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What is the
Theory?
Who proposed Highlights
of
the Theory Application of the theory
the Theory?
(What is the theory all about?)
in the classroom teaching
1. Jean
Jean Piaget
Piaget’s
Theory of
Cognitive
Developme
nt
1. Four Stages: Piaget proposed
that
cognitive
development
occurs in four distinct stages Sensorimotor,
Preoperational,
Concrete Operational, and Formal
Operational.
Each
stage
represents a unique set of
cognitive
abilities
and
understanding.
1.
Adaptation
to
Developmental
Stages:
Tailoring teaching methods,
materials, and activities to
match
the
cognitive
development stage of students.
2. Active Learning: Encouraging
hands-on, problem-solving, and
exploratory activities to engage
2. Schemas: Piaget introduced the students in constructing their
concept of schemas, which are own knowledge.
mental structures that children
use to organize and make sense of 3. Scaffolding: Offering support
their experiences. Schemas evolve and guidance as students tackle
and adapt as children learn new progressively more challenging
information.
tasks
to
promote
skill
development.
3.
Assimilation
and
Accommodation:
Children 4.
Developmentally
assimilate new information by Appropriate
Curriculum:
fitting it into existing schemas or Designing
curriculum
and
accommodate by modifying materials that align with the
existing schemas to accommodate cognitive abilities of students in
new information. These processes each stage.
help them adapt to their
environment.
5. Differentiated Instruction:
Recognizing and addressing
4. Sensorimotor Stage: In the individual
differences
in
Sensorimotor stage (birth to cognitive development through
around age 2), infants primarily varied teaching strategies.
explore the world through their
senses and actions. They develop 6. Problem-Based Learning:
object
permanence,
the Using real-world problems to
understanding
that
objects stimulate critical thinking and
continue to exist when out of cognitive growth.
sight.
7. Peer Interaction: Fostering
5. Preoperational Stage The social interaction to enhance
Preoperational stage (ages 2 to 7) learning and exposure to
is characterized by the use of different viewpoints.
symbols and language. However,
children in this stage often exhibit 8. Metacognition: Encouraging
egocentrism and struggle with students to reflect on their
concepts like conservation.
thinking and learning processes
to become more self-aware and
6. Concrete Operational Stage: independent learners.
During the Concrete Operational
stage (around ages 7 to 11),
children develop the ability to
think logically and perform
operations on tangible objects.
They can understand concepts like
reversibility and conservation.
7. Formal Operational Stage: The
Formal Operational stage (from
around age 11 and into
adulthood)
involves
the
development of abstract thinking
and hypothetical reasoning.
Individuals can think about
possibilities, engage in deductive
reasoning, and consider complex
moral dilemmas.
8. Universality and Variability:
While the sequence of stages is
considered universal, the timing
and rate of progression can vary
from one individual to another.
Some may progress through the
stages more quickly than others.
9. Active Role of the Child: Piaget
emphasized that children actively
construct their understanding of
the
world
through
their
experiences and interactions.
They are not passive recipients of
knowledge but actively engage in
activities that challenge and shape
their cognitive development.
10. Educational Implications:
Piaget's theory has had a
significant impact on education. It
underscores the importance of
hands-on,
developmentally
appropriate learning experiences
that align with a child's cognitive
stage, promoting active learning
and critical thinking.
2
Lev
Lev Vygotsky, a
Vygotsky’s Russian
1. Social Interaction: Vygotsky
Sociopsychologist
emphasized the importance of
Cultural
social interaction in cognitive
Theory of
development. He believed that
Cognitive
individuals learn and develop
Developm
through interactions with others,
ent
particularly more knowledgeable
peers and adults.
2. Zone of Proximal Development
(ZPD): Vygotsky introduced the
concept of the ZPD, which
represents
the
difference
between what a learner can do
independently and what they can
achieve with guidance and
support. The ZPD is the optimal
area for learning.
3. Scaffolding: In the ZPD, more
knowledgeable individuals (such
as teachers or peers) provide
guidance and support to help
learners accomplish tasks that are
just beyond their current level of
competence. This scaffolding aids
cognitive growth.
1.
Social
Interaction:
Fostering
collaborative
learning environments where
students
engage
in
discussions, group work, and
peer interactions to promote
cognitive growth.
2.
Zone
of
Proximal
Development
(ZPD):
Identifying each student's ZPD
and tailoring instruction to
provide appropriate levels of
support and challenge.
3. Scaffolding: Teachers and
more knowledgeable peers
provide guidance and support
as students tackle tasks in
their ZPD, gradually reducing
assistance as learners become
more proficient.
4.
Cultural
Context:
Recognizing and valuing
cultural
diversity
and
integrating culturally relevant
4. Cultural Tools: Vygotsky
highlighted the role of cultural
tools, such as language and
symbolic systems, in cognitive
development. These tools are
essential for thinking and
problem-solving and are passed
down
through
cultural
interactions.
5.
Internalization:
Vygotsky
proposed that as learners engage
in social and cultural activities,
they internalize knowledge and
skills, making them part of their
individual cognitive processes.
This internalization enables
independent
thinking
and
problem-solving.
6. Private Speech: Vygotsky
observed that children often use
private speech (talking to
themselves) during problemsolving activities. He believed
that this self-talk helps them
regulate and organize their
thoughts, gradually transforming
into inner speech.
7. Cultural Context: Vygotsky
emphasized that learning and
cognitive development occur
within a cultural context.
Cultural norms, beliefs, and
practices significantly influence
how individuals think and learn.
8.
Collaborative
Learning:
Vygotsky's theory supports
collaborative
learning
environments where students
work together to solve problems
and share their knowledge. Peer
interactions can provide valuable
cognitive support.
9. Cultural Variability: Vygotsky's
theory
acknowledges
that
different
cultures
may
emphasize various forms of
knowledge
and
learning
practices. Therefore, the cultural
context can influence cognitive
development.
10. Education Implications:
Vygotsky's theory has influenced
educational
practices
by
promoting instructional methods
that involve social interaction,
scaffolding, and the recognition
of students' ZPDs. It underscores
materials and experiences
into the curriculum to
enhance
cognitive
development.
5. Collaborative Learning:
Encouraging students to work
together to solve problems
and share their knowledge,
fostering social interaction
and cognitive development.
6. Language and Symbolism:
Emphasizing the role of
language,
symbols,
and
cultural tools in learning and
problem-solving.
7.
Cultural
Variability:
Understanding that different
cultures may have unique
approaches to learning and
adapting
instructional
methods to respect and
incorporate diverse cultural
practices.
8. Teacher's Role: Teachers
act as facilitators and guides,
adapting their teaching to
meet individual students'
needs within their ZPDs.
the role of the teacher as a
facilitator of learning.
3
Erik
Erickson’s
Psychosoci
al
Developm
ent Theory
Erik Erickson
1. Lifespan Perspective: Unlike
many
other
developmental
theories, Erikson's theory spans
the entire lifespan, from infancy
to old age, emphasizing that
development
continues
throughout one's life.
Erik Erikson's Psychosocial
Development theory can be
applied in classroom teaching
by:
1. Understanding Students:
Teachers can use Erikson's
theory to gain insights into the
social and emotional challenges
2. Psychosocial Stages: The theory students may be facing at
is organized into eight stages, various developmental stages.
each associated with a specific
psychosocial crisis or challenge.
2.
Tailoring
Support:
Recognizing where students are
3. Crisis Resolution: At each stage, in
their
psychosocial
individuals face a crisis or conflict, development allows teachers to
such as trust vs. mistrust in provide appropriate support,
infancy, or identity vs. role whether
it's
fostering
confusion in adolescence.
autonomy, guiding identity
exploration, or helping with role
4. Epigenetic Principle: Erikson confusion.
introduced the concept of the
epigenetic
principle,
which 3. Promoting Social Interaction:
suggests that each stage builds Creating opportunities for
upon the previous one and that positive social interactions in
the development of healthy the classroom can help students
personality traits depends on develop healthy relationships
successful resolution of earlier and resolve psychosocial crises,
crises.
particularly during adolescence.
5. Identity Formation: One of the
central themes of the theory is the
development of a sense of
identity, which occurs during
adolescence. It involves questions
of self-discovery, values, and
one's role in society.
4.
Fostering
Autonomy:
Teachers
can
encourage
students to take on tasks and
make choices that promote a
sense of competence and selfdetermination, as emphasized
in Erikson's theory.
6. Social and Cultural Influences:
The theory recognizes the
significant impact of social and
cultural factors on development,
highlighting the importance of
relationships
and
societal
expectations.
5.
Cultural
Sensitivity:
Acknowledging the role of
culture in identity development,
teachers
can
incorporate
diverse
perspectives
and
materials that respect and
reflect
students'
cultural
backgrounds.
7. Role Confusion: Failure to
successfully resolve a stage's crisis
can lead to role confusion, where
individuals struggle with their
sense of self and purpose.
6. Emphasizing Emotional
Intelligence:
Teaching
emotional
awareness and
regulation can help students
navigate
the
emotional
8. Psychological Well-Being: The challenges associated with
theory ultimately focuses on the different developmental stages.
development of a strong and
healthy ego or sense of self, 7. Encouraging Reflection:
leading to psychological well- Providing opportunities for
being and the ability to navigate students to reflect on their
life's challenges successfully.
accomplishments and values
can support their psychosocial
9. Life Review: In the later stages
of life, individuals engage in a life
review process, reflecting on their
accomplishments and finding a
sense of integrity or despair,
depending
on
their
life
experiences.
development, especially in later
stages.
8. Individualized Approaches:
Recognizing that students
progress through stages at
different rates, teachers can
adjust their teaching methods
10. Application: Erikson's theory to accommodate individual
has practical applications in needs.
various fields, such as education,
psychology, and counseling. It can
help educators, therapists, and
parents understand and support
individuals at different stages of
development.
4
Sigmund
Sigmund Freud
Freud’s
Psychosex
ual Stages
of
Developm
ent
1. Oral Stage (0-18 months):
Infants derive pleasure from oral
activities such as sucking and
biting. Conflict during this stage
can lead to oral fixation issues, like
thumb-sucking or overeating.
1. Understanding Emotional
Development: Teachers may
use a broad understanding of
emotional development to
support students' emotional
well-being and provide a safe
and
nurturing
classroom
2. Anal Stage (18 months-3 environment.
years): Focus shifts to the anus as
children gain pleasure from 2.
Recognizing
Individual
control over bowel movements. Differences: Teachers can
Successful potty training is crucial. acknowledge that students may
Conflict can result in anal- have diverse backgrounds and
retentive
or
anal-expulsive emotional needs, which may be
behaviors.
influenced by their early
experiences and relationships.
3. Phallic Stage (3-6 years): The
genitals become the primary 3.
Addressing
Behavioral
source of pleasure. Oedipus (boys) Issues: While not a direct
and Electra (girls) complexes arise, application, an awareness of the
involving conflicts related to potential impact of early
attraction to the opposite-sex childhood
experiences
on
parent and rivalry with the same- behavior can help teachers
sex parent.
respond with empathy and seek
appropriate interventions for
4. Latency Stage (6-12 years): students facing behavioral
Sexual desires are repressed, and challenges.
children's energy is directed
toward social and intellectual
activities
like
school
and
friendships.
5. Genital Stage (12 years
onwards):
Sexual
desires
reemerge, and individuals seek
mature,
adult
sexual
relationships.
5.
Kohlberg Kohlberg Moral
Moral
Developme
nt Theory
1. Preconventional Level (Stages
1-2):
- Stage 1: Obedience and
Punishment Orientation - Morality
is based on avoiding punishment.
- Stage 2: Individualism and
Exchange - Morality is guided by
self-interest and reciprocity.
1. Promotion Encourage open
and
respectful
classroom
discussions
about
moral
dilemmas and ethical issues.
Allow students to explore
different perspectives and
reasons behind their moral
choices, which aligns with
Kohlberg's emphasis on moral
2. Conventional Level (Stages 3- reasoning.
4):
- Stage 3: Interpersonal 2. Role-Playing and ScenarioRelationships - Morality is defined Based
Learning:
Create
by conformity to social norms and scenarios
or
role-playing
the desire for approval.
exercises that require students
- Stage 4: Maintaining Social to make moral decisions. This
Order - Morality involves can help them practice and
maintaining societal rules and develop their moral reasoning
norms.
skills.
3. Postconventional Level (Stages
5-6):
- Stage 5: Social Contract and
Individual Rights - Morality is
based on an understanding of
social contracts and individual
rights, with a willingness to
challenge unjust laws.
- Stage 6: Universal Ethical
Principles - Morality is guided by
universal ethical principles that
transcend societal norms.
3. Fostering Moral Reflection:
Encourage students to reflect
on their moral choices and the
underlying principles they use to
make decisions. This can
promote moral self-awareness
and personal growth.
4. Exploring Real-Life Ethical
Dilemmas: Use real-world
examples and case studies to
discuss ethical challenges and
dilemmas. This can help
students apply moral reasoning
to practical situations.
5.
Supporting
Autonomy:
Provide
opportunities
for
students to make moral choices
and decisions within the
classroom, allowing them to
exercise their own moral
judgment and autonomy.
6.
Values
Education:
Incorporate values education
into
the
curriculum,
emphasizing moral principles
such as justice, empathy, and
responsibility. Discuss how
these values apply to various
aspects of life.
7.
Promoting
Empathy:
Encourage students to consider
the perspectives and feelings of
others in moral decisionmaking, fostering empathy and
understanding.
8. Critical Thinking and Moral
Dilemmas: Engage students in
critical thinking activities related
to moral dilemmas. Encourage
them
to
evaluate
the
consequences
and
ethical
implications
of
different
choices.
9. Ethics Education: Consider
including ethics courses or units
within the curriculum to delve
deeper into moral development
and ethical principles.
6.Urie
Bronfenbrenner
Bio-Ecological
Systems
Urie
Bronfenbrenner
, a renowned
developmental
psychologist
1. Ecological Systems: The theory
focuses
on
the
various
environmental systems that
influence
an
individual's
development, ranging from the
closest and most immediate
(microsystem) to the broader
societal and cultural context
(macrosystem).
1.
Microsystem
(Immediate
Environment):
- Classroom Dynamics: Pay
attention to the interactions and
relationships within the classroom.
Foster positive teacher-student
and student-student relationships,
creating a supportive microsystem
for learning.
- Peer Relationships: Recognize
the influence of peer interactions
on students. Encourage positive
peer relationships, collaboration,
and teamwork in the classroom.
2. Microsystem: The microsystem
includes the immediate, direct
influences on a person, such as
family, school, peers, and
community. These are the settings
2. Mesosystem (Connections
in which the individual interacts Between Microsystems):
directly.
- Home-School Connection:
3. Mesosystem: This level involves
interactions between elements of
the microsystem, where, for
example, family and school can
influence each other's impact on a
child's development.
Foster communication between
teachers and parents to create a
cohesive learning environment.
Keep parents informed about
classroom activities and encourage
their involvement in their child's
education.
Community
Engagement:
Establish connections with the local
community to enhance students'
learning experiences. Involve
community members as guest
speakers, mentors, or volunteers to
broaden students' perspectives.
4. Exosystem: The exosystem
consists of settings that indirectly
affect the individual, such as a
parent's workplace or community
services. Changes in these settings
can have repercussions on the
3.
person's development.
5.
Macrosystem:
The
macrosystem represents the
larger cultural, societal, and
political context in which an
individual lives. It encompasses
cultural values, laws, and customs,
which shape development.
Exosystem
(Indirect
Environmental Influences):
- School Policies: Consider the
impact of school policies on
students' experiences. Advocate
for policies that support a positive
and
inclusive
learning
environment.
-Educational Resources: Ensure
access to adequate educational
resources, both within the school
and in the broader community.
Address any disparities in resource
distribution that may affect
students' opportunities to learn.
6. Chronosystem: This dimension
highlights the influence of time
and historical context on
development. Changes over time,
like societal shifts or life events, 4.
Macrosystem
(Cultural
impact
an
individual's Context):
development.
- Cultural Sensitivity: Recognize
7.
Bidirectional
Influences:
Bronfenbrenner's
theory
emphasizes that individuals both
influence and are influenced by
their environment. Development
is a dynamic, reciprocal process.
8. Holistic Perspective: The theory
provides a holistic view of human
development, emphasizing the
interplay
between
various
and respect the diverse cultural
backgrounds
of
students.
Incorporate culturally relevant
materials and examples in teaching
to make learning more meaningful
for all students.
- Inclusive Curriculum: Develop a
curriculum that reflects the values,
beliefs, and perspectives of various
cultural groups. Promote an
inclusive and equitable educational
experience.
systems and the importance of 5. Chronosystem (Changes Over
considering the entire ecological Time):
- Adaptability: Recognize that
context.
9.
Individual
Variation:
Recognizing that each person's
development is unique, the theory
accounts for individual variations
in how the environment affects
growth and behavior.
students and their environments
are dynamic and can change over
time. Be flexible in teaching
approaches to accommodate
changes in students' needs and
circumstances.
- Life Transitions: Consider the
impact of major life transitions on
students (e.g., moving to a new
school, family changes). Provide
support and understanding during
these transitions.
10. Practical Application: The BioEcological Systems Theory is used
in fields like education and child
development to understand and
6. Individual Factors:
support individuals in their
- Student Needs: Understand the
ecological context.
unique characteristics and needs of
each
student.
Differentiate
instruction
to
accommodate
diverse learning styles, abilities,
and preferences.
Personal
Development:
Recognize that each student is on
their
own
developmental
trajectory. Consider individual
strengths, challenges, and personal
experiences when planning and
implementing lessons.
7. Feedback and Assessment:
- Holistic Assessment Use a
variety of assessment methods that
consider the holistic development
of students. Consider not only
academic achievements but also
social, emotional, and behavioral
aspects.
- Feedback Mechanisms: Provide
constructive
feedback
that
considers the individual student's
strengths
and
areas
for
improvement. Use feedback as a
tool for growth and development.
8. Albert Bandura’s Albert Bandura
Social
Learning
Theory
1. Observational Learning: Bandura
proposed that much of human
learning occurs through observation,
imitation, and modeling.
2. Role of Modeling: Modeling refers
to the process of observing and
imitating the behavior of others.
Bandura suggested that individuals
are more likely to imitate behavior if
they see the model as similar to
themselves, if the model is rewarded
for the behavior, and if the behavior
has positive outcomes.
3. Reciprocal Determinism: Bandura
introduced the concept of reciprocal
determinism, which highlights the
dynamic
interaction
between
personal factors, environmental
factors, and behavior. This means
that a person's behavior is influenced
by both internal cognitive processes
and external environmental factors.
1. Modeling Behavior: Teachers
can model positive behaviors and
attitudes for their students. By
demonstrating
the
desired
behavior, teachers provide a clear
example for students to observe
and potentially imitate.
2. Peer Modeling: In addition to
teachers, students can serve as
models for one another. Group
activities and collaborative learning
environments allow students to
observe and learn from their peers,
promoting
positive
social
behaviors.
3. Reinforcement: Teachers can
use reinforcement strategies to
encourage desired behaviors. This
can include providing positive
feedback, praise, or rewards for
students who exhibit appropriate
4.Cognitive Processes: Bandura behaviors in the classroom.
emphasized the role of cognitive
processes in learning. He argued 4. Vicarious Learning: Teachers can
use stories, videos, or real-life
that
individuals not only imitate observed
behaviors but also engage in
cognitive processes such as attention,
retention,
reproduction,
and
motivation.
These
processes
influence whether a behavior is
learned and replicated.
5. Self-Efficacy: Bandura introduced
the concept of self-efficacy, which
refers to an individual's belief in their
own capability to perform a task or
achieve a specific goal. High selfefficacy is associated with greater
motivation, effort, and persistence in
facing challenges.
6. Vicarious Reinforcement and
Punishment: Bandura suggested that
individuals can learn from the
consequences of actions experienced
by others.
examples to illustrate concepts and
behaviors. This allows students to
learn vicariously by observing the
experiences and outcomes of
others.
5.Cognitive Skill Development:
Social Learning Theory emphasizes
cognitive processes, such as
attention and retention. Teachers
can enhance these processes by
incorporating
visual
aids,
multimedia presentations, and
interactive activities that capture
students' attention and facilitate
better retention of information.
6.
Self-Efficacy
Promotion:
Teachers can help build students'
self-efficacy
by
providing
opportunities for success, offering
constructive feedback, and setting
realistic goals. Encouraging a
growth mindset and emphasizing
effort
as
a
pathway
to
improvement can contribute to the
development of students' selfefficacy beliefs.
7. Application to Aggression and
Prosocial behavior. For example,
children may learn aggressive
behavior by observing aggressive
models, or they may learn
prosocial behavior by observing 7. Observational Learning in
Problem-Solving. Teachers can
positive role models.
8. Social Cognitive Theory
Bandura's Social Learning Theory
is often referred to as Social
Cognitive Theory because it
emphasizes
the
cognitive
processes involved in learning
from observing others.
guide students through problemsolving activities and demonstrate
effective strategies. Encouraging
students to observe and learn
problem-solving skills from both
the teacher and their peers can
enhance their own ability to tackle
challenges.
8. Role of Feedback: Constructive
feedback plays a crucial role in the
learning process. Teachers can
provide feedback that highlights
not only what the student did well
but also offers suggestions for
improvement.
Observing
the
consequences of their actions and
the feedback received can
contribute to the learning process.
9. Behavior Modification: Teachers
can use principles of Social Learning
Theory to modify undesirable
behaviors by addressing the
antecedents and consequences
associated with those behaviors.
This involves providing alternative,
more desirable behaviors and
reinforcing positive changes.
10. Creating
a Positive
Classroom
Environment:
Fostering a positive and
inclusive
classroom
environment contributes to the
development
of
prosocial
behaviors.
Teachers
can
promote cooperation, empathy,
and respect, creating a setting
where students are more likely
to model and internalize these
positive social behaviors.
9. Jerome Bruner’s Jerome Bruner
Constructivist
Theory
1.
Spiral Curriculum: Bruner
proposed the idea of a spiral
curriculum, where topics are revisited
at different points in a student's
education, but in a more complex and
sophisticated way each time. This
approach allows students to build
upon their prior knowledge and
gradually deepen their understanding
of a subject.
2. Discovery Learning: Bruner
emphasized the importance of
discovery learning, where students
actively engage with the material and
construct their own understanding.
He believed that learning is more
effective when students discover
concepts on their own, with guidance
from the teacher, rather than simply
receiving information passively.
3. Modes of Representation: Bruner
identified
three
modes
of
representation: enactive, iconic, and
symbolic. Enactive representation
involves learning through action and
movement, iconic representation
involves learning through images and
visual
stimuli,
and
symbolic
representation involves learning
through language and symbols.
Bruner argued that a combination of
these modes is important for
effective learning.
4. Scaffolding: Bruner introduced the
concept of scaffolding, where
teachers provide support and
guidance to students as they learn
new concepts. This support is
gradually reduced as students
become more capable, allowing them
to take on more responsibility for
their own learning.
5. Cognitive Growth Stages: Bruner
proposed three stages of cognitive
growth: enactive (action-based),
iconic (image-based), and symbolic
(language-based). He believed that
learners progress through these
stages as they develop their cognitive
abilities.
6. Cultural Influence on Learning:
Bruner emphasized the cultural
context of learning, recognizing that
education is influenced by cultural
factors. He argued that teachers
1. Spiral Curriculum: Design the
curriculum in a way that revisits key
concepts and skills at different
grade levels, allowing students to
deepen their understanding over
time. This can be achieved by
progressively building on prior
knowledge and introducing more
complex ideas as students mature.
2.Discovery Learning: Encourage
students to actively explore and
discover concepts on their own.
Use
hands-on
activities,
experiments, and problem-solving
tasks that promote independent
thinking and problem-solving skills.
Teachers can act as guides,
providing
support
and
encouragement.
3. Modes of Representation:
Incorporate a variety of modes of
representation (enactive, iconic,
and symbolic) to cater to different
learning styles. Use visual aids,
hands-on activities, and discussions
to engage students in various ways
and enhance their understanding
of the material.
4. Scaffolding: Provide support and
guidance to students as they learn
new concepts, gradually reducing
assistance as they become more
proficient. Scaffolding may involve
asking probing questions, offering
hints, and providing resources to
help
students
build
their
understanding step by step.
5. Cognitive Growth Stages:
Recognize and respect the
cognitive growth stages of
students. Tailor teaching strategies
and materials to match the
developmental stage of the
learners, ensuring that the content
is both challenging and appropriate
for their level of cognitive
development.
6. Cultural Relevance: Integrate
students' cultural backgrounds into
the learning process. Use culturally
relevant examples, incorporate
diverse perspectives, and create a
classroom
environment
that
respects and values the cultural
identities of all students.
should take into account students'
cultural backgrounds and experiences
to make learning more meaningful
and relevant.
7. Narrative Structure of Learning:
Bruner highlighted the importance of
narrative in the learning process. He
argued that organizing information
into a narrative structure helps make
it more memorable and meaningful
for learners. Stories and examples,
according to Bruner, can facilitate
better understanding and retention
of information.
8. Inquiry-Based Learning: Bruner
supported an inquiry-based approach
to learning, where students actively
seek answers to questions and solve
problems. This approach encourages
critical thinking, problem-solving
skills, and a deeper understanding of
the subject matter.
9. Interaction between Learner and
Environment: Bruner stressed the
importance of the interaction
between the learner and the
environment. He believed that
learning is an active process in which
individuals construct knowledge by
interacting with their surroundings
and making sense of their
experiences.
10. Cultural Psychology: Bruner's
constructivist theory is closely aligned
with cultural psychology, recognizing
the role of culture in shaping
cognitive development and learning
experiences.
7. Narrative Structure: Organize
lessons and content in a narrative
structure to make information
more meaningful and memorable.
Use storytelling, case studies, and
real-world
examples
to
contextualize concepts and help
students relate new information to
their existing knowledge.
8. Inquiry-Based Learning: Foster
an environment of inquiry where
students ask questions, explore
topics, and actively seek answers.
Encourage critical thinking and
problem-solving by designing
lessons that promote investigation,
analysis, and reflection.
9.
Interaction
with
the
Environment: Create opportunities
for students to interact with their
environment and apply their
learning in real-world contexts.
Field trips, guest speakers, and
hands-on projects can provide
practical experiences that connect
classroom learning to the world
outside.
10.
Collaborative
Learning:
Emphasize collaborative learning
experiences where students work
together to solve problems, share
ideas, and build on each other's
knowledge. Group activities and
projects can promote social
interaction
and
cooperative
learning.
LEARNING TASKS 2:
1. Read the article about 14 Learner-Centered Psychological Principles.
Learner-Centered Psychological Principles
1. Individualization:
2.Autonomy and Self-regulation
3. Intrinsic Motivation
4.Personal Relevance
How will I apply in my classroom
Differentiate instruction to meet the diverse
needs of students. Provide choices in
assignments, projects, or learning pathways
based on individual strengths and preferences.
-Encourage students to set learning goals,
manage their time effectively, and reflect on
their progress. Provide opportunities for them
to make decisions about their learning process.
Relate lesson content to students' interests and
real-world applications. Foster a classroom
culture that values curiosity, exploration, and a
love for learning.
Connect lessons to students' lives and
experiences. Incorporate examples and
5. Collaborative Learning
scenarios that are culturally relevant and
meaningful to the students' context.
Implement group projects, peer teaching, and
collaborative activities. Foster a cooperative
classroom environment that encourages
communication and shared learning
experiences.
6.Flexible Learning Paths
Provide options for students to demonstrate
understanding through various formats (written,
oral, projects). Allow for flexibility in pacing, ensuring
students can progress at their own rates.
7. Continuous Feedback
Offer timely and specific feedback on students' work.
Use formative assessment techniques to inform
instructional decisions and guide learners toward
improvement.
8. Authentic Assessment
Design assessments that mirror real-world tasks.
Include projects, presentations, and problem-solving
activities that allow students to apply their
knowledge in meaningful ways.
9. Technology Integration
Incorporate technology tools that enhance
learning experiences. Use digital resources for
research, interactive activities, and personalized
learning platforms to cater to individual needs.
Integrate diverse perspectives into the
curriculum. Celebrate cultural events, include
literature from various cultures, and create an
inclusive environment that values and respects
differences.
Engage parents and the local community in the
learning process.
10. Cultural Competence
11. Community Involvement
LEARNING TASKS FOR DAY 2:
2. Read the article about 14 Learner-Centered Psychological Principles.
Learner-Centered Psychological Principles
1. Individualization:
2.Autonomy and Self-regulation
3. Intrinsic Motivation
4.Personal Relevance
How will I apply in my classroom
Differentiate instruction to meet the diverse
needs of students. Provide choices in
assignments, projects, or learning pathways
based on individual strengths and preferences.
-Encourage students to set learning goals,
manage their time effectively, and reflect on
their progress. Provide opportunities for them
to make decisions about their learning process.
Relate lesson content to students' interests and
real-world applications. Foster a classroom
culture that values curiosity, exploration, and a
love for learning.
Connect lessons to students' lives and
experiences. Incorporate examples and
scenarios that are culturally relevant and
meaningful to the students' context.
5. Collaborative Learning
Implement group projects, peer teaching, and
collaborative activities. Foster a cooperative
classroom environment that encourages
communication and shared learning
experiences.
6.Flexible Learning Paths
Provide options for students to demonstrate
understanding through various formats (written,
oral, projects). Allow for flexibility in pacing, ensuring
students can progress at their own rates.
7. Continuous Feedback
Offer timely and specific feedback on students' work.
Use formative assessment techniques to inform
instructional decisions and guide learners toward
improvement.
8. Authentic Assessment
Design assessments that mirror real-world tasks.
Include projects, presentations, and problem-solving
activities that allow students to apply their
knowledge in meaningful ways.
9. Technology Integration
Incorporate technology tools that enhance
learning experiences. Use digital resources for
research, interactive activities, and personalized
learning platforms to cater to individual needs.
Integrate diverse perspectives into the
curriculum. Celebrate cultural events, include
literature from various cultures, and create an
inclusive environment that values and respects
differences.
Engage parents and the local community in the
learning process.
10. Cultural Competence
11. Community Involvement
LEARNING TASK 3
1. Read the Article about The Whole Child Approach to Education
2. Watch the Film, “Mga Munting Tinig”
3. Answer the Guide Questions in one sheet of bond paper. Those who have laptops or access to
computers, encode your answers. Those who do not have computers, write your answers, and
take a photo. All assignments, quizzes, and projects must be sent to my personal Messenger
Account.
GUIDE QUESTIONS:
1. Cite a scene in the film where the pupils learned about and practices of a healthy lifestyle.
I believe there was a scene where they realized that being poor shouldn't stop them from
accomplishing their goals. At that point, they began taking action to realize their goals rather than
merely adhering to the social norm that stated that only wealthy people may dream.
(2 pts)
2. Were the pupils in that school physically and emotionally safe? ________(1 pt)
Why or why not?
I remembered from the movie that before Teacher Melinda arrived, the students were not safe,
both physically and mentally. Because of the tasks their parents assigned them, like tending to
the younger siblings and harvesting and reaping, they were all physically exhausted. Due to their
parents' interference with their desires, they were also not emotionally safe. (2 pts)
3. How did the teacher encourage the pupils to be actively engaged in learning and connected to
the school and broader community?
The instructor gave the students encouragement by saying that one's poverty should not prevent
them from realizing their aspirations. Since everyone can, in fact, imagine and realize their
dreams. She also encourages their parents to help their children learn actively by helping them
realize that the things their kids do in school are good for them. (2 pts)
4. Identify three who supported the pupils in their becoming a whole child
(3pts)
First and foremost, Teacher Melinda, who was the first to motivate the students to participate in
their education. The mother of Popoy, who assisted in motivating the parents of those who were
impeded, comes in second. The other educators rank third because, despite their lack of obvious
signs, they genuinely care about their students' success.
5. How did Teacher Melinda help the school to become Sustainable?
Because she instilled in her students the belief that they may pursue their aspirations and
succeed, teacher Melinda contributed to the school's sustainability. She encouraged the kids to
participate in school-related activities.
LEARNING TASK 4:
1.Discuss the roles, routines and responsibilities of the learners and the teachers in a earnercentered learning.
In a learner-centered learning environment:
LEARNERS:
1. ROLES:
- Active Participants: Engage actively in the learning process, asking questions, and
participating in discussions.
- Self-Directed Learners: Take responsibility for setting goals, managing time, and making
choices in their learning journey.
- Collaborators: Work collaboratively with peers, contributing to a cooperative learning
environment.
2. ROUTINES:
-Goal Setting: Regularly set and revise personal learning goals.
- Reflection: Engage in reflective practices to assess progress and identify areas for
improvement.
- Collaborative Activities: Participate in group projects, discussions, and peer teaching.
3. Responsibilities:
- Ownership of Learning: Take ownership of their education by advocating for personal needs
and preferences.
- Technology Use: Effectively leverage technology tools for research, collaboration, and
personalized learning.
- Critical Thinking: Actively analyze information, synthesize knowledge, and apply critical
thinking skills.
TEACHERS:
1. ROLES:
- Facilitators of Learning: Guide and support learners, creating an environment that encourages
exploration and inquiry.
- Adaptive Instructors: Tailor instructional strategies to accommodate diverse learning styles
and abilities.
- Feedback Providers: Offer timely and constructive feedback on student work.
2. ROUTINES:
-Differentiated Instruction: Adapt instruction to meet individual needs, providing varied
materials and activities.
- Formative Assessment: Use ongoing assessments to understand student progress and adjust
instruction accordingly.
- Cultural Competence: Integrate diverse perspectives into the curriculum and create an
inclusive classroom environment.
3. RESPONSIBILITIES:
- Resource Providers: Ensure access to diverse learning resources, both traditional and digital.
- Collaborators with Learners: Collaborate with students in goal-setting, project planning, and
assessment.
- Promoters of Lifelong Learning Skills: Foster the development of critical thinking,
communication, collaboration, creativity, and adaptability.
SHARED RESPONSIBILITIES:
1. GOAL SETTING:
- Collaboratively set and revise learning goals based on educational standards and individual
aspirations.
2. REFLECTION:
- Engage in reflective practices, with learners reflecting on their progress and teachers reflecting
on instructional methods.
3. COMMUNICATION:
- Maintain open communication, with learners expressing needs and teachers providing clear
instructions and feedback.
4. ADAPTATION:
- Adapt to changing circumstances, with learners adjusting learning strategies and teachers
modifying instructional approaches based on feedback.
5. RESPECT FOR DIVERSITY:
- Foster an inclusive environment by respecting diverse perspectives, incorporating cultural
elements into the curriculum, and celebrating diversity.
2. Describe the classroom situations, arrangement of furniture, and learning activities
Classroom Situations:
1. Interactive Discussions:
- Classroom situations involve lively and interactive discussions where students actively
participate, share ideas, and ask questions.
2. Collaborative Group Work:
- Students frequently engage in collaborative group work, fostering a sense of community and
encouraging peer-to-peer learning.
3. Student-Centered Inquiry:
- Learning situations emphasize student-driven inquiry, allowing learners to explore topics of
interest and take ownership of their learning.
4. Real-World Problem Solving:
- Classroom scenarios often involve real-world problem-solving activities that connect
theoretical concepts to practical applications.
Furniture Arrangement:
1. Flexible Seating:
- Furniture is arranged in a flexible manner to accommodate various learning activities. This
may include movable desks and chairs that can be easily reconfigured.
2. Collaborative Spaces:
- Dedicated collaborative spaces with tables and comfortable seating arrangements encourage
group discussions and teamwork.
3. Technology Integration:
- Consideration is given to the placement of technology, with accessible outlets and
arrangements that support the integration of digital tools.
4. Comfortable Learning Corners:
- Cozy learning corners with comfortable seating and resources are available for individual or
small group work.
Learning Activities:
1. Project-Based Learning:
- Project-based learning activities are a common feature, allowing students to work on
extended, hands-on projects that align with their interests.
2. Inquiry-Based Exploration:
- Learning activities involve inquiry-based exploration, where students investigate and discover
solutions to open-ended questions.
3. Student Presentations:
- Opportunities for student presentations are integrated into the learning process, promoting
communication skills and knowledge sharing.
4. Peer Teaching:
- Learning activities include peer teaching sessions, where students take turns sharing their
expertise and insights with classmates.
5. Interactive Technology Use:
- Technology is integrated into learning activities, providing interactive tools and resources to
enhance engagement and understanding.
6. Reflection and Journals:
- Activities include reflective practices and journaling, encouraging students to think critically
about their learning experiences.
7. Differentiated Instruction:
- Learning activities are designed to cater to diverse learning styles and abilities, with
differentiated instruction to meet individual needs.
3. Present a specific activity showing student/learner-centered learning
Activity: "Gallery Walk"
Objective: To encourage collaborative learning, inquiry, and critical thinking by having students explore
and analyze visual information related to a specific topic.
Description:
1. Preparation:
- Select relevant images, charts, graphs, or text excerpts related to the topic of study. Place these
around the classroom or in a designated space.
2. Introduction:
- Provide a brief overview of the learning objectives and the central theme of the gallery walk.
- Emphasize that students will be actively involved in exploring and discussing the content
3. Instructions:
- Divide the class into small groups. Assign each group to start at a specific station.
- Instruct students to analyze the visual information at their assigned station, discussing and making
observations within their group.
4. Rotation:
- After a set amount of time (e.g., 5-7 minutes), signal for groups to rotate to the next station.
- At each station, students build on the insights of the previous group by adding comments, questions,
or reflections.
5. Discussion and Synthesis:
- Reconvene as a whole class after the rotations are complete.
- Facilitate a discussion where groups share their observations, interpretations, and any patterns or
connections they noticed.
6. Reflection:
- Conclude the activity with a reflection period where students individually or as a group consider the
broader implications of the visual information.
Benefits:
- Student-Led Exploration: Allows students to explore content at their own pace and engage in
collaborative sense-making.
- Critical Thinking: Encourages critical analysis, observation, and interpretation of visual information.
- Discussion Skills: Fosters communication skills as students share findings and engage in group
discussions.
- Inclusivity: Appeals to diverse learning styles by incorporating visual elements.
Adaptations:
- Technology Integration: Use digital platforms for a virtual gallery walk.
-Thematic Focus: Tailor the visual content to align with specific themes or cross-curricular concepts.
- Assessment: Incorporate a reflective writing component or a follow-up assignment to assess individual
understanding.
LEARNING TASK 5
Write a position paper based on the emerging issues and concerns on learner-centered teaching.
Title: Embracing Learner-Centered Teaching: Addressing Emerging Issues and Concerns
Introduction:
In recent years, the educational landscape has witnessed a paradigm shift towards learner-centered
teaching methodologies. This approach places the learner at the heart of the educational process,
emphasizing individualized instruction, active participation, and the cultivation of critical thinking skills.
While the move towards learner-centered teaching is widely celebrated, it is essential to acknowledge
and address emerging issues and concerns that may impact its effective implementation. This position
paper delves into these challenges and proposes strategies to overcome them, ensuring the continued
success of learner-centered education.
Emerging Issues and Concerns:
1. Assessment and Standardization:
- Issue: Balancing standardized assessments with the principles of learner-centered teaching poses a
challenge. Traditional assessment methods may not adequately capture the diverse skills and knowledge
acquired through personalized learning experiences.
- Concern: The pressure to conform to standardized testing may undermine the essence of learnercentered teaching, leading to a potential mismatch between educational goals and assessment strategies.
2. Technology Integration:
- Issue: The rapid integration of technology into education brings both opportunities and challenges.
Ensuring equitable access to technology and navigating digital literacy disparities among students are
critical concerns.
- Concern: Overreliance on technology may compromise the personal, face-to-face interactions that are
integral to learner-centered teaching. Striking a balance between digital tools and interpersonal
engagement becomes crucial.
3. Teacher Professional Development:
- Issue: The successful implementation of learner-centered teaching requires educators to adopt new
pedagogical approaches. Adequate professional development opportunities may not be universally
available.
- Concern: Without ongoing support and training, educators may struggle to transition from traditional
teaching methods to a learner-centered approach, hindering its effectiveness.
4. Inclusivity and Diversity:
- Issue: Designing learner-centered strategies that cater to diverse learning styles, cultural backgrounds,
and individual needs is a multifaceted challenge.
- Concern: Inadvertently creating an environment that unintentionally marginalizes certain learners due
to cultural insensitivity or biases poses a risk to the inclusivity goals of learner-centered teaching.
Proposed Strategies:
1. Flexible Assessment Methods:
- Develop and implement assessment strategies that align with the principles of learner-centered
teaching, such as project-based assessments, portfolios, and peer evaluations.
- Advocate for a shift towards assessments that emphasize real-world application and critical thinking
skills.
2. Equitable Technology Integration:
- Prioritize equitable access to technology by providing resources and training to students in
underserved communities.
- Emphasize a thoughtful and purposeful integration of technology, ensuring that it enhances rather
than replaces meaningful teacher-student interactions.
3. Comprehensive Professional Development:
- Establish ongoing and comprehensive professional development programs that support educators in
adopting learner-centered methodologies.
- Encourage collaboration among educators, creating a platform for sharing best practices and learning
from each other's experiences.
4. Culturally Responsive Practices:
- Incorporate culturally responsive teaching practices into the framework of learner-centered education.
- Provide educators with resources and training to develop a deep understanding of cultural diversity,
enabling them to create inclusive learning environments.
Conclusion:
As the educational landscape evolves towards learner-centered teaching, addressing emerging issues and
concerns is crucial for its sustained success. By acknowledging the challenges related to assessment,
technology integration, teacher professional development, and inclusivity, and implementing the
proposed strategies, we can ensure that learner-centered education remains a transformative and
equitable force in shaping the future of learning. Embracing these challenges as opportunities for growth
will lead to a more dynamic, inclusive, and effective educational experience for all learners.
NOTE: SUBMIT YOUR ASSIGNMENT NOT LATER THAN NOVEMBER
LEARNING TASK
FACILTATING
LEARNER CENTERED
TEACHING
(ACTIVITY COMPILATION)
SUBMITTED BY:
CHARLENE S. BALISALISA
Professional Education Student
SUBMITTED TO:
MRS. ELIZABETH CONSULAR
Subject Teacher