Module 1 : Metacognition

In this part I fill in “My Score in the Study Habits Questionnaire:”

In part1:Motivation my score in that is 50 witch means that sometimes I get down when my works is not enough. On that
statement I would help my self to improve my learnings about that particular topic.
Part2:Organizing and Planning your Woks , my score is 65, means sometimes I can manage my time. Only sometimes
because I forgot the things that I would do because I have lots of things or any extra activities in this semester.
Part3:Working with Others, Utilizing Resources and Feedback ,(40)in this part is my favorite because it tells the truth ,
I use to collect the resources to know how I study more evectively.
Part4:Managing School Work Stress ,(45) before when I was starting my report in front of the class I fell nervous
because I don’t know what to say ,when a teacher’s interup me I got mentalblock what was next all about my reports but
that was the first and now I can manage my self(NotExactly) in front of the class. I have no choice beacause I am a future
teacher someday.
Part5:Note-taking and Reading ,(75) means I prepare well and read efficiently. But for me I do not think that I prepare
well and read efficiently because sometimes I am tired when I do not injoy what am I reading about.
Part6:Preparing an Assignment/Project, in my part I can improve my self through demonstrating more that reading it. I am
a visual learning because sometimes I prefer to understand through demonstrating.

All I can say about Metacognition is that it can help a children to

know who they are, through metacognition and its part.
Metacognition defines awareness or analysis of
one’s own learning or thingking processes

Module 2 : Learner-Centered Psychological Principles

(LCP)
Each students wants to learn and learning how to apply those 14 principles. By just reading all the 14 LCP you’ll
realize that you can apply it easly when you really want it so. For me those 14 principles it is important to
everybody, like teachers , students and etc. LCP is put together by American Psychology Association . There are
6 principles of Cognitive and Metacognitive Factor 2 principles of Developmental and Social Factors 3 of
Motivational and Affective Factors and 3 Individual Differences.

Cognitive and Metacognitive

Factor- it means invoving conscious
mental activities and awareness or
6 principles of
Cognitive and analysis of ones own learning or
2 principles of 14 Learner- 3 priciples of
Developmental
and Social Centered Motivational and
Affective Factors
Factors
Principles
Motivational and Affective Factor- it
means the condition of being motivated
like eager to study that kind of topic or
influence that causes every individual to
that particular topic.

3 Individual
Differences
Factors.
Developmental and Social Factors- Individual Differences Factors- in this
individual learn best when material is factor learners have different strategies,
appropriate to their developmental approaches and capabilities for learning
level and presented in an enjoyable that are a function or prior experience
and interesting way and heredity.

Module 3 : Review of Theories Related to the Learner’s

Development
Perhaps Freud's single most enduring and important idea was that the human psyche (personality) has
more than one aspect. Freud (1923) saw the psyche structured into three parts (i.e. tripartite), the id, ego
and superego, all developing at different stages in our lives.
Sigmund Freud put forward the notion that a child goes through their development in 'Psychosexual
Stages'. Freud viewed this theory as a child needing to change their erogenous zones as they age. With this he
claims that if a child transfers its libidinal energy, meaning the emotional energy which is usually sexually
related, successfully then the energy will move on to the next zone. Yet if there are problems such as frustration
or overindulgence, then the energy will become either transfixed in the zone it is in or it will fall back to an
earlier zone. This will mean that development will be impaired.

There are altogether five stages in Freud's theory, they are:

1) The Oral Stage. This is from birth to 18 months old.
2) The Anal Stage. This is from 18 months to 3-5 years old.
3) The Phallic Stage. This is from 3-5 to 6-8 years old.
4) The Latency Stage. This is from 6-8 to puberty.
5) The Genital Stage. This is from puberty to death.

Erikson's stages of psychosocial development, as articulated by Erik Erikson, is a psychoanalytic theory which

identifies eight stages through which a healthily developing human should pass from infancy to late adulthood.
In each stage, the person confronts, and hopefully masters, new challenges. Each stage builds upon the
successful completion of earlier stages. The challenges of stages not successfully completed may be expected to
reappear as problems in the future.
However, mastery of a stage is not required to advance to the next stage. Erikson's stage theory characterizes an
individual advancing through the eight life stages as a function of negotiating his or her biological forces and
sociocultural forces. Each stage is characterized by a psychosocial crisis of these two conflicting forces (as
shown in the table below). If an individual does indeed successfully reconcile these forces (favoring the first
mentioned attribute in the crisis), he or she emerges from the stage with the corresponding virtue. For example, if
an infant enters into the toddler stage (autonomy vs. shame and doubt) with more trust than mistrust, he or she
carries the virtue of hope into the remaining life stages

Jean Piaget (1896-1980) was a Swiss psychologist who had a lifelong interest in how individuals, especially
children, use cognitive development to adapt to the world around them. Piaget published his first paper by the
age of 10, completed his bachelor’s degree by the age of 18, and at the age of 22 received his PhD from the
University of Neuchatel. Piaget spent many years of his life researching the developmental and cognitive
knowledge of children. The Theory of Cognitive Development places focus on human intelligence and
developmental thinking. “Influenced by his background in biology, Piaget (1950) viewed intelligence as a
process that helps an organism adapt to its environment” (Rider and Sigelman, 2006, p.41). At an early age, and
pretty much the rest of his life, Piaget devoted many years of his life to the study of Cognitive Development in
children. According to Piaget, children use their own interpretation of the world to help them solve problems.

After obtaining hundreds of responses to moral dilemmas, one groundbreaking cognitive-developmental

psychologist, Lawrence Kohlberg, proposed that the development of moral reasoning is characterized by a
sequence of six stages grouped into three general levels of morality: preconventional, conventional, and
postconventional. The table below lists and describes Kohlberg's three levels and six stages of moral reasoning.

Vygotsky’s theory development emphasizes sociocultural influences on development. Some important elements
of this theory include apprenticeship style learning, scaffolding, inner and outer speech, and the zone of proximal
development.  According to Vygotsky, the most effective teaching and learning goes on in a student’s Zone of
Proximal Development.   The ZND is a spectrum which lies between two extremes: what the student can do
independently and what the student can do with maximal help from a teacher.  When a student is first learning a
concept, the teacher provides a lot of hints and support.  As the student masters the concept, this support (called
scaffolding) is gradually withdrawn.  (McCormick and Pressley 2007

Bronfenbrenner's theory shows how people can have influence on each other and, depending on how close you
are or what system you're in, how much influence they can have on you. I never really stopped to think about
how people influence me before I learned about Bronfenbrenner's theory. I never thought if the reason I was
influenced by something was because I thought the thing I was influenced by was important to me or not or if it
was because source of information that I got through a person who cared for me.

For example, mass media never really effected me much unless my friends said it was a cool thing. I never really
thought about how it was a tier system. How it effected me more because my friends thought it was cool than if I
had just found it on my own. Then after that I wanted to see what it was. I never realized that the main reason I
enjoyed whatever I was enjoying so much was because my friends were enjoying it too. Whenever I think about
how I'm going to be a teacher one day, I realize that I will have an influence on children's lives. That I could be
the difference between if a child succeeds or fails educationally. It makes me proud to know that one day I could
be a special part of so many kids' lives. Brofenbrenner's theory showed me how and why I will effect these
children and it was an eye opener

Module 4 : Student Diversity

From the word variety it is a particular kind of person or things that are different.In diversity it includes what is
similar with you in others and what is different. You could only know the factors that brings about student
diversity.
The socioeconomic status this is one of the factors, it means involving a combination of social and economic
factors. Thinking/learning style some individual learn by just seeing, others by just listening and still others by
just controlling there skills.Last is exceptionalities this is one of the factors that has difficulty in spoken
language comprehension or in seeing, hearing etc. In this module you can learn some tips on student diversity

Module 5 : Learning/Thinking styles & Mutiple

Intelligences
This module is refer to those person’s who has different learning/thinking styles. This are :
Visual Learners – this learner must see their teacher’s action and facial expressions to fully understand lesson.
This learners has two kinds the first is visual-iconic : this learner is more interested in visual imagery such as
film, graphic display’s or pictures. They are usaually have good picture memory and the second is visual-
symbolic : this learner is more comfortable with abstract symbolism such as mathematical formula.
Auditory Learners – this learner is best in verbal lectures, discussions, talking things through and listening to
what others have to say. Auditory learners also fall into two categories : The listeners most likely do well in
school, they remember things said to them and make the information their own. And talkers they are the one
who prefer to talk and discuss.
Tactile/Kinesthetic Learners – persons benefit much from a hands-on approach, actively exploring the physical
world aroun them.
Global-Analytic Continuum – Analytic thinkers tend towards the linear, step-by-step processes of learning.
Global thinkers lean towards non-linear thought and tend to see the whole pattern rather than particle elements
and they are forest seers means someon e who predicts things that will happen in the future.
Multiples Intelligences (MI) – An ability or set abilities that allows a person to solve a problem or fashion.
Gardener current research indicates that there are nine distinct forms

Visual/Spatial Intelligence(picture smart) Intrapersonal(Self Smart)

Verbal/Linguistic(word smart) Interpersonal(People Smart)

Mathematical/Logical(Number Smart/Logic Smart) Naturalist (Nature Smart)

Module 6 : Learners
Bodily/Kinesthetic(Body Smart)
with
Musical (Music Smart)
Exceptionalities
Existential(Spirit Smart)

This module we can learn about the learners and exceptionalities or should we say a person that are mentally or
physically disable. For me we can learn if we want , the
word “ disable” is commonly known as they cant do
anything because they have that kind of ill. But every
person that are having that is more “palaban”
because everyone of us can survive if we want to achieve
our goals in life with having disabilities. Nowadays,
that kind of persons are more smarter than completed
mind set of ordanry individuals. Like a famous Nik he
has no arms but he has one tiny feet that he only do
when he need it . Nick is just an example of a person
who achieve there goals with disabilities.
 Module 7 : Behaviorist Perspective
The theory of behaviorism focuses on the study of observable and measurable behavior.

Behaviorism
Ivan Pavlov – a Russian physiologist is well known for his work in classical conditioning. Pavlov’s most
renowed experiment involved meat, a dog and a bell. Pavlov was measuring the dog’s salivation in order to
study digestion.
This is the study on how things going to be right behavior
Edward L. Thorndike – he explained that learning is the result of associations forming between stimuli (S) and
responses (R). He came up in three primary laws
 Law of effect – state that a connection between a stimulus and response is strengthened when the
consequences is positive (reward). Thorndike revised this law when he found that negative
rewads(punishment) do not necessarily weaken bonds.
 Law of exercise – tells us that the more an S-R (stimulus-response) bond is practice the stronger it will
become.
 Law of readiness – the more readiness the learner has to respond to the stimulus, the stronger will be the
bond between them.
Jhon Watson – He was the first American psychologist to work with Pavlov’s ideas. His example of
experimenting concerning Albert, a young child and a white rat. In the beginning, Albert was not afraid of the rat
; but Watson made a sudden loud noise each Albert touched the rat. Because Albert was frighted by the loud
noise, he soon became conditioned to fear and avoid the rat. Later, the child’s response was generalized to other
small animals.
 Module 8 : Neo Behaviorism : Tolman and Bandura

When I was reading the news article that 10 year old boy in Texas hangs himself after watchingSaddam
Execution. I think the child is so curious and end up to kill his self , he thinks that it was fun to do by not
thinking the danger on his life. Now I know the reason why tv commercial always reminds rated PG. This article
was Bandura’s example on Social learning Theory.

Tolman’s Purposive Behaviorism :

In his case people who worked on the maze activity: Porpuse behaviorism has also been referred to as Sign
Learning Theory. Tolman believed that learning is a cognitive process. Learning involves forming beliefs and
obtaining knowledge through purposeful and goal-directed behavior.

Tolman’s Key Concepts : This concept can help us to know what’s with us.
Learning is always purposive and goal-directed . Tolman asserted that learning is always purposive and goal
directed . He held the notion that an organism acted or responded for some adaptive purpose.
Cognitive maps in rats. His famouse experiment , one group of rats was placed at random starting location in a
maze but the food was always in the same location.
Latent Learning . is a kind of learning that remainsor stays with the individual until needed.

Module 9 : Gestalt Psychology

Founded by Max Wertheimer ,Gestalt psychology surfaced as a theoretical school in Germany

early in the 20th century. Gestalt psychology was based on the belief that the whole is greater than the sum of its
parts. Gestalt is German for "form" or "shape". An example of this fundamental principle is provided by the phi
phenomenon, first described by Wertheimer. The phi phenomenon is the illusion of movement created by
presenting visual stimuli in rapid succession. For example, movies and TV consist of separate still pictures
projected rapidly one after the other. Although we see smooth motion, in reality the moving objects merely take
a slightly different position in successive frames. The same principle is illustrated by electric signs, such as those
on movie marquees or at road construction sites. The bulbs going on and off in turn, with the appropriate timing,
give the impression of motion. Of course, nothing in the sign really moves.

The elements are stationary. Working as a whole, however, they have a property that isn't evident in
any of the parts. Gestalt psychology's emergence in 1912 was in part a reaction against structuralism, an
influential school of thought in Germany at the time. Obviously, the structuralists' interest in breaking conscious
experience into its component parts seemed ill advised in light of the Gestalt theorists' demonstration that the
whole can be much greater than the sum of its parts. Nazi persecutions in Germany eventually forced the leading
Gestalt theorists; Wertheimer, Kurt Koffka, and Wolfgang Kohler; to move to the United States, where they
attacked the theoretical edifice of behaviorism. They took issue with the behaviorists on two counts. First, they
saw the behaviorists' attempt to analyze behavior into stimulus-response bonds as another ill-fated effort to carve
the whole into its parts. Second, they felt that psychology should continue to study conscious experience rather
than shift its focus to

Module 10 : Information Processing

Cognitive psychology sees the individual as a processor of information, in much the same way that a computer
takes in information and follows a program to produce an output.

Cognitive psychology compares the human mind to a computer, suggesting that we too are information
processors and that it is possible and desirable to study the internal mental / mediational processes that lie
between the stimuli (in our environment) and the response we make.

The information processing theory is a group of theoretical frame works that address how the human beings
receive, think about, mentally, modify and remember information and how such cognitive processes change over
the course of development. (Child development pg.186) Information processing theory emerged in the late 1950s
and early 1960s and has continued to evolve in the decades that have followed. (Child development pg.186) 
The five key components in the information process theory are sensation, perception, sensory register, working
memory, and long-term memory.
Sensation is the physiological detection of stimuli in the environment. Perception is how your mind uses sensory
input to make sense of the world around you. The mind takes sensory impulses from the eyes, nose, skin and
ears. These details are used to form an idea of the surrounding environment. then there’s sensory register, which
are the memories that last no more than about a second or two. There are two different kinds of memory when it
comes to sensory register, Iconic memory and Echoic memory. Working memory is a system if domain-specific
stores or formats for temporarily representing information along with a domain-general supervisor or executive
attention mechanism.
Long-term memory is the continuing storage of information. Some of this information is fairly easy to recall,
while other memories are much more difficult to access