1 Session 5 Activity/Assignment

Identifying key concepts and their application to teaching and learning (40)

Name: Janette I. Laquio (2-5 pm EDUC 203)

Direction: Fill-out the following table. On the 2nd column, discuss in your OWN WORDS the important concepts and describe the
levels. On the 3rd column, write the implications or applications of the theories to classroom or teaching-learning using your OWN
WORDS. Do not just copy-paste from external sources.

Cognitive-Field Theories
Theory Important Concepts/Levels of Development Implications/ Applications to
Classroom or Teaching-Learning
The Piaget`s theory focus on development and learning theories. - Teachers must make a
Development focus on the leaner`s capabilities and the learning focus special effort to provide
Jean Piaget
on the realization of such capabilities the cognitive theory, the classroom activities for
Learning Theory behavior reflects the emergence of various psychological structures, individuals and small groups,
(theory of cognitive organized units or patterns of thinking that influence on how children rather than for the total class
development- interpret the information.) The cognitive developmental theories group.
Schemas, Process of explain the change in reasoning level of a child acquiring new ways of - Assessment should be based
Adaptation- understanding their world. The following are the Basic Concepts of on individual progress, rather
Jean Piaget Learning Theory: than on the normal standards
Assimilation,
a. Schema – Piaget uses the term schema to refer to the cognitive of same age peers.
Accommodation, structure by which individual intellectually adapt to and organize their Individuals construct their
Equilibration) environment. It is an individual’s way to understand or create own knowledge during the
meaning about a thing or experience. For instance, if a child sees a course of the interaction with
dog for the first time, he creates his own schema of what a dog is, it the environments
has four legs and a tail, it barks, it is furry. The child then puts the - The teacher's role is to
description of a dog on his mind. When he sees similar dog, he facilitate learning by
remembers / or his schema of a dog in his mind looks at the animals providing a variety of
and says, “It has four legs, with tail and it barks, it is furry, so that is experiences. Teacher
a dog. should provide opportunities
b. Assimilation – This is the process of fitting a new experience into an for learners to explore and
existing or previously created cognitive structure or schema. If the experience, by doing so is
child sees another dog, and this time a little smaller one, he would encouraging learner’s new
think of what he is seeing by adding this new information, a different understandings.
looking dog into a schema of a dog. - The teachers should allow
opportunities to classify and
 2 Session 5 Activity/Assignment

Identifying key concepts and their application to teaching and learning (40)

c. Accommodation – This is the process of creating a new schema. If the group information to facilitate
same child now sees another animal that looks a little bit like a dog assimilating new information
but somehow different, he might try to fit it into his schema of a dog with previous knowledge.
and say to his memory “look mommy, what a funny looking dog. Its
bark is funny too”, then the mommy explains that’s not a funny
looking dog, that’s a goat, with mommy’s further description, the child
will now create a new schema that of a goat, he now adds a new
information in his memory.
d. Equilibration – Piaget believes that the people have the natural need
to understand how the world works and to find order structure and
predictability in their life. Equilibration is achieving proper balance
between assimilation and accommodation. When our experience does
not match our schemata or cognitive structure, we experience
cognitive disequilibrium this means there is a discrepancy between
what is perceived and what is understood we then exert effort
through assimilation and accommodation to establish equilibrium once
more.
Information - The individuals learns when the human mind takes in - Effective learning depends
Processing Theory information(encoding), performs operation in it, stores the very much on the ability to
information(storage), and retrieves it when needed(retrieval) understand how the
- Memory – the ability to store information so that it can be used at a information processing model
later time. works because it represents
- Stage of Human Memory what happens when
1. Sensory Memory – utilizes sense organs such as visual, auditory, information flows through
lasts less than a second. Ex. Color, shape, blowing of horn various internal structures
2. Short Term Memory (STM) – selected by attention, lats up to 13- which are supposed to exist
30 seconds. Ex. Telephone number inside the learner. It is also
3. Long Term Memory (LTM) – information store that is permanent / important to note that the
lasting retention of information. Minutes on the LTM, if not learner’s ability to influence
rehearsed, can be forgotten through trace decay. each stage of the process
- There are three components of memory: and the teacher can use a
a. Episodic Memory – associated with our recall of particular times number of techniques to
and places and a storage place for many personal experiences. improve the flow of
information and improve
 3 Session 5 Activity/Assignment

Identifying key concepts and their application to teaching and learning (40)

b. Procedural Memory – refers to knowing how as opposed to their ability to understand

knowing that. and memorize information
c. Semantic Memory – knowledge of general facts, principles and which the learner may need
concept that are not connected to particular times and places. at a later time. Thus, one of
Organized in networks of connected ideas or relationships the most
referred grouped under larger more generic categories important things we all need
- Information Processing Model of memory: to understand is the role of
a. Encoding – refers to putting of information into memory. the learners’ metacognition
b. Storing – refers to how systems maintain or remembers to
information control their learning
c. Retrieving – refers to getting the stored information out of the behaviors.
memory - Teachers should incorporate
d. Forgetting – refers to inability to recall a particular piece of various techniques into their
information accurately. teachings in order to improve
Causes of Forgetting: 1. Retrieval failure; 2. Decay Theory; 3. students’ motivation,
Interference Theory. selective
- perception, understanding,
encoding, retrievals and
problem solving. Organize
information to be learned.
Meaningful - Teachers should incorporate
Learning Theory - Is obtained between the previous knowledge of the students and the advanced organizer when
(David Ausubel) newly acquired knowledge. teaching a new concept. The
- Meaningful learning allows students to associate acquired material teacher should use a number
with previous knowledge or experiences that serve as an anchor when of examples and focus on
obtaining new knowledge. This will enable the student to make both similarities and
connections that will allow learning to be a comprehensive and lasting differences.
one throughout their life.
- For meaningful learning to occur, certain conditions must be met and
those conditions have to do with the following aspects:
1. The students approach toward learning- this referred to the
variables to influence the students to be willing to make the effort
necessary to learn in a meaningful way, for example in school
where are diverse family problems and the destructive behaviors
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Identifying key concepts and their application to teaching and learning (40)

among pers of the students, it usually interferes with their ability

to learn. What must the teacher do, the teacher listen up and
transform and decorates their classroom so that it is mor
welcoming place and conducive for the students to learn.
2. The information that is presented must not be confusing, it mut
offered in a clear and organized way following a logical and
coherent sequence.
3. When the contents are appropriate to the level of cognitive
development, the previous knowledge that the student has and in
addition responds to their interests.
4. Advance Organizer – are introductory and contextual materials or
information that is presented before the lessons, class, or reading
material, it is innate for the students to create a link between the
prior knowledge and the new information they receive.
A. Comparative organizers- they occur when the teacher through
various stages try to make the students bring to their minds
concepts and ideas they already know and that will be relevant
to the new content they are going to move.
B. Expositive organizers -they are used when the new learning
content is unfamiliar to the students then the teacher will try
to simplify as much as possible the new ideas necessary to
understand all the new information that will be studied later.
- Ausubel also stresses the importance of reception learning rather than
discovery learning. Reception learning applies only in school settings
and that discovery learning is not efficient.

Gestalt Learning - It is a theory of visual perception developed by German Psychologist - The Gestalt theory purports
Theory in the 1920’s that an individual is a whole
- It attempts to describe how people tend to organize visual elements person and the instructional
into groups or unified wholes when certain principles are applied. strategies used to teach
- The whole is different from the sum of its part. them will help to discover if
- Laws of Gestalt Theory there is anything that is
a. Law of Similarity – simply states that when items share some mentally blocking them from
visual characteristic, they are assumed to be related in some way.
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Identifying key concepts and their application to teaching and learning (40)

The items don't need to be identical, but simply share at least one learning certain new
visible trait such as color, shape, or size to be perceived as part of information.
the same group. - Teaching strategies are used
b. Law of Continuity – holds that points that are connected by to present problems as a
straight or curving lines are seen in a way that follows the whole and to attempt to
smoothest path. Rather than seeing separate lines and angles, remove any mental block
lines are seen as belonging together. from the learner so that new
c. Law of Proximity – this law states proximate or near things are information can be stored.
picked up first and learnt easily that distant things.
d. Law of Closure – according to this law, we prefer complete words
to incomplete words, this tendency allow us to perceive whole
objects from incomplete or imperfect form.
e. Law of Good Pragnanz – This law basically states that the brain
will make the simplest interpretation of visual stimuli possible. It
referred to as the law of simplicity or good figure. It is said that
the brain uses force fields to give meaning and structure to
incoming information. It is organized in a symmetrical simple and
regular fashion.
f. The Law of figure / ground – states that we can distinguish an
object from background. They either standout prominently in the
front or recede into the back.
Attribution Theory - It assumes that people try to determine why people do what they do. - When applying attribution
(Bernard Weiner) It concerned with how individuals interpret events and how this theory in a learning
relates to their thinking and behavior. A person seeking to understand environment, it is essential
why another person did something may attribute one or more causes for the instructor to assist
to that behavior. learners to accept their effort
- Three steps process underlies an attribution: as the main predictor of
1. The person must perceive or observe the behavior. achievement. To do so,
2. Then the person must believe that the behavior was instructors must utilize the
intentionally performed. three causal dimensions
3. Then the person must determine if they believe the other together to influence the
person was forced to perform the behavior (in which case the outcome of a behavior or
cause is attributed to the situation) or not (in which case the task. The outcome of each
cause is attributed to the other person). behavior or task will be
 6 Session 5 Activity/Assignment

Identifying key concepts and their application to teaching and learning (40)

- Factors affecting attribution are ability, effort, task difficulty and luck. different and require different
- Attributions are classified along three casual dimensions: locus of learner attributes.
control, stability, and controllability.

Eclectic - This theory stipulates that there are several different types or levels of - This theory provides a great
Behaviorism learning. Gagne identifies five major categories deal of valuable information
(Robert Gagne) 1. Verbal Information – this is where people can recall information to teacher. Applying Gagne’s
they’ve been taught in the past. nine step model is an
2. Intellectual skills – involve the student knowing how to perform or excellent way to ensure an
the procedural knowledge. How to do things. effective and systematic
3. Cognitive strategies – it is where people use their thinking to learning program as it gives
create a plan or enabling learners to employ personal ways to structure to the lesson plans
learn, think, guide or act. and a holistic view to the
4. Attitude – where people apply their learning to their outlook on teaching.
something. It influences the choices that learner’s make. - Observe strictly sequence in
5. Motor skills – It is where people use their muscles such as driving teaching in terms of level of
a car, playing. learning skills and capabilities
- Gagne’s philosophy of learning is dependent upon both internal and required.
external processes and recognize that individuals vary according to - Check students’ capabilities
their need. Some learner’s characteristics include; individual in each level before moving
differences, readiness and motivation. And that the teachers should to the next level.
be aware of these differences of their students. - Make sure that pre-requisite
- This theory outlines nine instructional events and corresponding learning is required before
cognitive processes. proceeding to the target
1. Gaining attention (reception) level.
2. Informing learners of the objectives(expectancy)
3. Stimulating recall of prior learning(retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance(responding)
7. Providing feedback(reinforcement)
8. Assessing performance(retrieval)
9. Enhancing retention and transfer(generalization)
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Identifying key concepts and their application to teaching and learning (40)

Constructivism - Is based on the idea that people actively construct or make their own - As a teacher, they should
knowledge and that reality is determined by one’s experiences as a know that each students
learner. have a unique perspective on
- There are principles that outline this theory as a whole and how they life that has been created by
affect the learning of the students. their unique experiences and
1. Knowledge is constructed. Every student begins the learning that it will impact into their
journey with some preexisting knowledge and then continues to learning.
build their understanding. - if learning is based on prior
2. Learning is a social activity. Interacting with others is vital to knowledge, then teachers
constructing knowledge. Group work, discussions, conversations must note that knowledge
and interactions are all important to create understanding and and provide learning
eventually learns from others. environments that exploit
3. Learning is an active process – Students must actively engage in inconsistencies between
discussions and activities in order to construct knowledge. There learners' current
must be a sensory response to build meaningful ideas. understandings and the new
4. Learning is contextual – We learn by forging connections between experiences before them.
what we believe and the information we have. Learning occurs in - The teacher should not
the situation within the context of our lives, or alongside the rest assume that all children
of our understanding. We reflect on our lives and classify the new understand something in the
information as it fits into our current perspective. same way, and children may
5. People learn to learn, as they learn- As each student moves need different experiences to
through the learning journey, they get better at selecting and advance to different levels of
organizing information. They are able to better classify ideas and understanding.
create more meaningful system of thought. They also begin to
recognize that they are learning multiple ideas simultaneously.
Discovery - States that learning is more meaningful to learners when they have - Teachers must strive to see a
Learning (Jerome the opportunity to discover on their own, the relationships among the problem as the learner sees
Bruner) concepts or to actively search for a solution to a problem. it.
- An approach to instruction through which students interact with their - Provide information that is
environment by exploring and manipulating objects, wrestling with consistent with learner’s
questions and controversies or performing experiments. The idea is perspective.
that students are more likely to remember concepts they discover on - Instruction must be
their own. appropriate to the level of
the learners. For example,
 8 Session 5 Activity/Assignment

Identifying key concepts and their application to teaching and learning (40)

being aware of the learners’

learning modes (enactive,
iconic, symbolic) will help you
plan and prepare appropriate
materials for instruction
according to the difficulty
that matches learners’ level.
- The teachers must revisit the
material to enhance
knowledge. Building on pre-
taught ideas to grasp the full
formal concept is of
paramount importance
according to Bruner.

Rubric for Scoring the Assignment

Level of Description
Performance
Exceptional Thorough and detailed analysis or understanding of the topic; provides justifications for all points; Writing is
(36-40) clear, concise, and well organized; thoughts are expressed in a coherent and logical manner.
Excellent (31- Complete understanding or analysis of the topic; justifications for most points; Writing is mostly clear,
35) concise, and well organized; thoughts are mostly expressed in a coherent and logical manner.
Very Good Mostly complete understanding or analysis of the topic; justifications for some points; Writing is quite
(26-30) unclear and/or disorganized.
Acceptable Incomplete understanding or analysis of the topic; justifications provided for some points though incomplete;
(21-25) Writing is mostly unclear and/or disorganized. Thought’s ramble and make little sense.
Poor (0-20) Incomplete understanding or analysis of the topic; justifications inadequate or not present; Writing is unclear
and disorganized; thoughts ramble and make no sense.