Module 9 : Gestalt Psychology Declarative - This refers to factual

knowledge.
Gestalt theory was the initial cognitive
response to behaviorism. It Procedural - This includes knowledge
emphasized the importance of sensory on how to do things.
wholes and the dynamic nature of
Episodic - This includes memories of
visual perception. The term gestalt
life events.
means “form” or “configuration”.
Conditional - This is about “knowing
Gestalt Principles
when and why” to apply
Law of Proximity - Elements that are declarative or procedural
closer together will be strategies.
perceived as coherent object.
Law of Similarity Gestalt Principles -
Stages in the Information Processing
Elements that look similar will
Theory
be perceived as part of the
same form. Encoding - Information is sensed
perceived and attended to.
Law of Closure - We tend to fill the
gaps or “close” the figures we Storage - The information is stored for
perceive. either a brief or extended period
of time, depending upon the
Law of Good Continuation - Individuals
processes following encoding.
have the tendency to continue
contours whenever the Retrieval - The information is brought
elements of the pattern back at the appropriate time
establish an implied direction. and reactivated for use on a
current task, the true measure
Law of Good Pragnanz - The stimulus
of effective memory.
will be organized into as good a
figure as possible.
Law of Figure/Ground - We tend to pay Sensory Register
attention and perceive things in
the foreground first. Capacity: Our mind receives a great
amount of information but it is more
Insight Learning by Wolfgang Kohler – than what our minds can hold or
An experiment of “Sultan” adheres to perceive.
the idea of learning taking place by
discovery or insight. Duration: The sensory register only
holds the information for an extremely
Theory of Life by Space Kurt Lewin - brief period – in the order of 1 to 3
An individual has inner and outer seconds.
forces that affect his perceptions and
also his learning.
Role of Attention - To bring information
into consciousness, it is necessary that
Module 10 : Information Processing we give attention to it. Getting
through this attentional filter is done
Information Processing Theory - IPT
when the learner is interested in the
describes how the learner receives
material.
information from the environment
through the senses.
Types of Knowledge Short-Term Memory
General vs. Specific - This involves
whether the knowledge is useful
in many tasks, or only in one.
Capacity: The STM can only hold 5 to 9 Generation - Things we 'produce' are
“chunks” of information. It is called easier to remember than things we
working memory because it is where "hear’.
new information is temporarily placed
Context - Remembering the situation
while it is mentally processed.
helps recover information.
Duration: Around 18 seconds or less
Personalization - It is making the
information relevant to the individual.
Long-Term Memory Serial Position Effect (recency and
primacy) - You will remember the
Capacity: LTM has unlimited capacity
beginning and end of a 'list' more
Duration: Duration in the LTM is readily•
indefinite
Executive Control Processes - This
Other Memory Methods
helps the learner make informed
decisions about how to categorize, Part Learning - break up the 'list' or
organize or interpret information. "chunk" information to increase
memorization.
Mnemonic Aids - These are memory
Forgetting - Is the inability to retrieve
techniques that learners may employ
or access information when needed.
to help them retain and retrieve
Two ways in which forgetting likely information more effectively.
occurs:
Decay – Information is not attended to,
Module 11 : Gagne’s Conditions of
and eventually fades away.
Learning
Interference – New or old information
Gagne's Principles - Different
blocks access to the information
instruction is required for different
in question.
learning outcomes.
Gagne’s Conditions of Learning -
Rehearsal - This is repeating Learning hierarchies define what
information verbatim, either mentally intellectual skills are to be learned and
or aloud. a sequence of instruction.
Events of learning operate on the
learner in ways that constitute the
Methods for increasing Retrieval of conditions of learning.
information
Meaningful Learning - This is making
connections between new information Five Categories of Learning
and prior knowledge.
Verbal Information - Stating previously
Organization - It is making connections learned materials such as facts,
among various pieces of information. concepts, principles and procedures,
Info that is organized efficiently should e.g., listing the 14 learner-centered
be recalled. psychological principles.

Elaboration - This is adding additional Intellectual Skills: Discriminations,

ideas to new information based on Concrete Concepts, Defined Concepts,
what one already knows. It is Rules, Higher Order Rules
connecting new info with old to gain
Discriminations: Distinguishing
meaning.
objects, features or symbols,
Visual Imagery - This means forming a e.g., distinguishing an even and
"picture" of the information. an odd number
Concrete Concepts : Identifying 9.enhancing retention and transfer
classes of concrete objects, (generalization).
features or events, e.g., picking
out all the red beads from a
bowl of beads. Nine Instructional Events
Defined Concepts : classifying new Lesson: Equilateral Triangles
examples of events or ideas by
their definition, e.g., noting "she Objective: For students to create
sells sea shells" as alliteration equilateral triangles •

Rules - Applying a single relationship Target group: Grade 4 pupils

to solve a class of problems, 1. Gain attention - show variety of
e.g., computing average computer-generated triangles
monthly income of a company
2. Identify objective - pose question:
Higher Order Rules - Applying a new "What is an equilateral triangle?".
combination of rules to solve a
complex problem, e.g., 3. Recall prior learning - review
generating a balanced budget definitions of triangles
for a school organization
4. Present stimulus - give definition of
Cognitive Strategies - Employing equilateral triangle
personal ways to guide learning,
5. Guide learning - show example of
thinking, acting and feeling, e.g.,
how to create an equilateral triangle
constructing concept maps of topics
being studied 6. Elicit performance - ask students to
create 5 different examples
Attitudes - Choosing personal actions
based on internal states of 7. Provide feedback - check all
understanding and feeling, e.g., examples as correct/incorrect
deciding to avoid soft drinks and
drinking a least 8 glasses of water 8. Assess performance - provide scores
everyday and remediation

Motor Skills - Executing performances 9. Enhance retention/transfer - show

involving the use of muscles, e.g., pictures of objects and ask students to
doing the steps of the singkil dance. identify equilaterals

Nine Instructional Events

1. gaining attention. (reception)
2.informing learners of the objective
(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)