2PROFED03 Instructional Module [OBTEC I-6]

An Educational Module on the

18 Theories of Learning

Acknowledgement

Completing this module would not have been possible without the support, hard work, and endless efforts of everyone who provided the information needed and resource materials.

With great pleasure, we, the OBTEC 1-6, would like to extend our sincere gratitude to all the people who supported and contributed to completing this humble piece of work, our module for the course Theories of Learning.

To Sir Ronald Gime, our course instructor, we thank him for guiding us to finish this course. His feedback and suggestions for the betterment of this requirement are greatly appreciated.

We would also like to express our deepest gratitude to the overseers and committees, leaders and members of each group. Without the efforts of all, it would be impossible to create what we considered the final project of the class.

Lastly, to God Almighty, we thank Him for giving us the strength to finish and accomplish our course requirement(s).

Once again, we thank all those who have encouraged and helped us finish this learning material.

Submitted to: PROF. RONALD GIME

A MODULE BY OBTEC I-6

Copyright © Ellyman Publishing House.

All intellectual property rights are reserved. Except for quoting texts in this instructional module or by abiding by accepted quotations of copyright law, no part of this property is expected to be replicated, dispersed, or reproduced in any form—including taking photos, recording, or other advanced electronic techniques, without prior permission of the publishers.

For permission requests, reach out to the publishers indicated at the latter part of this digital book.

Any references to historical events, real people or real places are used fictitiously. Names, characters, and places are products of the authors’ imaginations.

Front cover images by Elizabelle De Leon and Ysabel Josephine Ordiano.

Book design by Elizabelle De Leon, Francesca Venisse Mayorga, Leoandro Manegdeg, and Ysabel Josephine Ordiano.

Published by the Ellyman Publishing House.

24th day of August, 2022

PU AN B.

US HO E

ELLEYM

Philippine Normal University Taft Avenue, Ermita, Manila, Philippines 1000 Metro Manila

Foreword We are the 21st century learners seeking an inclusive education for all while consciously knowing our students and prospective learners in time. The weight of this module greatly relies on how you will perceive each page, read each line, and provide meaning to each theory.

Are you holding this module with agog in you? If so, we are greatly humbled by your choice. As soon as you flip and turn the pages, we hope to see you value words that have gone through processes, and may the lessons and activities strike to its utmost purpose.

All of us, the OBTEC I-6, jointly created each piece with care and considerations—incorporating the technical lessons learnt from each synchronous discussion.

Lifelong understanding and a variety of situations have been used in this module; the learning theories make the module more significant as each proponent has time to share and discuss their individual theories.

Learners are everywhere; no age, no gender, requires a development, but a mind ready to be called a novice. May this module be a reminder that we are the every-first word of each of the paragraphs.

T O L

Try this first!: The activities here will serve as the icebreaker. Nobrainer exercises will be provided for them to acquire brief background about the topic. The exercises are subjective hence the students are free to respond to them anyhow.

Organize your thoughts: Written exercises will then be given here to examine and flatten out their understanding on the lesson. This, on the other hand, is objective. The students' knowledge will strictly be tested based on their scores here.

Let yourself explore: The students are given the opportunity to do and try recreational activities that can be integrated with the scope of the lessons. The exercise will help them to be further motivated in learning and find enjoyment in learning.

Overseers

Francesca Venisse Mayorga Ysabel Josephine Ordiano Overseer shall: (a) Supervise, coordinate, facilitate, manage, and organize the block for the instructional module (b) Assess and ensure the block operations effectivity and efficiency for the instructional module (c) Provide guidelines and deadlines for the instructional module (d) Delegate tasks and provide roles and responsibilities for the block (e) Carry out other roles and responsibilities with the block

Committees Leoandro Manegdeg Elizabelle De Leon Ysabel Josephine Ordiano Francesca Venisse Mayorga Layout Committee shall: (a) Develop concepts and ideal layout for the instructional module (b) Work in designing the instructional module (c) Assess all visuals aspects of the instructional module

Cielo Lancion Rhonfhel Pilapil Elizabelle De Leon Ysabel Josephine Ordiano Jeremiah Angeline Merano Diane Isabel Visen Vonn Derick Bunao Francesca Venisse Mayorga Angelo Caigas Content Reviewer Committee shall: (a) Ensure the accuracy, quality, appropriateness, and errors of the content of the instructional module (b) Validate all written content of the instructional module (c) Provide ideas to improve the quality of the instructional module

Creators Leaders shall: i. Delegate tasks and set deadlines for the instructional module ii. Oversee and work with the group’s operation for the instructional module iii. Provide the group’s progress report to the overseers iv. Guide, monitor and communicate the group for the instructional module v. Provide recommendations for the instructional module Members: i. Provide recommendations for the instructional module ii. Communicate and work with the group’s operation for the instructional module Group shall: i. Provide contents on schedule and to the highest standard for the instructional module

Creators Topic

Group Members

Unit I: Nature of Learning

Francesca Venisse Mayorga Ysabel Josephine Ordiano

(A) Classical Conditioning

Thisha Panaligan Cyrene Lucaylucay Jeremiah Merano - Leader

(B) Connectionism; (C) Operant Conditioning

Angel Tan Pulgaridad Diane Isabel Visen Christina Marie Rollon - Leader

(D) Social Learning; (E) Nine Levels of Learning

Jusmer Ramos - Leader Bezalel Caday Celine Monillas

(F) Insight Theory

Rosel Marbella - Leader Denise Empuerto Michelle Ensamega

(G) Reception Learning; (H) Discovery Learning

Kyle Celino - Leader Kurt Gako Lei Anne Yap

(I) Constructivist Learning Theory

Maybeline Cagara Hannah Manaois Cielo Lancion - Leader

(K) Dual Coding Theory; (J) Information Processing Model

Monsour Pinlac Klariz Gonzales Arabela Macascas - Leader

(L) Andragogy; (M) Facilitation

Wadaiko Olairez Angeline Ocado - Leader Bea Casimiro

(N) Learning Outcomes

AC Karrel Paez - Leader Richelle Ann Malto Sophia Amor Oliverio

(O) Multiple Intelligence

Angelo Caigas Leoandro Manegdeg - Leader Lackiegen Balao

(P) Emotional Intelligence

Elizabelle De Leon - Leader Rhonfhel Pilapil Evangeline Jamisola

Q) Learning Styles; Principles and Theories of Motivation

Vonn Bunao Bernadette Retirva - Leader Angeline Tenajeros

TABLE OF CONTENTS TOPIC

PAGE NUMBER

Prologue........................................................................................................ 1 Unit I: Nature of Learning.............................................................................. 4 Unit II: (A) Classical Conditioning....................................................................... 15 (B) Connectionism................................................................................... 29 (C) Operant Conditioning........................................................................ 35 (D) Social Learning.................................................................................. 44 (E) Nine Levels of Learning..................................................................... 52 (F) Insight Theory.................................................................................... 61 (G) Reception Learning........................................................................... 72 (H) Discovery Learning............................................................................ 87 (I) Constructivist Learning Theory........................................................... 87 (K) Dual Coding Theory........................................................................... 97 (J) Information Processing Model............................................................ 104 (L) Andragogy.......................................................................................... 113 (M) Facilitation......................................................................................... 120 (N) Learning Outcomes........................................................................... 129 (O) Multiple Intelligence........................................................................... 144 (P) Emotional Intelligence....................................................................... 156 (Q) Learning Styles................................................................................. 169 Unit III: Principles and Theories of Motivation............................................... 175 Answer Keys.................................................................................................. 188

PROLOGUE

The school bells started ringing, blaring the sound along the hallways that cued the teachers into greeting their students goodbye. Dismissal is the only moment students can interview their teachers without the pressure of time. By all accounts, a few students were given research studies and would have to interview teachers from different faculties in concern of their teaching experiences and observation on learners.

As anticipated, the target sharers would be the teachers of the school— Lesley, a pre-service teacher; Errie, a Science teacher; Arkin, another Science teacher; Raja, a History teacher; Nathan, a PE teacher; Archiel, an English teacher; Natalia, a Mathematics teacher; Derrick, a Computer teacher; Taylor, a Values teacher; Elizabeth, a Filipino teacher; Augustine, a MAPEH teacher; Charity, the Counselor; and Hans, a TLE teacher —that are in fact dedicated to their motivated students and would-be’s.

The objectives of the research studies tasked to them will stir the students’ willingness to learn as they dig deeper in the world of academia through their teachers’ narratives.

Anyone who will listen to the stories they tell—with the integration of the Theories of Learning—are expected to effuse broadened knowledge to understand how learners utilize and manipulate the ideas presented to them, highlighting the phrase; Diverse learners, Different teachers

Page | 1

NATURE OF LEARNING STORY Guide Question: As a pre-service teacher, what are your preparations for teaching?

CHAPTER 1: NATURE OF LEARNING Teacher Lesley's POV As the bells rang, I grabbed my stuff and bid goodbye to my fellow pre-service teachers. Immediately after coming out of the classroom, younger students approached me with smiles on their faces.

“Teacher Lesley! Can we interview you for research purposes? It will just be quick!” Happy to help, I smiled and nodded. The female student then asked, “Could you first introduce yourself and then answer the question, as a pre-service teacher, what are your preparations for teaching?” I thought for a moment.

I waited for them to press the ‘record’ button and answered, “Hi everyone! I am Lesley, a Pre-service Teacher in a Normal School. A pre-service teacher is a teacher in training, specifically in college, before they undergo in the field of teaching. I am currently a 4th year student, and in a few months I will officially become a teacher in school."

I added, "To answer the question, there are a lot of preparations and considerations in this field. We need first to understand the foundation of learning so we will know how to teach. In my demonstration teachings, I use the Nature of Learning as my guide. Eventually, as I keep them in mind, observing my students’ performance has become easier and I can check how much they are producing and accomplishing."

Page | 2

NATURE OF LEARNING STORY

"First, I notice them acquiring knowledge over time. As any other student, they grow and develop critically because of their positive learning experiences. This explains one of the nature of learning, “learning is universal.” Another notable one is they apply their learning through their experiences, either vicariously or directly.

There was a time when my student tried to relate mathematical concepts in her surroundings. She was reflective! Also, they initiate themselves to learn from all sides and from all platforms available! They ask their friends, they observe nature and they even get ideas online. They try to be consistent in their learning because they know that learning is continuous and with that, they dedicate themselves whether they are in a classroom or not."

"What I have also perceived from my students is their behavior changes. As they acquire new knowledge, I can see them deduce their bad habits and replace them with good and healthy ones. They juggle various circumstances and adjust to what is beneficial and educational for them. Whenever they practice and execute their learning, the more it continues and expands. They learn to grow and develop and also begin to understand far complex situations as they mature. With everything I have mentioned, learning still cannot be directly observed. I can only see what they are showcasing but I can never put into words how eager they really are to understand concepts because learners are diverse and the way they enjoy learning differs from one another.”

“Wow! Thank you for that, Teacher Lesley. That was really helpful!” the male student exclaimed.

“No worries! Happy learning and good luck with your research!” We all parted our ways and today has been another great day of being a teacher in the making.

Page | 3

Nature of Learning

NATURE OF LEARNING “Anyone who stops learning is old, whether at twenty or eighty.”

— Henry Ford

Try this first!

SYNOPSIS The cognitive ability of a learner will be developed through learning. With it, they become knowledgeable, able to develop skills, and the attitude that is expected to radiate from a student. The nature of learning will serve as a foundation for the overarching scope of education, specifically teaching and learning, to maintain stronger cognitive functioning as they grow older and keep up with the busy and occupied globalized world full of greater minds.

LEARNING OUTCOMES

After this lesson, the learners are expected to: Learn the different perspectives of nature of learning; Understand the concept and identify how one can develop their thinking and learning skills; Integrate the topic in learning experiences as foundation of Theories of Learning; Value and apply the knowledge of Nature of Learning in learning competences and real life situations.

Page | 4

NATURE OF LEARNING Fundamentals of Learning: What is ‘learning’ for you? How do people learn?

Stages of Learning The stages of learning are also known as the Learning Ladder. As a learner progresses through the four stages, he or she acquires progressively higher levels of competence and skill.

STAGE 1: UNCONSCIOUS INCOMPETENCE We do not know what we don’t know. In this first stage of learning, the students are unaware of what they do not know. They do not exert much energy and conscious effort because they are still not aware that a skill or knowledge gap exists. They do not have the desire to learn the subject or idea and have taken no steps to start learning.

Example given: Timothy wants to learn how to solve advanced mathematical equations but exerts no effort to learn it because he does not know where to start.

STAGE 2: CONSCIOUS INCOMPETENCE We know what we do not know. This is where learning begins. The student is now aware of the existence of the skill or knowledge gap which urges them to understand the significance of learning that new skill. Thus, there is no conscious effort but there is already knowledge.

Example given: Timothy begins to pursue learning the topic. He is now aware that he needs to learn first the basic mathematical concepts to truly grasp it.

STAGE 3: CONSCIOUS COMPETENCE We know what we know. When a student reaches the level of conscious competence, they are able to perform a task independently and without the assistance of a teacher. However, they still need to concentrate very hard on the task at hand in order to reduce the number of errors. The capabilities are not yet ingrained into their reflexive memory or considered to be second nature by the individual. At this stage, the student feels hopeful because he or she is starting to see results. Willingness to get past the last few problems. Sometimes it's awkward to have to stop and think before moving on. In this stage, there is now conscious effort because there is already knowledge.

Example given: Timothy begins to put his knowledge into action and practice. He does trials and errors to solve the complicated math problems, watches tutorial videos, and asks his math teachers. He is starting to get the hang of it and consistency can help him advance through this stage.

STAGE 4: UNCONSCIOUS COMPETENCE We do not know what we know. By the time a person achieves unconscious competence, they can perform a task without much effort. They have sufficient experience to make it second nature. We could say they have achieved mastery. People who are unconsciously competent are frequently said to be in a flow state. As described by Mihály Cskszentmihályi in 1975, the state of flow is characterized by the hyperfocus of someone who is "in the zone" and performing tasks without pausing to think. Hence, since there is already mastered knowledge, there is no need for conscious effort.

Example given: Timothy is now comfortable with solving advanced mathematical problems because it has become habitual for him already. He has known enough and he does not need to exert effort as he already mastered and instilled the topic in his cognitive knowledge.

Page | 5

Nature of Learning

NATURE OF LEARNING Learning is universal: Every living thing acquires knowledge over time. The most knowledge is gained by man. The human nervous system is very complex, as are human reactions and human acquisition, both of which are also very complex.

Children's growth and development depend critically on having positive learning experiences.

Learning is through experience: Experience, whether direct or indirect, is an important element of every aspect of educational attainment.

There are 2 levels of learning experiences: 1. Vicarious Experiences - Vicarious experience is the phenomenon of feeling what another feels through observation.

If we observe another person in pain, we can empathize with their suffering. Most humans develop the ability to empathize with others as social animals.

2. Direct Experiences - Direct experience refers to opportunities for active participation in a learning environment that "decisively shape individual comprehensions."

Learning is from all sides: In today's world, education comes from all directions.

Children gain knowledge from a variety of sources, including their parents, teachers, the environment, nature, and the media.

Page | 6

Nature of Learning

NATURE OF LEARNING

Learning is continuous: It emphasizes the fact that education should continue throughout one's life. Each day brings a new set of challenges, and in order to meet those challenges, an individual frequently needs to make significant adjustments to the manner in which he or she approaches life. The journey of learning is from birth to death.

Learning results in change in behavior: It is a change in behavior that is influenced by the behavior that came before it. It refers to any action that leaves a mark that can be considered more or less permanent on a subsequent action. It is said that there are three (3) aspects of behavior; (1) cognitive, (2) affective, which covers positive emotion and attitude, and (3) conative, which are desire, intention, initiative and willingness.

Learning is an adjustment: Each student will need to adjust their behavior, learning practices and habits to keep pace with the educational outcomes and expectations from their educators.

Adjustment is needed every now and then because a lot of factors must be considered to make the learning effective.

These factors include: the setting of the classroom, the atmosphere, behaviors, educational content and the teacher’s expectations.

Page | 7

Nature of Learning

NATURE OF LEARNING

Learning comes about as a result of practice: Every time practice occurs, learning continues and develops.

According to studies, when students have meaningful practice and when they repeat the lessons, it helps them retain information longer.

Learning as growth and development: Learning helps students to be adaptable, flexible and innovative. It shapes and molds both their values and academic skills and competencies. They will also begin to understand the life experiences of others, lead more productively, and contribute to the demands of society. Theorists of cognitive development Vygostsky and Piaget stated that learning occurs as children construct knowledge from experiences and by that, development plays an important role.

Learning is not directly observable: Learning cannot really be observed.

Teachers could only see how the students perform, behave, what they produce and accomplish.

Page | 8

Nature of Learning

NATURE OF LEARNING Organize your thoughts Directions: Choose 3 Nature of Learning and relate it to your personal learning styles, experiences, and habits. You may provide personal pictures.

1

2

3

Let yourself explore Directions: Try to learn a new skill! Document the process of learning a new skill with pictures or videos. Explain your experience and stages of learning the skill.

Page | 9

Nature of Learning

NATURE OF LEARNING sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. The Learning Ladder is another name for the stages of learning. A learner gains steadily higher levels of competence and skill as they advance through the five stages.

The following belongs to the stages of learning EXCEPT FOR: A. Unconscious Competence B. Conscious Competence C. Unconscious Incompetence D. Cognizant Incompetence ___2. This stage of learning emphasizes “We know what we don’t know” It is where a learner begins to pursue learning the topic. One e is now aware that he needs to learn first the basic concepts to truly grasp it.

A. Conscious Incompetence B. Conscious Competence C. Unconscious Incompetence D. Unconscious Competence ___3. In this stage of learning, since there is already mastered knowledge, there is no need for conscious effort. They've done it often enough that it's become second nature.

They have, perhaps, attained mastery.

A. Conscious Incompetence B. Conscious Competence C. Unconscious Incompetence D. Unconscious Competence ___4. Consistency is required in the stage Conscious Competence.

A. True B. False C. Uncertain D. None of the above ___5. This nature of learning states that experience is an important element of every aspect of educational attainment.

A. Learning is an adjustment B. Learning is through experience C. Learning is not directly observable D. Learning as growth and development

Page | 10

Nature of Learning

NATURE OF LEARNING ___6. This nature of learning states that the journey of learning is from birth to death.

A. Learning is continuous B. Learning is universal C. Learning comes about as a result of practice D. Learning results in change in behavior ___7. There are two levels of learning experiences, one is Vicarious experience and the other is: A. Collateral experience B. Applied experience C. Direct experience D. Indirect experience ___8. What are the three aspects of behavior?

A. Cognitive B. Affective C. Conative D. All of the above ___9. Which nature of learning says this, “Every time practice occurs, learning continues and develops”?

A. Learning as growth and development B. Learning comes about as a result of practice C. Learning is an adjustment D. Learning is universal ___10. Learning is directly observable and the teachers could immediately notice it.

A. True B. False C. Uncertain D. None of the above

REFERENCES Dummont, H., Istance, D. & Benavides, F. (n.d.). The Nature of Learning Using Research to Inspire Practice . In Practitioner Guide. Innovative Learning Environments Project. https://www.oecd.org/education/ceri/50300814.pdf Drew, C. (2022, July 5). 5 Stages Of Learning (Levels Of Learning Ladder).

Helpfulprofessor.Com Site Logo That Links to Homepage. https://helpfulprofessor.com/stages-of-learning/ Learning Meaning and Characteristics. (2020, April 20). Indiafreenotes.Com. https://indiafreenotes.com/learning-meaning-and-characteristics/ Parankimalil, J. (2014, November 18). Meaning and Nature of Learning. John Parankimalil. https://johnparankimalil.wordpress.com/2014/11/18/meaning-and-nature-oflearning/

Page | 11

Nature of Learning

CLASSICAL CONDITIONING STORY Guide Question: Based on your observation, how did your introverted student learn to participate in class?

CHAPTER 2: CLASSICAL CONDITIONING Teacher Errie's POV I noticed some of the students interviewing Teacher Lesley, a pre-service teacher. He left and I was then asked by the student-interviewers, “Hi Teacher Errie! We would like to interview you for a research study. The question for you is: Based on your observation, how did your introverted student learn to participate in class?”

“Oh! I have teaching experience that I will never forget, and I believe it can assist others, especially my co-teachers.” I added as I looked at them.

“We know as teachers that we will constantly encounter introverted and shy kids in our classes, but I do not want to sit and do nothing about it; it is our obligation to help them, and that is what prompted me to do what I believe is best for them,” I stated and I positioned myself to sit properly on the chair before I continued.

“Before, in my class, I interviewed Rea, the shyest and most introverted of my students. At first, she was reluctant to tell me her story, but when I explained that I was doing it to help her and other students like her, she began sharing. According to her, she was anxious from the start when she came to our school as a transfer student since she is introverted and believed she wouldn't be able to make friends right away."

Page | 12

CLASSICAL CONDITIONING STORY "She claimed that despite having accepted that she does not belong to anyone's circle of friends, she still felt nervous and unhappy when she felt out of place in the classroom," I continued.

"Aww, that's sad, but teachers can't make students befriend other students," one of the students said.

"You're right about that, but I'm confident that we can still help them," I told her, “for Rea, it got to the point where it was interfering with her schoolwork, which made me even more concerned. She stated that because she believes she does not have a strong relationship with her classmates, she feels as if she is being glared at, criticized, and reviled whenever she speaks for recitation or presentations. It made her more conscious and she stopped chatting and engaging in class that it already got alarming. I was concerned that she would quit coming to school,” I stated while everyone’s looking concerned.

"How is she now?" one of them asked with a furrowed brow.

"I was very concerned about Rea at the time. That's why I rearranged their seating and assigned her to sit next to different students. This student is a bright child with a kind personality. She may not have many friends, but I can tell she treats others nicely. I am confident that she will be a terrific seatmate and an inspiration to her introverted classmates. Rea's behavior did not change at first, but she soon learnt to socialize with them! I am grateful that my basic acts as a teacher improved my students' academic performances," I told them and everyone smiled and felt comforted.

I continued, "She informed me that her seatmate made her feel at ease during class. Unlike before, she now looks forward to going to school. She stated that her seatmate let her understand that her classmates were not as horrible as she believed. She also mentioned that my approach to teaching, which does not exclude anyone, gave her a sense of belongingness in our class.”

"When she stated that, it pleased me and I felt appreciated. Hearing that from our students is a great success for us as teachers. I'm also pleased that my attempts in instilling in them the value of helping their classmates and being supportive of one another are bearing fruit." They all smiled.

Page | 13

CLASSICAL CONDITIONING STORY "Rea started participating in class again, and she is now more confident than ever. Her grades are also steadily improving. When I asked her why, she responded it was due to the encouragement and support she had from me and her classmates. She is still quiet and introverted, but she finally interacts with the others. Her eyes even sparkle every time she shares her thoughts with the class.” I remembered my interview with my student and smiled as I remembered how delighted she was talking about her positive experiences in group activities and presentations.

"That is good to hear, Teacher Errie! I am happy for you and Rea,” they giggled.

"After interviewing her, I quickly understood that her experience is related to Classical Conditioning, which we may integrate in your research," I explained. "If you study her situation, Rea is a transfer student who is introverted, which causes her to not participate in class and perform poorly. She was able to alter or adjust after I did my part as a teacher and had a good relationship with her peers, so she became an engaged student in my class."

"You're right, teacher, but how is Classical Conditioning applied here?" The female student asked.

"Well, me and her classmates served as the stimuli, while her class involvement was her response, so to speak, because she felt secure with us because she thought we wouldn't condemn her, which is why her response is to be cooperative and participative in class. We may notice here that Rea has become conditioned to us as a stimulus. We can say that we were initially merely a neutral stimulus for her, and she didn't respond since she was still identifying us. However, because we were there for her and socialized with her for a long time, we finally became her conditioned stimulus, causing her to produce a conditioned response, which is her being active in class,” I explained in detail.

"That's great, Teacher Errie. It was mind blowing!" The male student exclaimed.

"Thank you for your good comments, students! May this information help in our ongoing research."

Page | 14

CLASSICAL CONDITIONING “Never think that you already know all. However highly you are appraised, always have the courage to say to yourself - I am ignorant.”

- Ivan Pavlov

Try this first!

HOW DO YOU RESPOND? Direction: Identify and analyze your response to the situation described in each box.

1. You're strolling around the mall when you notice a wonderful aroma emanating from the flower and perfume shops. How do you respond in this situation?

2. You are in your bedroom when you hear a sound coming from the telephone in the living room. How do you respond in this situation?

Page | 15

CLASSICAL CONDITIONING 3. Someone is knocking on your door, and you recognize it as a delivery man carrying your parcel from last week. How do you respond in this situation?

SYNOPSIS Ivan Petrovich Pavlov, a Russian psychologist, is the one who developed classical conditioning. Classical conditioning is a process of learning that happens when two stimuli are repeatedly paired together and produce a response. It has five key elements, namely: Neutral Stimulus (NS), Unconditioned Stimulus (US), Unconditioned Response (UR), Conditioned Stimulus (CS), and Conditioned Response (CR). The process has 3 phases: before conditioning, during conditioning, and after conditioning. Some aspects can also occur in different phases; these are acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.

LEARNING OUTCOMES After this lesson, the learners are expected to: Process of responding to stimuli.

Reason why we respond to stimuli.

When and where we can observe the process of responding to stimuli in our daily lives.

Page | 16

CLASSICAL CONDITIONING WHAT IS CLASSICAL CONDITIONING? Classical conditioning was embraced by the branch of psychology known as behaviorism.

It was discovered by Ivan Pavlov, a Russian physiologist, who conducted a series of classic experiments with dogs. It holds that if a naturally occurring stimulus and an environmental stimulus are frequently matched, the environmental stimulus will eventually evoke a response identical to the natural stimulus. Classical conditioning, in other words, refers to the process through which we become accustomed to our response to stimuli that we have encountered repeatedly.

WHO IS IVAN PAVLOV? Ivan Pavlov is a Russian physiologist best known for his work on the salivation of dogs in response to a stimulus.

Pavlov noticed that when dogs see food or hear that you are preparing food for them, they salivate. In his experiment, he fed dogs while flashing a light in a dark room while ringing a bell. When the meal was placed in its mouth, the dog immediately salivated. The dog began salivating when it saw the light or heard the bell when the meal was frequently presented with the light or bell.

In other words, the dog was taught to correlate previously neutral stimuli with salivation. This experiment had a profound impact on psychology.

IMPORTANT TERMS: Stimulus - Something that causes you to respond. This response could be automatic or conditioned.

Response - Reaction to the stimuli.

CLASSICAL CONDITIONING KEY ELEMENTS: Neutral stimulus (NS)- it doesn’t produce any response and acts as a trigger to a response without specific attention.

Unconditioned stimulus (US) - It is a stimulus that will produce a response that happens automatically.

Unconditioned Response (UR) - it is an involuntary action/response of a naturally occurring stimulus.

Conditioned Stimulus (CS) - It is a stimulus that produces any response with consciousness (knows what response they need to act).

Conditioned response (CR) - It is a learned response to a conditioned stimulus

Page | 17

CLASSICAL CONDITIONING PROCESS OF CLASSICAL CONDITIONING

PROCESS OF CLASSICAL CONDITIONING

Phase 1: Before Conditioning

In order for Classical Conditioning to work, the first step needs a natural stimulus that will cause a response automatically or without being told to. The natural stimulus will be called the Unconditioned Stimulus (US), and the automatic response will be called the Unconditioned Response (UR).

From the example of Classical Conditioning [figure 1], the smell of food (US) automatically causes the dog to drool (UR).

In this phase, there is also a Neutral Stimulus, which is the bell, but this has not yet had any effect.

Page | 18

CLASSICAL CONDITIONING

Phase 2: During Conditioning

In this phase, the Unconditioned Stimulus (US) is paired over and over again with the Neutral Stimulus (NS). Because of this, the Unconditioned Stimulus and the Neutral Stimulus are connected.

The Neutral Stimulus is now the Conditioned Stimulus (CS) because the person has been trained or conditioned to react to it. The Conditioned Stimulus was once a Neutral Stimulus, but when it is linked to the Unconditioned Stimulus, it causes a Conditioned Response (CR).

We can see from the earlier example [figure 1], suppose that the dog smelled the food (US), and also heard the sound of the bell (NS). While the sound of the bell is unrelated to the smell of the food, if the sound of the bell was paired a lot of times with the smell of the food, the bell sound would eventually trigger the Conditioned Response, which is drooling or salivating. In this case, the sound of the bell is the conditioned stimulus.

Phase 3: After Conditioning

Once the Unconditioned Stimulus and Conditioned Stimulus are connected, delivering the Conditioned Stimulus alone will eventually trigger a response even without the Unconditioned Stimulus. The learned response to the Conditioned Stimulus, which was initially a Neutral Stimulus is known as a Conditioned Response. In the example [figure 1], the Conditioned Reaction would be the dog will drool when it hears the sound of the bell.

Examples Of Classical Conditioning Process 1. Every time someone rings the doorbell, it attracts attention by making a sound that causes one member of the family to run out the door to check who rang the doorbell.

Over time, if a member of the family heard the sound of the bell, he/she automatically ran out the door to check who rang the doorbell.

Doorbell rings (NS) + It produces a sound (US) One member of the family run-out the door to check (UR) Doorbell rings (CS) One member of the family run-out the door to check (CR) Page | 19

CLASSICAL CONDITIONING 2. A girl saw a majestic flower that produced a lovely scent, so she picked it up. Every time the girl saw a majestic flower with a lovely scent, she always picked it up.

Majestic flower(NS) + Lovely scent of flower (US) picked it up (UR) Majestic flower (CS) Picked it up (CR) 3. At the University of San Agustin, there is a teacher with a warm and lovely disposition who makes all the students attentive in the class. Therefore, every time the teacher facilitates the class, all of the students become attentive.

Teacher (NS) + Warm and lovely approach (US) student attentive in the class. (UR) Teacher (CS) student attentive in the class. (CR) 4. At the classroom set-up of Teacher Cruz,she always gives candy to students who participate in class. Therefore, every student in class participates in class.

Teacher Cruz (NS) + Giving a candy (US) participating in class. (UR) Teacher Cruz (CS) participating in the class. (CR)

Organize your thoughts Direction: Gather your thoughts regarding the lesson and identify how the process of classical conditioning operates.

Question 1: The phone was always kept in the cabinet, and whenever Ana received a call, she immediately ran to answer it. Complete the process: Phone ringing (NS) receives a call (US) ___________(UR) ____________(CS) Runs and answer (CR)

Page | 20

CLASSICAL CONDITIONING Question 2: Create your own situation and Identify its process of classical conditioning.

Your own situation:

Identify its own process of of classical conditioning:

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Question 3: Complete the diagram by Identifying the process of classical conditioning.

While you were walking in a park, you saw a lovely dog, and the dog wags its tail while looking at you, which means he/she wants you to come closer to hug him/her. Because of the tail, you identified that it was a calm and friendly dog, so you hugged the dog. Every time you are walking in the same park, you always see that dog wagging its tail. _________ ( NS ) + _____________ (US) ___________ (UR)_________( CS) ______________ (CR )

Let yourself explore Direction: Analyze the given situation. Put your answer on the table.

Your school suffered a great casualty and injured some students when the earthquake hit your city three years ago. Since then, the school officials are encouraging everyone to participate in an earthquake drill and practice the "Duck, Cover, and Hold" strategy.

One day, during class, your teacher's discussion was interrupted by the sudden shake of the ground and heard a loud ring from an alarm that you usually hear whenever you practice earthquake drill.

Given this situation, which are your personal neutral stimuli, unconditioned stimuli, and conditioned stimuli? Provide a picture for each and describe your unconditioned response and conditioned response in a paragraph form.

Page | 21

CLASSICAL CONDITIONING Neutral Stimuli

Unconditioned Stimuli

Conditioned Stimuli

Conditioned and Unconditioned Response

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. You always disobey your mother's commands. That's why she became enraged at you and got you terrified. Which of the following is the best CONDITIONED RESPONSE (CR)?

A. You will still disobey her because you have the freedom to do whatever you want.

B. You will never defy her again, so she won't be mad.

C. You will just reduce the times that you’re not following her.

D. None of the above. ___2. Your dog was conditioned to go straight to your door once he/she sees you holding the leash, which indicates that you will let him/her go for a walk. Which of the following is the CONDITIONED STIMULUS (CS)?

A. You as the owner.

B. The door.

C. The dogs are excited for a walk.

D. The leash.

Page | 22

CLASSICAL CONDITIONING ___3. You have a crush on Jeon Jungkook. That’s why every time you see him in advertisements, you start gushing and your heart is beating really fast. Which of the following can be considered a NEUTRAL STIMULUS (NS)?

A. The neutral stimulus is Jungkook because I have a crush on him.

B. The neutral stimulus is the advertisement, because if Jungkook is not in the advertisement, I don’t have any reaction.

C. The neutral stimulus is when I start to gush and my heart starts beating fast.

D. I don’t think there is a neutral stimulus in this case. ___4. Based on the lesson, the ____________ causes an individual’s automatic or conditioned response.

A. Response B. Stimuli C. Food D. None of the above ___5. You went to a seafood restaurant and ate shrimp for the first time, then suddenly you felt dizzy and wanted to vomit. Someone said that you might be allergic to it. Therefore, you never eat shrimp again. The highlighted text is the _________.

A. Unconditioned Response (UR) B. Neutral Stimulus (NS) C. Conditioned Response (CR) D. Conditioned Stimulus (CS) ___6. You went to a seafood restaurant and ate shrimp for the first time, then suddenly you felt dizzy and wanted to vomit. Someone said that you might be allergic to it. Therefore, you never eat shrimp again. Which of the following is the CONDITIONED STIMULI (CS)?

A. The shrimp B. You are allergic to shrimp.

C. You never eat shrimp again.

D. You felt dizzy and wanted to vomit. ___7. It’s your first time meeting your strict professor. While she was discussing you felt so nervous and anxious to the point you’re starting to experience stomach cramps. That’s why every time you’re meeting her you always experience the same pain. Which of the following is the CONDITIONED RESPONSE (CR)?

A. Your strict professor.

B. Feeling nervous and anxious.

C. Stomach Cramps.

D. You don’t feel nervous and anxious anymore.

Page | 23

CLASSICAL CONDITIONING ___8. Annually as ‘ber’ months start you always hear Christmas songs everywhere which signifies that Christmas is approaching that’s why you always put christmas decorations at home in ‘ber’ months. Which of the following is the NEUTRAL STIMULI (NS)?

A. Christmas songs in ‘ber’ months.

B. Putting Christmas decorations in ‘ber’ months.

C. You get excited receiving gifts on Christmas.

D. All of the above ___9. While walking on the street a dog suddenly bite you. You screamed out loud asking for help, good thing there are bystanders who helped you and brought you to the nearest clinic.

After that, you started to have a fear of dogs and never walked on that street again. Which of the following is the UNCONDITIONED RESPONSE (UR)?

A. Screamed to seek help.

B. The dog that bit you.

C. Developed fear of dogs.

D. The bystanders. ___10. You went to a public place and suddenly you heard the same phone ringtone as yours. That's why you checked your phone if that sound was yours and found out that it’s from another person. After that everytime you hear the same ringtone as yours you always check your phone. Which of the following is the CONDITIONED RESPONSE (CR)?

A. Cellphone B. Public place C. Ringtone from another person.

D. Check your phone whenever you hear the phone ringtone.

REFERENCES Cherry, K. (2005, October 23). How classical conditioning works, with examples. Verywell Mind. https://www.verywellmind.com/classical-conditioning-2794859 Cherry, K. (2021, November 16). What is classical conditioning? Explore Psychology. https://www.explorepsychology.com/classical-conditioning/ Vinney, C. (2018, November 30). Classical conditioning: Definition and examples.

ThoughtCo. https://www.thoughtco.com/classical-conditioning-definition-examples4424672 Page | 24

CONNECTIONISM AND OPERANT CONDITIONING STORY Guide Question: How do you help your students succeed in their scientific experiments?

CHAPTER 3: CONNECTIONISM AND OPERANT CONDITIONING Teacher Arkin’s POV As I heard the bells ring, I immediately prepared my stuff and headed to the school’s main auditorium. I was invited as a guest speaker to a seminar. Although nervous, I am excited to share my experience to my students and fellow teachers.

While walking in the hallway, three students approached me, “Good day, Teacher Arkin! Can we interview you? We just want to know how you help your students succeed in their scientific experiments.”

I looked at them and smiled because of the peculiar coincidence, “I am actually about to speak right now at a seminar concerning that topic. Why don’t you just lend me your ears as I discuss them?”

“Wow, that is strange!” they chuckled. “That is a good idea, Teacher! Good luck and thank you!”

We parted and I sat on my seat as I waited for the hosts to call me onstage. I prepared my script and took a deep breath.

Page | 25

CONNECTIONISM AND OPERANT CONDITIONING STORY “Greetings, everyone! Today we will be having Sir Arkin as our guest speaker. He is the head of the Science Department at the University of Education. He is currently teaching Junior High School students. Let us give him a virtual hand! Hi, Sir Arkin, how are you?”

“I am doing good. Thank you for that wonderful introduction, Sir John! Greetings to everyone in this auditorium!”

“Greetings, indeed. The floor is now yours, Sir” “Thank you. Today, I will just share how I handle different types of students on a daily basis.” I chuckled a bit.

“I have three main points: (1) The essence of effective communication, (2) the three laws of Thorndike, and (3) the reinforcements.” I explained briefly.

I continued, “Now, as we all can say, communication is both ways. As for the receiver of the message, how will communication be effective if you do not listen?

Same goes to the speaker, in what way can you give your message without being misunderstood? How clear is your message to the other person? You see, we are all both a sender and a receiver. To be an effective communicator, we must consider our message and the receiver.”

“As a teacher, it is my duty to be an excellent sender of messages. I must assess what I am going to say before speaking. My students are of value to me. It is my responsibility to guide them and to facilitate their learning. How am I going to do that if I cannot establish good communication with them?” I smiled.

“I remember one time, I required my Grade 9 chemistry class to conduct a science experiment. Some of them were afraid to participate as they were unfamiliar with the chemicals. They thought it might explode if they combined them altogether. But of course, it is my duty to guide them to do it correctly, so the campus will not burn in fire.” I laughed a bit.

Page | 26

CONNECTIONISM AND OPERANT CONDITIONING STORY

“So, let us go back to my second main point, the three laws of Thorndike. First is the Law of Readiness. Before conducting our experiments, I first give them a preactivity test to assess their knowledge on the topic. And then, I will introduce them to the lesson. Discussion is essential so they will be familiarized with the concepts of the different chemicals. After that, we will have our written activity so I can test their knowledge once again, to see if they learned something out of the discussion.

If I see a number of students who seem to not understand the lesson, I will pair them with the students who aced the activities. So they may help each other out.

This creates a higher chance of improvement. This is for the Law of Readiness.”

“The second law is the Law of Effect. During the experiment, I do not pressure my students into doing an excellent output right away. But, I motivate them to do their best, as when they do their best, I will surely give them high remarks. I had this student of mine in the same class who did not seem to be interested in participating with the experiment. I decided to pair him with the top student, and they did the experiment together, and it turns out he was also an excellent student.

He just needed a boost of confidence. Months have passed in that class, the good outcome of pairing average students with the top students was reinforced, and the participation of my students in my class turned into habitual responses of participation to every scientific experimental activity.”

“The third and the final law is the Law of Exercise. It states that connections develop in practice and decrease once practice ceases. In my Chemistry class, I require them to conduct experiments once a week. So they may practice to improve their knowledge and skills.”

“My last main point of the discussion today is the Reinforcement. Personally, I use Positive Reinforcement to my students. Whenever they present exemplary outputs in our experiments, I do not hesitate to give them my most genuine compliments because they deserve it! I give them rewards and punishments that will affect the law of readiness, law of effect, and the law of exercise. Upon giving them the final project, I always give them instructions first. It is a Scientific Investigatory Project that requires my students' original ideas. I ensure that my students know the topic well and give examples to let them know what they will do.

That would be the Law of Readiness. That is how effective communication also comes in. So, yes, that's about my talk for today. Thank you for listening!”

“Thank you for that wonderful talk Sir Arkin. We can now head to the questionand-answer portion!” The host announced and some raised their hands.

One of the hosts asked, "How do you help your students succeed in their scientific experiments?"

Page | 27

CONNECTIONISM AND OPERANT CONDITIONING STORY Henry, one of the hosts, asked a question, “How long do you give your students to accomplish a project?”

“I usually give them two weeks to finish the project, the first one to finish and submit will get additional credit. Those late will get a deduction point equivalent to the number of days delayed. And lastly, the students who will not be able to finish will get a zero or incomplete (INC) grade, which we can call as Rewards & Punishment” I elaborated.

One of the audience stood and asked, “Did you feel any difficulties on the part of the students?”

“At first, some of them had difficulty brainstorming and getting the materials; they often complained. But I always encourage them and try to help them until they achieve the exact thing they want to finish their project. This is the Law of Exercise.” I answered briefly.

“How do you evaluate your students during the reporting?”

“For every student giving their progress report, I always provide them with recitation points and give them additional merit whenever they present unique ideas. I always see their eyes sparkle whenever I give them the equivalent recitation points of their presentation. It gives them the motivation to finish and do well in their project. Now this is both Rewards and Law of Effect.“ “There you go! That ends our discussion forum. Thank you very much Sir Arkin, for answering all of our questions. Thank you for sharing your experience with us as a teacher!” One of the hosts said lively.

“It’s a pleasure! I hoped you learned something from it.” I smiled, bowed, and went down the stage. The hosts gave their final words then bid farewell to all of us. That ended the webinar.

Two weeks have passed, and all my students have finished their Scientific Investigatory Project. All of their projects are unique and beautiful, and as promised, they received the equivalent grade for their hard work.

Page | 28

CONNECTIONISM “Consider the response you wish to connect with.” - Edward Thorndike

Try this first!

How would you connect your previous learning experiences to your current learning experiences? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________

SYNOPSIS The American psychologist Edward Thorndike developed Connectionism, also known as Thorndike's Laws, which is based on the concept of active learning. These Laws state that learning occurs when a person is able to create connections between a certain stimulus and a given response. The three primary laws are the Law of Readiness, the Law of Exercise, and the Law of Effect.

LEARNING OUTCOMES After this lesson, the students are expected to: Understand the concept, process, and application of connectionism and its process and application Identify the distinction of the primary laws of learning by Thorndike Apply the Connectionism Theory in real-life situations, learning competencies and learning experiences.

Page | 29

CONNECTIONISM Connectionism was first developed by Edward Thorndike. He was born in Williamsburg, Massachusetts on August 31, 1874. He was widely regarded as the founder of Educational Psychology. Thorndike's model of connectionism theory claims that learning is active. It is achieved when an individual is able to form association between a particular stimulus and response. The S-R framework is a foundation of behavioral psychology, and Thorndike's learning theory is a good example of this framework. Stimuli and responses lead to the formation of associations, which are the building blocks of learning. A Universal Theory of learning for both humans and animals is connectionism. Animals discover relationships between a stimulus and a pleasurable result through trial and error.

The pleasure these relationships provide is why they are so ingrained.

According to the rule of exercise, these connections get stronger the more you use them.

Connectionism's distinctive feature is its ability to explain learning through observations as opposed to proposed explanations of unobservable internal states. Connectionism is widely used in the fields of education, cognitive testing, and adult learning.

Connectionism is based on the notion that different things or concepts become interconnected through experience and that complex concepts can be explained by a set of guiding rules or principles.

The Process/Application of Edward Thorndike's Connectionism Thorndike believed teaching should be based on research, so he wrote books to help teachers understand relevant psychological research. Learning can be studied and modeled, and classroom practice should be based on systematic, empirical research.

This may be Thorndike's most lasting contribution. Thorndike's research is sometimes seen as old or simple, but it's complex and has ideas that can be used today. These are as follows: Primary Laws Thorndike provided key points with 3 laws of learning, these laws are universally recognized and apply to all types of education or learning: 1. Law of Effect: It says that responses or actions to a situation that leads to a good outcome will be reinforced and turn into habitual responses to that situation. The response of a subject to a certain event, followed by a reward, can help reinforce the response.

Example: Celine reviewed for her exam, and she received a high grade. This makes her likely to review hard for the next examination.

2. Law of Readiness: It is a chain of actions or responses that can be put together to reach a goal. Breaking the chain will make you mad. A goal could be reached by linking together a group of answers or a series of answers.

Example: Teacher Angel always gives her students an activity that is related to her lesson before she starts the discussion. This makes her students ready for her lessons.

Page | 30

CONNECTIONISM 3. Law of Exercise: It states that connections develop in practice and decrease once practice ceases. Frequently, associations are strengthened after they are formed.

Similarly, associations that are rare or inconsistent weaken.

Example: Students in Grade 3 Narra are required to write their names on paper repeatedly and in cursive writing.

The Principles Behind the Connectionism There are four fundamental tenets that underpin this theory: 1. Learning requires practice as well as some kind of reward system (based upon the Law of Effect).

2. If a stimulus and a reaction are both a part of the same "action sequence," then they can be associated with one another (based upon the Law of Readiness).

3. The individual's prior experiences provide the foundation for the acquisition of new information and skills through the knowledge transfer and learning process (based upon the Law of Readiness).

4. The number of these linkages that a person has learned or otherwise acquired is the primary determinant of their level of intelligence. (based upon the Law of Exercise).

Organize your thoughts Directions: Compare and contrast the three primary laws of learning using the Venn Diagram. Determine their similarities and differences. Write your answer on the graph given.

Page | 31

CONNECTIONISM Let yourself explore Directions: Read the questions carefully and answer the following.

Pick among the 3 laws of Connectionism developed by Thorndike, and think of how you can apply this as a student? Explain your answer in sentence form. You may include images for creativity. _______________________________________________________________________ _______________________________________________________________________ ____________________________________________________________________ Do you think the Primary laws (Law of Effects, Law of Readiness, Law of Exercise) are connected to each other? Yes or No? If yes, provide some examples that will prove your answer. If not, explain why. _______________________________________________________________________ _______________________________________________________________________ ____________________________________________________________________ If you were to add another Law in Primary laws, what can be the title and what does it tackle? _______________________________________________________________________ _______________________________________________________________________ ____________________________________________________________________

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. The connectionism theory put out by Thorndike claims that __________.

A. Learning is about asking questions B. Responding to questions is what learning is all about C. Learning occurs when a person is able to create connections between a certain stimulus and a response D. Learning is the result of experience ___2. Who is the Father of Modern Educational Psychology and the proponent of the Connectionism theory?

A. Sigmund Freud B. Ivan Pavlov C. B. F Skinner D. Edward Thorndike Page | 32

CONNECTIONISM ___3. Learning takes place when something is repeated or practiced while being stimulated to act or learn.

A. Law of Effect B. Law of Readiness C. Law of Exercise D. Law of Belongingness ___4. What are the three laws of Connectionism?

A. Law of Effect, Law of Readiness, Law of Exercise B. Law of Effect, Law of Polarity, Law of Analogy C. Law of Set of Attitudes, Law of Analogy and Assimilation, Law of Partial Activity D. Law of Partial Activity, Law of Analogy, Law of Exercise ___5. This law suggests that learning takes place when an action tendency is aroused through preparatory adjustment, set, or attitude.

A. Law of Effect B. Law of Readiness C. Law of Exercise D. Law of Spread of effect ___6. This law suggests that drill or practice helps in increasing efficiency and durability of learning.

A. Law of Effect B. Law of Readiness C. Law of Exercise D. Law of Spread of effect ___7. Julia has an upcoming midterms examination next week. She noticed that every time she studied, she got a good grade. And every time she did not study, she got a bad grade. What is the stimulus and response in this case?

A. (S) Studying - (R) Grade B. (S) Grade - (R) Midterms C. (S) Good grade - (R) Bad grade D. (S) Studying - (R) Midterms ___8. Thorndike's conception of connectionism asserts that: A. Learning is about responding to questions B. Learning is about responding to connections C. Learning is about forming questions D. Learning is about responding to stimuli

Page | 33

CONNECTIONISM ___9. If a student notes a connection between how much they practice kicking a ball and how well they play soccer, then what have they formed?

A. An S-I bond B. An S-R bond C. An S-I connection D. An S-R connection ___10. Leni did not put in adequate time to memorize her character's script for the school play rehearsal. As a result, her teacher gave the part to another student. Leni learns not to repeat the action if she wants to have a major role in future plays. Which of the following explains this outcome?

A. The law of effort B. The law of readiness C. The law of exercise D. The law of effect

REFERENCES Connectionism (Edward Thorndike). (2018, January 19). Instructionaldesign.org. https://www.instructionaldesign.org/theories/connectionism/ Connectionism theory - article. (n.d.). Google.com. Retrieved August 23, 2022, from https://sites.google.com/view/connectionist-minds/article?authuser=1 (N.d.). Massey.Ac.Nz. Retrieved August 23, 2022, from https://www.massey.ac.nz/~wwpapajl/evolution/assign2/KN/connect.html

Page | 34

OPERANT CONDITIONING “Education is what survives when what has been learned has been forgotten.”

- B.F Skinner

Try this first!

How do you respond when your teachers give rewards and punishments? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

SYNOPSIS Operant conditioning, commonly referred to as instrumental conditioning, is the process through which both people and animals learn how to act in order to reap rewards and avoid punishments. In experimental psychology, it is also the name of the model used to study these learning and action selection processes. B.F. Skinner, a behavioral scientist, initially described and researched operant conditioning. Skinner carried out numerous well-known operant training studies on animals.

Operant conditioning is a behavioral psychology learning theory that places a strong emphasis on the importance of reinforcement in conditioning. It highlights the impact that rewards and punishments for specific behaviors can have on a person's future actions.

LEARNING OUTCOMES After this lesson, the students are expected to: Identify the operant conditioning and terminologies at the end of this module Relate to terminologies by sharing their experiences.

Apply the lessons learned in real-life situations.

Page | 35

OPERANT CONDITIONING Operant Conditioning is also referred to as “instrumental conditioning.” It is a learning in which an individual’s behavior depends on the outcomes or consequences of their action. A reinforcement or punishment consequence either increases or decreases the chance of a certain reaction occurring. Hence, reinforcement increases the reproduction of behavior, and punishment decreases it. Skinner defined the term operant as any “active response or behavior that acts on the environment to produce consequences.” This theory attempted to explain how humans acquire the wide variety of learned behaviors that they exhibit on a daily basis.

Burrhus Frederic Skinner was a prominent American psychologist who influenced behaviorism.

He is the main proponent of Operant Conditioning.

According to Skinner, who referred to his own ideology as "radical behaviorism," the idea of free choice is really an illusion. He thought that all human behavior was a direct outcome of conditioning.

Instead of internal motivations and thoughts, he believed in observable and external causes of behavior.

In Skinner's operant conditioning process, an operant was any activity that operates on the environment and results in consequences. He distinguished between responsive behaviors, or everything that happens instinctively or automatically, such as pulling your finger back when you accidentally touch a hot pan, and operant behaviors, or the activities that we can control.

The Skinner Box, commonly known as an operant conditioning chamber, is an effective experimental setting for examining the more natural flow of behavior. It is also a useful tool for learning behavior. It has made significant contributions to our knowledge of the effects of reward and punishment.

How does a Skinner Box work? There is typically a lever or key within this chamber that an individual animal may use to access a food or water source inside the room as a reinforcer. It's possible that when the lever is pulled, reinforcements like food, water, or another kind will be sent. It is also possible to offer other stimuli, such as lights, sounds, and pictures. The chamber is linked to electrical devices that capture the animal pecking at keys or pressing levers, allowing accurate measurement of behavior.

Page | 36

OPERANT CONDITIONING Terminologies: Reinforcement: The process of encouraging or establishing a belief or pattern of behavior, especially by encouragement or reward.

Positive Reinforcement: Positive punishment entails rewarding someone for behavior by giving them the desired reward. This could involve giving compliments, money, or other rewards.

Example: Your teacher gave you money for participating in her activity.

Negative Reinforcement: Negative reinforcement is the removal of the unwanted event or stimulus that acts as the reward for doing the action.

Example: Student A does her homework ahead of time ( the behavior) to avoid submitting it beyond the deadline ( removal of the aversive stimulus).

Positive Punishment: Positive punishment can simply be an inevitable consequence of a certain action.

Example: You heard on television that it will rain today but you still did not bring an umbrella, now you’re wet because of the rain.

Negative Punishment: Negative punishment includes removing something pleasant or desirable in order to minimize the occurrence of a particular action.

Example: Rachel’s mother took her gadget away because she got failing grades.

The Principles Behind the Operant Conditioning Respondent Behavior: This type of behavior happens automatically and reflexively.

There is no need to learn these behaviors because they occur naturally and involuntarily.

Operant Behavior: Our environmental behaviors and the consequences of those acts are an essential part of the learning process.

Page | 37

OPERANT CONDITIONING Organize your thoughts Directions: Read each sentence and write the correct answer on the blank provided. __________ 1. He is a behavioral scientist and the main proponent of Operant Conditioning. __________ 2. It increases the behavior. __________ 3. It occurs when a response is accompanied by an unfavorable outcome. __________ 4. These behaviors occur naturally and involuntarily. __________ 5. It removes negative effects or stimuli in order to enhance certain behaviors. __________ 6-7. Give the 2 Principles Behind the Operant Conditioning. __________ __________ 8. Commonly referred to as instrumental conditioning. __________ 9. It decreases the behavior. __________10. Removing a child's video game after misbehavior is an example of what?

Let yourself explore Directions: Give a specific situation then present the Positive Reinforcement and Punishment, and the Negative Reinforcement and Punishment. Complete the table below.

Example: The dog pooped on the carpet.

Reinforcement

Positive

Negative

Page | 38

Punishment

Add something pleasant like dog treats to increase the likelihood of a behavior.

Adding an unpleasant response to decrease behavior.

Increase the desired behavior, this time, by removing something unpleasant like the leash.

Decrease behavior now by removing something pleasant like the comfortable carpet.

OPERANT CONDITIONING Situation A: _________________________________________________.

Reinforcement

Punishment

Positive

Negative

Situation B: _________________________________________________.

Reinforcement

Punishment

Positive

Negative

Situation C: _________________________________________________.

Reinforcement

Positive

Negative

Page | 39

Punishment

OPERANT CONDITIONING sQUIZ your Mind Direction: Determine the given situation if it is Positive Reinforcement, Negative Reinforcement, Positive Punishment, or Negative Punishment. (2 points each). __________ 1. Max’s mother decreased her allowance after she failed most of her tests. __________ 2. Teacher Janine caught her student using the phone in class, she immediately confiscated it. __________ 3. Teacher Jill gives chips to a student if he/she answers the question correctly. __________ 4. Teacher Ace adds a red star on the student's chart whenever they misbehave.

What type of Reinforcement or Punishment have you experienced? Explain in no more than 5 sentences. (2 points) _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

REFERENCES Cherry, K. (2005, November 6). What is operant conditioning and how does it work?

Verywell Mind. https://www.verywellmind.com/operant-conditioning-a2-2794863 Mcleod], [saul.

(2007).

Skinner Operant https://www.simplypsychology.org/operant-conditioning.html

Page | 40

Conditioning.

SOCIAL LEARNING AND 9 LEVELS OF LEARNING THEORY STORY Guide Question: As a pre-service history teacher, how do you guide your students in integrating their learning in history?

CHAPTER 4: SOCIAL LEARNING THEORY AND NINE LEVELS OF LEARNING Teacher Raja's POV It was already dismissal time. Some of my students approached me for an interview, which I gladly accepted.

“Good day, Teacher Raja! We would like to interview you for a research study. As a pre-service history teacher, how do you guide your students in integrating their learning in history?” At first I marveled at what a beautiful question they had asked. And by that moment, I gave them the best answer that I could give.

“What a great question. As a history teacher, my subject is pretty much long and full of events and dates that need to be remembered. But with the help of Mr. Bandura and Mr. Gagne, their theories helped me to create and develop my teaching processes that guide you to understand my lessons. History is full of dates so how can I help you remember? Mr. Bandura proposed a theory that he called Social Learning Theory stating that we learn by what we observe and copy this behavior to be part of our learning, attitude, and response." I smiled as I looked at the faces of my students that were full of curiosity and excitement for what I am going to say.

Page | 41

SOCIAL LEARNING AND 9 LEVELS OF LEARNING THEORY STORY “I remember my students last school year. I conducted a graded recitation in our classroom. At first, only one student was actively participating. So I told them that those who will actively participate will get higher marks than those who did not.

Aside from that, the top 3 students will get an extra prize from me. After that announcement, every student is eager to listen and answer the questions.” I smiled seeing them laser focus on what I’m going to say next.

“Remember the discussion we had when we watched a short play about Noli Me Tangere?” they immediately nodded as they recalled the discussion. “What we had read in Rizal’s Novel, and what we had watched in the play, helped us remember and fully visualize what the novel says. For example, when Rizal said in the novel that Padre Damaso got angry because of the piece of chicken leg in Tinola that was given to him. When we read that, the class laughed. But when we watched the scene, we realized that Padre Damaso did not get angry just because of the chicken leg but because he thinks that it is part of looking down on him since Ibarra got the big piece of the chicken. We learn, we adapt and we create new knowledge and understanding of what we are doing and observing”.

As the students showed a sign that they understood what I have said, one of them raised a hand, “Yes, Ada?” I asked and she immediately responded, “Teacher Raja, I just want to ask this out of curiosity. If learning can be formed through interaction then why do we struggle in school?” I smiled as I thought that this is another great question. “One person, my dear students, Mr. Robert Gagne, created the nine levels of learning.” The three were surprised. “It’s like video games or even drama series.

In order to get the attention of my students, I need to do something. In my case, it’s either I let them watch something or we play a game.”

One of them asked, “I also observed that, Teacher Raja. We learn faster when we watch or play before the lesson itself.”

“Good observation! That is because the nine levels of learning is a step-by-step approach that can assist you to become more engaged and remember the concepts of learning material you were studying. By this method, you can easily understand the lesson but just like what Mr. Bandura proposed in his Social Learning Theory: We possess social learning skills that we are most likely to give our attention to something we want and are curious about. That is what makes the topic easy or hard to understand."

Page | 42

SOCIAL LEARNING AND 9 LEVELS OF LEARNING THEORY STORY They added, “I also observed that whenever I like something, for example, video games, I tend to find it easier to learn all about it than mathematics but Teacher Raja, why do we find it easy to learn what you are discussing?”

The question widened my smile and I cheerfully replied, “It flatters me that you learn easily in my teaching class, but I think because I let you enjoy learning through different teaching strategies.”

I continued, “These teaching processes were developed by different theories and these two theories were just part of the teaching processes. These theories have the stories that reside among the proponents, their experiences, and observations that we can relate to. These helped me so I can create frameworks to integrate more suitable learning for you guys because every one of you is unique in your learning styles. And what we had, all of these discussions is the perfect example of how learning is formed. I hope I answered your questions meaningfully.”

“Yes, Teacher Raja! Thank you so much for your time. Have a great day!” I smiled and started sorting my books, preparing to leave with a big smile on my lips.

Page | 43

SOCIAL LEARNING “Psychology cannot tell people how they ought to live their lives. It can, however, provide them with the means for ef ecting personal and social change.” - Albert Bandura From Social Learning Theory, 1977

Try this first!

Directions: Read each situation carefully and answer the following questions at a minimum of 2-3 sentences.

In the first quarter, you received high grades and eventually got on the honor roll. Your parents praised you for doing a great job and studying hard, giving you money as a reward. With this, what do you think you will feel, and how would it affect your behavior? ___________________________________________________________________________ ___________________________________________________________________________ ________________________________________________________________________

SYNOPSIS Albert Bandura is a well-known social cognitive psychologist who is best known for his work on the Bobo doll experiments and the idea of self-efficacy; he developed a theory called the Social Learning Theory. According to social learning theory, it's critical to observe, model, and copy other people's behaviors, attitudes, and emotional responses (Bandura, 1977). It also looks at the interactions between cognitive and environmental elements that affect human behavior and learning.

LEARNING OUTCOMES After this lesson, the students are expected to: Learn the interconnectedness of cognitive, behavior and environment in Social Learning Theory; Integrate the observational learning process in social cognition of imitation and reinforcement; Apply the principles of Social Learning Theory in developing the learning process.

Page | 44

SOCIAL LEARNING Social Learning Theory presents the interconnection of the cognitive and environmental factors that influence an individual's behavior and learning process. This learning theory suggests that learners can acquire information through observing other people’s behaviors and building their knowledge according to them.

Who is Albert Bandura?

Albert Bandura is an influential social cognitive Psychologist and a Professor Emeritus at Stanford University. He is the proponent of Social Learning Theory and Bobo Doll Experiment. These two emphasizes the importance of observing, modeling, and imitating the observed behaviors, attitudes, and reactions (Physical and Emotional) of others.

Bobo Doll Experiment Bandura developed the Bobo Doll Experiment to demonstrate that children can learn through observing a model’s behavior. The experiment involved children being exposed to two separate adult models: an aggressive model and a non-aggressive one. Following the observation of the adult's behavior, the children would be put in a room without the model and watched to see if they would imitate the actions they had previously observed.

Figure: four (4) images in upper row show an adult that physically and verbally attacks an inflatable doll. And the remaining eight (8) images show the preschool-age children treating the inflatable doll just like how the adult attacks the doll.

The experiment used an inflatable plastic doll that was designed like a cartoon clown and was bottom-weighted so that it could return to an upright position when knocked down.

The respondents were 36 girls and 36 boys, preschool students of Stanford University Nursery School that ranged in age between three (3) and almost six (6) years, with the average participant age of four (4) years and four (4) months.

Page | 45

SOCIAL LEARNING The children were divided into three groups in Stage 1: (1) children observed the adult that showed aggressive behavior, (2) children observed a non-aggressive-behavior model, and (3) children observed a model that displayed no behavior at all. Stage 2: To put all children into mild aggressive arousal, each child was brought separately into a room containing separately different appealing toys. Stage 3: The children are then brought again to the following room with both aggressive and nonaggressive toys that lasted for 20 minutes. During this time, the children's behavior was monitored and evaluated using a one-way mirror. Bandura concluded that the children that saw aggressive models remarkably imitated their actions and reactions more than children in non-aggressive groups.

There are 2 points for Social Learning Processes: Observational Learning and 4 Mediational Processes.

OBSERVATIONAL LEARNING The Bobo Doll experiment illustrated Observational Learning which pertains to the ability of children to observe and imitate the behavior of a person present in their environment. These people observed by children are referred to as Models. These models’ behavior serves as a reference for children to imitate. Some examples of models are family, characters in children’s TV, friends, teachers, and famous figures. According to Observational learning through observation, imitation may occur; imitation refers to the capability to copy only one behavior at a time from a model. Children pay attention to these models, encode their behavior, and later reproduce the behavior they have observed. Thus, enabling children to learn through observation. Identification involves adopting one or more behaviors from different models.

The possibility of imitation to occur may depends on three things: 1.Imitation and reproduction of behavior may depend on similarity between the child and the model and reinforcement of the behavior. The child is most likely to imitate the behavior of the observed model if the child perceives that the model is similar to itself.

EXAMPLE: A little girl has the greater possibility to copy the gestures and movements of her mother than to her father.

Similarity: Gender 2. Imitated behavior will receive a response from the people in the child’s environment that is reinforcement. If the response is rewarding, the child is likely to continue imitating the behavior.

The reinforcement of the imitated behavior can be external or internal and positive or negative. a. Internal Reinforcement is the response/feelings of the child towards the response received from his/her imitated behavior, e.g., being happy. b. External Reinforcement is the idea of approval or response from the people to the imitated behavior, e.g., approval/response from parents or peers.

EXAMPLE: Cosmo felt satisfied with the praises she received after dancing elegantly. She is inspired with the movements of the dancer she has admired since when she was in elementary.

INTERNAL REINFORCEMENT: being satisfied with the praises received EXTERNAL REINFORCEMENT: viewers praises and comments

Page | 46

SOCIAL LEARNING 3. Vicarious Reinforcement is another type of reinforcement. It occurs when a child may or may not imitate an observed behavior based on the response received by the model after performing the behavior.

EXAMPLE: A child learned to say please and thank you after observing his/her older siblings get rewarded because of it.

A student avoids being late in school after a teacher scolded his/her classmate because of being late.

4 MEDIATIONAL PROCESS Observational Learning could not happen unless cognitive processes were at work. Mediating process happens between the stimuli and responses. This process includes four stages of social learning: Attention, Retention, Reproduction and Motivation. Let’s dig deeper!

ATTENTION: Attention is the first in the mediational process. It is actively observing the surroundings to identify the model or feelings. It helps the child to be invested in the observing process of the behavior to make it significantly easier to notice and imitate.

EXAMPLE: A child learns from an adult not to throw candy wrappers anywhere RETENTION: When the child notices the behavior, it is the time where it needs to be remembered. Retention refers to the recalling of the observed scenario or experience and revisiting cognitively or acting it out physically.

EXAMPLE: Later, the child may be observed saying to his/her toys that it is not okay to throw trash anywhere.

REPRODUCTION: To be able to totally carry out the behavior, the child needs to initiate to actually reenact it. From effectively paying attention to the modeled behavior, the behavior must be demonstrated repeatedly.

EXAMPLE: Whenever the child sees his/her peers throw candy wrappers anywhere, he/she tells them that it is wrong and teaches them where to throw it.

MOTIVATION: The child learned the behavior, remembered all the details from the behavior and effectively imitated it, they still need to have a reason to continuously do it. Motivation is the reason or driving force for the child to keep on imitating or reproducing the behavior. This includes the observation that performing similar behavior is being rewarded, or the desire to be like the observed model.

EXAMPLE: The adult (model) that teaches the child not to throw candy wrappers anywhere, gives a candy to the children who follows what he/she teaches. The adult (model) that teaches the child not to throw candy wrappers anywhere is the child’s mother.

Page | 47

SOCIAL LEARNING Organize your thoughts In this activity, you are tasked to give your application on what you have learned. Kindly read each direction carefully and answer the questions or comply with the requirements that follow.

1. Among the Four (4) Mediational Processes, choose one and make your own example of a situation applying your chosen process. _______________________________________________________________________ _______________________________________________________________________ 2. What do you think is the importance of the Four (4) Mediational Learning or how did it help you in your personal learning experience? _______________________________________________________________________ _______________________________________________________________________

Let yourself explore Directions: Watch a video on YouTube entitled "Bandura's Bobo Doll Experiment" and reflect what you have realized in 3-5 sentences Link: https://www.youtube.com/watch?v=dmBqwWlJg8U ___________________________________________________________________________ ___________________________________________________________________________ ________________________________________________________________________

Page | 48

SOCIAL LEARNING sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. Social Learning Theory gives emphasize to correlation of _________________ and _________________ in learning process.

A. Cognitive, Knowledge B. Cognitive, Ability C. Learning Pattern, Environmental Factors D. Cognitive, Environmental Factors ___2. Who is the proponent of Social Learning Theory?

A. Jean Piaget B. Howard Gardner C. Carl Rogers D. Albert Bandura ___3. These are the two key points for Social Learning Processes.

A. Observational Learning and Imitation B. Observational Learning and Cognitive C. Observational Learning and Four (4) Mediational Processes D. Observational Learning and Learning Styles ___4. Cognitive Processes are necessary to have functional observational learning. What are the four conditions of social learning?

A. Attention, Retention, Reproduction, and Motivation B. Attention, Modeling, Imitation, and Motivation C. Motivation, Imitation, Reinforcement, and Observation D. Modeling, Observation, Imitation, and Reinforcement ___5. Rue loves to play outside their house and that made her forget to take a bath in the morning. Before having an afternoon nap, she decided to take a bath and Rue’s mother caught and scolded her for not taking a bath in the morning, exposing her tired body in cold water. Because of this, Rue always takes a bath before playing outside to avoid being scolded. What kind of reinforcement approach is shown in Rue’s situation?

A. Positive Reinforcement Approach B. Negative Reinforcement Approach C. Positive and Negative Reinforcement Approach D. None of the above

Page | 49

SOCIAL LEARNING ___6. Cosmo requested her mother to buy her a pair of shoes just like her mother owns.

She is also fascinated by the videos she watched of girls decorating their hair with fancy hair clips and how they drink their tea in fancy tea cups. Cosmo raises her pinky finger whenever she drinks her milk and walks more slowly than usual. The imitation in the situation was based in?

A. Similarity B. Reinforcement C. Vicarious Reinforcement D. Identification ___7. Being an academic achiever and active community leader, Igen is always awarded by her parents with gifts as a form of recognition to her efforts. Her younger sister also started to do well in school and became an academic achiever along with her. What kind of reinforcement is shown in the situation?

A. Internal Reinforcement B. External Reinforcement C. Vicarious Reinforcement D. Identification ___8. Pertains to the similitude of behavior to be recalled in the process of observational learning to be able to reproduce an observed behavior.

A. Attention B. Retention C. Reproduction D. Motivation ___9. _________________ is the ability to perform and imitate an observed behavior.

A. Attention B. Retention C. Reproduction D. Motivation ___10. _________________ is the driving force to imitate the observed behavior.

A. Attention B. Retention C. Reproduction D. Motivation

Page | 50

REFERENCES Ackerman, C. E. (21 July 2018). 12 Examples of Positive Punishment and Negative Reinforcement. Positive Psychology. https://positivepsychology.com/positive-punishment/ Cherry, K. (2020, May 5). Quotes From Albert Bandura on His Theories. Verywell Mind. https://www.verywellmind.com/albert-bandura-quotes-2795687 Cherry, K. (15 April 2019). How Negative Reinforcement Works. Verywell Mind. https://www.verywellmind.com/what-is-negative-reinforcement-2795410 Cherry, K. (09 May 2020). How Negative Punishment Works. Verywell Mind. https://www.verywellmind.com/what-is-negative-punishment-2795409 Fitzgibbons, L. (20 December 2019). Social Learning Theory. https://www.google.com/amp/s/www.techtarget.com/whatis/definition/social-learningtheory%3famp=1 LaMorte, W.W. (2019). The Social Cognitive Theory. Boston University School of Public Health. https://sphweb.bumc.bu.edu/otlt/mphmodules/sb/behavioralchangetheories/behavioralchangetheories5.html Marcin, A. (31 August 2017). Understanding Negative Reinforcement. Health Line. https://www.healthline.com/health/negative-reinforcement#versus-punishment Mcleod, S. (2016, February 5). Social Learning Theory. Simply Psychology. https://www.simplypsychology.org/bandura.html Nolen, J. L. (2022, March 9). Bobo doll experiment. Encyclopedia Britannica. https://www.britannica.com/event/Bobo-doll-experiment McLeod, S. (2016). Albert BAndura’s Social Learning Theory. Simply Psychology. https://www.simplypsychology.org/bandura.h

Page | 51

9 LEVELS OF LEARNING "Tell me and I forget. Teach me and I remember. Involve me and I learn."

– Benjamin Franklin

Try this first!

Directions: Read each situation carefully and answer the following questions at a minimum of 2-3 sentences.

Teacher Anne asked her students if they understood the lesson she taught. All students in the class said yes, so she gave them a short quiz about the discussed topic. What would you feel if you are one of Teacher Anne’s students and why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

SYNOPSIS Robert Gagne developed a nine-step process that clarified each stage for effective learning called Nine Levels of Learning. For many kinds of learning, this model is helpful since it offers a step-by-step approach that can assist students in becoming more engaged and help them remember the lessons taught by their teacher.

LEARNING OUTCOMES After this lesson, the learners are expected to: Learn the 9 Levels of Learning and undergo effective learning process Enhance student learning: gain attention, inform learners of objectives, stimulate recall of prior learning, present stimulus, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer.

Convey communication that supports the learning process.

Page | 52

9 LEVELS OF LEARNING Nine (9) Levels of Learning is a theory that categorizes several degrees or types of learning and mainly relies on how information is processed by individuals. Gagne's Nine Conditions of Learning, Gagne's Taxonomy of Learning, and Gagne's Nine Events of Instruction are other names for this theory. Using a nine-level model, the trainer can work through the elements necessary for effective learning.

Who is Robert Gagne?

One of the most important founders of a systematic approach to teaching was the American educational psychologist Robert Gagne. Early on, he had an interest in human behavior, and later, when studying psychology, he paid particular attention to the topic of education. He began his work developing educational theories in the 1960s when he was appointed research director for the research organization AirForce. He was designated the Perceptual and Motor Skills Laboratory's director of research in 1949. In 1958, his research focused on teaching mathematics and improving problem-solving skills. A few years later, he joined the American Institute of Research, where he wrote The Conditions of Learning, which contains the Nine levels of learning. In 1965, it was published.

Page | 53

9 LEVELS OF LEARNING (Explanation and Examples)

Level 1: Gaining Attention (Reception) - Start the learning experience by gaining the attention of your audience. This change in stimulus alerts the group that learning will soon take place.

Example: Gain attention by raising the volume of your voice, gesturing, showing a short video on the topic of instruction, or using any other event that brings the period of "waiting for the lesson to start" to an end.

Level 2: Informing Learners of the Objective (Expectancy) - must ensure that your learners know what they need to learn, and that they understand why they're about to learn this new information.

Example: Explaining to the learners what they will have learnt by the end of the session. Then, explaining how their learning is going to benefit them, and the organization.

Level 3: Stimulating Recall of Prior Learning (Retrieval) - matching the new information with related information or topics they've learned in the past.

Example: Reviewing any previous learning that you've done, and applying it to what they're learning now. Also, asking learners if they have any previous experiences with the topic, or if they have experienced the problems that the training is trying to resolve. Then make connections between what they are learning, and their previous learning.

Level 4: Presenting the Stimulus (Selective Perception) - Presenting the new information to the group in an effective manner.

Example: Organizing your information in a logical and easy-to-understand manner.

Try to use a variety of different media and styles (such as visual cues, verbal instruction, and active learning) to suit people with different learning styles.

Level 5: Providing Learning Guidance (Semantic Encoding) - providing alternative approaches that illustrate the information that you're trying to convey.

Example: Helping learners to learn more effectively by including examples, case studies , graphics, storytelling , or analogies.

Level 6: Eliciting Performance (Responding) - demonstrating their knowledge of what you've taught them. The way that they show this depends on what they're learning.

Example: Demonstrating how to use it (role playing exercises can be useful for this).

If you've taught new information, ask questions so that they can show their knowledge.

Page | 54

9 LEVELS OF LEARNING (Explanation and Examples)

Level 7: Providing Feedback (Reinforcement) - giving opinion and pointers to look at or improve on will make learners avoid or add this information in their knowledge.

Example: Several role playing scenarios, you may notice that learners aren't assertive enough to calm the customer in this fictional "tense situation." Your feedback and tips point out their mistakes so that they can correct them.

Level 8: Assessing Performance (Retrieval) - should complete this test independently, without any help or coaching.

Example: Tests, short questionnaires, or even essays can be good ways of testing your learners' new knowledge.

Level 9: Enhancing Retention and Transfer (Generalization) - retaining information by transferring their new knowledge or skill to situations that are different from the ones that they are trained on.

Example: Repeated practice is the best way to ensure that people retain information and use it effectively. Make sure that learners has enough opportunity to use their learning on a regular basis. Schedule "practice runs" if you've been training on a new process, or have a follow-up session to review information or skills.

Educational Implications

Educational Implications Gagne's Nine Events of Instruction model is beneficial to educators, trainers, and instructional designers to structure their training sessions. The model is a systematic process that aids them in developing strategies and creating activities for instructional classes. The nine events provide a significant framework for an effective learning process and development of a learner.

Organize your thoughts

Directions: Read the question carefully and answer accordingly.

Which among the Nine (9) Levels of Learning are you most familiar with or you have experienced? Choose one and cite an example for the level of learning you have chosen. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Page | 55

9 LEVELS OF LEARNING Let yourself explore Based on the Nine (9) Levels of Learning, share your experiences in each level that you think helps you to have a productive and meaningful learning.

1 2 3 4 5 6 7 8 9

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. Brand new semester, brand new class, a teacher wants to start strong with the new class she is currently handling by applying Gagne level 1 of learning, the teacher is to.

A. ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.

B. inform students of the objectives or outcomes to help them understand what they are to learn during the course.

C. help students make sense of new information by relating it to something they have already known or something they have already experienced.

D. use strategies to present lessons to provide more effective, efficient instruction.

Organize, sequence and chunk content in a meaningful way.

Page | 56

9 LEVELS OF LEARNING ___2. By reading Gagne Levels of learning the Teacher wants to test number 6 in level of learning in his learners, the teacher is to.

A. advise students of strategies to aid them in learning content.

B. activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.

C. provide immediate feedback of students’ performance to assess and facilitate learning.

D. tests to determine the expected learning outcomes have been achieved. ___3. In this level, students demonstrate their knowledge of what the teacher has taught them.

A. Generalization B. Responding C. Reinforcement D. Retrieval ___4. ________________ is the retaining of information by transferring their new knowledge or skill to situations that are different from the ones that they are trained on.

A. Responding B. Reinforcement C. Retrieval D. Generalization ___5. This is where you provide alternative approaches that illustrate the information that you're trying to convey.

A. Semantic Encoding B. Selective Perception C. Expectancy D. Reinforcement ___6. Below are some of the events in Gagne's 9 events of instruction EXCEPT. A. Providing answers B. Gaining attention C. Assessing performance D. Enhancing retention and transfer ___7. According to Gagne, what is most important in making effective instructional materials?

A. Organization B. Instructional theory C. Learning theory D. Events

Page | 57

9 LEVELS OF LEARNING ___8. In Step 8 (Gagne's 9 events of instruction), the teacher is to…

A. Advise students of strategies to aid them in learning content.

B. Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.

C. Provide immediate feedback of students’ performance to assess and facilitate learning.

D. Test to determine the expected learning outcomes have been achieved. ___9. The 9 levels of Learning was given by who?

A. Jean Piaget B. Skinner C. Robert Gagne D. Pavlov ___10. Why is it important to gain the attention of the student as the first level of learning theory?

A. To wake them up B. To tell them that their is a test C. To ensure that the learners are ready to learn and participate in activities D. To make sure that as a teacher you are the dominant force in the classroom

REFERENCES Gagne's Nine Events of Instruction. Center for Innovative Teaching and Learning.

Northern Illinois University. Northern Illinois University. Accessed August 21, 2022. https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-ofinstruction.shtml.

Gagne's Nine Levels of Learning: Training Your Team Effectively. Management Training and Leadership Training – Online.

Accessed August 21, 2022. https://www.mindtools.com/pages/article/gagne.htm#:~:.

Page | 58

INSIGHT LEARNING THEORY STORY Guide Question: As a PE teacher, what is your strategy in teaching students to learn routines that include a lot of exercise?

CHAPTER 5: INSIGHT LEARNING THEORY Teacher Nathan’s POV I was on my way to the gym when I saw some students running towards me with pens and notebooks in their hands. One kid almost stumbled down.

“Oops, careful young man. Why are you kids in such a hurry?” I asked.

“Good morning, Teacher Nathan! We are hoping to interview you for our research study. It would really help us a lot!” one of them said.

“Sure, no problem. I still have time to spare before I head to my PE class.” I gladly obliged.

“Just one question, Sir. As a PE teacher, what is your strategy in teaching students to learn routines that include a lot of exercise?” a student asked.

Amazed, I look at them and answer their fully thought-out question. “Well, as you know, these routines are composed of a series of exercises and each of them needs to be systematically done. We do this because it is important for them to do these exercises correctly or else there will be no progress on their physical health or worse they might get hurt.”

Page | 59

INSIGHT LEARNING THEORY STORY Before I elaborate my answer, I suggested that we go to the gym for them to be comfortable. As I continued, they were writing down notes while sitting on the bleachers.

“I, myself, am not that teacher who memorized all of these routines and exercises. I learn and refresh them in my mind by reading textbooks and watching learning videos. However, sometimes it doesn’t come easy when there are complicated routines that are hard to execute and teach. When it comes to these cases, I sometimes reach the brink of my patience and almost give up so I rest my mind for a moment then some time in that moment I suddenly figure out how to do them. Fascinating, really, and I’ve learned that there is a theory behind it. It is called Insight learning theory or also known as Gestalt theory of learning. It was proposed by Wolfgang Kohler, a German Psychologist. One interesting fact, do you know that Kohler tested this theory on apes first? Well, he did and the theory explains the sudden understanding of the correlation between a problem and a solution. It has four stages which are: Preparation, where the analytic thinking stage takes place in which the problem-solver tries all kinds of approaches to solving a problem using logic and reasoning. The next one is Incubation, this is when you “give up” for a short period of time but although you’ve abandoned the project, your brain is still making connections on an unconscious level. Insight is the third stage where the right connections have been made in mind and the “a-ha” moment occurs. The last one would be Verification. In this step, you just have to make sure that your epiphany is right so you test out your solution and be hopeful that it will work.” I explained.

“I also apply this to my class. Physical Education may focus on your physical fitness but it doesn’t mean that it can’t do anything to sharpen your mind. When it comes to my students, I let them watch pre-recorded videos of the routine and then I give them time to learn the exercises on their own. I guide them through as they try really hard. I watch them figure it out by themselves and according to them, they enjoy the challenge and they remember it longer because they have their own way of doing and learning the routines,” I added.

“That is really mind-blowing, Teacher Nathan! You are truly an amazing teacher and we would like to thank you for allowing us to interview you for our paper. The information that you share will surely help us. Thank you so much again, Sir,” the one who almost stumbled earlier said.

“No problem, just be careful in running in our fields and if you have more questions, you know where to find me.” I assure them.

I watched them leave the gym with glee before I prepare for my upcoming class.

Page | 60

INSIGHT THEORY "Discovery is the journey; insight is the destination."

- Gary Hamel

Try this first!

Have you ever experienced encountering a problem so hard it takes you a while to find a solution, until out of nowhere an answer suddenly pops into your head? Share your experience on the space provided below. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

SYNOPSIS Insight learning theory is the sudden realization about a solution to a problem. This is not to be confused with trial and error learning where more careful experimentation is involved. Insight occurs in human learning when people recognize relationships (or make novel associations between objects or actions) that can help them solve new problems.

LEARNING OUTCOMES After this lesson, the learners are expected to: Evaluate different concepts of insight learning Analyze and solve new problems.

Differentiate trial and error and insight learning.

Apply the educational implications to different situations.

Page | 61

INSIGHT LEARNING THEORY The Insight Learning Theory, also known as the "Gestalt Theory of Learning", is proposed by Wolfgang Kohler, a German Psychologist. This theory explains the sudden understanding of the correlation between a problem and a solution.

Wolfgang Kohler The theory of Insight Learning was first proposed by German-American psychologist, Wolfgang Köhler. He was born in Revel, Estonia on January 21, 1887. Köhler gained fame with The Mentality of Apes, in which he argued that his chimpanzee subjects, like human beings, were capable of insight learning, leading to a radical revision of learning theory.

Kohler’s learning by insight theory is related to the cognitive type of theory of learning.

Insight Learning theory was invented by Wolfgang Kohler, Kurt koffka and Max Wertheimer.

A. Experiment Kohler conducted many experiments on chimpanzees and brought out a book ‘Mentality of Apes’ in 1925 which was the result of his experiments, conducted during the period 1913-17 on the Canary Island. (i) Kohler's experiment on Sultan (Experiment with box): Kohlar kept a monkey (named Sultan) hungry for some time, and then shut him in a large cage. He hung bananas from the ceiling, and kept a box on the floor of the cage, fast beneath. The monkey could not reach the banana. Another box was put in a corner of the cage. But Sultan could not get the idea of placing one box on the other and thus reaching the banana. Ultimately Kohlar gave a demonstration of putting one box on the other.

Sultan could now learn the whole situation. He used his intelligence and insight to put the two boxes one upon the other, stand on these and then reach the bananas.

(ii) Experiment with two sticks: In another experiment Kohler kept two sticks in the cage. One end of the shorter sticks could be fitted in the one end of the longer sticks, so as to make them longer. The monkey did not get the idea of forming the two sticks through trial and error.

When Kohlar gave a hint through putting his finger in the whole of the bigger stick, the monkey viewed the whole situation and performed the right task through understanding the insight.

Page | 62

INSIGHT LEARNING THEORY Watch this: Here are some YouTube videos to watch for you to grasp concepts about Insight learning and further understand Kohler’s experiment on Insight learning theory; (Chimpanzee Insight (Kohler Study Footage) https://youtu.be/6YWrPzsmEE (Insight learning: Chimpanzee Problem Solving) https://youtu.be/fPz6uvIbWZE

B. Four Stages of Insight Learning Insight learning is a process that has four stages. These four stages are preparation, incubation, insight, and verification. Each phase of insight learning can be thought of as a part of a story.

Preparation - This is the analytic thinking stage in which the problem-solver tries all kinds of approaches to solving a problem using logic and reasoning.

Incubation - you “give up” for a short period of time. Although you’ve abandoned the project, your brain is still making connections on an unconscious level.

Insight - When the right connections have been made in mind, the “a-ha” moment occurs. Eureka! You have an epiphany!

Verification - Now, you just have to make sure that your epiphany is right. You test out your solution and hopefully, it works! This is a great moment in your learning journey. The connections you make to solve this problem are likely to help you in the future.

C. Factors Influencing Insight Learning Many experiments have thrown light upon and established the various factors which influence insight. Some of them are mentioned below; 1. Experience - Past experiences help in the insightful solution of the problems. A child cannot solve the problems of Modern Mathematics unless he is well acquainted with its symbolic language.

2. Intelligence – Insightful solution depends upon the basic intelligence of the learner.

The more intelligent the individual is, the greater his insight will be.

3. Learning Situation – How insightfully the organism will react depends upon the situation in which it has to act. Some situations are more favorable than others for an insightful solution. As a common observation, insight occurs when the learning situation is so arranged that all the necessary aspects are open for observation.

4. Initial Efforts or Trial and Error – Insightful learning has to pass through the process of trial and error. Whatever an activity may be, attempts or efforts or trials always lie at its root. This opens the way for insightful learning.

5. Repetition and Generalization – After having an insightful solution to a particular type of problem, the organism tries to repeat it in another situation, demanding a similar type of solution. The way found in one situation helps him to react insightfully in the other identical situation.

Page | 63

INSIGHT LEARNING THEORY D. What is the difference between Trial-and-Error and Insightful Learning?

The cat in Thorndike’s puzzle box learns to connect a response with a stimulus, which is subsequently rewarded. The learning by trial-and-error is a matter of S-R connection.

Kohler’s chimpanzee learns to perceive the relationships between various aspects of the stimulus situation. Establishing the relationship between one stimulus and the others forms the core of the insightful learning. The insightful learning is of S-S type.

The two forms of learning differ with respect to the role of the organism in the learning situation. Animals lower in the phylogenetic scale acquire through trial and error. Their role in the learning situation is only mechanical and passive. The organism’s approach in trial-and-error consists of random blind activities and the solution comes by chance. On other hand, the organism in insightful learning, surveys, inspects, observes, and examines various aspects of the problem situation, and thereby takes an active role in learning. Higher- order animals including chimpanzees and human beings are capable of insightful learning.

Both the trial-and-error and the insightful learning differ with respect to the strength of learning. The trial-and-error learning is more or less temporary, depends on continued practice, and weakens when practice is discontinued. The insightful solution, once acquired, stays for a long time and does not easily fade away when the practice is discontinued. Finally, in trial-and-error, the transfer of learning is poor; skills acquired in one situation are not easily transferred to another situation. On the other hand, learning by insight is easily transferred from one situation to other similar situations.

Read more about the Insight Theory: Theory of Learning by Insight | Psychology https://www.psychologydiscussion.net/learning/learning-theory/theory-of-learning-byinsight-psychology/2513 Wolfgang Köhler https://www.newworldencyclopedia.org/entry/Wolfgang_K%C3%B6hler Insight Learning (Definition + Examples) https://practicalpie.com/insight-learning/

Page | 64

INSIGHT LEARNING THEORY Organize your thoughts A. The following are problems that require insight to solve. Apply your own insight to solve these problems.

Mr. Hardy was washing windows on a high-rise office building when he slipped and fell off a 20-meter ladder onto the concrete sidewalk below. Incredibly, he was completely unhurt. How was that possible?

A man walked for 20 minutes on the surface of a lake without sinking but with no floatation device. How did he do it?

A man was reading a book when the lights went out. Although the room was completely dark, the man continued to read. How was that possible?

B. In a minimum of 100 words, tell us about what you have learned about the Insight Learning Theory of Wolfgang Kohler.

Page | 65

INSIGHT LEARNING THEORY Let yourself explore Think about a problem that you are having a hard time solving. When you come up with one, use the process of insight learning that has four stages which are preparation, incubation, insight, and verification. Tell us about how it goes in the space below. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. A German-American psychologist who proposed that learning draws on previous experience and involves a new way of perceiving logical and cause-and-effect relationships.

A. Wolfgang Köhler B. Wolfgang Mozart C. Wolfgang Schnelder D. Wolfgand Freud ___2. Which of the following is NOT an example of Insight Learning?

A. A dog is in a room with a small gate to keep him from leaving. He pushes a box over to the gate in order to stand on it and jump over the gate.

B. People will use a chair in order to get high enough to paint the top of the wall.

C. A child observes their parents going to work every day.

D. When moving a chair, you have to move it sideways to make it fit through the door. ___3. This is also known as the "Gestalt Theory of Learning" which explains the sudden understanding of the connection between a problem and solution.

A. Cognitive learning theory B. Insight learning theory C. Social learning theory D. Connectivism learning theory Page | 66

INSIGHT LEARNING THEORY ___4. It is one of the four stages of insight learning that is called the analytic thinking stage.

A. Verification B. Insight C. Preparation D. Incubation 5-6. There are several factors that influence Insight learning. Check all that applies. (2 points) Learning situation Initial Efforts or Trial Error Experimentation Test results Experience ___7. To what animal did Kohler conduct his experiments?

A. Orangutans B. Rats C. Rabbits D. Chimpanzees 8-10. Choose the answer from the box and label the diagram below.

Page | 67

REFERENCES Insight Learning Theory by Wolfgang Kohler. (2021, December 31). Education Summary. https://educationsummary.com/lesson/insight-learning-theory-by-wolfgang-kohler/ S. (2011, February 7). What is the difference between Trial-and-Error and Insightful Learning? PreserveArticles.Com: Preserving Your Articles for Eternity. https://www.preservearticles.com/psychology/difference-between-trial-and-error-andinsightful-learning/2308 T, T. (2022, May 16). Insight Learning (Definition + Examples). Practical Psychology. https://practicalpie.com/insight-learning/ Wolfgang Köhler - New World Encyclopedia. (n.d.). New World Encyclopedia. https://www.newworldencyclopedia.org/entry/Wolfgang_K%C3%B6hler Zaveri, S. (2016, November 5). Theory of Learning by Insight | Psychology. Psychology Discussion - Discuss Anything About Psychology. https://www.psychologydiscussion.net/learning/learning-theory/theory-of-learning-byinsight-psychology/2513

Page | 68

RECEPTION AND DISCOVERY LEARNING THOERIES STORY Guide Question: What effective learning styles have you adapted for you to have a successful teaching experience?

CHAPTER 6: RECEPTION AND DISCOVERY LEARNING THEORIES STORY Teacher Archiel's POV It was a pleasant afternoon as I sat in my swivel chair in the English Faculty. There was a group of interviewers and committees for a Documentation roaming around the school and I was chosen as one of the teachers they wanted to feature in their documentation about my Teaching Experience.

Mr. Celino, one of the committees in ABS-MA documentary films called me in the faculty “It’s your turn now, Teacher Archiel.” Mr. Celino said. I fixed my things and proceeded to the room where the documentation was happening. “Sit down, Teacher Archiel.” Mr. Celino said. I then sat and this served as a signal for them to start the interview for the documentation. “How’s your teaching experience? What effective learning styles have you adapted for you to have a successful teaching experience?” Mr. Celino asked. *** Our school principal told me that there will be an interview for the Visitor's Documentation and if the documentation will be successful, my promotion as a Teacher III will be granted by them. I’m nervous because this will be the first time that I’ll be featured in the documentation. I don’t know what will be the first step that I’ll do as preparation for the documentation. The good thing is that Teacher Errie suggested that the first thing I need to do is to find out which learning style the student prefers.

Page | 69

RECEPTION AND DISCOVERY LEARNING THOERIES STORY I followed the suggestion given by Teacher Errie. The next day, as my class started, my student asked “What will be our lesson for today, Teacher Archiel?” “Our lesson for today is all about the Difference between Reception and Discovery Learning, but to begin with, let us discuss the meaning of reception,” I said after proceeding to the next slide of my PowerPoint Presentation. “Reception Learning takes place in a classroom where a learner will analyze the lesson for them to explore and deepen their knowledge. The teacher used flashcards, visual aids, and concept maps so that the student will easily adapt to the lesson being discussed” I said while discussing. I asked my students, “What learning material do you prefer when learning?”

“I prefer flashcards when studying because it helps me in understanding the terminologies in the different parts of the Letter” my student answered.

After that I then proceeded to discuss all about the discovery learning. “Discovery learning takes place in the context of solving problems and assessing solutions where learners interact with their environment by exploring and manipulating objects, Trial and error, doing experiments, while using their own experience and prior knowledge to better learn an idea.” I said. I asked my students how they could further develop their knowledge while utilizing the discovery learning approach. My student answered, “Ask questions! Because it helps us students to direct our own learning as we try to merge our prior knowledge and new information in our attempts to better understand each topic.” I then replied, “Correct!”

As we move on to the next part of our discussion, I asked my students this: “Raise your hand if you prefer Reception Learning and keep your hands lowered if you prefer Discovery Learning as a way of exploring knowledge.” It was a 50/50 split among the students. I can now see who among my students prefer Reception Learning and Discovery Learning which I can use in finding out their learning style and finding an activity suitable for them.

On the day of my assessment, there will be two activities. Those students who prefer reception learning will collaborate in the first activity, while those who prefer discovery learning will engage in the second.

As part of the assessment day for all English instructors, I begin my English class by preparing the materials for my demonstration lesson. I started the discussion on reading critically in expository nonfiction, poetry, drama, and fiction. “Okay, students that I have selected to participate in our first activity, would you kindly stand up? This activity is about how you portray a character base on the presented illustration in our board."

Page | 70

RECEPTION AND DISCOVERY LEARNING THOERIES STORY After the activity where reception learning is present, I start now to discuss the next instruction for the next activity. "Now, in this activity, we will engage in a debate in which you are encouraged to generate new information and to use your imagination, intuition, and creativity. The students who will argue their points or express an argumentative viewpoint on the following themes have been selected.

The following subjects will be discussed: Mandatory vaccination of Covid-19, Medical Marijuana, Racial and Gender discrimination, the war against drugs, and social media use. Let yourself explore ideas, facts, new information, and good stand in your chosen topic." *After the evaluation day* It was my accomplishment to complete my assessment day with a score of 98%, ranking me first in the English department. It will help me a lot to garner enough points for my ranking. *** “How’s your student’s performance when you group them depending on their preferred learning style?” the interviewer asked. “When the day of evaluation came, my students were very cooperative and demonstrated great behavior. They showed that they really learned from the activities that I prepared for them. I was so happy to see my students learn and this makes me feel that all of my hard work finally paid off,” I answered.

"Thank you, Sir Archiel, it was fascinating to hear your experience, and I believe this documentation can also assist those teachers in their approach to teaching,” Mr. Celino said.

I'm on a path where obstacles are still visible, but I always overcome those barricades to continue walking in a direction where many students have ambitions that I will assist in achieving. As I said, "don't lose hope and be the changer of our nation." It was a wonderful day to be interviewed, and I will continue to inspire others and carry the torch as Inang Pamantasan taught me. I will continue my passion until my last breath, being Archiel Victorino Sebastian holding the degrees, D.M., Ed.D., Ph.D.

Page | 71

RECEPTION LEARNING “The most important single factor influencing learning is what the learner already knows“ - David Ausubel

Try this first!

Do you learn better with the use of instructional materials such as readings, textbooks, multimedia, and the likes? If yes, why? If no, why not? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________

SYNOPSIS Reception learning is one of the distinctive dimensions of learning processes. In reception learning, the teacher will present a certain topic and what the learners will do is dissect and truly understand it. Its paradigm is how a typical classroom teacher-student learning process is and how these writers are explaining to their readers at the very moment.

LEARNING OUTCOMES After this lesson, the students are expected to: Learn the purpose and concepts of Reception Learning Theory Develop knowledge, deeper understanding and skills related to the interpretation of the theory Effectively analyze a situation to solve a problem

Page | 72

RECEPTION LEARNING THEORY One of the core elements of learning processes is Reception Learning.

Reception learning takes place in a classroom where a certain subject will be discussed by the teacher in the class and the students will analyze it in order to better grasp the lesson being discussed. David Ausubel proposed Reception Learning (also referred as Expository Learning) because he believes that it is more effective to introduce ideas to learners by utilizing advanced organizers for them to recall the material delivered.

Reception theory offers a method for comprehending media materials by analyzing how audiences interpret these contents. Receiving, or reception in its noun form refers to the process of learning when a teacher, who is knowledgeable in their field, communicates concepts and disciplines to their students. It is a standard procedure in a classroom setting for students to hear ideas from their teachers and then decide how to evaluate them.

Reception can be both meaningful and rote, depending on how the learner processes the information given. Meaningful reception learning will result when the learner takes advantage of all the different ways of learning just for the sake of getting all the ideas they need on the specific topic introduced to them by their teacher. The reception is meaningful when the learner exerts effort to link the acquired knowledge with their existing knowledge. Otherwise, rote reception learning will take place if the learner took no effort in acquiring new knowledge in connection with the idea they have received.

Page | 73

Meaningful Reception Learning

Rote Reception Learning

Incorporates newly-understood knowledge into existing ones

No integration of knowledge

Learning the relationships between ideas by experiencing

Not learning the relationships between ideas

Learning is enhanced

Learning is stagnant

RECEPTION LEARNING THEORY Who is David Ausubel?

David Ausubel is an American psychologist who has made substantial contributions to cognitive science, educational psychology, and scientific education learning. According to him, the learner's prior knowledge is the most influential factor in learning. He is a fervent believer that the information a student acquires is the weapon in which to navigate the currents of life, and that, if increased, will determine their destiny. David Ausubel introduced Reception Learning (also referred to as Expository Learning) to demonstrate to students the importance of presenting new information and to expose instructors to more advanced organizers to increase student engagement with learning.

The concept of blending acquired information into existing cognitive schemas fascinated him. Ausubel said that reception learning is much preferable than discovery learning.

Organize your thoughts

Reflect and discuss how Reception Learning helps in the development of knowledge. Briefly explain your answer. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

Page | 74

RECEPTION LEARNING THEORY Let yourself explore

Watch this video from YouTube entitled “What Is Rote Memory? | Memory Techniques” https://www.youtube.com/watch?v=Krjn8_mao40 from Howcast.

Afterwards, answer these questions: 1. Author Barry Reitman narrated a story. What was it about?

2. What did he mention about rote memory?

3. To look at it in a different lens, which scenarios do you think rote DOES work? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. In a strand of HUMSS class, the teacher presented the branch of government. It was explained by the teacher using the concept map. What should students do to understand the lesson?

A. Ask your classmate B. Read the Instructional material presented, look for other information, and open the flashcards you create to acquire knowledge C. Only memorize the important details D. Skip the class ___2. In a geography class, Maricar has a hard time finding out the location missing in her problem. What should Maricar use in order for her to make it easy about the topic?

A. Ask her classmate about the idea she has B. Create own ideas about the location C. Use maps, flashcards and other postcards that may help her to find the location.

D. Create an organizer and list down all of her ideas about the location.

Page | 75

RECEPTION LEARNING THEORY ___3.Arabella is a teacher in Theresian School of Cavite and she finds new ways on how she will teach her students effectively? What can you suggest?

A. Used advance organizer when discussing a topic.

B. Used a variety of examples in teaching.

C. Focus on both similarities and differences D. All of the above ___4. In biology class, Ana was assigned to a group who was not familiar with their assigned topic and she noticed that her group mates only memorized the topic. What should Ana do?

A. Ask her classmate to read and use the different instructional material presented and seek more information about their assigned topic.

B. Motivate her classmates and enjoy what they have.

C. Join them in memorizing the topic D. None of the above. ___5. Ausubel proposed his expository teaching model to encourage meaningful rather than rote reception learning. What is the best example showing this expository method of teaching?

A. Teacher Tania focuses on the information only and disseminates the ideas without explaining.

B. Teacher Vonn presents students with the subject matter rules and provides examples that illustrate the rules.

C. Teacher Diane makes a 10-item quiz to familiarize the student about her topic.

D. Teacher Kurt shows an application of information but with a brief explanation only because the student will discover more about the topic on what their idea and past information about their topic. ___6. Bernadette, a student in their class, was present as the teacher shared a lesson with them. The teacher described mitochondria by presenting a matrix. What advice can you offer to Bernadette to help her learn the lesson?

A. Read it aloud while studying, look for reliable sources and write the important information into a notebook to help her in understanding the lesson.

B. Focusing ONLY to the Matrix C. Read only but without understanding D. Don’t give her advice ___7. Teacher Mark is a fresh graduate and a new faculty to Waynesville Academy where Reception Learning is being adapted. What teaching style should he use in order to adapt to the school environment?

A. Just read the lesson without visuals and presentation.

B. Let the student discover the information needed.

C. Use Visual aids and Instructional materials in discussing the subject.

D. Let the student find out what the lesson is for today through an activity Page | 76

RECEPTION LEARNING THEORY ___8. Miss Ara believed that Discovery Learning is effective when introducing new ideas to learners by utilizing advanced organizers for them to recall the material delivered.

A. Agree B. Disagree C. Somewhat Agree D. Somewhat Disagree ___9. Althea, a student from First Section is very hands-on in her studies. She always puts visuals in her notes for her to easily understand the lesson and when she has exams, she always makes flashcards for her to memorize and comprehend the meaning of each terminology needed in her subject. What Learning style/theory is being utilized?

A. Discovery Learning B. Reception Learning C. Social Learning Theory D. Others: _______________ ___10. In Section Narra, there is a debate happening about Reception and Discovery Learning. A student argues that It was Bruner who proposed the Reception Theory.

A. True B. False

REFERENCES Mcleod, S. (2021). David Ausubel’s Expository Method of Teaching. https://teachersupport.info/expository-method-of-teaching/ Obilade, T. T. (2015, March 3). The Use of Meaningful Reception Learning in Lesson on Classification. Virginia Tech. https://vtechworks.lib.vt.edu/handle/10919/51588#:%7E:text=Meaningful%20Reception%2 0Learning%20is%20a,cognitive%20information%20in%20the%20learners.

Tomei, L. (2004). Learning Theories - A Primer Exercise. http://faculty.rmu.edu/~tomei/ed711psy/c_ausub.htm#:~:text=According%20to%20Ausubel %2C%20people%20acquire,He%20stresses%20MEANINGFUL%20VERBAL%20LEARNI NG.

Page | 77

DISCOVERY LEARNING “Learners are encouraged to discover facts and relationships for themselves" - Jerome Bruner

Try this first!

In the picture below, state what comes to your mind when you see the image. After that, start to discover and explore the ideas you may know about the image.

Explain in 2-3 sentences.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

SYNOPSIS Discovery Learning was introduced by Jerome Bruner and is a method of Inquiry-Based Instruction. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination, and creativity, and search for new information to discover facts, correlations, and new truths. Learning does not equal absorbing what was said or read, but actively seeking answers and solutions

LEARNING OUTCOMES After this lesson, the students are expected to: Learn the purpose and key concepts of Discovery Learning Reflect on past experiences and use creativity to learn Develop active seeking of answers and solutions

Page | 78

DISCOVERY LEARNING THEORY Discovery learning is an active, hands-on learning style developed by Jerome Bruner in the 1960s. Bruner stressed that we should "learn by doing." Students interact with the environment by exploring and manipulating objects, engaging in questions and disputes, and conducting experiments. Confident in problem solving and comfortable working with existing knowledge. Discovery learning recognizes that every student has background knowledge that can potentially be applied to the topic at hand, rather than the student being an empty container for teachers to cram their knowledge into.

Discovery learning is a constructivist theory. It is based on the idea that students build their own understanding and knowledge of the world by experiencing things and reflecting on those experiences.

It was inspired by the notion that children gain comprehension and knowledge of the world via doing things and reflecting on them. Instead of passively gaining information or teachers "spoon-feeding" the students, this technique involves their active participation. As they interact with their surroundings, students are encouraged to think, ask questions, hypothesize, speculate, collaborate, and engage with others. According to Discovery Learning, all students possess prior knowledge that may be applicable to the present topic. Discovery Learning will assist ESL kids in addition to those with behavioral or developmental challenges.

The teacher must put discovery learning guiding principles such as problem-solving, learner management, integrating connecting, information analysis, and failure & feedback into practice to make learning effective and engaging for the students.

Who is Jerome Bruner?

Jerome Bruner (1961), an American psychologist, believes that students construct their own knowledge by arranging and classifying facts using a coding system. According to Bruner, "excellent teachers will organize classes that assist students to discover the connections between different pieces of information. He argued that finding a coding system rather than being taught it is the most effective method for learning it.

Page | 79

DISCOVERY LEARNING THEORY The Spiral Curriculum A curriculum that repeatedly covers the same subjects is referred to as a spiral curriculum.

Because of the spiral curriculum idea, Bruner (1960) thought that a child is capable of understanding difficult knowledge regardless of age. This requires setting up the content such that challenging subjects can be introduced at a fundamental level before being reviewed at a higher level. As a result, subjects would be introduced at increasingly difficult levels. The goal of teaching children in this manner should be to develop their capacity for independent problem-solving.

Principles of Discovery Learning Theory 1. Problem Solving Instructors should encourage and urge students to seek solutions by combining previously learned and new information and simplifying knowledge. This will aid in the development of the pupils' problem-solving abilities.

2. Learner Management Instructors should allow students to work independently or collaboratively and at their own speed. This principle is all about making pupils feel at ease and encouraging them to take charge of their learning.

3. Integrating and Connecting Instructors should teach students how to blend existing knowledge with new information and encourage them to apply what they've learned in the classroom to real-world situations. Familiar scenarios serve as the foundation for further information, motivating students to expand their knowledge and create something new.

4. Information Analysis and Interpretation Rather than memorizing the correct answer, students learn to analyze and interpret their collected information.

5. Failure and Feedback We do not always learn when we get the correct answers. It can also happen due to failure. The goal of discovery learning is not to find the perfect final result but to discover new things along the way. It is also the instructor's obligation to provide feedback, as learning is incomplete without it.

Page | 80

DISCOVERY LEARNING THEORY Organize your thoughts Test your knowledge by answering the following questions.

1. How would you describe Discovery Learning?

2. Compare and contrast the Reception Learning and Discovery Learning 3. How can you engage yourself in Discovery Learning in the online class environment? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

Let Yourself Explore

In the Discovery learning theory, students are encouraged to create knowledge, use their intuition, imagination, and creativity, and seek out new information. In this activity, create an argument or express an argumentative perspective on one of the following topics: Mandatory vaccination of Covid19, Medical Marijuana, Racial and Gender discrimination, the war against drugs, and social media use. Let yourself explore ideas, facts, new information, and good stand in your chosen topic. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

Page | 81

DISCOVERY LEARNING THEORY QUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. "Good job in creating a video presentation about the assigned topic in your group.

However you need to improve your communication skills because there are grammatically incorrect and dead air in the video presentation. Also, instead of using high angle shots, use an eye level camera angle." This situation falls under _____.

A. Integrating and connecting B. Analysis and Interpretation C. Failure and Feedback D. Problem Solving ___2. In Discovery learning theory, it believes that students should be______ A. Learning by doing B. Learning by having fun C. Learning by watching D. Learning by writing and reading. ___3. The following are the principles in Discovery learning except A. Problem solving B. Failure and Feedback C. Guiding by knowledge D. Information Analysis ___4. Which among the following situations below best describes and shows the role of students in a Discovery learning environment?

A. Lei answers the problem of the assigned topic to her and keeps asking about the next procedure.

B. During the science class, Kurt skips the class and does his own work without the consent of the teacher.

C. Kyle discussed to her teacher the ideas he gets in his assigned topic because of his past experience and with the use of new information.

D. Angela gathers research with the use of books and graphic materials made by her classmates. ___5. Ms. Clarissa is a new teacher at the St. Thomas Academy. In the laboratory class, she believes that the Discovery learning theory is the most effective approach to instruction. Which of the following should Ms. Clarissa undertake to guarantee a successful Discovery Learning experience for her students?

A. Give them materials and ignore them the whole class.

B. Ask them to create Instructional materials for them to be easy on their assigned topic in a laboratory class.

Page | 82

DISCOVERY LEARNING THEORY C. Group the class and create a video presentation about the procedure of the experiment.

D. Give the students an assigned topic in experiment class and let them explore and find new information about their assigned topic with a little guidance from the instructor. ___6. Which of the following is NOT recommended as a teaching strategy in Discovery Learning?

A. Teach tolerance and resilience.

B. Help students learn through their strengths.

C. Teach students specific to generalized information about a certain topic.

D. Teach collaboration as a value and skillset. ___7. Which among the following situations below does NOT show the role of a student in a Discovery Learning environment?

A. During the Cooking class, They’re given a task to cook spaghetti. A student keeps on asking questions about what will be the next thing that they’ll do after cooking the pasta.

B. The student does his own homework about practical research without asking for any help.

C. Each student presents their own observations from the science experiment they did a while ago. ___8. If you will be a teacher someday and you were asked to apply the discovery learning in your classroom. What Class Activity will you utilize for your students to engage in discovery learning?

A. Scientific Experiment B. Discussing the lesson C. Storytelling ___9. During a Quizbee, the students were asked “Who proposed the Discovery Learning Theory?”

A. Albert Bandura B. James Bruner C. Jerome Bruner D. David Ausubel ___10. Which of the following is the disadvantage of Discovery Learning?

A. Promotes Autonomy and Independence B. It has practical constraints and may result in insufficient instruction.

C. Fosters collaboration with students and works as a team in discovering new knowledge

Page | 83

REFERENCES

Clay, E. (2018, April 23). Discovery Learning Method. Inventionland Education. https://inventionlandeducation.com/discovery-learning-method Coffey, Heather (n.d.) Retrieved from Discovery Learning Theories website on June 22, 2010 http://www.learnnc.org/lp/pages/5352?ref=search Discovery Learning Method. (2018, April 23). Retrieved May 19, 2022, from https://inventionlandeducation.com/discovery-learning-method Pappas, C. (2021, May 12). Instructional design models and theories: The discovery learning model. Retrieved May 19, 2022, from https://elearningindustry.com/discoverylearning-model#:~:text=Discovery%20Learning%20 was%20introduced%20by,facts%2C%20correlations%20and%20new%20truths.

Page | 84

CONSTRUCTIVIST LEARNING THEORY STORY Guide Question: As a math teacher, how did your teaching strategies evolve throughout time?

CHAPTER 7: CONSTRUCTIVIST LEARNING THEORY STORY Teacher Nataliaʻs POV “Ahhhh-hhaaaaaa” I yawned and stretched my painful back. I am a fool for believing those who said that checking studentʻs requirements becomes easier as years go by.

What a myth! My back pain and awful eyesight are testaments of this claim.

My class ended earlier than the rest of my co-teachers. I shoved the paperworks away and stood up to get a refill of my favorite green tea with honey, ginger and lemon citron. I reached for my mug on the shelf as I waited for the water to boil and snickered when my eyes landed on a particular one. It was a mug given to me by my student five years ago that says, tapusin mo ang trabaho mo bago ka niya tapusin. He preached that to himself everytime he reviewed for my long summative exams, and gave me that mug to manifest the same motivation. That never fails to make me laugh.

Knock knock. I turned my head towards the door as I stirred my tea, and saw three of my students with a recorder and a notebook. “Good afternoon po…” says the girl who knocked, “May I excuse Maʻam Natalia for a moment?” My co-teachers immediately went back to work and I walked toward the door with a brimming smile and a fragrant tea.

They respectfully greeted me and thanked me for attending to them. One of them asked if I could spare them five minutes to answer the question, as a math teacher, how did your teaching strategies evolve throughout time? I took a sip from my mug as I waited for them to press the ʻrecordʻ button.

Page | 85

CONSTRUCTIVIST LEARNING THEORY STORY “I inherited my love for teaching from my mother who's also a teacher, and my interest in anything related to numbers and figures pushed me to strive for a math major. In my years of teaching, I ascertained valuable lessons I can utilize for my professional advancement and growth as an educator. I remember my starting years in teaching where I know I have so much to learn for my students to acquire the necessary skills and knowledge from me since some of them find math as an arduous subject. During those days, since starting, the strategies I incorporated are a teacher-centered approach where I provided all the knowledge and information to my students. I thought they might learn easily in that way. My students are passive recipients, hence as a teacher, I was the one who has the control and mostly directs what they should do.”

“I write long computations on the board. I provided formulas and examples and explained to them each set of problems. Afterwards, I would present some problems for them to solve on the board. I required them to memorize the formula in every math equation and would require them to recite it in front. I also gave a short quiz after. Ergo, I admit that my way of teaching during those times was mainly based on the textbooks and no other references where they could utilize their prowess in arithmetic."

“Just like how life progresses, our world is becoming more competitive as well. I do realize that what I have been doing and have done before is not enough for my students to absorb what I am teaching or discussing. I gradually grasp that even though I am doing my best for my students for them to wrap their minds around, I still feel that they are inadequate in terms of understanding and I can see directly to them that they don’t appreciate the topic we are talking through, they even unconsciously see the value of arithmetic. However, that feeling of inadequacy I felt as an Educator was altered when I let my students learn by themselves, first and foremost based on their experiential knowledge. I sometimes make an effort to have a game just to test their knowledge if they tremendously perceive the worth and usefulness of Mathematics in everyday life. I am happy seeing them now that aside from them enjoying my way of teaching or teaching strategy, I also distinguish and identify that they are precisely learning.” I smile at them as a sign that I am finished sharing my views.

One of them clicked the off button to end our interview. Before they went out, we did a little chit-chat–they said that they were amazed by what I went through throughout my teaching career, the dedication, the sacrifices, and the experiments that I did just for my students. While I was happily mesmerizing my experience on our faculty and once the interview ended, I went back with what I was working on.

Page | 86

CONSTRUCTIVIST LEARNING “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.” - Jean Piaget

Try this first!

♩

What time is it? Summertime. It's our vacation! ♫

The school year is finally over! You lie on your bed and look at the ceiling thinking out loud about what to do this vacation. Your mom suddenly enters the room with a basket full of clean clothes and encourages you to learn a new hobby.

What would you like to do? Dancing? Painting? Gardening?

List down your own goals and plans for achieving it.

SYNOPSIS Learning is fun when we are actively involved in the planning and learning process. It is much more exciting when we search and experience knowledge by ourselves rather than absorbing what is presented to us. Hence, teachers and psychologists searched for ways to achieve this, ultimately leading to the discovery of the Constructivist Learning Theory.

LEARNING OUTCOMES After this lesson, the students are expected to: Recognize how constructing own learning is beneficial for knowledge acquisition and lifelong learning.

Learn how constructivism works both in the classroom setup and self-paced learning Examine how constructivism is applied in the present educational system

Page | 87

CONSTRUCTIVIST LEARNING Jean Piaget (August 9, 1896-September 16, 1980) is a genetic epistemologist and psychologist who has conducted systematic research on how children acquire knowledge. He is a developmental psychologist who lays emphasis on education. Jean was a pioneer of the constructivist theory of understanding and a proponent of the study of development as a discipline.

What is Constructivism?

Constructivism is a theory that states that instead of passively absorbing information, students construct knowledge. They actively construct knowledge, and their reality is derived from their experiences (Elliott et al., 2000, p. 256). According to the University of Buffalo (2022), people's experiences lead them to form representations (ideas, concepts, etc.) about the world, which they then use to understand new information.

Principles of Constructivism 1. Knowledge is constructed, rather than innate or passively absorbed.

2. Learning is an active process that requires active participation from an individual.

3. All knowledge is socially constructed.

4. All knowledge is subjective and personal.

5. Learning exists in the mind.

The 3 Main Types of Constructivism Cognitive constructivism Knowledge, according to cognitive constructivism, is something that learners consistently construct based on their existing cognitive structures. As an outcome, learning is dependent on their cognitive development stage. Cognitivist teaching techniques aim to help students integrate new information into their existing knowledge while also allowing them to make the necessary changes to their original intellectual position to cater to that information. Overall, it sees learning as the construction of meaning; it is how people make sense of their lives.

Social Constructivism Social Constructivism defines learning as a collaborative process and implies that knowledge emerges from people's interactions with their culture and society. According to Lev Vygotsky (1978), every function in a child's cultural development appears between people (interpsychological), and then within the child (intrapsychological). Simply put it, social constructivism is learning from others and vice versa.

Radical Constructivism Ernest Von Glasersfeld coined the term "radical constructivism” in 1974. He stated that all knowledge is built rather than interpreted through sensory experiences It also claims that the knowledge we generate tells us nothing about reality and only helps us function in our surroundings. Hence, knowledge is created rather than discovered for it is independent of reality.

Page | 88

CONSTRUCTIVIST LEARNING Pedagogical goals of a Constructivist Classroom According to Honebein (1996), there are seven pedagogical goals of constructivist learning environments: 1. To provide experience with the knowledge construction process. Students are in charge of deciding the topics as well as how they will learn and how they will solve difficulties. The teacher's responsibility is to assist in this process.

2. To provide experience in and appreciation for multiple perspectives. As a way of testing and enriching their understanding, students must participate in activities that allow them to evaluate various solutions to problems.

3. To embed learning in realistic contexts. It is when students carefully apply what they have learned to a new situation or environment. In addition, teachers must create activities that measure students' capacity to effectively use their knowledge or abilities to address a key problem that demands judgment and ingenuity.

4. To encourage ownership and a voice in the learning process. Students play a vital role in determining their issues and directions, as well as their goals and objectives. In this framework, the teacher will serve as a consultant, assisting students in developing their learning objectives.

5. To embed learning in social experience. Social interaction is highly encouraged.

Learning should reflect collaboration between teachers to students, and students to students.

6. To encourage the use of multiple modes of representation. Students shall use and adopt media such as the use of video presentations, computers, pictures, and audio to have a richer experience in sharing and absorbing knowledge.

7. To encourage awareness of the knowledge construction process. The key outcome should reflect the ability of students to describe why or how they solved an issue in a particular way, moreover to examine their knowledge and methods.

For constructivism to succeed in its implementation, there are four key areas that need to be considered: Knowledge is shared between teachers and students.

Shared authority is visible between teachers and students.

The teacher acts as a facilitator of learning.

Learning is conducted in a small group.

Consequences of the constructivist theory are that: Instead of passively processing knowledge, students learn most effectively when they are actively involved in learning experiences.

As students and instructors collaborate to construct knowledge, learning is intrinsically a social process because it is anchored in a social environment.

As information cannot be directly transmitted to students, the purpose of instruction is to enable the construction of knowledge through the provision of relevant experiences.

Page | 89

CONSTRUCTIVIST LEARNING Essential components to constructivist teaching There are several essential components to incorporate if you intend on adhering to constructivist principles in your classroom or while creating your lessons. The following are from Baviskar, Hartle & Whitney (2009): Elicit prior knowledge In connection to the learner's previous knowledge, new knowledge is formed. Therefore, lessons involve eliciting relevant previous knowledge. Activities include pre-tests, informal interviews, and small-group warm-ups that require recall of prior knowledge.

Create cognitive dissonance Assign tasks and activities that will provide learners with a challenge. As students experience novel problems and alter their previous schemas as they work through the challenging problem, they acquire knowledge.

Apply knowledge with feedback Encourage students to examine new material and alter their prior understanding.

Students should be able to compare pre-existing schemas with unexpected situations.

Presentations, small group or class discussions, and quizzes may be among the activities.

Reflect on Learning Give students the chance to demonstrate their knowledge to you (and to themselves).

Presentations, reflective papers, and producing a step-by-step tutorial for another student are examples of such activities.

Organize your thoughts Directions: Team Up. Form a pair and discuss with each other your own understanding of Constructivist Learning and how will you going to apply this in the classroom setting when you become a teacher. Gather your thoughts and write your answer in the space provided below. _____________________________________________________________________ _____________________________________________________________________ After gathering your thoughts, what challenges did you anticipate in implementing Constructivist Learning in an educational setting? Write your answer below. _____________________________________________________________________ _____________________________________________________________________

Page | 90

CONSTRUCTIVIST LEARNING Let Yourself Explore Direction: Let’s Play! Charades! Divide your students into two groups, each group must select two students to stand at the front of the room and act out a word from your list (no speaking allowed). The rest of the members must then guess what the students are attempting to portray. Other members can shout out their guesses or put their hands up. Whoever team guesses the most correct answer is the winner.

The following possible word that students must guess is based on how the classroom is set up using the Constructivist Learning Style.

1. Cooperative 2. Active Learning 3. Student-Centered 4. Negotiation 5. Knowledge

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1.Which of the following conclusions is the most appropriate for constructivist learning? Jhon and Joana utilized primary documents, excluding maps, records, and internet data to recreate the epicenter of the 1990 Luzon Earthquake.

A. This scenario implies that the teacher must have provided the students with information about the subject.

B. This scenario implies that the pupils followed the teacher's explicit instructions for completing the task.

C. This situation implies that the pupils had to comprehend the teacher's expectations for the task.

D. This scenario implies that the students were required to create the assignment based on their own prior experience and past knowledge. ___2. Ma'am Nicole, a Math teacher, gives the class a puzzle to solve in order to determine the distance between the classroom door and the teacher's nook. In a constructivist classroom, what should Ma’am Nicole do in order to maintain her role as a guide to the students?

A. Ma’am Nicole allows her students to reflect and construct their own methods of measurement; let her students discuss these methods they know, and decide on one to apply to the problem.

B. Ma’am Nicole introduces the ruler as an instrument to measure the distance between the door and the teacher’s nook.

C. Ma'am Nicole suggests ideas to measure the distance between the door and the teacher’s nook in her class.

D. The students use google search in finding ways to measure the distance between the door and the teacher’s nook.

Page | 91

CONSTRUCTIVIST LEARNING ___3. Mrs. Sayon, a Social Studies teacher, introduces her course flow chart for the whole semester in the class. As expected, she includes group presentations in her course syllabus as part of students’ completion and grade. After the orientation, she distributed the topics to be discussed without further instructions. In what situations of the presentation below is the best example of constructivist learning?

A. Group 2 presents ‘Pantayong Pananaw ni Dr. Zeus Salazar’ in the class; based on the flow of the presentation they watched on YouTube.

B. Group 1 started their presentation by brainstorming with the whole class and introduced ‘Symbolic Interactionism by having individual sharing and application, and lastly, reflection.

C. Group 4 presents ‘ Human–Environment Systems’ through the use of the ‘Pecha Kucha' presentation.

D. Group 3 presents ‘Branches of Social Science’ through the use of the Venn Diagram. ___4. These are the components of constructivist teaching, except A. Apply knowledge with feedback B. Create Cognitive Dissonance C. Elicit Prior Knowledge D. Apply knowledge on learning ___5. Who is the proponent of Constructivism?

A. Jian Piaget B. Jiann Piaget C. Jian Piagget D. Jian Piagette ___6.It is also classified as collaborative process A. Social B. Cognitive C. Radical D. None of the above ___7. It is from parents, environment, experience, knowledge, and media.

A. Social B. Cognitive C. Radical D. None of the above ___8.Who stated that all knowledge is built rather than interpreted through sensory experiences, and what year was it?

A. Ernest Von Glasersfeld, 1972 B. Ernest Von Glassersfeld, 1974 C. Ernest Von Glasersfeld, 1974 D. Ernest Vonn Glasersfeld, 1972 For 9 - 10. Differentiate the traditional classroom and constructivist classroom (2 points) _______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________

Page | 92

REFERENCES Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press. von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concepts.

Constructing mathematical knowledge: Epistemology and mathematics education, 5-7. von Glasersfeld, E. V. (1974). Piaget and the radical constructivist epistemology.

Epistemology and education, 1-24.

Tomei, L. (2004). Learning Theories - A Primer Exercise. http://faculty.rmu.edu/~tomei/ed711psy/c_ausub.htm#:~:text=According%20to%20Ausub el %2C%20people%20acquire,He%20stresses%20MEANINGFUL%20VERBAL%20LEARN I NG. Teaching Guide for GSIs. Learning: Theory and Research (2016). Retrieved from http://gsi.berkeley.edu/media/Learning.pdf

Page | 93

DUAL CODING THOERY AND INFORMATION PROCESSING MODEL STORY Guide Question: What are your methods or strategies in handling learners with short-term and long-term memory?

CHAPTER 8: DUAL CODING THOERY AND INFO PROCESSING MODEL STORY Teacher Derrick’s POV I was on my way to the faculty room to spend my break time there when suddenly a student from a higher year approached me.

“Good morning, Sir Derrick! We are currently conducting research about learning pedagogies, and we would like to ask if we can take at least five minutes of your time. Is it okay for you to participate in our research?”

“It’s alright, I have an hour break,” I replied as I continued walking slowly.

The student introduced herself and discussed a little background on their research.

When she finished, we were already inside the faculty room, so I invited her to sit on the couch near my table.

“You can start asking me questions.” She nodded.

“Teacher Derrick, as a computer teacher, do you often encounter students with short-term or long-term memory? How do you handle them? What are your strategies?"

I smiled as I recalled my past experiences with my students. Some students know about computers, especially if they are interested in using and exploring them. However, others are having a hard time using a computer and figuring out its features, which is why a computer class is as important as other subjects.

Page | 94

DUAL CODING THOERY AND INFORMATION PROCESSING MODEL STORY “Mostly I handled learners with short-term memory. I observed that because after I discuss a certain lesson with them, the following class they have a hard time recalling the lessons. There was a time where…” *** "Good morning class!" I greeted my students one Monday morning. They greeted me enthusiastically.

"Before we proceed to our next lesson, let's have a recap of last Friday's topic.

Raise your hand if you want to answer." I expected at least half of the class to participate in the lesson recap, but only a couple of hands were raised. I let that slip.

However, I noticed that they were always like that. Some students were also scanning their notes just to remember the lesson or to answer my questions.

At first, I felt disappointed because I thought that my students were not taking my class seriously, but then I realized students have different types of memory. Some of my students can still recall the discussion so it must be the reason. If other learners cannot grasp the lessons, then I have to come up with a new delivery or method of teaching, in a way that will retain in their minds, no matter what kind of memory they have.

I tried to converse with my students and asked them individually what kind of materials they would find interesting in my subject aside from my PowerPoint presentation. This kind of problem must be addressed immediately.

"Rory, what can you remember from our previous lessons?" I asked one of my students.

"I can still remember the basics of computers, Teacher Derrick, because you discussed it with us with short videos and images." She answered honestly and other students answered similarly.

After that conversation, I realized that maybe my lack of creativity is another factor in why they cannot remember the previous lessons.

I started to create and come up with new creative lesson materials that are eye-catching to the learners, such as short animation videos, vlog-type video discussions, and graphic organizers. I also redesigned my presentations with specific themes but still related to the topics.

Page | 95

DUAL CODING THOERY AND INFORMATION PROCESSING MODEL STORY "I hope this time will be more effective for them." I thought to myself as I set up the projector in the computer lab. After a couple of minutes, my students arrived, curiously looking at the equipment I was fixing.

"Teacher Derrick, are we going to watch videos today?" DJ asked as he put his bag on his table.

"Yes we are DJ, so take your seat class. We are going to start in five minutes." My students were so excited about our lesson that day. They were trying to follow the video presentation while working on their computers. If they have inquiries I try to answer them and explain the topics further. *** “I have been creating my learning materials for my students based on the things they are interested in, in that way they would also be interested in what I am teaching them. I also tried to be more descriptive in teaching so they could picture what I am teaching in their minds,” I continued I added, “So far, my students with short-term memory are improving in remembering our lessons with the help of creative visual presentations and thorough discussions.

"Up until now I have been using this kind of method, but from time to time I am also changing my approach. But most of the time creative visual presentations are effective for students with short-term memory."

I smiled at the interviewer as I finished answering all her questions. I then went to a coffee shop with Teachers Natalia, Taylor, and Elizabeth as they invited me because Teacher Taylor is also set to be interviewed by some students.

Page | 96

DUAL CODING THEORY "People learn better from graphics and words than words alone."

- Clark and Lyons, 2004

Try this first!

Do you use both visual and verbal when acquiring information? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ____________________________________________________________

SYNOPSIS Allan Pavio is the person behind Dual Coding Theory. This theory aims to provide an equal weight to both verbal and non-verbal processing. Paivio believes that there are two distinct subsystems that contribute to an individual's cognition: first is the language or the verbal information and second is the images or the non-verbal information. Dual Coding Theory also refers to the use of various learning strategies that will help students to encode the ideas in their brain and to easily recall information.

LEARNING OUTCOMES After this lesson, the learners are expected to: Grasp the concepts and ideas of Dual Coding Theory, Appraise the learner's acquired knowledge through the activities at the end of the lesson; Apply the principles and concepts of Dual Coding Theory in the real life situation.

Page | 97

DUAL CODING THEORY Who proposed the Dual Coding Theory?

Allan Paivio was theorized in 1986 and hypothesized that visual stimuli were doubly encoded in the brain and had an advantage over text stimuli. Since then, various experiments have supported his concept and expanded the role of images in cognitive activity.

What is Dual Coding Theory?

In 1971, Allan Paivio theorized the "Dual Coding Theory," which means that there are two distinct subsystems that contribute to an individual's cognition: one specialized for language and verbal information, and the other for images and nonverbal information.

According to Paivio “Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events. The most general assumption in dual coding theory is that there are two classes of phenomena handled cognitively by separate subsystems, one specialized for the representation and processing of information concerning nonverbal objects and events, the other specialized for dealing with language.”

That is why when an individual hears a word; it may be an object, person, animal, place, or an event that they have heard of and seen once, a mental image is formed. For example, when I say "cat", the first thing that comes to your mind is an image of a cat, whereas you also know that it is an animal because you may have a pet cat or you always see a cat, which makes you familiar with its appearance. Another example is when I say "pencil", an image of it will appear in your mind and you will also know its purpose because you have used a pencil before.

Page | 98

DUAL CODING THEORY One of the best examples of this theory is children (who are just starting to learn) in preschool, where they are taught to analyze various objects such as fruits, animals, school equipment, and others. Teachers usually show preschoolers a picture to be familiar with, to ensure that when you mention a word, they will easily recognize it because there is an image in their brain that reminds them of that word because they have encountered it before.

That’s why we often see many pictures inside the children’s classroom that help them for better familiarity with something.

Furthermore, dual coding refers to the use of various strategies to help students better encode knowledge and ideas in their brains for later recall.

The most commonly used types of stimuli in classrooms are visual and late verbal stimuli.

Moreover, the visual information is directly encoded in a person's working memory, which is a portion of our long-term memory that handles and processes information synchronously and retains information. This means that regardless of the sequence observed, we can obtain the data. That is why, in some cases, we can recognize something because an image of it forms in our minds; a piece of data obtained previously after hearing it for the first or nth time. Sometimes we forget what it's called, but the image of it stays with us.

There are two types of processing systems, linguistic and non linguistic: Lagogens- spoken or written words (verbal unit) Imagens- mental images (non verbal unit) Page | 99

DUAL CODING THEORY How Does Dual Coding Improve Learning?

Individuals, particularly children who are just beginning to learn, such as preschool children, learn through verbal words, but when visual representations are shown to them, they can more easily recall and understand what you teach them. Similar to when teaching children to learn math They are taught using visual aids so that they can both visualize and mentally solve the problem. For example, when teaching them to add, the teacher would usually draw an object on the board to help them visualize the problem before teaching them to solve.

The brain, according to dual coding theory, has two cognitive subsystems: one that processes nonverbal objects and events through images, and another that processes verbal objects such as language and texts. On the other hand, because of the visual representations they see from what is taught to them, they develop a deeper understanding of what they hear verbally.

We frequently see visual representations in preschool classrooms, and teachers use them as part of their teaching strategies to ensure that the child learns and understands what the teacher is saying. Because of the images they see, the children can more easily visualize what a teacher is teaching them verbally.

Learners can quickly reinforce and expand their understanding by using illustrations, pictures, and objects. Sometimes children only recognize something by its image and do not recall it verbally. They can tell what it is when they see it. In this way, we can say that having a visual representation makes it easier for the brain to learn and adopt something.

Organize your thoughts Direction: Read the following statements about Dual Coding Theory. Write true if the statement is correct, if false organize your thoughts and underline the WORD that made the statement false. ______1. Sometimes learners only recognize something through non visuals and do not recall it verbally. ______2. Visual representations in preschool classes are frequently used, and teachers use them as their teaching method to ensure that the learners grasp the lessons well. ______3. Lagogens refers to mental images and non-verbal entities organized in terms of part-whole relationships. ______4. Dual coding refers to the use of various methods to help learners decode knowledge and concepts in their brains for later recall. ______5. The use of timeline, venn diagram, and other graphic organizers are examples of Dual Coding being established in the learning activity.

Page | 100

DUAL CODING THEORY Let yourself explore Direction: Let yourself explore and attach a movie/series poster that first came into your mind when you read the words or phrases.

Example: Cat - Garfield (poster)

Group of friends Hero Water creatures Supernatural Dancing Summertime War Musical Science History

Page | 101

DUAL CODING THEORY sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1.While Sabrina is watching a Korean Drama, one actor appeared on screen and she knew that she had seen that actor in another Series but she cannot recall what was the specific series. What theory can be classified in this situation?

A. System B. Psychodynamic C. Psychological Development D. Dual Coding ___2. Dual Coding says that we have two different memory stores, one for words and one for __.

A. Numbers B. Images C. People D. Faces ___3. Sensory organs play a part in the memory coding process according to Dual Coding Theory.

A. True B. False C. Undecided ___4. Teacher Hana draws apples to use in her discussion about addition to her first grader students. Did Teacher Hana integrate the concept of Dual Coding Theory in her teaching strategy?

A. Yes, she did.

B. No, she did not.

C. Maybe ___5. If the teacher uses Venn diagram, timeline, concept map and other graphic organizers in their activities, are they utilizing the concept of Dual Coding Theory?

A. Yes, they are.

B. No, they are not.

C. Maybe For numbers 6 to 10, analyze the diagram and choose the answer that corresponds to each box.

Page | 102

DUAL CODING THEORY ___6. Based on your understanding of the topic, what should be in the box with number 6?

A. Non-verbal Processing B. Picture C. Knowledge D. Verbal Processing E. Words ___7. Based on your understanding of the topic, what should be in the box with number 7?

A. Non-verbal Processing B. Picture C. Knowledge D. Verbal Processing E. Words ___8. Based on your understanding of the topic, what should be in the box with number 8?

A. Non-verbal Processing B. Picture C. Knowledge D. Verbal Processing E. Words ___9. Based on your understanding of the topic, what should be in the box with number 9?

A. Non-verbal Processing B. Picture C. Knowledge D. Verbal Processing E. Words ___10. Based on your understanding of the topic, what should be in the box with number 10?

A. Non-verbal Processing B. Picture C. Knowledge D. Verbal Processing E. Words

REFERENCES Explaining the dual coding theory. (2022, April 16). simpleshow video maker. https://videomaker.simpleshow.com/explain-dual-coding-theory/ Webpage Learning_theories:dual_coding_theory [Learning theories]. (2012, January 12). learning_paradigms_and_theories [Learning Theories]. https://www.learningtheories.org/doku.php?id=learning_theories:dual_coding_theory Webpage

Page | 103

INFORMATION PROCESSING MODEL Minds think with ideas, not information. No amount of data, bandwidth, or processing power can substitute for inspired thought. - Clifford Stoll

Try this first!

How do you process information? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ____________________________________________________________

SYNOPSIS Information Processing Theory is a cognitive method that represents phases of processing on how information is received and encoded into a person's memory as a metaphor first developed by George Miller. These are divided into three stages. Sensorymotor (The initial step in transforming inputs into information. Short-term memory (Where consciousness exists and information is regulated), and Long-term memory (Where information is infinite and extends over time).

LEARNING OUTCOMES After this lesson, the learners are expected to: Grasp the concept and ideas of Information Processing Model, Engage the learners to the set of activities at the end of the lesson; Demonstrate the concepts and ideas in the real life setting.

Page | 104

INFORMATION PROCESSING MODEL I. Information Processing Model In 1965, George Miller developed the Information Processing Model that can correlate to a computer model; he believes that this learning is the way of transforming the knowledge stored in one’s memory.

This model is how the human mind learns something new and defines it as information processing. This idea of the Information Processing Model is to explain, expand and describe mental processes that are structured by cognitive and developmental psychologists. They believe that the thinking process of every individual can be adequate in a computer, human intellect grasps information, organizes, and stores it to be retrieved or recovered.

The Three Elements The Information Processing Model can be compared to a computer that has an input device, a processing unit, a storage unit, and an output device; the human mind has an equivalent form. According to Anderson and Shiffrin, this Model has three elements, these are 1. Sensory Memory or Sensory Register Environmental stimuli, such as sights, noises, and smells, have mechanisms including our feelings in our bodies that are bombarded. Sensory Memory is the very first step in converting the incoming stimuli into information so we can be able to understand them.

Even if sights and sounds last only for a fraction of seconds, the transformations of the information that characterize these feelings are only present for a fraction of a second in the sensory register or sensory information storage that allows the initial to process.

2. Working Memory or Short-Term Memory In a computer, a computer processor is compared to short-term memory. It is also known as working memory because it offers temporary storage for information to be processed while the information is being constructed and worked on. Memory has a short duration and a limited ability for learning. As an example, if a teacher teaches quickly, his students may not absorb quickly, and the system or memory may be lost. If this information continues to enter a memory, it may cause damage to the memory, making it unable to manage large amounts of data and leading some 3. Long-Term Memory It will be a hard drive in a computer that retains a large amount of information. Long Term Memory is the final stage of Information Processing Memory, where information is unlimited. We may state that a topic has been learned if the knowledge is successfully encoded into the Long-Term Message. Accessing information stored in long-term memory, on the other hand, is referred to as retrieval, when certain information must be retrieved from long-term memory back into working memory, where it is again being processed.

Page | 105

INFORMATION PROCESSING MODEL B. Computer Mind Analogy Cognitive psychologists resemble the human brain to a computer. The phrase "mind like a computer" or the term "computer" in the brain is a metaphor or analogy. It is seen that the usage of a computer as a tool for thinking and encoding information may be seen in the human mind in managing information when compared to human mental processing.

Every information encodes, stores, utilizes and retrieves information is the concept of information processing, which was adopted by cognitive Psychologists as a depiction of how humans think and encode information. Both the human mind and a computer have short-term (computer processor) and long-term (hard drive) memory where a limited amount of information may be learned or transferred at one time. The mind or internal portion is software in the same way that we enter information, store or update it, then recall or output it.

C. Information Processing and Selective Attention It is a process of directing our awareness to relevant stimuli while ignoring irrelevant stimuli in the environment, this is an important process as there is a limit to how much information can be processed at a given time, and selective attention allows us to tune out insignificant details and focus on what is important (McLeod, 2018). In the 1950s, kBroadbent and others adopted a Model called “Broadbent’s and Treisman’s Model of Attention”. They believe that we, people cannot consciously attend to all of our sensory captures at the same time.

The best example of this is when a person listening to a story using a headset or earphone but has a different story with the left and right cord, the two messages or stories will process through a sensory buffer because it has an unlimited capacity (which means, our senses have unlimited capacity to receive). After that, on filtering, one story will no longer process because filtering only has a limited capacity to process the information, after that– the story or message will become a short-term memory only.

This is how the Learning Processing Model works according to Broadbent.

Input - It is a process by being allowed to pass through a filter.

Sensory Buffer - All data from stimuli in any given time and has unlimited capacity.

Filtering - Physical features of messages will select one message only for further processing, and all others will be lost.

Output - The result of the outcome will be Short Term Memory.

Page | 106

INFORMATION PROCESSING MODEL Organize your thoughts As you have learned about the Information Processing Model. For you, what do you think is the type of memory you have? (Write in 3-5 Sentences) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Let yourself explore II. Direction: Share with us what you remember in the given situation below.

1. Name the title of your favorite song and state one line from it.

2. One line from your favorite book that you can recite in class.

3. One dialogue that caught your attention in a series/movie you recently watched.

4. One best advice from your parents that you will treasure forever.

5. One event you’ll never forget that happens in your life

Page | 107

INFORMATION PROCESSING MODEL sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. John saw his watch on their couch, but because his goal or attention was to find his phone, he forgot where he saw his watch. This type of element is called?

[John caught in his peripheral vision his long-forgotten watch, but because his mind was fixed on searching for his misplaced phone, he instantly forgot again of his watch. This type of element is called?]

A. Short Term Memory B. Long Term Memory C. Sensory Motor D. Sensory Memory ___2. The most unforgettable memory of Jennie and Lisa was their debut; they can still recall what happened during that day. This type of element is called?

A. Short Term Memory B. Long Term Memory C. Sensory Motor D. Sensory Memory ___3. Remembering details from a book that you read a few days ago.

A. Short Term Memory B. Long Term Memory C. Sensory Motor D. Sensory Memory ___4. The students of Section Maligaya are forced to review and memorize a topic because of the surprise test.

A. Short Term Memory B. Long Term Memory C. Sensory Motor D. Sensory Memory / ___5. Remembering what you had for lunch yesterday because it’s your favorite food.

A. Short Term Memory B. Long Term Memory C. Sensory Motor D. Sensory Memory For 6-10, Give an event or an example of long-term memory, short-term memory, and sensory memory.

Long-term Memory 1.____________ 2. ____________ Short-Term Memory 3. ____________ 4. ____________ Sensory Memory 5. _____________

Page | 108

REFERENCES “A Well-Illustrated Overview on the Information Processing Theory - Psychologenie.”

Psychologenie, psychologenie.com, 29 May 2010, https://psychologenie.com/information-processing-theory#:~:text=In Brennan D. (2021, Nov. 27) “What are sensory motor?” https://www.webmd.com/brain/what-are-sensory-memory-examples#:~:text

Page | 109

ANDRAGOGY AND FACILITATION STORY Guide Questions: What was it like to teach an adult or young adult learner? What are your strategies and approaches when it comes to teaching?

CHAPTER 9: ANDRAGOGY AND FACILITATION STORY TAYLOR’S POV “I’m so sorry, Mr. Taylor. I didn't mean to—are you okay?” Ms. Natalia said as she immediately blotted the part of my pants that had a coffee stain using the table napkin. I can feel the hot liquid on my skin. I am fortunate that only a small amount of coffee was spilled on me. We're currently in a cafe where our previous students invited us to be interviewed.

“It’s alright, Ms. Natalia. I’ll wipe it myself,” I answered while looking at her apologetic face. I grabbed some tissue paper and wiped the stain. “It's a mess down here. Should we ask for a mop to clean this up?” Ms. Elizabeth jokingly suggested.

Only a few seconds had passed, and a man in his 20s came with a mop. “Good morning, Ma’am and Sir. Let me take care of this. Would you mind if I ask you to move for a little?” He said politely.

“Thank you, ahh… Mark,” I said while looking at his name tag. I gazed at him as he mopped the floor. I was unsure if he is the person I know since he is wearing a face mask, and that is when I bothered to ask him. “Did you attend State College of the Philippines Senior High School?” Mark turned his head to my side and gave me a confused look. “Yes, Sir,” He looked at me closely.

“Is that you, Mr. Taylor? I’m sorry I did not recognize you. I forgot to wear my glasses today. How have you been, Sir?” He asked as he finally recognized me. “I’m doing great, still teaching. It’s great to see you again after years. I haven’t seen you in a while. The last time I checked, you worked at Starbucks near our school. How are you doing lately?” I asked.

“I’m also doing fine, Mr. Taylor. I resigned from my previous job and decided to work here. It’s more convenient since it is within walking distance from my home,” Mark replied.

Page | 110

ANDRAGOGY AND FACILITATION STORY “That’s great to know. It’s our first time here. We read many good reviews about this coffee shop, so we had lunch here. I’m glad to see that the manager was my student,” I said with a smile on my lips.

“I’m sorry if I spilled the coffee on the floor. Thank you for cleaning it up for us.

By the way, the coffee tastes good, and I also love the strawberry shortcake,” Ms. Natalia said.

“No worries, Ma’am. Please don’t hesitate to ask for our assistance if you need anything. I’ll have to leave you now so you can enjoy the rest of your time here.

Please excuse me,” Mark said before he left.

“It feels great as a teacher to see your students grow. I also thought that Mark looked familiar. I’m surprised he went to our school,” Mr. Nathan said while stirring his iced coffee.

“Yeah, I agree. Mark has an inspiring story. He worked while he was still studying,” I added as I vividly remember the past when Mark was still my student.

My attention shifted when Justin arrived. "Good afternoon, Teachers. I'm sorry for making you wait. He is my friend Jhon. He's one of the researchers, hoping to have an interview with you today," Justin, one of my former students working on his thesis currently, said while introducing his friend.

"Again, I'm Jhon from ISCP, and I apologize to everyone for being late. However, I appreciate you allowing us to interview you," Jhon said.

"It's nice meeting you, Jhon. Please have a seat." Ms. Natalia said as she gestured for Jhon to sit. "I'm Ms. Natalia, this is Mr. Nathan, and this is Mr. Taylor." I smiled as Ms. Nathalia introduced us.

"Thank you, Ms. Natalia. I heard earlier that one of the employees here had been your student, Mr. Taylor. If I'm not mistaken, they are in the range of 18-21 years old. What was it like to teach an adult or young adult learner?" Jhon asks while holding a pen and paper and paying close attention to me.

"Well, Jhon, Have you ever heard the saying of some teachers that they learn more from their students than their students learn from them? Of course, the teacher must be the one who teaches their students, but what I am trying to say is that teachers also learn from students, and that is how teaching adult or young adult learners works."

Page | 111

ANDRAGOGY AND FACILITATION STORY "It is like a relationship where you are not the only one who gives because both must give and take. The students here are also more independent and selfdirected, goal-oriented, relevancy-oriented, and respect practicality since they are more mature. As young adults, we can expect that sometimes their world revolves around more than just studying. Remember mark? My previous student that we met earlier? He was a working student even before. And that is one of the struggles of adult learners, their time is more divided, but still, as teachers, we need to ensure that they learn correctly. And that is possible with the help of the right teaching and learning strategies," I said while being proud of my students like Mark.

“Could you give us a brief explanation of your strategies and approaches when it comes to teaching?” Jhon asked.

“Well, Jhon, the approaches I use for my students should be aligned with their characteristics, as I said a while ago. In terms of teaching adult learners, studies state an environment where they are encouraged to collaborate and solve problembased approaches; It is where their potential is maximized. In addition to that, I usually apply facilitative learning as an approach in my class where my role as a teacher is being highlighted; my approach is not about spoon-feeding my students.

Rather, I make a solid bond with them. Instead of giving them a direct definition of the topic and bombarding them with information, I help them build their understanding and make them question things related to the topic. Debate is an activity that I sometimes do, and I am always amazed by the information that they can gather because it is not only supported by facts, their own experiences also support it,” Mr. Taylor said "Teaching is hard because you need to ensure that you use the right approach to the students," Jhon said "It may be hard, but it's worth it. Especially when you see your students doing their best to be successful and achieve their desired goals in life," Mr. Taylor answered "Thank you so much for entertaining my questions, Mr. Taylor," Jhon said "It is my pleasure to help, and I'm afraid I can't stay and converse with you. I have a meeting at 3 pm,” Mr. Taylor said.

Page | 112

ANDRAGOGY “Learning is most often considered a process of giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical” - David A. Kolb Try this first!

Congratulations! You completed week 8 and did an excellent job!

Before we begin this week's lesson, recall the times you work with your classmates to complete a group assignment. How did your group complete the task? What motivates you to complete the tasks? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

SYNOPSIS The concept of andragogy was developed by Malcolm Shepherd Knowles, an American educator.

Even though the term "andragogy" was first coined by Alexander Knapp as he categorized Plato's theory of education, Knowles is credited for the popularity of the term. According to him, andragogy is the art and science of adult learning. Hence it refers to any form of adult learning.

Before, it only had four principles. However, this theory has expanded, and additional pedagogical principles were added. Today, there are seven adult learning principles: self-direction, transformation, experience, mentorship, mental orientation, motivation, and readiness to learn.

Furthermore, this theory implies that Adult learning theories can positively influence their learning experiences both in the classroom and on the job.

LEARNING OUTCOMES After this lesson, the learners are expected to: Have an understanding about Andragogy; Learn the assumptions about Andragogy framework, and characteristics; Particularize the Principles of Adult Learning; Understand the roles of Andragogy in Human Development; Apply their learning through the given activities.

Page | 113

ANDRAGOGY Andragogy is a theory that Malcolm Knowles proposed. The idea talks about the methods and practices for adult learners. It emphasizes how adults are self-directed and how it is a method of independent learning for adults. It also expounds on the best practices to teach an adult learner.

Knowles suggested (1984) the following four principles about the framework of andragogy: 1. Adults must be involved in the decision-making process of the learning and evaluation process.

2. Adult learning is problem-centered rather than it being content-oriented.

3. Adults must know why they’re studying to learn something.

4. Adults must learn from their experiences, whether good or bad.

Knowles also created five assumptions about the characteristics of andragogy:

1. Self-Concept As the individual matures the self concept of the individual moves from having a dependent personality to becoming a self-directed human being.

2. Adult Learning Experience As the individual matures the person collects a growing storage of experiences that becomes a growing source of knowledge.

4. Orientation to Learning 3. Readiness to Learn As the individual matures the preparation of that person to learn becomes aligned with the increase of developmental roles of the individuals social roles.

As the individual matures their perspective changes from delayed application of knowledge to immediate application, as a result the individual's direction towards knowledge changes from subject-centered to problemcenteredness.

5. Motivation to Learn The individual's motivation to learn becomes internal.

Page | 114

ANDRAGOGY In the Adult Learning Theory, it is assumed that adults have particular learning requirements. This theory implies that an environment that fosters collaboration and uses a problem-based approach is the most effective one. However, it is also important to remember that not all students are in the adult learner stage. In light of this, it is suggested that students be made aware of the characteristics of adult learners and aim to attain some of these traits.

Although andragogy is an art and science of teaching adult learners, it is also advised that children and teenagers be taught utilizing this strategy. Knowles's idea of andragogy provides direction to educators in creating methods for better learning in the classroom.

His theory promotes ideas that are simple to implement. Moreover, with the use of his theory, students will be encouraged to participate in class. With the application of this theory, the class will be informed about various evaluative options, and involvement in instruction increases students' commitment to the subject.

Malcolm Knowles's six key traits of adult learners are as follows:

Adult education is independent and self-directed.

Adult learners actively participate in the learning process and make decisions that apply to their learning goals. That being said, adult learners set their learning objectives under the direction of their mentors or teachers. The Educators, on the other hand, must assist students in developing goals by giving them the freedom to take accountability for their own decisions. They must be proactive in making judgments and contributing to the process.

Adult learning utilizes knowledge & life experiences This approach encourages the learners to relate their present knowledge to their prior experiences. Teachers must know how to assist the learners in bringing up appropriate knowledge and experiences. Moreover, educators need to connect students' cumulative experiences to the lessons being taught.

Adult learning is goal-oriented When the lesson brings relevance to real-life situations, particularly concerning their specific concerns, adult learning is said to be goal-oriented, and the intended learning objectives should be made attainable and applicable. The learning potential of a student can be fully realized through the use of this strategy.

Page | 115

ANDRAGOGY

Adult learning is relevancy-oriented As mentioned above, adults learn best when they can relate the tasks given to the learning objectives they have set for themselves. Through their participation in projects or activities, they also contribute to achieving their learning objectives.

Adult learning highlights practicality Placement is a means of helping students to apply the theoretical concepts learned inside the classroom to real-life situations. It is very significant for educators to identify appropriate ways and convert theoretical learning into practical activities.

Adult learning encourages collaboration Adult learners grow by having collaborative relationships with their mentors and teachers. They work more effectively when their teachers consider them and treat them as collaborators. And when their efforts are recognized, they become more willing to produce their finest work.

If adults are encouraged to elaborate on a topic based on their own experiences, andragogy function in teaching adult learners will enable them to adapt to new knowledge. Younger students may require more guidance during their learning process than adults. The importance of andragogy is that it is a tool for tracking a person's development based on their actions, perspectives, and social roleseeking strategies.

Page | 116

ANDRAGOGY Organize your thoughts

Write your thoughts about andragogy. How is this important? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Let yourself explore Using these words and phrases write your own short story.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 117

ANDRAGOGY sQUIZ your Mind ___1. AC talked to Angel about their task that has been given to them by their professor.

Ac was asking Angel if she wanted to collaborate with him to produce efficient and quality output. What trait of andragogy did AC execute?

A. Adult learning encourages collaboration B. Adult learning is goal-oriented C. Adult being open to possibilities D. None of the above ___Teacher Rhonfhel was teaching Mathematics to his students, he then asked a word problem that is relevant to the experience of the students. What trait of andragogy did teacher Rhonfhel do?

A. Adult learning is goal-oriented B. Adult learning is relevant to the real world C. Adult learning highlights practicality D. All of the above ___3. Ysabel always comes to class prepared to learn but as time passes by she is only not prepared with class, she is also prepared for her social role in society. What characteristics of andragogy does Ysabel possess?

A. Readiness to develop B. Readiness to learn C. Readiness to level up D. Readiness to advance ___4. Francesca was once a learner who is in the perspective of having a delayed developing application but as time passed by her direction changed into an immediate application perspective. What assumption did Francesca execute?

A. Being open-minded B. Orientation to learning C. Puberty D. All of the above ___5. A theory that discusses about methods and practices for adults A. Pedagogy B. Andragogy C. Analogy D. Criminology ___6. Which of the following is NOT one of the six traits of andragogy?

A. Adult learning is goal-oriented B. Adult learning is relevancy-oriented C. Adult learning is open to every adult D. Adult learning utilizes knowledge and life experiences ___7. Because of the hard work Ven placed in her studies she felt happy which gave her motivation to excel more in her studies. What assumption of andragogy is this?

A. Motivation to learn B. Motivation to succeed C. Motivation to survive D. All of the above ___8. Rylle always sets her objectives that she wants to achieve every end of the school year. What trait of andragogy did Rylle execute?

A. Adult education is independent and self-directed B. Adult education is open to everyone C. Adult education has results D. All of the above Page | 118

ANDRAGOGY ___9. Teachers Venti, Zhongli and Raiden incorporate their lessons with relevant and practical activities. What trait of andragogy is being used by the 3 teachers?

A. Adult learning highlights practicality B. Adult learning relevancy C. Adult learning should be relatable D. None of the above ___10. Which of the following is NOT one of the 5 assumptions of andragogy?

A. Self-concept B. Open to new information C. Readiness to learn D. None of the above

REFERENCES Christopher P. (2013) The Adult Learning Theory - Andragogy - of Malcom Knowles https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles Cornerstone University (2017) A simple, easy to understand guide to andragogy https://www.cornerstone.edu/blog-post/a-simple-easy-to-understand-guide-to-andragogy/ Kurt, S. (2020, July 11). Andragogy theory - Malcolm Knowles. Educational Technology.

Retrieved from https://educationaltechnology.net/andragogy-theory-malcolm-knowles

Page | 119

FACILITATION “We cannot teach people anything; we can only help them discover it within themselves.”

- Galileo Galilei

Try this first!

Watch the video below and list the things you observe about the teacher's teaching style. https://youtu.be/cplWN65G9P8

SYNOPSIS Facilitation Theory, also called facilitative teaching, is a humanist approach to learning by Carl Rogers with other contributors. According to this theory, learning can only be facilitated because people cannot teach one another directly. Facilitating is defined as the quality of the personal relationship between teacher and student.

LEARNING OUTCOMES

After this lesson, the learners are expected to: Understand the concept of facilitation theory.

Recognize the role and significance of the facilitator in the learning environment.

Determine the facilitative teaching and learning methods in the classroom.

Page | 120

FACILITATION Does your teacher frequently ask you for your insights during class discussions? Actively listens to you and interacts pleasantly, making you comfortable in class? Perhaps your teacher uses facilitative teaching. Facilitative teaching is another term for Facilitation Theory. This theory believes that the teacher has a vital role in the learning process, not as a walking textbook transmitting its contents, but as the facilitator of learning. According to Rogers, there are three attitudes required for effective facilitation: 1. Realness -Teachers will be more effective in establishing a conducive learning environment when they are real, demonstrate a genuine attitude of warmth, respect, and understanding, and engage with the learner.

2. Prizing, acceptance, and trust - This describes how the teacher values the student and accepts their feelings, recognizing them as a person having worth in her own right. It's also about trust; the teacher must see the students as capable and trustworthy.

3. Empathic understanding - Empathy means walking in others' shoes. When the teacher can wear students' shoes, understand students' perspectives, and has a sensitive awareness of how the process of education and learning appears to the student, the students will feel appreciated, which could result in a more effective learning process.

What is the look of a facilitative classroom?

According to Rogers, learning is facilitated when: 1. The learner fully engages in the learning process and determines its nature and course.

2. It is mainly based on direct interaction with realworld, interpersonal, social, or academic issues, and 3. The primary method for measuring success or growth is self-evaluation.

Page | 121

FACILITATION Facilitators Role

Establishing a good initial mood and a positive environment for learning.

Defining the purpose of the learner(s) Organizing and making instructional resources accessible Achieving a balance between the mental and emotional aspects of education Sharing emotions and ideas with students without controlling them.

Learners Role

Encouraged to give their fullest effort in Learning.

Share their insights and experiences.

Students are encouraged to do selfevaluation and consider this as the most practical evaluation.

Organize your thoughts

Write your thoughts about Facilitation Learning Theory. Is it important? Yes or No? Why? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 122

FACILITATION Let yourself explore Pacman is excited about his first face-to-face class but has no idea how to get to school.

Ghosts are also scattered throughout his path, but he should avoid them. To help him, encircle the letters below that show facilitation theory or facilitative teaching. Refer to your answers and use them as a guide to which way you should go. The correct letters will help you get to Pacman`s school.

A. Education is independent and self-directed.

B. The teacher has a key role in the process of learning.

C. It highlights the practicality D. It shows nine levels of learning E. The learner fully engages in the learning process F. The primary method for measuring success or growth is self-evaluation.

G. It holds five assumptions about its characteristics.

H. It claims that individuals cannot directly teach one another.

I. The fundamental belief of this theory is that learning will occur by the educator acting as a facilitator.

Page | 123

FACILITATION sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. Teacher Gen entered the class with a smile and greeted the class, giving the students a light mood. What role of a facilitator does Teacher Gen exhibit?

A. She's trying to establish a good mood as the class starts.

B. It's just her habit.

C. Sharing emotions and ideas.

D. She defines the purpose of learners. ___2. This week's lesson is multiplication, and grade 5 student Junho finds it difficult even though they are practicing a lot. Instead of being angry, his teacher asked for his reason and tried to understand him from the student's perspective. What attitude does the teacher exhibit?

A. Empathetic Understanding B. Realness C. Acceptance D. Trust ___3. Which of the following is NOT a characteristic of Facilitated learning according to Carl roger?

A. The learner fully engages in the learning process B. Self-directed learning C. Mainly based on direct interaction with real-world, interpersonal, social, or academic issues D. The primary method for measuring success or growth is self-evaluation. ___4. Why is facilitative teaching essential?

A. It promotes a conducive learning environment B. It encourages students to be active C. It balances the mental and emotional aspects of education.

D. All of the answers are correct ___ 5. While doing the activity, teacher Hale notices that one of her students, Carmen, is good at spoken poetry. When one of their head teachers informed her that they needed a performer for the upcoming Buwan ng Wika, she asked Carmen if she wanted to join and confidently recommended her to the head teacher.

A. Empathetic Understanding B. Realness C. Acceptance D. Trust ___6. Which of the following does not describe Facilitation theory?

A. This theory asserts that learning can only be facilitated because people cannot teach one another directly.

B. It sees the teacher as someone who has a vital role in the learning process.

C. It talks about the methods and practices for adult learners D. Both a and b ___7. Which of the following situations shows facilitative teaching?

A. The teacher tells and discusses the lesson for the whole class session.

B. Teachers are concerned with students understanding the correct answer.

C. The teacher uses practical, participatory methods that encourage active participation of all group members.

D. The teacher has a formal relationship with learners.

Page | 124

FACILITATION ___8. Which of the following is NOT a learner's role?

A. Sharing insights and experiences during class discussion B. Exerting effort to learn C. Do self-assessment D. Established the classroom mood ___9. Ms. Young Woo always starts her class by assessing the student's prior knowledge.

She always asks the students if they are experiencing any issue in activities, and if there is, she always tries to solve them and adopt new ideas. This is her way of showing that she respects everyone's views and values.

A. Realness B. Teaching C. Understanding D. Facilitation ___10. Which of the following pictures best shows a facilitated classroom?

REFERENCES Carl Rogers, Core Conditions and education. infedorg. (2021, April 7). Retrieved from https://infed.org/mobi/carl-rogers-core-conditions-and-education/ Carl R. Rogers., Freedom to Learn (1969). (n.d.). Retrieved from http://www.panarchy.org/rogers/learning.html Carl Rogers. UW. (n.d.). Retrieved from https://www.uwyo.edu/aded5050/5050unit9/rogers.asp Facilitation theory. Discourses on Learning in Education. (n.d.). Retrieved from https://learningdiscourses.com/discourse/facilitation-theory/ Learning theories. instructional_design:facilitation_theory [Learning Theories]. (n.d.).

Retrieved from https://www.learning-theories.org/doku.php? id=instructional_design%3Afacilitation_theory Page | 125

LEARNING OUTCOMES STORY Guide Question: How do you deal with challenges in your teaching, such as tests, evaluations, and students' activities?

CHAPTER 10: LEARNING OUTCOMES STORY Teacher Elizabeth’s POV Today was another day. The bells rang, signaling lunch time. Finally, I can end the class now. “That’s all for today. Goodbye, class!" I told my students.

“Goodbye, teacher! Goodbye, classmates! See you tomorrow," the whole class replied in unison.

As the students left the classroom, a group of people approached me. “Good afternoon, Ma’am Elizabeth. We are the researchers that emailed you last time. Can we start the interview now?”

“Good afternoon, everyone. You are Ms. Velasco, the head of the team, right?” I asked.

“Yes, Ma’am,” she said.

“Alright, please take your seats.” I said.

Before they started the interview, they introduced their team. “Good afternoon, once again. We want to thank you for accepting our request. We are the researchers from the College of Education, and we are here to ask some interview questions about your experiences as a teacher and how you handled your students for almost a decade.”

After that, they started to ask their first question. “Ma’am Elizabeth, what is the status of your class for this school year?”

Page | 126

LEARNING OUTCOMES STORY “I believe that my students are doing very well. Actually, one of my habits as a teacher is to have an assessment for my students in the first term of the year. This is to know and assess what kind of teaching strategy I will use for them. And as we know, students do really have different abilities, talents, and skills, which is why I never forget to conduct an assessment to know what kind of strategy I will be using until the end of the academic year,” I said.

“Since the students are diverse, I immediately thought of teaching strategies that I would use to meet their learning needs and teach my students effectively,” I added.

I also shared with them the results of the assessment. “My basis for evaluating my students is the types of learning outcomes so that I can see my students' strengths and weaknesses. Interestingly, intellect skills, cognitive strategy, verbal information, attitude, and motor skills are all exhibited by my students in my advisory class. After I gathered the results of the assessment, I ensured that my learning strategies would increase student engagement and class participation, considering their ability, talents, and skills. I prepared various types of learning materials which will be used to facilitate and instruct my beloved students.”

Their group also agreed with what I have said. “We also believe that students must take part in every activity we conduct. We were always reminded by our professor that being actively engaged is what gives them the best chance to achieve academic success,” Ms. Velasco said.

One of them asked, “Ma’am, can you tell us more about the learning outcomes shown by your students based on the assessment?”

“Actually, I have lots of students that have good intellectual skills. Most of them are the leaders in every group work that they have. These students are good at understanding how to do a task. Also, I have students that have good cognitive strategies that allow them to understand the concept to perform and finish their work. In addition, I have seen that some are good at verbal information. One time, I conducted a class debate, and I found out that most of them were campus journalists and broadcasters. For motor skills, their PE teacher told me that there were many students in my advisory class who were able to perform complex movements. And lastly, the attitude, which is demonstrated by the set of class officers. I see that they demonstrate the desired choices or actions for a given situation,” I shared.

The interviewer asked me, “How do you deal with challenges in your teaching, such as tests, evaluations, and students' activities?”

Page | 127

LEARNING OUTCOMES STORY “As a teacher, it is really challenging to deal with every student’s learning demands. That's why I made extra efforts to sustain the needs of my students in terms of learning. I conducted class activities such as group presentations, role plays, debates, and contests for the students so that they could show their creativity on their own. I also prepared worksheets for the students to answer to learn how to analyze concepts and ideas," I answered.

“That was an excellent work, Ma’am Elizabeth. Your students need to be aware of their capacities and what will work best for them. They exhibit their capabilities and proficiency in different aspects of their academic work and other fields," the interviewer responded.

“With the teaching strategies that you use, it really shows how good you are as a teacher. And from the things you shared a while ago, it is evident that your style encouraged the students to show what they were really good at,” the other interviewer expressed.

After they shared their sentiments, they asked me the final question. “Okay, Ma’am Elizabeth, since you answered most of the questions, may I know what aspect of teaching you like the most and what lessons you can share with the teachers of the future.”

“Being a teacher is not that easy. Sometimes, I come to ask myself why I wanted to be a teacher. There were also times that I was tired of trying to understand my students. What I do might be challenging, but I also count this as one of my sweetest achievements as a teacher. This is because I know that I did my best to help them shape their capabilities as future professionals in our country. I believe that being a good teacher can also help in discovering and developing the skills they have, which are being intellectual people, cognitive people, good at verbal information, and having the desired attitude, as well as motor skills. I am also grateful to my students for not being the only source of knowledge in our class because I also learn from them. I am forever grateful that I was able to share my passion, inspire, and have a positive impact on my students,” I responded.

“You are really inspiring, Ma’am Elizabeth. I think this concludes our interview.

Thank you for giving us a great conversation. We appreciate your time and contribution to our research. We will surely take note of what you have shared with us about your teaching styles, strategies, and inspiring ideas, especially in the learning outcomes style," the interviewer said.

“No problem, sweetie! As long as I know that I can help every student, I will give my best. Thank you so much for asking me to be part of your interview. May the research you are doing be successful,” I said.

Page | 128

LEARNING OUTCOMES “Education must be increasingly concerned about the fullest development of all children and youth, and it will be the responsibility of the schools to seek learning conditions which will enable each individual to reach the highest level of learning possible.”

- Benjamin Bloom

Try this first!

How do you focus on a subject and its significance? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______________________________________________________

SYNOPSIS The Bloom Taxonomy was created by Benjamin Bloom in 1956, and it was revised by Krathwol in 2001. The Bloom Taxonomy was created to assist educators in communicating and sharing their teaching and evaluation practices by providing a standard vocabulary. This taxonomy includes the cognitive, affective, and psychomotor learning domains and represents an individual's various learning stages.

LEARNING OUTCOMES After this lesson, the learners are expected to: Understand and master each of the learning strategies depicted in Bloom's taxonomy; Learn more and develop learning outcomes in the cognitive, affective, and psychomotor domains; Recognize that this concept will help one develop in both daily life and learning experiences.

Page | 129

LEARNING OUTCOMES Learning outcomes are the knowledge, abilities, or expertise a learner will get through a learning activity such as a training session, seminar, course, or program. It helps students understand the value of the subject and what they will gain from participating in the learning activity.

5 TYPES OF LEARNING OUTCOMES

Intellectual Skills The learner will understand ideas, rules, or practices with this type of learning outcome. Simply said, this is understanding how to do a task.

Cognitive Strategy With this form of learning outcome, the learner will understand concepts, laws, or practices. Simply said, this is the capacity to complete a task.

Verbal Information This type of learning outcome occurs when the learners can articulate what they have learned from an organized domain of knowledge.

Attitude The student will grasp ideas, rules, or processes with this type of learning result.

Simply said, this is the capacity to complete a task.

Motor Skill This is the learner's intrinsic factor, which shows in their behaviors. This may be seen in the learner's reactions to other people and experiences.

THE PROPONENT

Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl to publish a framework that is known as Bloom's Taxonomy in 1956. In 2001, Krathwohl and his colleagues revised the taxonomy.

Page | 130

LEARNING OUTCOMES BLOOM'S TAXONOMY OF LEARNING Bloom's Taxonomy divides learning into three domains: cognitive, emotional, and psychomotor. It provides a hierarchy to each area that corresponds to different degrees of learning. The crucial point to remember here is that the multiple levels of thinking are defined in each learning area of the taxonomy.

THREE LEARNING DOMAINS COGNITIVE DOMAIN

The cognitive domain includes learning and the improvement of cognitive abilities (Bloom,1956).

This comprises the ability to recall or recognize particular facts, logical sequences, and conceptual frameworks that support the growth of intellectual capacities and talents.

From the simplest to the most complicated cognitive processes, there are six main groups.

Knowledge

Analysis

Comprehension

Synthesis

Application

Evaluation

Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl to publish a framework that is known as Bloom's Taxonomy in 1956. In 2001, Krathwohl and his colleagues revised the taxonomy.

Page | 131

LEARNING OUTCOMES COGNITIVE DOMAIN Bloom's Revised Taxonomy Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties. These two made some changes, with perhaps the three most notable which were: changing the names in the six categories from noun to verb forms rearranging them as shown in the chart below creating a processes and levels of knowledge matrix Revised Cognitive Domain

I. Remembering: Recollect or regain previously acquired knowledge .

Examples: State a rule.

Give a customer a price that you remember.

List the safety regulations.

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, sums up, remembers, recognizes, copies, decides, and declares Nearly every student begins to recognize that this class emphasizes experiential learning.

Evelyn, who knew him intimately from his youth, describes him as "a man of excellent natural parts but nothing generous or grateful.”

Ella remembers their previous lessons so well.

II. Understanding: Understanding the intent behind instructions and problems, as well as their translation, interpolation, and interpretation.

Examples: The exam writing tenets should be revised.

Explain in one's own words how to carry out a difficult task.

Create a spreadsheet on a computer using an equation .

Key Words: understands, converts, argues, distinguishes, estimates, justifies, expands, generalizes, provides an example, derives, analyzes, phrasing, predictions, rebuilds, explains, and interprets Students understands their lesson in algebra.

Larry interprets his own identity through the discourses that organize his experience.

He derives great satisfaction from his stamp collection.

Page | 132

LEARNING OUTCOMES

COGNITIVE DOMAIN IV. Analyzing: Divides information or ideas into their component elements to clarify their organizational structure. It establishes a distinction between facts and conclusions.

Examples: Recognize flaws in logic when reasoning.

Apply logical reasoning to a piece of equipment's troubleshooting.

Recognize flaws in logic when reasoning.

Determine the duties that need to be trained after gathering information from a department.

Key Words: examines, dissolves, dissects, opposes, compares, distinguishes, identifies, exhibits, infers, outlines, integrates, chooses, and differentiates.

She integrates elements of jazz and rock into her music.

She chooses to paint objects and settings that reflect her enjoyment and understanding she has with her daily life.

She examines the interplay between changing gender divisions and urban change.

V. Evaluating: Determine the worth of concepts or resources.

Examples: Pick the best course of action.

Hire the best-qualified person.

Describe and defend a new budget.

Key Words: assesses, describes, discriminates, compares, concludes, contrasts, criticizes, critiques, reasons, explains, analyzes, validates, relates, summaries, and promotes.

They gave fair and honest critiques of her art.

The president discriminates in favor of his relatives.

Everyone concludes to the same assumption, and they are accurate.

VI. Creating: It creates a structure or pattern out of various components. Assemble elements into a whole, focusing on developing a new meaning or system.

Examples: Make operations or process handbooks for your business.

Create a device that will carry out a particular task.

Integrates knowledge from several sources to address a challenge.

Revises the procedure to enhance the result.

Key Words: organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, creates, devises, designs, writes, and writes.

She creates sculptures out of scrap materials.

Kelly designs her portfolio creatively.

The girl tells an incredible story.

Page | 133

LEARNING OUTCOMES AFFECTIVE DOMAIN

One of Bloom's Taxonomy's three domains, along with the cognitive and psychomotor ones, is the affective (Bloom et al., 1956). The way we react to things emotionally, such as feelings, values, admiration, excitement, motivation, and attitudes, is included in the affective domain (Krathwohl, Bloom, and Masia, 1973).

From the most straightforward behavior to the most complicated, the five primary categories are: I. Receiving Phenomena: Awareness, openness to being heard, and focused concentration.

Examples: Respectfully listen to other people.

Keep an ear out for newly introduced folks and take note of their names.

Key Words: acknowledge, inquire, pay attention, be courteous, fulfill their obligations, follow, provide, give, listen, and comprehend.

Learning Outcome Statement Example: To acknowledge the emotions evoked in the situated scenario.

II. Responds to Phenomena: Active participation on the part of the learners.

Attend and react to a particular phenomenon.

Learning outcomes may emphasize reacting in a way that is compliant, willing, or satisfied (motivation).

Examples: Takes part in class discussions.

Make an announcement.

In order to completely understand new beliefs, thoughts, models, etc., one should challenge them.

Recognize the safety regulations and follow them.

Key Words: responds, aids, conforms, talks, welcomes, helps, labels, performs, presents, and tells.

Learning Outcome Statement Example: Learner helps to understand the relationship between confidence level and sample size.

III. Valuing: The value or worth of a person accords to a specific thing, phenomenon, or action. This might be as basic as acceptance or as complicated as commitment. The foundation of valuing is the internalization of a set of predetermined values, while indicators of these values are frequently visible in the learner's overt behavior and can be used to identify the learner.

Page | 134

LEARNING OUTCOMES

AFFECTIVE DOMAIN Examples: Shows support for the democratic process.

Demonstrates sensitivity to societal and cultural differences (value diversity).

Indicates a capacity for problem-solving.

Proposes a strategy for societal betterment and commits to implementing it.

Inform management of issues that are important to you.

Key Words: demonstrates, initiates, invites, joins, justifies, suggests, respects, treasures, cherishes, and shares.

Learning Outcome Statement Example: Student demonstrates what they have learned, usually as a way of determining whether and to what degree they have achieved expected learning outcomes.

IV. Organization: Creates a distinctive value system by contrasting various values, resolving conflicts between them, and classifying them into priority. Value comparison, correlation, and synthesis are prioritized.

Examples: Acknowledges the necessity of striking a balance between freedom and moral action.

Explains how methodical planning can be used to solve issues. accepts the moral principles of the workplace. develops a life strategy that is compatible with one's skills, passions, and beliefs.

Time is properly prioritized to satisfy the demands of the company, the family, and the individual.

Key Words: relates, compares, and synthesizes V. Internalizes Values (Characterization): Has a set of values that guides their behavior. The learner's most crucial characteristic is their ubiquitous, consistent, and predictable conduct. The student's general patterns of adjustment are concerned with the instructional objectives (personal, social, emotional).

Examples: Demonstrates independence when working alone.

Helps out in group projects (displays teamwork).

Takes an objective stance when tackling problems.

Daily demonstrates a professional commitment to moral behavior.

Reevaluates conclusions and alters behavior in light of fresh information.

Respects individuals for who they are, not just how they appear.

Key Words: acting, discriminating, displaying, influencing, performing, modifying, qualifying, reviewing, serving, solving, and verifying Learning Outcome Statement Example: Students reviewing their notes to get a high score.

Page | 135

LEARNING OUTCOMES PSYCHOMOTOR DOMAIN The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas.

Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

Thus, psychomotor skills range from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing.

I. Perception (Awareness): The capacity to direct motor action using sensory signals.

This includes everything from sensory stimulation to cue choice to translation.

Examples: Detects non-verbal cues used in communication.

Determine the place where a ball will land after being thrown, and then move there to catch it.

Uses the food's aroma and flavor to adjust the stove's heat to the proper setting.

Compare the forks' position with reference to the pallet to change the height of the prongs on a forklift.

Key Words: identifies, characterizes, finds, differentiates, isolates, recognizes, and classifies.

Learning Outcome Statement Example: Learners differentiates decisively between excommunication and anathema.

II. Set: Ready to take action. It includes sets for the mind, body, and heart. These three groups of dispositions govern how a person will react in certain circumstances (sometimes called mindsets).

Examples: Knows the stages that make up a manufacturing process and follows them.

Know your strengths and weaknesses.

Demonstrates a drive to master a new skill (motivation).

NOTE: The "Responding to phenomena" subdivision of the affective domain is strongly related to this Psychomotor subdivision.

Key Words: begins, exhibits, explains, moves along, continues, responds, displays, states, and volunteers.

III. Guided Response: Early learning phases of complicated skills, which involve imitation and trial-and-error. Practice is the key to a performance that is adequate.

Examples: Executes a mathematical equation as shown.

Build a model by adhering to the directions.

Responds to the instructor's hand signals as they teach them how to operate a forklift.

Page | 136

LEARNING OUTCOMES PSYCHOMOTOR DOMAIN Key Words: copies, follows, reacts, replicates, and replies Learning Outcome Statement Example: The working class usually reacts in a predictable way to government policies.

IV. Mechanism (Basic Proficiency): This is the middle phase of mastering a difficult skill. Learned actions are now second nature, and they can be executed with considerable assurance and competence.

Examples: Make use of a computer.

Fix a dripping faucet.

Use a vehicle.

Key Words: constructs, measures, mends, organizes, sketches, fastens, fixes, grinds, heats, manipulates, measures, mends, and constructs.

V. Complex Overt Response (Expert): The expert execution of motor actions involving intricate movement patterns. A rapid, accurate, and highly coordinated performance that uses the least amount of energy is a sign of proficiency. Automatic performance and performance without hesitancy fall under this category.

For instance, when a player hits a tennis ball or throws a football, they frequently utter expressions of satisfaction or expletives since they can sense from the act itself what the outcome will be.

Examples: Drive carefully into a small parallel parking space.

Rapid and accurate computer operation.

Demonstrates proficiency at the piano.

Key Words: produces, disassembles, arranges, displays, tightens, modifies, heats, modifies, measures, mends, mixes, and sketches.

Learning Outcome Statement Example: This plant produces small clusters of three or four bright pink flowers.

VI. Adaptation: The person has well-developed skills and can alter movement patterns to meet unique requirements.

Examples: Properly handles unexpected situations.

Adapts the curriculum to the requirements of the students.

Use a machine to execute a task that it was not designed to undertake (machine is not damaged and there is no danger in performing the new task).

Key Words: varies, revises, rearranges, alters, changes, and adapts.

VII. Origination: Developing new movement patterns to address a particular issue or environment. Learning outcomes provide a strong emphasis on creativity that is built upon advanced abilities.

Examples: Creates a novel theory.

Creates fresh, comprehensive training material.

New gymnastics routine is produced.

Page | 137

LEARNING OUTCOMES PSYCHOMOTOR DOMAIN Key Words: composes, designs, initiates, makes, builds, assembles, arranges, constructs, and combines.

Learning Outcome Statement Example: The author constructs all the stories around one theme.

Organize your thoughts Direction: Read the questions carefully and answer.

1. Why should I study this lesson and what I've learned?

2. Will this lesson be beneficial to me as a student?

3. What was the most remarkable part of this lesson for me? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Let yourself explore Direction: Create a poster or slogan that shows the three learning domains, the cognitive, affective, and psychomotor, and briefly reflect on it.

Page | 138

LEARNING OUTCOMES sQuiz Your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. ________________the intent behind instructions and problems, as well as their translation, interpolation, and interpretation.

Understanding A. Emotional B. Evaluating C. Analyzing ___2. ________________recollect or regain previously acquired knowledge.

A. Evaluating B. Remembering C. Understanding D. Emotional ___3. ________________a structure or pattern out of various components. Assemble elements into a whole, focusing on developing a new meaning or structure.

A. Adaption B. Applying C. Creating D. Focusing ___4. The __________________ (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill area.

Affective Domain Cognitive Domain Emotional Domain Psychomotor Domain ___5. __________________divides information or ideas into its component elements in order to clarify their organizational structure.

A. Remembering B. Analyzing C. Applying D. Focusing

Page | 139

LEARNING OUTCOMES ___6. Anna, a student teacher intern, applies what she learned in her math class to teach the grade 11 students.

A. Cognitive Domain B. Affective Domain C. Psychomotor Domain D. Emotional Domain ___7. A man marries a woman for who she is, not what she looks like.

A. Psychomotor Domain B. Emotional Domain C. Affective Domain D. Cognitive Domain ___8. A mother spends more time at work than with her children.

A. Emotional Domain B. Psychomotor Domain C. Cognitive Domain D. Affective Domain ___9. Ella creates dance choreography for her physical activity class.

A. Cognitive Domain B. Emotional Domain C. Psychomotor Domain D. Affective Domain ___10. Benjamin Bloom collaborated with Max Eaglehart, Edward Furst, and David Krathwohl published a framework known as Bloom's Taxonomy in 1956.

A. True B. False C. Maybe correct D. Maybe incorrect

Page | 140

REFERENCES

Armstrong, P. (2010, 0 0). Bloom’s Taxonomy. Vanderbilt University; cft.vanderbilt.edu. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ Bloom's taxonomy. (2021, November 10). Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teachingtips/planning-courses-and-assignments/bloomstaxonomy#:~:text=Bloom%27s%20Taxonomy%20comprises%20three%20learning,of%20t he%20Taxonomy%20are%20hierarchical Bloom's taxonomy: The affective domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html Bloom's taxonomy: The psychomotor domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html Bloom's taxonomy of learning domains: The cognitive domain. (n.d.). Infinityinternet. https://www.nwlink.com/~donclark/hrd/bloom.html Learning outcomes: Types, examples, verbs | Outcomes vs objectives. (n.d.). Valamis.

Page | 141

MULTIPLE INTELLIGENCES STORY Guide Question: Which of Mr. Howard Gardner's Multiple intelligences you think your students exhibit the most?

CHAPTER 11: MULTIPLE INTELLIGENCES STORY Teacher Augustine's POV Before my afternoon classes began, I was busy eating my lunch and reading through my phone when a group of students came over. One of them was Han, a former student of mine who is highly involved in our school; gullible, amiable, and approachable. As his teacher, I can clearly observe that he possesses good intrapersonal intelligence because of his effective communication and socialization skills.

“Good Afternoon, Mr. Augustine!” he greets me with a big smile on his face. "We just want to ask, Sir, if you could give us a moment? We simply want to learn more about the different types of intelligence that you see in your students or have firsthand experience with for completion of our case study.”

I smiled and said “Of course but please be quick okay? Because I have a class to attend at exactly 1:00 PM.” “Yes! This is why we like you, Sir. Aside from being attractive, you are also cooperative, smart, courteous, and easy to get along with,” Han said, and I just laughed at his fancy words. “So let's get started, Sir. Please allow us to record this interview for documentation purposes,” he continued.

“Sure thing, dear students,” I replied.

"Good afternoon, Mr. Augustine. To begin this brief interview, could you please tell us your full name and how long you have been a teacher?” Han stated.

“Good Afternoon Han, I am Mr. Augustine and I have been a MAPEH teacher for 15 years.” I smiled at the camera.

Page | 142

MULTIPLE INTELLIGENCES STORY “Alright Mr. Augustine, we'd want to know which of Mr. Howard Gardner's Multiple intelligences you think your students exhibit the most?” he asked.

After giving it some thought, I responded, "Most of us are aware that students have different personalities, developmental processes, and traits as a result, hence their learning styles vary. It merely indicates that none of the nine have particularly exceptional intelligence. However, I can only list the intelligence that I recognized in our MAPEH class: musical intelligence, interpersonal intelligence, bodilykinesthetic intelligence, and visual/spatial intelligence. Students are displaying diverse intelligence because MAPEH includes four areas of study which is very helpful. After all, I can also determine and observe what are the strengths and weaknesses of my students.”

I could see Han's amusement as he said, "Wow Sir, that was an interesting answer; I expected among the nine, there will be one that weighs more than the rest."

"MAPEH includes music, arts, physical education, and health, allowing kids to explore what they truly want and allowing me as a teacher to nurture them according to their preferred intelligence,” I said, "It is my duty to watch everyone's behavior in order to determine the activities I should provide so that they will both learn and enjoy the class. Always remember Han, Howard Gardner's Multiple intelligences is not about measuring a learner's intelligence quotient or IQ; It is about validating in which specific field, way, or area where they can learn effectively and maximize their skills. So basically you can be good at arts and at the same time be excellent in Math,” I confidently said while looking at my watch to observe the time.

"Wow! Sir Augustine, that was a very informative response.” Hans paused the recording and stated, "We want to thank you for taking the time to speak with us.”

I chuckled at them while checking my watch. "You are welcome at any time, dear students. Your teachers and I are always available to answer questions that can help you learn more. I must leave but have a fantastic day, and best of luck on your case study.”

Before they left the classroom, I called them “Students, how about you? Which intelligence do you possess in Howard Gardner's Multiple intelligences? I want you to reflect, alright? Anyway, go ahead now. Take care, students,” I smiled at them and they did the same.

Page | 143

MULTIPLE INTELLIGENCE The biggest mistake of the past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.”

-Howard Gardner

Try this first!

Who Am I? Before you dig yourself into this module, I want to know you first. I prepared a series of questions to get to know you better, all you have to do is to answer them honestly.

1. What age did you learn how to speak?

2. Do you still remember what year you learned how to write? read? draw? count?

3. Do you have any sports? If yes, what is it?

4. Who is your favorite teacher? Can you describe her in one to three words?

5. Do you prefer group activities or individual presentations? Why?

6. Do you still remember the first song you obsessed too?

7. What is the first thing you will do if you have 1 million pesos? Why?

8. For you, what is more exciting, riding on a rollercoaster or scuba diving?

9. Do you play instruments?

10. How are you feeling right now?

Page | 144

SYNOPSIS A person’s learning is different from each other and can be fostered in a variety of ways according to Howard Gardner. He is an American developmental psychologist who proposed the “Nine Multiple Intelligences”. It consists of visual/spatial intelligence, intrapersonal, naturalistic intelligence, linguistic, musical intelligence, bodily-kinesthetic , logical-mathematical and interpersonal which allows the students to acquire knowledge effectively on their preferred type of learning.

LEARNING OUTCOMES After this lesson, the learners are expected to: Identify specific multiple intelligences that can be nurtured and strengthened Distinguish the differences and basic characteristics of each intelligence Identify the significant role of multiple intelligences in knowledge acquisition Apply these dominant intelligences to future learning processes

MULTIPLE INTELLIGENCES Howard Gardner Harvard Gardner is an American cognitive psychologist and author, research professor of cognition and professor at the Harvard Graduate School of Education at Harvard University. After working with patients who had brain damage and healthy kids, Gardner came up with the hypothesis of multiple intelligences (Mineo, 2018). Teachers, school administrators, and special educators all adopted Gardner's theory and accepted the idea that intelligence may be shown in a variety of ways.

Importance of Understanding Multiple Intelligence (M.I.) The theory of multiple intelligences (M.I.) becomes increasingly significant in the understanding of the variety of ways that students engage the curriculum; it aids instructors and students in successfully planning for personalized education. In order to improve and increase learning, several academics emphasize the significance of recognizing the profiles of the learners and providing them with acknowledgement of their intelligences (Gurbuz and Gurbuz, 2010). Therefore, to improve students' learning performance, it therefore seems vital to recognize students' intelligences and take them into account while planning the teaching and learning process.

Page | 145

MULTIPLE INTELLIGENCES “If a child can't learn the way we teach, maybe we should teach the way they learn” —Ignacio Estrada.

You would perhaps instinctively think of Intelligence Quotient tests when you hear the word intelligence. Our intellectual potential is commonly used to define intelligence; it is something we are born with, it can be measured, and it is a hard-to-change quality.

However, new perspectives on intelligence have emerged in recent years. The multiple intelligences theory put forth by Harvard psychologist Howard Gardner is one such idea.

This theory simply implies that learning is both subjective and objective. Sometimes students can learn certain things based on how teachers teach them. Otherwise, it is because of the way they study them.

Additionally, this theory contends that people possess a wide variety of skills and aptitudes in addition to their intellectual capacity, including musical, interpersonal, spatial-visual, and linguistic intelligence. On the other hand, even though a person may excel in a particular skill, like verbal intelligence, they almost certainly have a variety of skills. An individual might excel in numerical, musical, and naturalistic intelligence, for instance.

Finally, this concept is about ranking people's type of intelligence but describing holistically how they acquire knowledge and information. This theory validates that whatever form or way you do learning it is totally fine as long as you are learning comfortably and at the same time enjoying it. After all, we are learners with a wide range of capacities and diverse ways of understanding what needs to be comprehended for the common good in a continuously changing and demanding society.

Always remember, you are intelligent in your own unique way. Use it to help yourself and others. For now, it's time for us to learn and study what are the nine multiple intelligences in this theory.

THE NINE (9) MULTIPLE INTELLIGENCE Naturalistic Intelligence (Nature Smart) A person with a naturalistic intelligence can distinguish, categorize, and manipulate components of the surrounding environment, as well as objects, animals, and plants. They frequently have a strong interest in science, love the outdoors, and want to understand how the world around them functions scientifically. They also make superb social observers.

Additionally, they have a sufficient level of sensitivity when an issue involves nature, particularly when it causes harm. Their approach to learning is distinct because they require interaction with plants, animals, weather, and other naturally occurring objects outdoors. Zookeepers, gardeners, veterinarians, and biologists are a few careers that fit Gardner's definition of "strong naturalist intelligence."

Visual/Spatial Intelligence (Picture Smart) If you are good at visualization, then probably you are one of the million learners who possess visual-spatial intelligence. Various research stated that individuals with this intelligence are good with directions as well as maps, charts, videos, and pictures. Most of them can visualize pictures and images accurately and abstractly that is why they can easily solve logical questions and any equations that require visual thinking and analyzing patterns. If you find yourself having these characteristics you can consider the following career in the future: engineering, architecture, and arts. To think in three dimensions is the final characteristic of spatial intelligence. Core abilities include mental visualization, spatial reasoning, image manipulation, graphic and artistic proficiency, and a keen imagination.

Page | 146

MULTIPLE INTELLIGENCES Musical Intelligence (Music Smart) If you are the type of person who has skills in performance, composition, and appreciation of music, then you have a high possibility of acquiring musical intelligence. People with this intelligence have the ability to play instruments naturally, identify and create musical pieces through rhythm, tone, and pitch. They can learn easily through listening to music, human voices, and environmental sounds. Usually, they use music as a symbol to express their ideas and feelings. Their love for music leads them to be singers, composers, DJs, musicians, and more.

Logical-Mathematical Intelligence (Number/Reasoning Smart) Type of intelligence where an individual has the capacity to perform necessary mathematical operations through calculating, quantifying, thinking through claims and hypotheses. It allows them to apply sequential reasoning, symbolic cognition, inductive and deductive thought processes, and be fluent in understanding correlations, connections, and categories in the learning process–utilize logic and examine situations logically, to find formulas and to conduct scientific studies (Azinar et al., 2020). People with logical-mathematical intelligence can create formulas and proofs, perform computations, and solve abstract problems. Examples include Albert Einstein and Bill Gates, as well as mathematicians, accountants, statisticians, scientists, and computer analysts.

Interpersonal Intelligence (People Smart) Type of intelligence that focuses on the ability of an individual to interact and communicate effectively with others. It is an essential ability to socialize with people and be active in group’s interaction (Lai et al., 2017).

In this field of intelligence, an individual can have effective verbal and nonverbal communication, the capacity to recognize individual differences, sensitivity to the moods and understand the behaviors of others. People with interpersonal intelligence, like Mother Teresa and Mahatma Gandhi, as well as those who work in the fields of teaching, psychology, management, sales, and public relations, are able to discern and comprehend the feelings, goals, and intentions of others.

Intrapersonal Intelligence (Self Smart) Have you ever found yourself having a great sense of self-awareness?

For example being aware of your feelings, choices, motivations, and problems. If yes, there is a high possibility that you also possess intrapersonal intelligence. It is oftentimes called 'self-smart' as it defines people as being comfortable in studying and learning things by themselves. People with this type of intelligence love exploring things using their mental capacity without depending on others. They tend to enjoy their solitude in the sense of comprehending the context that attracts them may it be academic, arts, or sports. Most of the time, they know how to self-reflect. Writers, philosophers, scientists, and theorists are the common professionals who undeniably possess this kind of intelligence. Lastly, intrapersonal intelligence can make you rational and emotional in making decisions which is totally valid.

Page | 147

MULTIPLE INTELLIGENCES Linguistic Intelligence (Word Smart) It is a type of intelligence wherein spoken and written language are used in order to express themselves in different languages. They are good at debates, persuading people, having humor in telling stories, speaking well and are able to explain things clearly. In order for them to learn effectively, they must often read, write, play word puzzles, create magazines, etc.

Gardner stated that most of the people who have this intelligence end up being writers, poets, lawyers, and speakers.

Bodily-Kinesthetic Intelligence (Body Smart) A type of intelligence refers to the ability of the body to manipulate objects and use various physical skills. This ability to use one's own body to make things, execute skills, or solve issues through mind-body union. This also enhances the coordination of the mind and body as it empowers the person's timing and integration skills. It is the person's capacity to process knowledge physically through hand and body movement, control, and expression (Logsdon, 2021). According to Sener and Cokcaliskan (2018), "Bodily kinesthetic learners choose bodily information above other forms".

Moreover, they use movement to help with remembering, they love using their hands to work on things, they may be highly energized and eager to move, and skilled at sports. Michael Jordan and Simone Biles, dancers, athletes, doctors, mechanics, carpenters, and physical therapists are examples of people with bodily-kinesthetic intelligence.

Existential Intelligence (Spirit/Life Smart) In this type of intelligence, an individual expresses a simpler time understanding complex philosophical issues like the origin of humanity, what consciousness is, and the reason for man's existence. Additionally, people with existential intelligence have clear thoughts and a tendency to analyze and interpret new ideas through their own thoughts and perspectives (McCoog, 2010). The ability to reflect and think deeply, design abstract theories can be observed from scientists, philosophers, and theologians.

Organize your thoughts Directions: Team Up. Read and understand the questions below. Answer them based on your learnings in this topic.

1. Upon reviewing the Nine Multiple Intelligences by Howard Gardner, to which type of intelligence you can relate the most? Why? Explain in 3-5 sentences.

Page | 148

MULTIPLE INTELLIGENCES 2. What do you think is the importance of this topic in: Write your answer in one sentence in each sub-category. a. Students?

b. Teachers?

c. Parents?

d. Institutions?

3. Based on what you have learned in this module, how do you define intelligence?

Let yourself explore Direction: Let’s Play! Discover Me; Discover My M.I. In order to understand your field of Multiple Intelligence, we created a list of activities that might help you explore the different M.I. 's.

PART 1: Name it to Win It! You are tasked to go outside your community and search for a park or garden that has different kinds of flowers.

Carefully, search for the most beautiful flower you prefer to study.

Identify the botanical name of that flower using the “Binomial Nomenclature”.

After you successfully identify the plant, you can share your experience and answer this parting question: If I will be a plant/flower, what kind of flower am I and why flowers are important?

You may post the picture of your flower on any social media sites and make sure to encaption it firstly with the plant’s botanical name, followed by your experience and your answer to the question above.

Field of Multiple Intelligence:(Naturalistic, Intrapersonal, Logical-Mathematical, Linguistic, and Bodily-Kinesthetic)

Page | 149

MULTIPLE INTELLIGENCES PART 2: Be A Virtual Curator The virtual museum is under renovation. In this task, all you need to do is to follow the instructions that the curator asked you to do.

Click the link below to be able to do your task: Messed-up Museum: A Game about Western Art Don’t forget to enjoy!

Field of Multiple Intelligence:(Logical-Mathematical, and Bodily-Kinesthetic, Visual, Linguistic) PART 3: Get to Know Each Other More!

According to the excerpt from Enzo Luna of Manila Bulletin, Filipino families enjoy singing, and it is clear that this is ingrained in our culture. Therefore, a videoke session is a typical fix and a crucial component of family bonding moments at gatherings and celebrations. Even now, during the epidemic, friends meet online and carry on their stirring performances via video conference.

On this last part of activity, we encourage you to include your family members and or friends for an effective outcome of this task.

Organize a simple celebration. Invite your family and or friends to join.

In order to make your memories meaningful, you should ask and let them sing their ‘story of their lives’ through music.

While you are listening to them, let the lyrics of their chosen song sink on your mind.

Same as them, reflect music to yourself.

Organize your thoughts, make sure to capture the moments together.

After the simple celebration, write a letter ( scheduled-email) to yourself in the future through this site FutureMe. Answer the question: What would it be like to have memories with my loved ones?

Make sure to attach the captured moments.

Field of Multiple Intelligence:(Intrapersonal, Interpersonal, Music, Existential)

sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. Chel is talented at giving speeches and doing math, he excels in linguistics and logical thinking but is a terrible actor. On the other hand, Robin excels in performance art and sports but is a little slow at class. What Theory do you think is being displayed in the given situation?

A. Webb’s Depth of knowledge (DoK) B. Learning Outcomes C. Bloom’s Taxonomy D. Gardner’s Theory of Multiple Intelligences ___2. “A person’s learning is different from each other and can be fostered in a variety of ways” was stated by?

A. Daniel Goleman B. Edward Gardner C. Howard Gardner D. Albert Einstein

Page | 150

MULTIPLE INTELLIGENCES ___3. Multiple Intelligences consist of?

A. 8 B. 7 C. 10 D. 9 ___4.Gigi has an ability to distinguish between one species from another. What intelligence does Gigi have? a. Visual/ Spatial Intelligence b. Existential Intelligence c. Naturalistic Intelligence d. Logical-Mathematical Intelligence ___5. It is the ability to manipulate objects and use various physical skills through the body.

A. Musical Intelligence B. Intrapersonal Intelligence C. Interpersonal Intelligence D. Bodily Kinesthetic Intelligence ___6. If you are aware of your own feelings, choices, motivations and problems what is the intelligence that possibly you can acquire?

A. Interpersonal Intelligence B. Intrapersonal Intelligence C. Naturalistic Intelligence D. Linguistic Intelligence ___7. Lily is a grade 7 student who loves to compete in debates inside and outside of her school. She is also praised by her teachers for delivering her thoughts clearly and understandable. What type of intelligence does Lily possess?

A. Linguistic Intelligence B. Existential Intelligence C. Musical Intelligence D. Naturalistic Intelligence ___8. Ace is a type of person who is good at visualizing things including images, arts, solving logical questions, and analyzing patterns. He wants to be an architect in the future. What intelligence does he have?

A. Logical Mathematical Intelligence B. Visual/Spatial Intelligence C. Existential Intelligence D. Naturalistic Intelligence ___9. There is a parade happening in the town where Mary lives. She was finishing her homework when she heard the sound outside their house. She smiles when she easily distinguishes the sound of clarinet from the flute. Mary has an intelligence called?

A. Musical Intelligence B. Existential Intelligence C. Naturalistic Intelligence D. Interpersonal Intelligence ___10. Sonny is interested in subjects such as botany, biology, and zoology. At a young age he has shown his love and interest for plants and animals. What do you call this intelligence?

A. Naturalist Intelligence B. Existential Intelligence C. Musical Intelligence D. Bodily-Kinesthetic Intelligence Page | 151

REFERENCES All about the Naturalist Intelligence. (n.d.). Iberdrola. Retrieved July 30, 2022, from https://www.iberdrola.com/talent/naturalistic-intelligence Azinar, J., Munzir, S., & Bahrun. (2020). Students’ logical-mathematical intelligence through the problem-solving approach. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1460/1/012024 Gardner, H. (n.d.). Musical Intelligence. Multiple Natures. Retrieved July 30, 2022, from https://www.multiplenatures.com/insight-posts/musical-intelligence Gardner's Theory of Multiple Intelligences. (2021, July 28). Verywell Mind. Retrieved July 30, 2022, from https://www.verywellmind.com/gardners-theory-of-multipleintelligences-2795161 Gurbuz, & Gurbuz. (2010). Determination of preschool children’s dominant and nondominant types of intelligences with regard to “The Theory of Multiple Intelligences”: A Qualitative Evaluation. E - Journal of New World Sciences Academy, 5(2), 456-470.

Howard Gardner's Theory of Multiple Intelligences | Center for Innovative Teaching and Learning. (n.d.). Northern Illinois University. Retrieved July 30, 2022, from https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-ofmultiple-intelligences.shtml Lai, F.-P., Liu, K.-H., Chen, L.-R., & Chang, S.-S. (2017). OPEN ACCESS - Gender Difference in Interpersonal Intelligence A Meta- Analysis. International Journal of Environmental and Science Education. Retrieved July 28, 2022, from http://www.ijese.net/makale_indir/IJESE_2002_article_5a48acd7ae212.pdf

：

Logsdon, A. (2021, February 18). Bodily Kinesthetic Learning Style and Characteristics.

Verywell Family. Retrieved July 28, 2022, from https://www.verywellfamily.com/kinesthetic-learner-characteristics-2162776 Marenus, M. (2020, June 9). Gardner's Theory of Multiple Intelligences. Simply Psychology. Retrieved July 30, 2022, from https://www.simplypsychology.org/multipleintelligences.html McCoog, J. (2010). The Existential Learner. Clearing House, 83(4), 126-128. DOI: 10.1080/00098851003774828 Mineo, L. (2018, May 9). Harvard scholar Howard Gardner reflects on his life and work.

Harvard Gazette. Retrieved July 28, 2022, from https://news.harvard.edu/gazette/story/2018/05/harvard-scholar-howard-gardnerreflects-on-his-life-and-work/ Şener, S., & Çokçalışkan, A. (2018, January 27). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies, 6(2), 8. https://doi.org/10.11114/jets.v6i2.2643 What Is the Naturalistic Learning Style? - Video & Lesson Transcript. (2021, November 2). Study.com. Retrieved July 30, 2022, from https://study.com/academy/lesson/what-isthe-naturalistic-learning-style.html Page | 152

EMOTIONAL INTELLIGENCE STORY Guide Question: Do you know a student whom you think is emotionally intelligent?

CHAPTER 12: EMOTIONAL INTELLIGENCE STORY Teacher Charity’s POV The case studies of our students are currently ongoing. My co-teachers were already asked hence I expect me to get asked next. Speaking of, I noticed a female student approaching me as I opened my lunch box.

“Greetings, Teacher Charity! Is it fine with you, Ma’am, if we interview you?" The interviewer asked. She is one of the students in this private school where I am working as the Guidance Counselor.

I nodded. She adjusted the phone placed above my desk because they need to record my answers for their accurate transcription. "Do you know a student whom you think is emotionally intelligent?"

"I have encountered various types of students for decades, so, of course, I indeed know a student who is emotionally intelligent, without a doubt. Her name is Liliene," I calmly replied which made her nod and look down on her notepad, probably to read the next question.

"Could you describe Liliene and explain why you think she is undoubtedly emotionally intelligent?” One of them asked.

The side of my lips curved up as vivid memories rushed to flash in my mind. I leaned back on my ergonomic chair and crossed my legs before starting the reminiscence.

"Liliene is one of the most commendable students here; excellent, responsible, compassionate, and unbelievably selfless. A one-of-a-kind, I'm telling you."

Page | 153

EMOTIONAL INTELLIGENCE STORY She nodded while staring at me. Anticipating the long explanation why I regard Liliene as an emotionally intelligent student. I heaved a breath and continued. "Liliene came from an affluent family, she is blessed not just with wealth—almost everything was given to her. Generally, we'd assume that she wouldn't want to associate herself with people she's not familiar with."

"But it was completely the opposite—she joined a partylist to run for SSG President, and conducted a room-to-room campaign every day until the election.

One afternoon, I saw her standing outside the Guidance Office since it was raining heavily." I trailed off to breathe a little. "She said she's waiting for her service, so I invited her here in the office to have a small chat—or so we thought." I chuckled.

I continued, "I asked regarding the campaign. She was actually very honest, she didn't hesitate to tell me that it wasn't that smooth. That their partylist received some warm and some hostile welcome from fellow students, she said it did affect them but as the candidate for President—she really pushed herself to maintain a high morale to influence the other members. They also received criticisms, though it was hard to stomach, fortunately, she knows how to calm her members and instead of getting emotional, she told them to reflect."

The interviewer smiled and nodded. Amusement was plastered in her face as she continued to wait for more.

"Furthermore, I've also asked her what made her want to join the SSG that would just double her tasks and responsibilities. “Is it because of some benefits and advantages?" “ I can't help but re-enact the way I said that same question to Liliene before.

"Woah, I'm also curious about the root of her aspiration in becoming the next SSG President," she couldn't help but express her interest.

I chuckled. "Liliene told me that though there are many benefits, it wasn't really her concern. Well, of course I believed her. One of the most useful benefits of becoming the SSG President is the 35% tuition discount. A rich heir like her wouldn't really come for discounts. And according to her, she wanted to enjoy her High School year and it would be possible if she'll be able to help her fellow students and teachers. Sounds too good to be true, but it was really true."

"Hmm, how did she prove it, Ma'am?"

Page | 154

EMOTIONAL INTELLIGENCE STORY I tapped my fingers on the desk and heaved a deep breath as I prepared myself to answer her. "She eventually won and was officially proclaimed as the new SSG President. In her first week, she already started executing her plans, which contributed a lot in building a healthy relationship between students, teachers and other school staff. She was always a teacher's apple-of-the-eye, yet she can genuinely understand her fellow students who were known as delinquents for teachers. She made them be heard without harming either of the party. She was very eloquent, which is why, she's a great help when one of the School Busses got into an accident while on its way to send the students to school. It was exams day but when she learned of that matter, she quickly excused herself in class and coordinated with the admins."

"She prepared formal letters that will be sent to private companies who are also sponsors, then she coordinated with all the Clubs' Presidents and Vice-Presidents to make a "For-a-Cause" Event which will generate more funds to the victims in their medical fees."

The word ‘woah” escaped from her mouth because of admiration. "She's very amazing.”

“We thought the same, dear,” I said while watching her express her amazement.

“Looking back to your question, she’s a perfect fit for a student with high emotional intelligence. Imagine how she possessed all the five components of an emotionally intelligent person. She addressed her emotions and handled it wisely when she was still running for the SSG president position. That’s 2 out of 5–Selfawareness and Self-regulation. She served the school with all her might because it gave her genuine emotions that moved her heart from doing so. That’s her motivation, to become a productive and good individual as she attains self-growth.

Her quick accident response and empathy to her injured classmates made her produce a plan with her co-members in the SSG that would shine her ability in leadership and social skills. Motivation, Empathy and Social Skills, 5 out of 5, there is no doubt that she is emotionally intelligent.” As if my lips couldn't get any wider, I smiled proudly because of Liliene. I then prepared for my afternoon classes as lunch had already passed just the same time the interview did.

Page | 155

EMOTIONAL INTELLIGENCE “There is no separation of mind and emotions; emotions, thinking, and learning are all linked.”

— Eric Jensen

Try this first!

A. Try Watching the 17-minute video entitled “6 Steps to Improve your Emotional Intelligence” by Ramona Hacker and then write your takeaways after watching the video.

Don’t Forget to share it with your friends! https://www.youtube.com/watch?v=D6_J7FfgWVc&t=54s

B. ACTIVITY 1.B: I AM AWARE THAT …

On the green box, provide the areas you consider your strengths; on the blue provide attitudes, habits, or areas to want to improve and then write a letter telling your 2 year older self, tackling your strengths and your space for improvement.

Page | 156

SYNOPSIS Being intelligent is one thing a learner should be proud of, but there is also emotional intelligence that an individual in general should also practice. Throughout the years social and emotional learning (SEL) have been a standard requirement of curriculums of schools. This inclusion of Social and Emotional Learning is not just focused on improving the well-being of learners but also to work on helping students to become successful, prevent bullying and conflicts in school setting leading to more harmonious relationships while learning effectively. With this chapter, Emotional Intelligence and its impacts will be discussed.

LEARNING OUTCOMES After this lesson, the learners are expected to: Understand the 5 components of Emotional intelligences and see how these are applied in real life setting Extrapolate knowledge on how to show empathy in a variety of situations Grasp the importance of Emotional Intelligence in building a stronger intrapersonal and interpersonal relationship.

Page | 157

EMOTIONAL INTELLIGENCE In this VUCA times emotional intelligence has been playing a vital role underpinning our resilience and adaptability— enabling us to display self-discipline, govern our emotions, empathize with others, and motivate ourselves to keep going despite obstacles. The Emotional Intelligence introduced by Daniel Goleman focuses on emotional intelligence as a wide array of competencies and skills that drive managerial performance, measured by multi-rater assessment and self-assessment (Bradberry & Greaves, 2005).

Emotional intelligence, often measured as an emotional intelligence quotient (EQ), describes an ability, capacity, or skill to perceive, assess, and manage emotions of one’s self, of others, and of groups.

Emotional Intelligence Proponent Dr. Daniel Goleman In the 1990’s Daniel Goleman became aware of Salovey and Mayer’s work, and this eventually led to his book, Emotional Intelligence. Goleman was a science writer for the New York Times, specializing in brain and behavior research. He trained as a psychologist at Harvard where he worked with David McClelland, among others. McClelland was among a growing group of researchers who were becoming concerned with how little traditional tests of cognitive intelligence told us about what it takes to be successful in life.

Goleman argued that it was not cognitive intelligence that guaranteed business success but emotional intelligence. He described emotionally intelligent people as those with four characteristics: 1. They were good at understanding their own emotions (self-awareness) 2. They were good at managing their emotions (self-management) 3. They were empathetic to the emotional drives of other people (social awareness) 4. They were good at handling other people’s emotions (social skills) 5 Components of Emotional Intelligence After a thorough investigation and research by the proponent in the pursuit of learning Emotional Intelligence, Daniel Goleman’s findings have shown that there are five (5) components or competencies of Emotional Intelligence: Three (3) of these components belong to the Personal Competencies or Skills, which refers to intrapersonal connection of one’s self to his/her emotions. Meanwhile, two (2) of the components of Emotional Intelligence (EQ) are under Social Competencies or Skills, referring to the interpersonal connection or the emotional interaction of two or more people. These competencies or components of emotional intelligence allow people to utilize their emotional intelligence processes to affect themselves and others.

Additionally, Goleman emphasized that Intelligence Quotient (IQ) together with Emotional Intelligence (EI) are essential for making sensible judgments, communicating, empowering, and creating a positive environment.

Page | 158

EMOTIONAL INTELLIGENCE To better understand these components/competencies here are the three (3) personal competencies: 1. Self-Awareness: refers to the ability to recognize and understand your own emotions; From the word itself ‘awareness’, other than being aware of one's own emotions, a person with self-awareness also acknowledges how their mood, actions, and emotions affect other people. Self-aware individuals can recognize the connection between their own reactions to certain situations, how they feel and how they behave. Having selfawareness also means knowing one’s strengths and weaknesses which enables them to be open to new knowledge and experiences; they are willing to learn for their own betterment. According to Goleman, self-aware individuals tend to have a great sense of humor, confidence, and awareness of how people perceive them.

Example: Scenario: You lost in a competition while your friend won first place.

Higher EQ: Despite being sad about your loss, you still congratulated your friend to make the situation more positive and let them have their moment of happiness.

Lower EQ: You get envious of your friend and spoil her happy moment by not being at their celebration because you are upset by your loss.

2. Self-Regulation: Self-regulation is also a vital component of emotional intelligence (EQ). In addition to recognizing the effects of your own actions and emotions on others, in order to be emotionally intelligent, regulating one’s emotion is a key competency to practice. Self-Regulation does not mean to keep emotions to oneself and restrict themselves from expressing. Self-regulation is the ability to know when is the right time to express the things a person wants to convey. Simply, it refers to appropriately dealing with one's own emotions. People that practice Self-Regulation are likely to be skilled in diffusing conflicts and tension with other people. They are flexible enough to act according to the changes in the environment.

Scenario: You are the leader of your class in the school festival setting up your class booth with other members of the class. Unfortunately, one of your classmates accidentally ruined a part of your booth’s decoration.

Higher EQ: As the leader, even if you are mad with what happened, you chose to set aside your feelings and tried to think of a solution to repair the ruined part of the decorations before the opening of the booths.

Lower EQ: Even if you have no time to spare because of preparation for the opening of the booths, you decide to lash out to the member that ruined the decorations and berate them in front of your other classmates.

Page | 159

EMOTIONAL INTELLIGENCE 3. Motivation: Specifically, Intrinsic or Self-Motivation is also a necessary personal competency/skill under emotional intelligence. These motivations are beyond material things, popularity, and other glamorous things. Intrinsic Motivations pertain to self-driven goals, passions, and aspiration in life. Emotionally intelligent people are constantly seeking for self-improvement, peak experiences, and achievements. They are always looking for ways to be better that is why with motivation, emotionally intelligent people are likely to take initiative.

Scenario: You are an amateur director. You submitted a film that you have directed in an award show and fortunately won the grand prize for the best film category.

Higher EQ: You humbly accept the recognitions and the awards but you did not stop making films and pursued learning new techniques because you acknowledge that as an amateur director you still have a long way to go. And in your perspective, what matters is making great movies rather than being rich and retiring with a comfortable life.

Lower EQ: Because of the money and fame that you have achieved, you chose to just settle down and not pursue the profession anymore because you think that you have already reached the peak of your career.

They are also considered hierarchical by means of the skills you have in emotional intelligence built upon each other (e.g., self-awareness is the prerequisite of selfregulation and empathy). Under the Social Competencies of Daniel Goleman’s Emotional Intelligence are the two (2) components namely, Empathy and Social Skills. For further understanding about these components, read more of its details below.

4. Empathy: Empathy is possessed by emotionally intelligent people who are able to demonstrate more empathy than other people. Throughout life, you will encounter a lot of people with different backgrounds and temperament from yours and you ought to work and relate with them if the situation requires you to. Due to having so much empathy, it is easier for you to understand the feelings of others. Surely, empathic people are emotionally intelligent because they know how to deal with other people’s feelings but more than that, it is because they understand how to deal with themselves.

Example: Whenever they feel angry or happy, they have the capability to precisely selfanalyze themselves of why they feel that way. They do not just understand their own feelings, but they also know how to discuss them without giving burdens to others about it.

5. Social Skills: Social skills are important in building harmonious relationships with others. Having social skills allow you to connect with people especially if you have the skills entailed with it such as being active in listening, verbal communication, nonverbal communication, leadership and persuasiveness.

In addition, social skills entail emotionally intelligent people. Surely, extroversion is related to emotional intelligence at some point, but it doesn’t mean that the concept of emotional intelligence wholly works like that. Emotionally intelligent people are mostly extroverted however, it does not equalize on having a high level of emotional intelligence.

Example: Whether you are an extroverted person or not, as long as you are an emotionally intelligent person, it is certain that you have better social skills over others.

Because of their capability of understanding their own feelings and of the others, they are able to understand how to speak and relate with other people.

Page | 160

EMOTIONAL INTELLIGENCE Impact of Emotional Intelligence There are numerous instances in everyday life where emotional intelligence can be useful.

Thinking Before Reacting To emotional intelligence persons, emotions are powerful but also seem temporary. The emotionally wise reaction to a highly heated emotional situation would be to wait a while before replying. This enables everyone to control their emotions and consider the many aspects of the debate more logically.

Greater Self-Awareness People with high emotional intelligence are skilled at both recognizing their own emotions as well as how others might feel. People who are self-aware can take into account the numerous variables that affect their emotions.

Empathy for Others Knowing how other people feel and being able to empathize with them is a key component of emotional intelligence. This frequently entails thinking about your response if you were in the same circumstance.

Strong emotional intelligence enables a person to take into account the views, experiences, and feelings of others and utilize this knowledge to explain why individuals behave in a particular manner.

Importance of Emotional Intelligence You can communicate successfully, sympathize with others, and be self-aware if you have a high level of emotional intelligence. Our settings at home and at work are influenced by how we react to ourselves and others. Living in this world entails connecting with a wide variety of individuals as well as dealing with ongoing change and shocks. How you react to the challenges of life depends on how emotionally intelligent you are. It's also a crucial element of empathy and comprehending the deeper motivations behind other people's behavior. Thus, it is really necessary for us to value and to keep in mind the importance of having a high emotional intelligence.

From conducted research the results demonstrated that emotional intelligence has a significantly positive role in many important aspects of human functioning such as: sensitivity for others and one's own emotions, emotional self-concept, coping with stress, maintaining a positive mood, and openness. In regards to prognostic validity of emotional intelligence and competence, the strongest observed relationship was with the quality of leadership, and life satisfaction. In conclusion it could be said that emotional intelligence does not have to compete emotionally with academic or general intelligence, but rather that they could be understood as complementary in reaching the best possible outcome for every human being: to be happy in life.

Page | 161

EMOTIONAL INTELLIGENCE

Tips for Improving Emotional Intelligence Being emotionally intelligent is important, but what steps can you take to improve your own social and emotional skills? Here are some tips.

Recognize.

In any situation you are in, whether in a heated argument or receiving a pleasurable experience, it is important to recognize your emotions so that it will be your guide for your next move and be more rational and well-calculated. You can check yourself first, check it within so that you will react with well-sounded actions.

Listen The first step in understanding another person's emotions is to pay attention. Spend some time observing how others are attempting to communicate with you, both verbally and non-verbally. A lot of messages may be conveyed through body language. When you see that someone is acting a specific way, think about the potential causes of that behavior.

Empathize Picking up on emotions is critical, but you also need to be able to put yourself into someone else's shoes in order to truly understand their point of view. Practice empathizing with other people. Imagine how you would feel in their situation. Such activities can help you build an emotional understanding of a specific situation as well as develop stronger emotional skills in the long-term.

Reflect An essential component of emotional intelligence is the capacity to think while experiencing emotions. Think about how your personal emotions affect your choices and actions. Consider the impact of people's emotions while considering how they will react.

What's causing this person to feel this way? Do these emotions have any underlying causes that are not immediately apparent? What makes your feelings different from theirs? You could discover that as you investigate such issues, it will be easier to understand if we could see the role of emotions affects how people think and act.

Page | 162

EMOTIONAL INTELLIGENCE Organize your thoughts “Explore Your Memory!”

Complete the matrix of Emotional Intelligence by filling out the table below. Cite one personal experience of each component of Daniel Goleman’s Emotional Intelligence.

Components

Personal Experiences

Selfawareness Selfregulation Motivation Empathy Social Skills

Let yourself explore Now that you have already made yourself familiar with Emotional Intelligence, its competencies, and importance, it’s time to test your understanding of it through Activity #3 “WHAT IF???”.

Question: “What if there is no Emotional Intelligence?”

Draw 3 Symbols or things inside the boxes that will represent your answer to the question above and explain their meanings to justify the three symbols that you have drawn.

Explanation: (at least 7-10 sentences)

Page | 163

EMOTIONAL INTELLIGENCE sQUIZ your Mind Directions: Identify the following statements by choosing the right answer inside the box below.

SELF-AWARENESS DR. DANIEL GOLEMAN SELF-REGULATION MOTIVATION EMOTIONAL INTELLIGENCE EMPATHY SOCIAL SKILLS PERSONAL COMPETENCIES OR SKILLS SOCIAL COMPETENCIES OR SKILLS DAVID MACCLELLAND ______1. It is one’s ability, capacity, or skill to perceive, assess, and manage emotions of one’s self, of others, and of groups. What is this intelligence? ______2. A science writer of New York Times who specialized in brain and behavior research and wrote the book “Emotional Intelligence”. ______3. One of the growing group of researchers who were becoming concerned with how little traditional tests of cognitive intelligence told us about what it takes to be successful in life. ______4. It refers to the intrapersonal connection of one’s self to his/her emotions. ______5. It refers to the interpersonal connection or the emotional interaction of two or more people. ______6. In order to be emotionally intelligent, regulating one’s emotion is a key competency to practice. ______7. It is important in building harmonious relationships with others and allows you to connect with people especially if you have the skills entailed with it such as being active in listening, verbal communication, nonverbal communication, leadership and persuasiveness. ______8. Self Awareness is a prerequisite to other key competencies under Emotional Intelligence that is why Self Awareness is essential in having a high EQ. Suppose that you are part of a singing group. Many people told you that you are very good at singing but then someone in the group has become more popular because they can sing in a higher key. As a self aware individual, what would you feel? ______a. Be happy for the people that are better than you and not compete with them, be grateful for the compliments you receive. ______b. Always get mad when your group mate gets more attention and compliments than you do. ______c. Leave the group because there is no way you are going to be better than your group mate. ______d. Steal the attention of everyone by singing louder than your group mates so they would only focus on you.

Page | 164

REFERENCES

The Benefit of Emotional Intelligence for Students. (2001, April 15). Retrieved August 23, 2022, from https://www.ecolemondiale.org/bulletins-board/the-benefit-of-emotionalintelligence-forstudents#:~:text=Emotional%20intelligence%20helps%20students%20better,control%20they %20are%20of%20it https://www.goodwin.edu/enews/to-learn-and-lead-the-importance-of-emotional-intelligencein-higher-education/ https://ohio4h.org/sites/ohio4h/files/imce/Emotional%20Intelligence%20Background.pdf https://www.emotionalintelligencecourse.com/history-of-eq/ Wind4Change, E. F. (2021, January 22). Emotional Intelligence by Daniel Goleman: SelfMastery - Wind4Change. Retrieved August 23, 2022, from https://wind4change.com/emotional-intelligence-daniel-goleman-work-selfmastery/#:~:text=Emotional%20Intelligence%2C%20as%20described%20by%20Daniel%20 Goleman%2C%20structures,Independent%3A%20each%20makes%20a%20unique%20cont ribution%20to%20performance.

Daniel Goleman’s Emotional Intelligence in Leadership | TSW Training. (2021, October 13).

Retrieved August 23, 2022, from https://www.tsw.co.uk/blog/leadership-andmanagement/daniel-goleman-emotional-intelligence/?fbclid=IwAR23kqboUsPuUVAv9h8kcIY1eeuob9UD2vGn0vRzzLTQZspK39-X9WPeVw#table-of-content-2 Kristenson, S. (2022, March 17). The Eight Things That Emotionally Intelligent People Do Better Than Others. Retrieved August 23, 2022, from https://www.developgoodhabits.com/emotionally-intelligentpeople/#:~:text=One%20of%20the%20biggest%20elements%20of%20emotional%20intellige nce,This%20ultimately%20makes%20them%20easier%20to%20relate%20to.

How Emotionally Intelligent Are You? (2022, August 3). Retrieved August 23, 2022, from https://www.verywellmind.com/what-is-emotional-intelligence-2795423 https://www.researchgate.net/publication/273776183_The_Importance_of_Emotional_Intellig ence_Competence_in_Positive_Psychology

Page | 165

LEARNING STYLES AND MOTIVATION STORY Guide Question: Why did you pursue the teaching profession? What is the hardest problem you have encountered in your field?

CHAPTER 13: LEARNING STYLES AND MOTIVATION STORY Teacher Han’s POV The bell rings, cueing the dismissal for today's class.

"Right on time," I said, looking down at my watch that reads 2:30 pm.

"Alright, that's all for today. I expect you guys to pass your activities at the next meeting. Goodbye and thank you class," I packed my things, making sure nothing gets left. I see some students outside of the classroom, they look like they're waiting for their friends. It reminded me of my youth days too, oh to be young and beautiful.

I let the students exit the classroom first, opting to be the last one to exit. I exited the classroom, opting to go for the right stairs instead of the left one. It looks like I'm one of the last teachers to go down. I headed for the faculty room, but my attention was caught by a sudden shout, "Mr. Hans!"

It was a very familiar voice. It suddenly hit me, that was the voice of a certain student of mine when I was still in my early years of teaching. I never forgot most of my students, but especially this group of students. They were memorable and made my early years amazing. Although many people would think they're just a bunch of noisy students, their class bond was amazing.

I turned and saw her, Ayla Lorenzo. She has a bright smile. I saw another familiar face, Celia Gomez. I never saw them apart, they're like two peas in a pod. It makes sense that they're still together.

Page | 166

"Lorenzo! Gomez! What a surprise! What are you guys doing here?" I asked them, smiling at how they've grown up. Gomez, a famous slacker, has her back straightened. Lorenzo, who was much shy before, is now looking confident.

"We were hoping to interview you, sir. It's for research," Gomez says, eyes full of hope.

"What kind of interview?" I asked them, curiosity was seeping in my tone.

"Well, it has everything to do with your teaching experiences and observations on learners, Sir Hans," Lorenzo answers, giving me a bright smile.

"You know what, let me settle my things on my desk and I'll get back to you guys," I said, seeing as my arms have gone quite numb by how heavy some of my papers were. I settled my things and came back to find them talking.

"Okay, I'm back. Let's do the interview."

"Thank you, sir! Is it okay if we record the audio of the interview?" Gomez asks me, pointing out to one of their blockmates holding a phone.

"Oh yeah, absolutely," I said, nodding at them too.

One of their blockmates pulled out a paper that had the questions, I assume. “For the first question, why did you pursue your profession?”

I looked back at the countless times I was asked this question back in college and even in my field. Seeing as I already answered this question countless times, I answered eloquently, “The reason why I choose this profession is because my younger brother has dysgraphia, and it keeps me motivated to pursue this profession. I love my brother dearly; I saw his struggles in learning and the sacrifices my parents made to give him knowledge despite his sickness. I wanted to help other people who have dysgraphia too.”

“That’s a pretty noble reason, Sir Hans.” Gomez said admiringly.

“Thank you.”

“Okay, on to the next question, what is the hardest problem you have encountered in your field?”

Tons of flashbacks played in my mind, reminding me of how hard my profession is and why that is more the reason for me to keep going, “As a TLE teacher, the hardest part that I have encountered was to determine the specific interest and wants of my students, especially in my subject."

Page | 167

"TLE is divided in different fields like visual graphics or editing, but me as an educator I am more focused in programming. To educate my students better, I need to adjust to their learning style. I need to take a step further but the education system as of right now, makes it hard. I hope for better changes in the upcoming future in terms of better accommodating learning styles of children.”

“An answer that starts many discussions, quite impressive, Sir Hans,” Lorenzo commented.

“I try to be.”

“Okay! Third question, what is the most fulfilling part of your job?”

“For me, the most fulfilling part I encountered during my experience in teaching is to see my students gain new learnings and to appreciate their efforts to try to belong in my subject. Also, as a teacher, it keeps me motivated to see them successfully achieve their dreams and even more motivated to teach children.

Right now, seeing how far you have both achieved and continue to achieve makes my heart happy,” I said while pointing my hand to Gomez and Lorenzo’s direction. They both smiled at me warmly.

“That is heartwarming, sir. For the last question, what advice will you give to an upcoming service teacher?”

“The advice that I can give to the next service teacher is you need to reach out to your students because they are not the same and they have differences. And as a teacher, you must like and love what you do because in everything teachers do, there is always a heart that is desired for the good of a child.”

“Amazing answers, all over. Thank you so much for accommodating us. Please accept this as a token of gratitude,” Their blockmate said, giving me what seems like a donut from Pan de Manila.

“Thank you! Best of luck to your research. Gomez and Lorenzo, keep in touch and let’s eat out with the others sometime. I’d like to know what the others have been up to after all these years,” I said, bidding my goodbyes to them. Gomez and Lorenzo pay their goodbyes to me in return.

I look forward to our upcoming dinner with them, knowing what kinds of things they have been doing will remind me again why I do this despite all the hardships. Because in the end, nothing beats all the stress and hardships than knowing I have contributed something into someone’s future.

Page | 168

LEARNING STYLES Today when I think about diversity, I actually think about the word 'inclusion.

And I think this is a time of great inclusion.

It's not men, it's not women alone.

Whether it's geographic, it's approach, it's your style, it's your way of learning, the way you want to contribute, it's your age, it’s really broad.

Ginni Rometty

Try this first!

As a learner, what are your learning styles that you have applied during the online class? Give five learning styles that really helped you?

SYNOPSIS Learning style plays an important role in the education field. Knowing a person’s and learning styles qualify learning to be oriented according to the preferred method. This theory represents the different learning styles that possibly help the individuals to know what strategies that they will fit for them. The learning styles also tackle what specific styles that the individuals learn effectively. This theory impetus for the development of new concepts is provided by new ideas that will help for the people to learn more.

LEARNING OUTCOMES

Understand the theory of learning style.

Help the learners to know briefly about their own alternative learning styles.

Emphasize innovation & enables students to be lifelong learners, especially about the learning styles.

Maximize relevant knowledge, values, and skillset of learners.

Enhance analytical skills & Logical thinking of the learners.

Page | 169

LEARNING STYLES One of the most-well known and applied learning styles theories is from Kolb. According to David Kolb, our unique learning styles develop as a result of our genetics and life experiences. The needs of our current environment, as well as our experiences.

David Kolb is an American psychologist and educational thinker who pioneered the use of a theory of experiential education. He is currently an Emeritus and was born on December 12, 1939. At the Wethearland School of Management at Case Western Reserve University, a professor of organizational behavior from management. He is also known for his extremely accurate learning styles inventory.

What are learning styles?

Four distinct learning styles are defined by Kolb’s learning theory in 1984 which is based on four stages of the learning process. The different learning styles, a person’s favored style is influenced by a variety of things For instance, social environment, educational experience, or a person’s fundamental cognitive character. The influence of style preference, the preference for particular learning method is essentially the result of two kolb depicted pairs of variables or two distinct ‘choices’ that individuals make as lines on an axis, each with ‘conflicting’ modes at each end regarding this theory.

The typical model of Kolb’s two continuums is that the east-west axis is called the; Processing Continuum, it is focus if how we act or approach in a certain task and the next one is the north-south axis it is the Perception Continuum, it says that our emotion response, or how we think or feel about in the certain things.

Page | 170

LEARNING STYLES According to Kolb, he thought that as individuals, we couldn't simultaneously accomplish the two variables on a single axis. According to Kolb, these two conscious choices resulted in this learning style.

Every learning approach combines two chosen learning approaches. It also claimed that a two-by-two matrix makes Kolb's learning styles construction simpler to understand.

According to Kolb’s learning theory (1984), learning entails acquiring abstract knowledge, a notion that can be used in a variety of circumstances. The four learning styles described by Kolb, the preference of individuals for Accomodation, Diverging, Converging, and Assimilating. Kolb claim that learning entails acquiring abstract ideas that may be user flexibly in various circumstances Four Types of Kolb’s Learning Styles Accommodating (doing and feeling - CE/ AE) The involved, natural learning technique for obliging is a higher priority than sensible reasoning. These individuals depend on the investigation of others and favor an involved, experienced approach. They are inspired to take on new errands and exercises as well as completely finishing plans. As people they utilize the illustration that they have gained from their mix-up and it is addressed as a manual for break down and make an answer in a specific issue.

Assimilating (watching and thinking - AC/RO) Assimilation is a learning technique with a succinct, acceptable process. It asserts that ideas and opinions are more important than people. These people require a reasonable explanation rather than a helpful open door. They develop their insight by taking in vast amounts of information and arranging it in a composed, sensible manner.

Diverging (feeling and watching - CE/RO) hese people have the capacity to view things from various angles. They are people with greater sensitivity. They prefer to observe rather than participate, are more likely to learn from others' experiences, and employ creativity to solve problems. They excel at analysis by looking at a specific situation from a variety of angles.

Converging (doing and feeling - AC/AE) In converging learning styles enable people to assess problems, come up with answers, and apply their learning method in specific circumstances. They choose technical tasks over ones that emphasize interpersonal relationships, and they have less sympathy for individuals who do so. These individuals use concepts and theories in more practical ways. They also experiment with novel concepts in order to model and develop real-world applications.

Four stages: Concrete Experience - A concrete experience is presented to the student.

Reflective Observation of the new experience - The student considers the new experience in the context of their prior learning.

Abstract Conceptualization - A new idea or a change to an old abstract concept results from reflection.

(Individuals learn from their personal experience) Active Experimentation - The student experiments with their theories in the real world to see what results.

Page | 171

Four Learning Styles: Diverging - The individuals perform better in situations that require ideas that they will use in needed topics.

Assimilating - The individuals learn from reading a book.

Converging - The individuals learn first from the book, but they plan to apply the theory in actual tasks.

Accommodating - Individuals that are attracted to new challenges and experiences, and to take plans.

LEARNING STYLES Organize your thought Activity 2: Tic Tac Technique (Share your weakness) In this activity, share what learning style you relate to the most, from diverging, converging, assimilating, and accomodation. After you choose one of the four boxes below, you will be able to explain it.

Let yourself explore Activity 2: Tic Tac Technique (Share your strength) This activity is where you are able to share what learning styles are difficult for you to apply. Choose one from four learning styles? why?

Page | 172

LEARNING STYLES sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1. Alyssa loves visiting museums, she always appreciates every art she has encountered in every museum she has visited, especially the different perspectives in art.

In her class she always leads because of her ideas and knowledge about art. Which of the 4 types of Learning styles by Kolb, does Alyssa have?

A. Accommodating B. Converging C. Diverging D. Motivation ___2. Juliana always wants to attend seminars and discuss the things she wants to know briefly. She also loves to read books and gather more facts. She thinks that it is okay to spend her time on this habit, than to waste it on meaningless things. What is the learning type that Juliana exhibits in these situations?

A. Assimilating B. Diverging C. Converging D. Motivation ___3. Anna made an essay to her subject output in english, she wrote an essay about how globalization affects the lifestyle of the people today. After she passes her output, her teacher gives feedback and addresses her mistakes about her basis, so that she thinks that this correction will help her to learn and gather alternative facts for her outputs.

What is the learning style that represents this scenario?

A. Diverging B. Accommodating C. Assimilating D. Converging ___4. The students were given a task to make a forum to talk about how the pandemic changed the lifestyle of many students. The teachers give instructions to reflect on the ideas and use it for a reflection. What is the learning style that represents this scenario?

A. Diverging B. Accommodating C. Converging D. Assimilating ___5. Kyle loves to eat that is why he is always watching his mother, cooking his favorite food which is spaghetti. After that he learned how to cook spaghetti several times while watching her mother. What is the learning style that represents this scenario?

A. Converging B. Diverging C. Motivation D. Learning ___6. Patrick got a little nervous and this is the first time to try the injecting patient, that is why he missed the right positive where he would inject the middle. The instructor teaches him what to do. Due to the trial and error that Patrick has done he masters the right way on how he should inject the patient. What is the learning style that represents this scenario?

A. Accommodating B. Diverging C. Assimilation D. Motivation Page | 173

LEARNING STYLES ___7. Thea loves reading that is why a huge knowledge in terms or vocabulary. What is the learning style that represents this scenario?

A. Diverging B. Accommodating C. Assimilation D. Learning ___8. The teacher asks them to make their own definition of disabilities, and after that the teachers group them into five, after that the teacher gives them an instruction to make a one meaning of disability that is based on the idea of each student in a group. What is the learning style that represents this scenario?

A. Diverging B. Converging C. Learning D. Motivation ___9. Miguel loves to do experiments after it is the rainy season, and he thinks that he should explore something or experiment. That is why he made an insect repellent. What is the learning style that represents this scenario?

A. Converging B. Diverging C. Motivation D. Learning ___10. The teacher’s discussing Newton's law of motions. One of the students named Ian analyzed every situation that the teacher has given to them. What is the learning style that represents this scenario?

A. Converging B. Motivation C. Learning D. Diverging

REFERENCES Callie M. (August 17, 2020) 4 Types of learning theory. from https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/ Saul McLeod | Kolb's Learning Styles and Experiential Learning Cycle published, 2013, updated 2017. from https://www.simplypsychology.org/learning-kolb.html Practera. (n.d.). What Is the Experiential Learning Theory of David Kolb? Retrieved June 22, 2021, from https://practera.com/what-is-the-experiential-learning-theory-of-david-kolb/

Page | 174

PRINCIPLES AND THEORIES OF MOTIVATION “ Failure is not the opposite of Success, It is part of Success” - Arianna Huffington

Try this first!

"Who am I" As a student, We have a lot of dreams, things that we want to achieve someday. So describe how you see yourself 10 years from now? Be creative! _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

SYNOPSIS Motivation is the idea that individuals are motivated by a desire to develop and find fulfillment. There are two sorts of motivation: intrinsic and extrinsic. Intrinsic motivation refers to doing something because it is intrinsically engaging, and extrinsic motivation refers to doing something because it leads to a goal that has a separate outcome.

Because motivation is a quality that prompts us to act, it is essential for a teachinglearning process to be effective.

LEARNING OUTCOMES

After this lesson, the learners are expected to: Describe the book's goal and main idea in Principles and Theories of Motivation.

Enhance students' knowledge, range of comprehension, and ability for understanding and interpreting motivational principles and theories The ability to apply what you've studied about motivational principles and theories into practice.

Learn how to analyze information on the theories and principles of motivation.

Accurately evaluate a situation in order to find a solution.

Being able to evaluate the value or quality of ideas in order to create new solutions

Page | 175

MOTIVATION What is Motivation?

The word "motivation," which derives from the root "motive," describes the factors that motivate our actions and behaviors.

Types of Motivation Intrinsic Motivation Extrinsic Motivation Intrinsic Motivation The practice of being driven to engage in specific actions and behaviors by internal considerations.

The following demands or factors promote intrinsic motivation: Autonomy - The desire to be totally in charge of one's life.

Relatedness - The desire to continue a friendship or other form of connection.

Competence - The drive to accomplish and/or perform at the highest level.

Examples: Rebecca joins a dance competition because she has a talent for dancing.

Lemuel offered to take charge of the IT project because he is confident in his skills of how to create computer games.

Extrinsic Motivation When someone acts or behaves in a certain way because they are influenced by constant elements like incentives or penalties, they are motivated in this way.

Examples: Alex won the competition because he was driven to the praise that was given by his loved ones.

Amari studied hard to get the highest grade in his major subject because his parents gave him money as a reward for his hard work.

Principles of Motivation Teachers General Principles of Motivation: The environment can be used to focus the student's attention on what needs to be learned.

It is the responsibility of the teachers to prepare a friendly environment but in a formal setting.In that way it will promote consistent effort and optimistic learning attitudes.

Incentives motivate learning.

Privileges can inspire students to learn for them to motivate more in academic performance. This way they can find contentment, or they receive accolades and appreciation from their professors and teachers.

Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.

Internal motivation must be continually prioritized and professors provide assistance to some students while the extrinsic motivation is inferior to intrinsic motivation because intrinsic motivation is entirely dependent on the individual. The learner's selffulfillment, not on the praise or appreciation of others

Page | 176

MOTIVATION Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

Encouragement of the students' development is the teacher's duty. In order to ensure that the intended behavior for the learners occurs, it is best for the teachers to directly monitor the students if they are not yet ready to study.

Motivation is enhanced by the way in which the instructional material is Organized.

Materials that are structured will make information meaningful and help the lLearners have a greater understanding of the desired outcome.

8 Basic Principle of Motivation of Students 1. They perceive stable links between specific actions and achievement 2. They feel competent to do what is expected from them 3. They value the subject and have a clear sense of purpose 4. They perceive the environment as favorable for learning, and 5. They exercise positive emotions toward learning activities.

6. Students direct their attention away from learning when they experience negative emotions.

7. Students are more persistent in learning when they can manage their resources and deal with obstacles efficiently.

8. Students free up cognitive resources for learning when they are able to nfluence the intensity, duration and expression of the emotions “MOTIVATION” ON LEARNING Motivation affecting the learning process Motivation affects When it comes to a student's ability, willingness, and desire to learn, motivation plays a role in all of these areas. It has a direct impact on the learning process. Human development majority of respondents agreed that motivation has a significant impact on an individual's learning process. "Motivation to study" has been described as a student's energy and drive to learn; work effectively and achieve their potential. To uplift the quality of students willing to learn and explore learning experiences, motivation from parents can be influential. Parents' drive can have an impact on students' willingness to learn and explore new learning opportunities. But how does motivation impact learning? According to Borderless Charity Institution, student academic performance can be affected by motivation.

Motivation is not sufficient for learning process Every student is driven in a unique way or in a different way because every kid is unique, especially when it comes to learning and reaching an academic objective. As a result, parents sometimes question, "How can I motivate my children to study hard in order to be successful academically?" To be honest, motivation is not only the one that affects the learning process but also the Ability and also the Environmental factor.

According to a Journal article entitled Motivation: new direction for theory, research, and practice written by Mitchell T.R.(1982) three factors—Motivation, Ability, and Environment —affect performance. Performance is a result of motivation. We call it what "moves" us. It is very important whether someone is performing better because being driven is not enough to perform well. However, being motivated means that one is trying to complete one work. Being able to undertake tasks that involve knowledge and skills is important, and there is evidence that it is a major factor in determining effectiveness. For example, if you are driven to draw, but lack the basic information or skills, you will not be able to complete the task.

Page | 177

MOTIVATION

DIFFERENT THEORIES OF MOTIVATION Maslow’s Hierarchy of Needs Who proposed this theory?

Abraham Maslow: American Psychologist, born on April 1, 1908, in Brooklyn, New York. He got his bachelors, masters and doctorate degree in the University of Wisconsin Maslow's Hierarchy of Needs emphasizes the many degrees of needs in order to understand human motivation. According to Maslow, when a person's needs are met in a hierarchical sequence, they will be motivated. When a lower level need is met, the higher levels of a person's needs continue to rise until they are met at the last level, which is the ultimate level, according to this notion.

Page | 178

MOTIVATION Hertzberg’s Two-Factor Theory Who proposed this theory? Frederick Irving Herzberg American Psychologist Born on April 18, 1923 in Lynn, Massachusetts, USA He got his bachelors degree in City College of New York, followed by his graduate degrees at the University of Pittsburgh According to this theory, people are driven to mostly due of two things: motivation and hygiene factors.

Motivation - The more it is enhanced, the more it causes the staff to put in more effort These factors address intrinsic needs and are present in the work itself.

Hygiene factor - When it is enhanced, it reduces job unhappiness since it also puts forth more effort. These elements take into account the employees' environment or external demands.

McClelland’s Theory of Needs Who proposed this theory? David McClelland American Psychologist Born on May 20, 1917 in Mount Vernon, New York, USA He got his bachelors degree at Wesleyan University, his masters degree at University of Missouri and his doctorate degree at Yale University.

This theory was developed by David McClelland an american psychologist in the 1960’s. The theory of needs, also known as the achievement theory of motivation, is based on three key concepts: achievement, power, and affiliation, all of which have a big impact on how people behave. It emphasizes that all people—regardless of their age, sex, color, or culture—were given one of these needs, and that this is what motivates them.

Page | 179

MOTIVATION Power - A desire to exert control over one's own or others' work. They are driven to act because they have a strong need for power to exert control over others, or more likely because they have a strong desire for power under certain circumstances. They are motivated by competition, and they enjoy winning because they desire the status and attention that comes with winning.“The individuals motivated by the need for power have a desire to control and influence others and this motivational type is accompanied by needs for personal prestige, and better personal status.”

Affiliation - A need for affection, community, and approval from others.

People in this place are driven to fit in with the group. In contrast to power who likes competition in this type they like to collaborate with others while working.

“People with a high need for affiliation are motivated by being liked and accepted by others.”

Page | 180

Achievement - A desire for success. It's the desire to succeed in what you do. For instance, if you are an artist, you must be wellknown. The need is what motivates a person's personality to work hard and even overcome a challenge in order to reach their goals.

The majority of people in this country stay away from low reward, low risk situations, which means they stay away from these scenarios because they lack genuine challenge and the achievement is not truly meaningful. It is similar to the small situation to a small result. They also stay away from high risk situations because they know they are difficult to achieve and depend more on luck and chance than on their own efforts. “The individuals motivated by needs for achievement usually have a strong desire to set up difficult objectives and accomplish them. The more achievements they make the higher their performance because of higher levels of motivation.

MOTIVATION Vroom's Theory of Expectancy Who proposed this theory? Victor H. Vroom A Canadian Psychologist Born on September 08, 1932 in Montreal, Canada Studied at University of Michigan The expectancy theory of motivation was established in 1964 by Victor H. Vroom and further upon by Porter and Lawler in 1968. In line with this theory, Expectancy has an impact on a person's motivation, as well as Instrumentality and Valence. Elements include the idea that people's motivation is influenced by expectations.

Expectancy: It is the belief that if he/she works hard (Effort) there is a result (Performance) Affected by these things: a. Having the appropriate resources available (e.g., raw materials, time) b. Having the appropriate management skills to do the job c. Having the required support to get the job done (e.g., supervisor support, or correct information on the job)

Instrumentality: It is the belief that if he/she performs well there is a valuable outcome.

Affected by these things: a. Clear understanding of the relationship between performance and outcomes – e.g., the rules of the reward ‘game’ b. Trust in the people who will take the decisions on who gets what outcome c. Transparency in the process decides who gets what outcome

Valence: Perceived values of the reward and is how much importance the individual places upon the expected outcome.

Page | 181

MOTIVATION McGregor's Theory X and Theory Y Who proposed this? Douglas McGregor An American management professor Born on September 06, 1906 in Massachusetts, USA He got his bachelor’s degree in Wayne State University, while he earned his masters and doctorate degree in Harvard University.

Maslow's student, Douglas McGregor created the opposing sets of assumptions about human nature known as Theory X and Theory Y. This thesis is initially stated in his book, "The Human Side of Enterprise," Theory X (Authoritarian) and Theory Y (Participative) are the two management philosophies.

Theory Y: Those who subscribe to this notion in management think that if employees are eager to work without oversight. People in this place take ownership of their work, take pride in it, and are therefore more likely to succeed in completing the task at hand using their own initiative. Mcgregor offers a "participative management style" in this situation, which

calls for employee collaboration.

Theory X: Managers frequently have a negative outlook on their employees and believe they detest working and are inherently uninspired. In this situation, the manager observes that the team members detest their jobs or lack motivation, and they require constant direction in order to complete the task. According to McGregor, these team members require a "authoritarian style of management," which involves direct instruction or coercion.

Page | 182

MOTIVATION Alderfer's ERG Theory Who proposed this theory? Clayton Paul Alderfer An American Psychologist Born on September 01, Pennsylvania, USA He studied at Yale University

1940

in

Sellersville,

American psychologist Clayton Paul Alderfer transformed Maslow's theory of the hierarchy of needs into his own theory, the ERG theory, in 1969. Alderfer's ERG theory lowered from 5 (physiological needs, safety needs, belongingness and love needs, self-esteem requirements, and self-actualization needs) to 3 the number of needs that people experience (Existence, Relatedness, and Growth).

Alderfer's ERG theory does not need fulfillment at a certain level in order to advance to the next level, in contrast to Maslow's theory. He stated that based on their circumstances or worldviews, various people may prioritize some requirements above others. A bad actor might serve as an illustration of this. Even if it is impractical and does not fulfill his Existence "needs," he is driven to follow his passion since it is a "need" under the Growth.

Page | 183

Existence: These are the fundamental requirements for a person to survive. This is straight the physiological and safety demands, the two lowest categories of need according to Maslow.

Relatedness: is about the requirement to keep interpersonal connections. This correlates to Maslow's hierarchy of wants for love, belonging, and self-esteem.

Growth: is the innate desire for personal growth. It corresponds to Maslow's Self-requirements for actualization

MOTIVATION Organize your thought Instruction: Based on your answer on the pre-activity make a 5 - step plan on how to achieve your dreams. Answer the processing question below.

Let yourself explore Instruction: Upon achieving those dreams, you are invited to be a resource speaker for a graduation ceremony. List up 5 points to help you get across how important motivation is.

Page | 184

MOTIVATION sQUIZ your Mind Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number. ___1.Ms. Klariz invited her students on a field trip to the museum. She told her class that those students that will join in the field trip will have incentives in the upcoming final exam. Due to the excitement, half of the class are excited to learn and discover new things while the other half are excited just because of the incentives that Ms. Klariz will give them. What type of motivations thus Ms. Klariz’s students have?

A.Half of the class is intrinsically motivated while the other class is extrinsically motivated Class B. Class 1 and 2 are motivated by power.

C. Half of the class is extrinsically motivated while the other class is intrinsically motivated Class ___2.Kyla was given a complex task by her teacher, the said task was one of the requirements to pass the subject. Due to frustration, she is in the midst of crying but eventually, she realizes that crying was not helpful at all. That’s why she breathed in and breathed out and started to put in her mind that this was only a challenge that she needed to pass for her to achieve her dream. What principle of motivation can be seen in the scenario?

A.They perceive stable links between specific actions and achievement B.Students direct their attention away from learning when they experience negative emotions.

C.They exercise positive emotions towards learning activities ___3. Laurence is attending a speech class as his special subject but everytime the classes take place in the ordinary classroom he is constantly distracted by the view outside and therefore, causing problems in terms of listening to his teacher. On another day at school, his first class is speech class and his teacher announced that they will use the speech lab today. Laurence is very excited hence he has a big smile on his face while going to the laboratory. In this situation, what principle of motivation can be seen?

A.They exercise positive emotions towards learning activities B.They value the subject and have a clear sense of purpose C.They perceive the environment as favorable learning ___4. Martina does not like to attend her class because she does not feel the good ambiance of the classroom during class hours. Suddenly, teacher Lara notices that all of her students are not motivated like Martina in class because of the environment that they have. So teacher Lara thinks of a creative way to catch the attention of her students. Her co-teacher told that she needs to make a creative and colorful classroom environment for her students. What Teachers General Principles of Motivation do you think her co-teacher advice to teacher Lara?

A.Incentives motivate learning.

B. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

C. Motivation is enhanced by the way in which the instructional material is Organized

Page | 185

MOTIVATION sQUIZ your Mind ___5. Lira tries her best to get stickers from her teacher for the whole semester. The whole class is promised that whoever gets the most stickers will be given a prize. What basic principles of motivation can be seen in the scenario?

A. Incentives motivate learning B. Motivation is enhanced by the way in which the instructional material is Organized.

C. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. ___6. Mr. Augustine adopts a supportive management approach with her team, putting their needs first and allowing them to work independently.

A. Alderfer’s ERG Theory B. Vroom’s Theory of Expectancy C. Theory Y by McGregor ___7. Teacher Bae asks her student, ``Who is the psychologist who contends that people get motivated when their wants are addressed in a hierarchical order?” Juhans confident answer to his teacher is William Maslow.

A. FALSE B. TRUE ___8. Bernadette is always driven by her motivation in working because she believes that there is a good result if she works hard.

A. Hertzberg’s Two-Factor Theory B. Vroom’s Theory of Expectancy C. Alderfer’s ERG Theory 9. Online class is the new setup of learning because of Covid - 19. Alvin is one of the top ___performers in class before the pandemic but he realized that online class is very exhausting and is if he is only passing for the sake of complying. As of now he decided to put his personal growth first.

A. Maslow’s Hierarchy of Needs B. McGregor’s Theory X and Theory Y C. Alderfer’s ERG Theory ___10. Benhur is a call center agent at a well known BPO company, He always shares how strict the management is to them and how their supervisor always checks them. He thinks that the management is using an authoritarian approach.

A. Theory X by McGregor B. Vroom’s Theory of Expectancy C. Alderfer’s ERG Theory

Page | 186

REFERENCES

Alderfer's ERG Theory | Introduction to Business. (n.d.). Lumen Learning. Retrieved August 23, 2022, from https://courses.lumenlearning.com/wmintroductiontobusiness/chapter/alderfers-erg-theory/ Home. (n.d.).

YouTube.

Retrieved August https://www.builtbyme.com/students-motivation-in-education/? fbclid=IwAR1Q1Oe0DTvaWGz6DNSAPjut2aWjHvdR4327Uf5pQ7wbWPNWgRNPTVuals

23,

2022,

Home. (n.d.).

YouTube.

Retrieved August 23, 2022, https://healthresearchfunding.org/erg-theory-of-motivation-explained/? fbclid=IwAR1URr90IGsqRtkx508t7mNhDffujA-q7EONXML-4h_1lVfkPM-a9tbHWjg

from

from

McClelland's Acquired Needs Motivation Theory. (2022, January 7). The World of Work Project. Retrieved August 23, 2022, from https://worldofwork.io/2019/02/mcclellandsmotivation-theory/ McLeod, S. (2022, April 4). Maslow's Hierarchy of Needs. Simply Psychology. Retrieved August 23, 2022, from https://www.simplypsychology.org/maslow.html Nickerson, C. (2021, November 16). Herzberg’s Motivation Theory (Two-Factor Theory).

Simply Psychology.

Retrieved August 23, 2022, from https://www.simplypsychology.org/herzbergs-two-factor-theory.html Shrestha, P. (n.d.). Types of Motivation: Intrinsic and Extrinsic Motivation. Psychestudy.

Retrieved August 23, 2022, from https://www.psychestudy.com/general/motivationemotion/types-motivation Theory X and Theory Y - Motivation. (n.d.). Management Study Guide. Retrieved August 23, 2022, from https://www.managementstudyguide.com/theory-x-y-motivation.htm Vroom expectancy motivation theory. (n.d.). YourCoach. Retrieved August 23, 2022, from https://www.yourcoach.be/en/employee-motivation-theories/vroom-expectancymotivation-theory/

Page | 187

QUIZ ANSWER KEYS NATURE OF LEARNING 1. D 2. A 3. D 4. A 5. B 6. A 7. C 8. D 9. B 10. B CLASSICAL CONDITIONING 1. B 2. D 3. B 4. B 5. A 6. A 7. C 8. A 9. A 10. D CONNECTIONISM 1. C 2. D 3. A 4. A 5. B 6. C 7. A 8. D 9. D 10. B Page | 188

OPERANT CONDITIONING 1. Negative Reinforcement 2. Negative Punishment 3. Positive Reinforcement 4. Positive Punishment

SOCIAL LEARNING 1. B 2. A 3. C 4. A 5. B 6. A 7. C 8. A 9. B 10. D

INSIGHT THEORY 1. A 2. C 3. B 4. B 5-6. LEARNING SITUATION INITIAL EFFORTS OR TRIAL ERROR EXPERIENCE 7. D 8-10.

RECEPTION LEARNING 9 LEVELS OF LEARNING 1. A 2. B 3. B 4. D 5. B 6. A 7. A 8. D 9. C 10. C

1. B 2. C 3. D 4. A 5. B 6. A 7. C 8. B 9. B 10. B

ANSWER KEYS DISCOVERY LEARNING 1. C 2. A 3. C 4. C 5. D 6. C 7. A 8. A 9. C 10. B CONSTRUCTIVIST LEARNING 1. D 2. A 3. B 4. D 5. A 6. A 7. D 8. C

DUAL CODING 1. D 2. B 3. A 4. A 5. A 6. B 7. A 8. C 9. D 10. E

Page | 189

FACILITATION

INFORMATION PROCESSING 1. D 2. B 3. A 4. A 5. A 6. 6-10. Answers may vary

ANDRAGOGY 1. A 2. A 3. B 4. B 5. B 6. C 7. A 8. A 9. A 10. B

1. A 2. A 3. B 4. D 5. D 6. C 7. C 8. D 9. D 10. D

LEARNING OUTCOMES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

A B C D D A B D C A

MULTIPLE INTELLIGENCES 1. D 2. C 3. D 4. C 5. D 6. B 7. A 8. B 9. A 10. A

ANSWER KEYS

EMOTIONAL INTELLIGENCE 1. Emotional Intelligence 2. Dr. Daniel Goleman 3. David McClelland 4. Personal Competencies or Skills 5. Social Competencies or Skills 6. Self-Regulation

LEARNING STYLES 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

B A A A B A C A A D

MOTIVATION 1. A 2. C 3. C 4. B 5. A 6. C 7. B 8. B 9. C 10. A Page | 190

2PROFED03 Theories of Learning