teaching our
learners how to apply the things they
have learned in the classroom.
● Visible Learning HONEY LOU M. LLARENA
( John Hattie) When there is a clear and challenging
learning objective, teaching and
learning are evident. In addition, the
teacher and the pupil collaborate to
achieve the desired outcome, offer
constructive criticism, and determine if
the pupil has reached the goal.
RONELYN R. COMPAS
Visible Learning is about making
learning visible to both teachers and
students, and it involves three key
components: knowing where the
students are in their learning, knowing
where they need to go, and knowing
how to get them there. This aims to
make student learning as visible as
possible. This means that all students
should be able to see how their efforts
are contributing to their education and
that teachers are able to self-reflect on
their practice to measure how it impacts
student outcomes. Visible Learning is an
approach to teaching in which teachers
reflect on their practice and use evidence
of student learning to inform future
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1. Contextual Reading
Assignments
2. Problem-solving
scenarios
3. Role-playing
4. Field trips
5. Workplace Simulations
6. Community Engagement
RHEA CRISELLE U.
BACORRO
I will use reading materials such
as comics in order for the
learners to visualize real life
scenarios.
HONEY LOU M. LLARENA
The theory of Visible Learning
holds significance in reading
instruction as it offers a
comprehensive structure for
improving teaching methods,
defining learning goals, and
encouraging ongoing progress in
student achievements. Teachers
can establish a more productive
and student-centered learning
environment by implementing
these ideas into their reading
instruction.
RONELYN R. COMPAS
Visible learning can be used to
identify the most effective
teaching strategies for reading and
to measure their impact on student
outcomes. For example, visible
learning can be used to identify the
most effective reading
interventions, such as phonics
instruction, and to measure their

instruction. That way, teachers can tailor
their lessons to match student needs and
ensure that students are engaged in the
material
● Structural SITTIE HALILA S. ABDULLAH
Ideology Theory -Structural educators know that
(Paul Gorski) educational performance discrepancies
are mostly caused by structural
impediments, the logical if not
intentional result of unequal opportunity
and access in and out of school (Gorski
2016b).
● Cognitive Theory Louie D. Hamodiong
of Multimedia -Cognitive Theory of Multimedia
Learning Learning says that the brain takes
information and processes it in multiple
channels based on how information is
presented through multimedia before it
will be processed in the working
memory.
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impact on student achievement.
SITTE HALILA S. ABDULLAH
-This theory of deficit would make
us believe that most of our
children who cannot read are due
to unequal opportunity. Some
children who are blessed with
resources are the students who are
the ones expected to have better
comprehension.
As an Elementary teacher, some
children cannot really read well
even though they are already
Grade 6, so we need to provide
activities that can make them have
love for reading despite their
reading difficulties.
-We can provide them picture
story books because most of the
learners are visual learners they
can understand through picture
reading. We can provide them
stories that can inspire them to
have genuine love for reading. If
they have already love for reading,
we can teach them and use
teaching reading strategies to
make them read with
comprehension.
Louie D. Hamodiong
-To apply this theory in teaching
reading, the teacher will present
the words, reading texts and
videos on the proper way of
pronunciation of the words/texts
through the use of multimedia like
TV and Powerpoint presentations.
Also, our learners nowadays are
visual learners, they easily learn

VANESSA B. FERNANDEZ
-According to Mayer and Moreno’s
(1999) Cognitive Theory of Multimedia
Learning states that deeper learning can
occur when information is presented in
both text and graphics than text alone.
The theory of Multimedia Learning
hinges on the presumptions that there
are two channels for learning: auditory
and visual.
● Dual Coding
-Raquel O. Dagaas
Theory
This theory, proposed by Allan
Paivio, suggests that learners
process information more
effectively when presented with
both verbal and visual
representations. It emphasizes the
importance of incorporating visual
elements to enhance learning and
memory.
Shiela MCN. Pasaporte
This theory is relevant in learning
because it helps students to process
information better by using verbal
and images or visual codes. It helps
them understand complex and
abstract concepts by linking words
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when they see it on the screen and
this also hooks their interest to
learn. Learning could be more
meaningful if our learners hear
and see what they are learning.
VANESSA B. FERNANDEZ
-This theory is really helpful to me
when I was teaching beginning
reading in kindergarten. I used
Television or smart tv for the
audiovisual presentation , short
video clips and power point
presentation in teaching beginning
reading . I’ll videos and let the
pupils listen afterwards, I’ll let
them read of their own while
looking on the screen.. at least
naga-guide ang pupils the right
pronunciation, the right diction,
and how the text is being read
especially they are beginners in
reading.
-Raquel O. Dagaas
Teachers can incorporate
graphics, diagrams, and
multimedia content alongside
textual materials to facilitate
better understanding and
retention.
One possible teaching strategy
that uses dual coding theory is to
use graphic organizers to help
them organize their ideas and
concepts. For example, the Venn
diagram. This helps them
compare and contrast two

and images.
● Self-Efficacy Ma. Robelle P. Bautista - Self-efficacy
theory states that an individual's beliefs
Theory
in their own abilities to complete tasks
or reach goals plays a major role in how
they actually perform those tasks.
According to the theory, someone with
high self-efficacy for a task will put
more effort into it, persist through
obstacles, and develop strategies for
overcoming challenges. Someone with
low self-efficacy may avoid the task or
give up more easily.
● Self-Regulation Xenia A. Igarlino
Theory Self-regulated learning is the self-
directive process through which learners
transform their mental and physical
abilities into task-related skills. Learners
develop the skills of goal setting,
planning, learning strategies, self-
reinforcement, self-recording, and self-
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characters in a story.
Ma. Robelle Bautista
-As a teacher, I can boost reading
self-efficacy by setting achievable
goals matched to students' skill
levels and providing
encouragement and praise for
effort and improvement. This
builds confidence.
-I will avoid making comparisons
between students and focus
feedback on each individual
student's progress, highlighting
even small wins. This supports
self-efficacy.
-When students struggle, I will
model perseverance and guide
them to apply strategies, rather
than criticize inability. This
promotes growth mindset versus
fixed mindset.
-I will provide differentiated,
engaging reading materials to
match skill levels. Students
experience success when reading
is accessible but still challenging
enough to avoid boredom.
-Getting students to track and
recognize their own improvement
can enhance self-efficacy. I can
have them chart progress, reflect
on growth, and set future goals.
Xenia A. Igarlino
During modular learning, pupils
stay home due to inclement
weather or the outbreak of
diseases, they will be given
learning resources such as
handouts, worksheets, or modules
with a simple introduction/

instruction.
Aguhar,Rosalie L.
A psychological and motivational
framework known as self-regulation
theory examines how people control and
regulate their thoughts, feelings,
behaviors, and impulses in order to fulfill
social expectations and accomplish
personal objectives. This theory
highlights the goal-oriented and proactive
aspects of human behavior, emphasizing
the part that self-reaction, self-judgment,
and self-monitoring play in the regulatory
process.
● Attribution Batanes, Rosemarie Y.
Theory Is how we attribute feelings and
intentions to people to understand their
behaviour.
It deals with how the social perceiver
uses information to arrive at causal
explanations for events. It examines
what information is gathered and how it
is combined to form a causal judgment.
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presentation of the lesson/ topic, a
couple of preliminary activities, a
summary, and application of
learning through varied
performance tasks. In this way,
they will be given the chance to
practice self-motivation and how
they will plan for time
management in order to fulfill the
tasks assigned for them.
Self-regulation theory has been
used in a number of fields, such as
psychology, health, and education.
It is especially important to
comprehend how people make
decisions, handle stress, and
behave in ways that support their
long-term wellbeing. This
approach is used by researchers
and practitioners to create
interventions meant to enhance
people's abilities to self-regulate
and encourage favorable results in
various spheres of life. By this
theory can help pupils cope in
their problems that may affects
their ability to engaged in their
study habit.
Batanes, Rosemarie Y.
Attribution Theory is important in
education especially in dealing
with different characteristics and
attitudes. It will help us understand
the events and situations
happening everyday. As a reading
teacher, I will find the cause of the
difficulty in reading to be able to
give proper activities/ action for
them.
I may attribute their difficulty in
reading to a lot of factors, thus
acknowledging the cause of it may
give better reading intervention.

● Cognitive Load Ma. Robelle P. Bautista -Cognitive
Load Theory focuses on the capacity of
Theory
a learner's working memory. Working
memory has limited ability to process
new information.
-The theory distinguishes between three
types of cognitive load: intrinsic - the
inherent difficulty of the content;
extraneous - demands that don't
contribute to learning; and germane -
load devoted to successful learning and
understanding.
-Effective instruction manages intrinsic
load and reduces extraneous load, while
facilitating germane cognitive
processing for schema construction and
deeper learning.
- Blesilda C. Cayabyab
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Ma. Robelle Bautista
- will chunk reading content and
skills into manageable parts and
offer scaffolding to mitigate high
intrinsic load for novice readers.
This prevents overtaxing working
memory capacity.
-Providing clear learning
objectives, framed around the
most essential concepts and skills,
helps focus germane cognitive
processing.
-Removing distracting, unrelated
elements from reading tasks and
instructions limits extraneous load
- assisting working memory
resources to be devoted to
comprehending texts.
-Sequencing techniques like
interspersing easier, mastered
tasks among more difficult
elements allows periodic decreases
in cognitive load. This alternation
fosters better schema acquisition.
-By allowing learners to first
process small amounts of new text
before elaborate questioning
facilitates meaningful connections
without overloading working
memory. Comprehension
improves retention.
- Blesilda C. Cayabyab
Break down complex reading
tasks, provide scaffolding, and
gradually increase difficulty.

Managing cognitive load optimizes
learning. This theory, proposed by John
Sweller, suggests that instructional
design should consider the limits of
working memory to enhance learning by
managing the cognitive load imposed on
learners.
● Communities of Golla, Dianne Karen B.
Practice This theory involves a collection of
people who share a shared concern, set
of difficulties, or interest in a topic and share a common set of goals. The
work together to achieve both individual purposeful collaboration and
and group goals.
● Connectivism DACLES, SUZETTE
Connectivism is a relatively new
learning theory that suggests students
should combine thoughts, theories,
and general information in a useful
manner. It accepts that technology is a
major part of the learning process and
that our constant connectedness gives
us opportunities to make choices about
our learning. 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.
https://www.wgu.edu/blog/
connectivism-learning-
theory2105.html#close
● Cognitive- Capinig, Jessel Anne
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Golla, Dianne Karen B.
Community practice may be
beneficial in teaching reading in
the sense that it involves people to
sharing set of ideas/ insights may
help in the realization. As a
teacher, we do focus group
discussion to talk about plans,
interventions, ways forward and
best practices that would better
help our readers.
DACLES, SUZETTE C.
Connectivism in teaching reading
involves leveraging technology
and networks to facilitate learning.
Students can access online
resources, collaborate in virtual
spaces, and engage in discussions
to enhance their reading skills.
Teachers play a role in guiding
students to navigate information
sources, fostering connections, and
adapting to the evolving landscape
of digital literacy. It's about
creating a dynamic learning
environment that embraces the
interconnected nature of
information in the digital age.
SUNGA, Ezra U.
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Affective Theory I have used this in the discussion

with Media of different multimodal texts and
This theory stresses that a learning propaganda devices where I have
process is not solely based on cognitive shown a commercial where there
processing of information but also is a father and child and mother
emotional, motivational, and and child relationships that retell
metacognitive processes. Learning with the hidden sacrifices of parents
digital learning materials, however, can just to give the best for their
also trigger social processes, such as the children. At the same time, I was
feeling that the interaction between a able to give them an example of a
learner and a digital device is rather particular propaganda device and
social than technical. interpretation of multimodal
SUNGA, Ezra U. context which taps their cognitive
level in understanding the lesson
This theory has been developed mostly through media. At the same time,
to the post pandemic learners. They they were able to relate and think
were very much engaged with social about their parents’ sacrifices for
media and they were very much affected them. Even though I’ve been using
with everything in it. Thus, I think this this strategy for many years, it’s
theory has been a good strategy to divert still effective to the students
their emotional stresses brought about because they can sympathize and
by social media which can be corrected empathize with the short films
in the classroom. At the same time, we which are the best part of teaching
are delivering the MELCS designed by these things to them. And I love
DepEd. how they react to it.

● Constructivism SANDRA S. MEMBRERE SANDRA S. MEMBRERE

This theory emphasizes the active
construction of knowledge through
social interaction and collaboration,
cooperative learning which emphasizes
the importance of students taking
ownership of their learning.
JIGSAW READING
This is a cooperative learning I
practice in teaching literature or
reading. This is done by dividing
the text into sections, ensuring that
each section contains enough
information for a small group to
become experts on that particular
section.
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VALUE: Informing My Teaching Practices

Writing a Reflective Essay

As educators, we appreciate the importance of both classroom and field educational experiences and learn
that there is nothing more practical than a good theory. While experience is a great teacher, it cannot
replace what can be best learned through the process of reflection.
These questions are specifically raised to guide your reflection and learning:

•What values, beliefs, and conceptions underpin my professional practice in my context as a reading
teacher, school head implementing a reading program, or school supervisor mentoring a reading teacher?

•Do pedagogical theories inform my educational practice as a reading teacher? To what extent? What
important factors do I consider so that my pupils will experience success in learning to read and to love
reading?

PRODUCE: Analyzing One's Practice

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For Teachers (reading activity/class)

Analyze a lesson plan that you just have implemented. The table below will help you show your
teaching reading practices and how a principle or theory supports that decision. Explain what made
you decide to include an activity, for example. Then, write what you plan to do for students who need
instructional support.

Activities in What learning How is reading What theory did What do you plan to
the lesson* objective does assessed? How you have in do for students who
your teaching do you know mind that need instructional
reading that the activity explains and support in reading?
address or promotes supports your Include a short
target? learning to decision to have description of the
read? this activity for process.
teaching and
learning to read?
PAIR, Students will Students are The sharing and That’s why its in pair,
READ AND demonstrate required to discussion read and share so that
SHARE the ability to understand the portion of the the students will get
comprehend events, character activity requires help from his/her
and interpret motivations, and students to peers with the guide of
literary texts. the overall articulate their the teacher.
narrative. interpretations,
insights, and
reflections on the
characters. This
oral
communication
aspect enhances
their ability to
express literary
analyses verbally.

Analyzing This activity not Experiential Provide differentiated

Literature only engages Learning instruction for them.
with Theme Students will
students in
Investigation use attentive
critical analysis
reading,
but also
conversation,
encourages
and creative
creative
expression to
expression,
pinpoint and
collaborative
evaluate
learning, and a
themes in a
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chosen deeper
literature. appreciation for
the thematic
elements in
literature.