@ Falculan Twins’ Review Center SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Child and Adolescent Development and Facilitating Learning (GROWTH & DEVELOPMENT exe Panevan QUANTITATIVE changes in size, weight | gyaurraTivE changes in the quality number, etc. Observable cannot be measured continues throughout life but stops with the attainment of maturity continuous process - from womb to tomb ‘one of the parts of development growth is one of its parts may or may not bring about development FACTORS INFLUENCING GROWTH AND DEVEL‘ 1. Maturation/Nature — the natural growth resultir 2. Environmental Influences/Nurture — i place PRINCIPLES OF DEVELOPMEN’ wolves change. ler as compared to the hands and finger jelopmentis uniquein each individual. takes than later development. juct of maturation and learnin, 6. Principle of inter-related development 7. There are social expectations for every developmental period which are often referred to as DEVELOPMENTAL TASKS. CHARACTERISTICS OF LIFE-SPAN DEVELOPMENT (PAUL BALTES) 1. Developments Lifelong. It does NOT end in adulthood. No developmental stage dominates development. pment is Multidimensional. Development consists of biological, cognitive, and socio-emotional dimensions. 3. Dey Contact us at 097-219-2737 pment is Plastic. Development is possible through the life-span.@ Falculan Twins’ Review Center Ww gy) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) 4. Developmentis Contextual. Individuals are changing beings in a changing world. 5. Development involves growth, maintenance, and regulation. These three are 3 goals of human development. The goals of individuals vary among developmental stages. For instance, as individuals reach middle and late childhood, concern with growth gets into the back stage while maintenance ‘and regulation take the center stage. DOMAINS OF DEVELOPMENT - also referred to as AREAS OF DEVELOPMENT which include: PHYSICAL DEVELOPMENT + gross motor development - the LARGE muscles ip the body such as legs, arms, and the chest PHYSICAL DEVELOPMENT + fine motor development - the SMALL mu; fingers, lips and tongue. ‘such as those in the hand, ‘SOCIAL/EMOTIONAL DEVELOPMI ~ Tefers to the developme e p ‘as well as the ability to express feeling: esses such as concentrating, imagining, problem-solving, janizing information, and using symbols. Language and DEVELOPMENTAL TASKS (ROBERT HAVIGHURST, 1972) A Developmental Task is a task that arises at a certain period in our life, the successful achievement of which leads to happiness and success with later tasks isapproval, and difficulty with later while failure leads to unhappiness, social tasks. ‘STAGES OF HUMAN DEVELOPMENT 1. Pre-natal Stage (conception to birth) + Involves tremendous growth - from a single cell to an organism complete with brain and behavioural capabilities Contact us at 097-219-2737 2eo Falculan Twins’ Review Center ae g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) + Age when heredity endowments and sex are fixed and all body features, both external and internal, are developed. Pre-natal stage > Relating to pregnant woman and her unborn baby, > before birth; during or relating to pregnancy. ‘THREE PERIODS OF PRENATAL STAGE 1. Germinal period Y prenatal development that takes place in the first two weeks after conception. ¥ It includes the creation of the ZYGOTE, contin attachment of the zygote to the uterine ws Inner and Outer layers of the organism A. BLASTOCYST > inner layer of cells. > develops later into the embryo B, TROPHOBLAST > outer layer of cells. > provides nutrition and ell division and the Three layers of cells > ENDODERM + inner layer of the cell. = Becomes the digestive and respiratory systems > ECTODERM + outermost layer of the cell * becomes the nervous, sensory receptors and skin parts. >» MESODERM + middle layer Contact us at 097-219-2737eo Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) + develops into circulatory, skeletal, muscular, excretory, and reproductive system. As the three layers of the embryo form, the support systems for the embryo develop rapidly. Three life-support systems: a. Placenta a life support system that consists of disk-shaped group of tissues in which small blood vessels from the mother and the offspring intertwine but do not join. b, Umbilical Cord contains two arteries and one vein that cont placenta. c. Amnion ts the baby to the is @ bag or an envelope that contais @clear fluid in which the developing embryo floats. 3.Fetal Period ¥ last from about 2month yen the infant is born. ¢ point at which life can IL Infaney the mi ‘and lasts until the umbilical cord has been cut and tied. Neonate or from the cutting and tying of the umbilical cord IIL Babyhood stage Y Characterized by decreasing dependency for the reason that this is the time when babies achieve enough body control to become independent Y Babyhood skills: hand skills and leg skills Y Crying, cooing, babbling, gesturing, and emotional expressions are examples of pre-speech forms of communication Y Babies are capable of establishing friendships IV. Early Childhood + “the ‘preschooler years" + Years before formal schooling begins Contact us at 097-219-2737 4@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) + Pre-gang, exploratory, and questioning age, when language and elementary reasoning are acquired and initial socialization is experienced. Developmental Tasks for Infancy & Early childhood + Learning to walk. + Learning to crawl. + Learning to take solid food. + Learning to talk. + Learning to control the elimination of body wastes. + Learning sex differences and sexual modesty. + Getting ready to read. + Forming concepts and learning language to describe social and physical reality. V. Middle and Late Childhood + Gang and creativity age when self-help sI and play skills are developed. + The fundamental skills of + The child is formally expose + Achievement becomes d control increases. + Transition age from childhood to adulthood + Begins with rapid physical changes - dramatic gains in height and weight, changes in body contour, and the development of sexual characteristics such as enlargement of breasts, development of pubic and facial hair, and deepening voice. + Pursuit of independence and identity are prominent + Thoughts more logical, abstract and idealistic. More time spent outside of the family. Developmental Tasks for Adolescence Stage Y Achieving new and more mature relations with age mates of both sexes. Contact us at 097-219-2737 5eo Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Achieving a masculine or feminine social role. Accepting one’s physique and using the body effectively. Achieving emotional independence of parents and other adults. Preparing for marriage and family life. Acquiring a set of values and an ethical system as a guide to behavior. Desiring and achieving socially responsible behavior. SAAR ARS Vil. Early Adulthood Developmental Tasks of Early Adulthood Development Age of adjustment to new patterns of life and new roles such as spouse, parent, and bread winner. It is a time of establishing personal and economic independence, career development, selecting a mate, learning to live with someone in intimate way, starting a family and rearing children. ¥ Selecting a mate. Y Learning to live with a partner. ¥ Starting family. ¥ Rearing children. ¥ Managing home. Y Getting started in, v v xt generation in becoming competent and mature ind of reaching and maintaining satisfaction in career. of Middle Age ¥ Assisting teenage children to become responsible and happy adults. Y Achieving adult social and civic responsibility. Y Reaching and maintaining satisfactory performance in one’s occupational career. Developing adult leisure time activities. Relating oneself to one’s spouse as a person. To accept and adjust to the physiological changes of middle age. Adjusting to aging parents. SAA 4 IX, Late Adulthood Y tis a time foradjustment to decreasing strength and health, life review, retirement, and adjustment to new social roles. Contact us at 097-219-2737eo Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) ¥ Retirement age when increasingly rapid physical and mental decline are experienced. Developmental Tasks of Later maturity or Old Age ¥ Adjusting to decreasing physical strength and health. ¥ Adjusting to retirement and reduced income. Y Adjusting to death of a spouse. ¥ Establishing an explicit affiliation with one’s age group. Y Adopting and adapting social roles in a flexible way. ¥ Establishing satisfactory physical living arrangements. ERIK ERIKSON’S PSYCHOSOCIAL THEORY + Psycho - relating to the mind, brain and pers, + Social - external relationships and environs Epigenetic Principle + Explains that we develop through a personalities in eight stages. lieved that of two opposing emotional forces ponding life stage and its inherent Ifa stage is manage ‘STRENGTH. ell, we carry away a certain VIRTUE or PSYCHOSOCIAL Malignancy ~ involves too little of the positive and too much of the negative aspect of the task Ex. A person who can't trust others Maladaptation — is not quite as bad; involves too much of the positive and too little of the negative Ex. A person who trusts too much Contact us at 097-219-2737 7Falculan Twins’ Review Center SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Virtue Maladapation Malignancy Trust vs. Mistrust Hope ‘Sensory Maladjustment | Withdrawal - The belief that, even when | -Overy trusting, gullible, ~ Characterized by things are nat going wel, | cannot believe that anyone depression, they will work out well in the | would mean them farm paranoia, possibly end psychosis ‘utonomy vs. Shame and | Willpower or Tmpulsiveness Compulsiveness Doubt Determination -Shameless wilulness leads | -Feels as if everything must ~can do" attitude to jumping into things be cone perfectly: mistakes without proper consideration | must be avoided at al costs Inilative vs. Guilt Courage or Ability fo take | Ruthiessness Thibition risks ~ heartiess, unfeeling | -The fear that if they fal, ~The capacity for ation - They don't care | they will be blamed. despite a clear who they step on | ‘Nothing ventured, nothing Understanding of your fost.” limitations and past failings Inertia ino aren't allowed to | -Those who suffer inferiority complexes. frst you don't succeed, ever try again.” Industry vs. inferiority | Competency one area of Teentity vs. Role Fidelity ‘nati pudiation Confusion . - To reject way ~ They reject their Gather around ‘membership inthe ms there and word of adults and their they reject theit Beliefs and need for an identity Iifestyes without : regards to other's rights to disagree Intimacy v; ity Exclusion Tendency to ~ Tendency to isolate ‘become intimate ‘oneself from one too freely, too love, friendship, easily, and without and community and friends and the love any depth to your develop a certain (one's neighbor, co- intimacy hratefulness in worker and ‘compensation for compatriot as well ‘one's loneliness Generativity vs. Caring (Overextension Rejectivity Stagnation ~ No longer allow ~ No longer time for themselves participate in - activites or ‘contribute to society Integrity vs. Despair Wisdom Presumption Disdain - This is what = Acontempt of if, ‘happens when @ ‘ones own or person presumes anyone's” The ‘ego integrity person becomes without actually very negative and facing the appears to hate life dificult of old - age ~ Believes that he alone is right Contacygis at 0977 219-2737 Eeo Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) FREUD'S PSYCHOANALYTIC THEORY ‘Sigmund Freud Considered to be the most well-known psychologist because of his very interesting theory about the unconscious and also about sexual development FREUD'S STAGES OF PSYCHOSEXUAL DEVELOPMENT ga eD Oral Stage (birth to 18 months) Phallic stage (ages 3- Contact us at 097-219-2737 Oral stage (birth to 18 moths) Anal stage (18 months to 3 years) Phallic Stage (ages 3 to 6 years) Latency stage (age 6 to puberty) Genital stage (puberty onwards) Erogenous zone (pleasure area) - a specifi pleasure or needs. These may be the arms, Erogenous zone is the mouth. that becomes,the focus of Too much or too little satista has a stronger tendency + Orala ite his or her nails or use curse stage is the anus. inating and retaining feces. ‘to work on toilet training. ~ an obsession with cleanliness, perfection, and control the person becomes messy and disorganized. The pleasure or erogenous zone is the genitals. During preschool age, children become interested in what makes boys and gitls different. Preschoolers will sometimes be seen fondling their genitals. Oedipus Complex - boys develop unconscious sexual desire for their mother. Boys see their father as a rival for their mother's affection. Electra Complex ~ girls may develop an unconscious sexual attraction towards their father.oe Falculan Twins’ Review Center == g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) + According to Freud, out of fear of castration and due to strong compotition of their father, boys eventually decide to identify with them rather than fight, them. + By identifying with their father, the boys develop masculine characteristics and identify themselves as males and repress their sexual feelings towards their mother. + Afixation at this stage could result in sexual deviances and weak or confused sexual identity. Latency Stage (age 6 to puberty) + Itis during this stage that sexual urges remain repressed. + The children’s focus is the acquisition of physical and academic skills. + Boys relate more with boys and girls with girl is stage. Genital stage (puberty onwards) + Begins at the start of puberty when sexual + Adolescents focus their sexual u pleasures centered on the get FREUD'S PERSONALITY COMPOI , logicality or practicality in the situation \g toddler and preschooler years ity principle + Itis aware that others have also needs to be met. + Itis practical because it knows that being impul to negative consequences later, so it reasons and considers the best response to situations. ive or selfish can result The Superego + Near the end of the preschool years, or the end of the phallic stage, the superego develops. + Itembodies a person's moral aspect. + Itis likened to conscience because it exerts influence on what one considers right or wrong. Contact us at 097-219-2737 10eo Falculan Twins’ Review Center == g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) TOPOGRAPHICAL MODEL 1. The Unconscious 2. The Conscious 3. The Subconscious The Unconscious + Freud believes that most of what influences us is our unconscious. + The Oedipus and Electra Complex are both buried down into the unconscious, out of our awareness due to the extreme anxiety they caused. + But they still influence our thinking, feeling, and doing in perhaps dramatic ways. The Conscious + All that we are aware of are stored in o} + However, our conscious mind only comy are so that, in our everyday life, we are of what makes up our person: + Most of what we are is hig The Subconscious + This is the par COGNITIVE DEVEL! Jean Piaget (1896-1980) was one of the 20th centuries most influential researchers in the area of developmental psychology. He was a child prodigy who published his first article in a refereed journal at the age of 1. While working in Binet's test lab in Paris, Piaget became interested in how children think. He noticed that young children’s answers were qualitatively different than older children. This suggested to him that the younger children were not less knowledgeable but, instead, answered the questions differently than their older peers because they thought differently. Contact us at 097-219-2737 uw@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) This implies that human development is qualitative (changes in kind) rather than quantitative (changes in amount). Piaget showed that young children think in strikingly different ways compared to adults. Basic Cognitive Concepts + Schema - the cognitive structure by which individuals intellectually adapt to and organize their environment + Assimilation - the process of fitting new experience into an existing created schema + Accommodation - the process of creating a new schema + Equilibration - achieving proper balance between assimilation and accommodation. ‘STAGES OF COGNITIVE DEVELOPMENT 1. Sensorimotor (birth to 2 years) Stage when a child initially reflexivesin becomes more organized in his mo prominence of the senses and n to represent objects and events cy of a child to only see his point of view and assume that je also has his same point of view ©. the tendency of the child to only focus on one thing or event and exclude other aspects ¥ Lack of Conservation © the inability to realize that some things remain unchanged despite looking different Y Irreversibility © Pre-operational children still have the inability to reverse their thinking. Y Animism Contact us at 097-219-2737 12oS Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) ©. the tendency of the child to attribute human like traits to inanimate objects. v Realism © believing that psychological events, such as dreams, are real 3. Concrete Operational Stage (7 to ll years) - This stage is characterized by the ability of the child to think logically but only in terms of concrete objects; covers the elementary school years. Y Decentering ©. the ability of the child to perceive the different features of objects and situations v Reversibility co the ability of the child to follow that cet in reverse. Y Conservation © the ability to know that certain proj mass, volume or area do not change’ ‘appearance. v Seriation ©. the ability to arrai as weight, vol ations can be done based on one dimension such ©. ability tothink logically by applying a general rule to a particular situation. LEV VYGOTSKY’S SOCIO-CULTURAL THEORY Lev Vgostsky + Born in Russia in 1896 + His work began when he was studying learning and development to improve his own teaching. + He wrote on language, thought, psychology of art, learning and development, and educating students with special needs. Contact us at 097-219-2737 13eo Falculan Twins’ Review Center =e g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Socio-Cultural Theory - Key theme of Vygotsky's theory is that social interaction plays a very important role in cognitive development. - Social interaction and culture are two central factors in cognitive development. Zone of Proximal Development (ZPD) Potential Level - Actual Level = ZPD - Potential Level - level that the learner achieves with the assistance of the teacher or a more advanced peer - Actual Level - level that the learner achieves alone. More Knowledgeable Other (MKO) + Competent adult or a more advanced pee Scaffolding + is Vygotsky's term for the app) istal cher to assist the learner accompli When the MKO scaffolds, tl rock 1. Ido, youwateh. 2. Ido, you help 3. Youdo,! 4. Youdo he Differ tween Vygotsky's Si ural Theory and Piaget’s Cognitive Devel Series More individual in focus More social in focus Believed that there are Did not propose stages but universal stages of emphasized on cultural cognitive development _factors in cognitive development Did not give much Stressed the role of ‘emphasis on language language in cognitive development KOHLBERG’S MORAL DEVELOPMENT THEORY 87) Kohlberg studied moral reasoning & development with much of his work based on that of Jean Piaget and John Dewey. Lawrence Kohlberg (1927-1 Contact us at 097-219-2737 14@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Kohiberg’s Stages of Moral Development + LEVELI-Pre-Conventional + Stage 1 - Punishment-Obedience Orientation + Stage 2 - Instrumental Relativist Orientation + LEVELII-Conventional + Stage 3 - Good Boy — Nice Girl Orientation + Stage 4 - Law and Order Orientation -Post-Conventional + Stage 5 - Social Contract Orientation + Stage 6 - Universal Ethical Principle Orientation Level re-conventional Morality - People at this stage do not really under ofa society. Stage 1- Punishment - Obedience: conventions/rules V Consequences of acts determine wht \ey're good or, LEVEL Il- Conventional Y People at, LEVEL laws represent agreements among people about behavior that benefits society. Rules can be changed when they no longer meet society's needs. ‘Stage 6 - Universal Ethical Principle Orientation Y Right is defined by the decision of conscience in accord with self- chosen ethical principles appealing to logical comprehensiveness, and consistency. LEARNING + Itis a relatively permanent change in one's behavior as a result of his interaction in the en) Contact us at 097-219-2737 15eo Falculan Twins’ Review Center = y) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) 3 important Concepts in Learning 1. Change — Learning involves change in knowledge or behavior. ~ Example: If a ratis lost in a maze, it produces an array of attempts to look for its way out. For several times, it does the same thing until it finally gets its way out. ~ Nothing about the maze has changed for it remains the same. Everything else in the rat's situation has remained unchanged EXCEPT the RAT. BEHAVIORAL THEORIST - Learning consists of changes in behavior COGNITIVE THEORIST -Learning involves changes in knowledge 2. Behavior ~The changes brought about by learning are — However, changes in making responses cai aside from learning. — Example changes brought about by drives, dissipate rapidly. —_ Drugs can also produce ch; i ssipate when the drugs wear off. ely permanent. roduced by other factors "experience. Therefore, he is given a dozen healthy infants, he can make them into anything you want them to be through a stimulus-response connections through condi Experiment on Albert + Watson applied classical conditioning in his experiment concerning Albert, a young child, and a white rat. + In the beginning Albert was not afraid of the rat; but Watson made a sudden loud noise each time Albert touched the rat. + Because Albert was frightened by a loud noise, he soon became conditioned to fear and avoid the rat. Contact us at 097-219-2737 16@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) 1. Connectionism - Edward Lee Thorndike (Founder of Behavior Psychology) * Defined teaching as arranging the classroom to enhance desirable connections and associations * Focused on testing the relationship between a stimulus and a response (classical conditioning) * Defined learning as habit formation Thorndike’s Laws of Learning 1. Law of Readiness ~ emphasizes the role of motivation 2. Law of Exercise - a connection is strengthened in proportion to its frequency, and its average intensity and duration. 3. Law of Effect - responses accompanied by satisfaction strengthen the connection; responses accompani mfort weaken the connection. i.Clas ical Conditioning + Also known as respondent conditi occurs through the repeated that fimuli. Ivan Paviov (1849-1936) Y Russian psychologi Nobel Prize win Unconditioned Stimulus + The unconditioned stimulus (UCS) is any stimulus that consistently produces a particular, naturally occurring, automatic response. + In Pavlov's experiment, the UCS was the food (meat powder). 2.Unconditioned Response + The unconditioned response (UCR) is the response that occurs automatically when the UCS is presented. A UCR is a reflexive, involuntary response that is predictably caused by a ucs. + In Pavlov's experiments, the UCR was the salivation. Contact us at 097-219-2737 7@ Falculan Twins’ Review Center Ww y) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) 3. Conditioned Stimulus + The conditioned stimulus (cs) is the stimulus that is neutral at the start of the conditioning process and does not normally produce the UCR. + Yet, through repeated association with the UCS, the CS triggers a very similar response to that caused by the UCS. 4.Conditioned Response + The conditioned response (CR) is the learned response that is produced by the CS. + The CR occurs after the CS has been associated with the UCS. Key Processes in Classical Conditioning Pavlov distinguished several key processes that in classical conditioning. These are known as: 1. Acquisition 2. Extinction 3. Stimulus generalisation 4. Stimulus discrimination 5. Spontaneous recovery anism learns to possibili 5. Stimulus DI generalisation will occur. ation - Stimulus discrimination occurs when a person or ‘animal respon tothe cs. fo the CS only, but not to any other stimulus that is similar Il. OPERANT CONDITIONING - B.F. Skinner (1904-1990) Y The term “operant conditioning” originated by the behaviorist B.F. Skinner, who believed that one should focus on the external, observable causes of behavior (rather than try to unpack the internal thoughts and motivations). REINFORCEMENT 1. Positive Reinforcement * For positive reinforcement, think of it as ADDING something POSITIVE to INCREASE a response. Contact us at 097-219-2737 18SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) a Falculan Twins’ Review Center WS EXAMPLE: A mother gives her son praise (positive stimulus) for doing homework (behavior). 2. Negative Reinforcement + For negative reinforcement, think of it as TAKING/REMOVING something NEGATIVE away to increase a response. EXAMPLE: Bob does the dishes (behavior) in order to AVOID his mother NAGGING (negative stimulus) Note: Negative reinforcement should not be thought of as a punishment procedure. With NEGATIVE REINFORCEMENT, you are increasing a behavior, whereas with PUNISHMENT, you are decreasing a behavior. PUNISHMENT 1. Positive Punishment * Positive punishment involves ADDING a ne undesired behavior is emitted to decrea EXAMPLE: A child grabs a toy from another c time out (negative stimulus) 2. Negative Punishment + Negative punishment incl AY/REMOVING a certain desired item after the unde: EXAMPLE: Siblings, toy, the pareny je consequence after an ro responses. Q ore RAT cowmrrioMNG Negative (-) ti «wey | Positive (+) qt PUNISHMENT(-,+) | REINFORCEMENT(+, +) take something add something thatis desirable | that is desirab! REINFORCEMENT (-,-) | PUNISHMENT (+, -) take something _| add something that is undesirable | that is undesirable IV. Albert Bandura: Social Cognitive Theory * Bandura believes that people acquire behaviours through observation of others, then imitate what they have observed * Vicarious consequences (Model and imitate others) + Albert Bandura believed television was a source of behavior modeling. 4Phases of Observational Learning 1.Attention Mere exposure does not ensure acquisition of behavior. Contact us at 097-219-2737 19@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) - Observer must attend to recognize the distinctive features of the mode''s response 2.Retention — reproduction of the desired behavior implies that student symbolically retains that observed behavior 3. Motor Reproduction — after observation, physical skills and coordination are needed for reproduction of the behavior learned 4. Motivational Process ~although observer acquires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are favorable Mod 1. Real Life - exemplified by teachers, parents an Is are classified a: ignificant others 3. Representational - presented through COGNITIVISM + The cognitivist paradigm essex should be opened and uns processor (like a comput ‘the mind information Gestalt Laws o The word 6 i nto mean the way a thing has been “gestellt’; irt Koffka at Frankfurt University. sted that learners do not just collect information but they ss and restructure data in order to understand it. © Like past ex nce, needs, attitudes and one’s present situation can affect his/her perception © According to the Gestalt Psychologist, the way we form our perception are guided by certain principles or laws Principles of Gestalt Psychology 1. Lawof Continuity - states that perceptual organization tends to preserve smooth continuities rather than abrupt changes. 2. Lawof Closure - states that incomplete figures tend to be seen as complete. In perception there is the tendency to complete unfinished objects. We tend to ignore gaps and complete contour lines. Contact us at 097-219-2737 20@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES Conclusion (MARCH 2023 LET) Law of Proximity - Holds that things close together are grouped together in perception Law of Similarity - Refers to the perception of similar objects that tend to be related. Law of Pragnanz - States that all possible organizations that could be perceived from a visual stimulus, the one that will most likely occur is the ‘one that possesses the best, simplest, and most stable form. Figure and Ground - The eye differentiates an object form its surrounding area. a form, silhouette, or shape is naturally perceived as figure (object), while the surrounding area is perceived as ground (background). Gestaltist views on learning and problem-solvi time dominant pre-behaviorist and behavi emphasized importance of seeing the who} Gestaltism therefore suggests that learner: primary environment fueling her the child's maturing biology, his ironment, and the societal landscape fuels Social Levels 1.Microsystem is the layer closest to the child and contains the structures with which the child has direct contact. family, child care services, school, local neighborhood, members! ‘organizations or clubs, or child care en) 1s of nments. 2.Mesosystem this layer provides the connection between the structures of the child's microsystem Examples: the connection between the child's teacher and his parents, between his church and his neighborhood, etc. 3. Exosystem This layer defines the larger social system in which the child does not function directly. Contact us at 097-219-2737 21@ Falculan Twins’ Review Center Ww g) SHAPING TEACHERS, TRANSFORMING LIVES 5.Chronosystem Conclusions of school subjects ai (MARCH 2023 LET) Itis one step removed from the child. The exosystem has an indirect impact on the child's development because ‘of the connection with the family unit The structures in this layer impact the child’s development by interacting with some structure in her microsystem. For example, a parent's place of employment, and access to family and ‘community services. Macrosystem may be considered the outermost layer in the child's environment This layer is comprised of cultural values, customs, and laws (Berk, 2000). The effects of larger principles defined by the macrosystem have a cascading influence throughout the interactions of all other layers. encompasses the dimension of time as it rel child's environments the social and historical time frame in which the child's life is set ~ this reflects how children change over time. Elements within this system can be either e» parent's death, or internal, suc! the aging of a child. As children get older, the) ‘and may be more ai them. rental changes at change will influence 10 placed considerable interest on what the student already knows as being the primary determiner of whether and what he/she leans next. He viewed learning as an active process, not simply responding to your environment. Learners make sense of their surroundings by integrating new knowledge with that which they have already learned. Advance Organizer -Presents an overview of the information to be covered in detail di ‘exposition that follows Ausubel’s Meaningful Learning/ Subsumption Theory Contact us at 097-219-2737 22SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) & Falculan Twins’ Review Center - Ausubel proposed four processes by which meaningful learning can occur: + Derivative subsumption + Correlative subsumption * Superordinate learning + Combinatorial learning Derivative subsumption + Describes the situation in which the new information pupils learn is an instance or example of a concept that pupils have already learned + meaningful learning takes place when new material or relationships can bed Correlative subsumption + To accommodate new information, you have t concept + more "valuable" learning than that of deriv enriches the higher-level concept ‘Superordinate learning + In this case, you already kne\ did not know the concept Combinatorial learning + It describes a proce: ived from another idea that comes from “branch") ived from the existing structure. expand your subsumption, since it ut you mselves rather than simply accepting teacher's explanation ning is more meaningful to learners when they have the iscover on their own the relationship among concepts or to @ solution to a problem + An approach tajnstruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, and performing experiments The idea is that students are more likely to remember concepts they discover on their own. Calls his view of learning as “instrumental conceptualism” Characteristics: + Inquiry-based process + Focuses on learning through experience + Inductive reasoning - uses specific examples to formulate a general principle Contact us at 097-219-2737 23oe Falculan Twins’ Review Center = g) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) Advantages of Discovery Learning + Active engagement + Promotes motivation + Promotes ownership of learning + The development of creativity and problem-solving skills + tailored learning experience Spiral Curriculum + Is one that develops the same lessons at succeeding age or grade levels as well as at different levels of difficulty + It is also about integration and cohesion of knowledge. + Itmeans that there must be a considerable venue for developing themes in which a number of different content areas car ined and integrated. 3Modes of Representation + Enactive (action-based) Focuses on knowing how to do things + Iconic (image-based) — Involves the use of jects or events — Focuses on thy + Symbolic (lang) that they replace one another. In fact, as various representations. V.RicI on’s and Richard Shiffrin’s Information Processing Theory ms when the human mind takes in information \s operation in it, stores the information (storage) and retrieves it wheaneeded (retrieval). Memory - is the ability to store information so that it can be used at a later time. ‘Stages of Human Memory a. Sensory Memory ~ information store that holds an exact copy of stimuli for a very short period of time. Ex color, shape, blowing of horn b. Short-Term Memory (STM) - the information store that retains the information as we consciously work on it. c. Long-Term Memory (LTM) - information story that is permanent © minutes to lifetime Contact us at 097-219-2737 24eS Falculan Twins’ Review Center = y) SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) ©. information on the LTM, if not rehearsed, can be forgotten Forgetting - the inability to recall (previously known) to the mind Causes of Forgetting a. Retrieval Failure ~ forgetting is due to inability to recall information b. Decay Theory - information stored in LTM gradually fades when not in used. c. Interference Theory - forgetting LTM is due to the influence of other learning Retention - the ability to recall or recognize what has been learned or experienced. Interference - the act or an instance of hindering, obstructing, or impeding Robert Gagne’s Nine Events of Instruction © Inhis view, effective instruction must reach beyo! ditional learning and provide support ing a hierarchical model theories (behaviorism, cognitivism, and con: to transition from simple to complex skills, tl for learning. The 1e Events of Instruction 1. Gaining attention (reception) 2. Informing learners of the o 3. Stimulating recall of pris 4, Presenting the stimul 6. Eliciting pe 7. Providing 8. Assessi developed the Hierarchy of Needs + promoted the concept of self-actualization + According to Maslow’s theory, there are four types of needs that must be satisfied before a person can act unselfishly. + The needs are arranged in a hierarchical order. The upward climb is. made by satisfying one set of needs at a time. archy of Needs 1. Physiological Needs - Physiological needs are basic. The body craves food, liquid, sleep, oxygen, sex, freedom of movement, and a moderate temperature. Contact us at 097-219-2737 25Falculan Twins’ Review Center SHAPING TEACHERS, TRANSFORMING LIVES (MARCH 2023 LET) 2.Safety Needs ~ safety from physical attack, emotional attack, fatal disease, invasion, extreme losses (job, family members, home, friends) 3. Love & Belonging Needs - The love or belongingness needs come into play after the physiological and security drives are satisfied. Gratification is a matter of degree rather than an either-or accomplishment. + Inclusion - part of a group colleagues, peers, family, clubs + Affection - love and be loved + Control - influence over others and self 4. Esteem Needs - The esteem needs are of two types. There's self-esteem, which is the result of competence or mastery of tasks. There's also the attention and recognition that come from others. Wanting this admiration is part of what McClelland labels “need for power.” 5. Self-Actualization - Maslow described the “the desire to become more and more what that one is capable of becoming” Mf-actualization as to become everything Contact us at 097-219-2737 26