LICENSURE EXAMINATION FOR TEACHERS (LET) accepted as a basis of reasoning or unsupported or ill

WHAT TO EXPECT supported theory

FOCUS: Professional Education A. Behaviorism/Associative Learning Theory
Facilitating Learning It operates on a principle of “Stimulus-Response”
LET Competencies: Prefers to concentrate on actual behavior
1. Analyze the cognitive, metacognitive, motivational and Ivan Petrovich Pavlov’sClassical Conditioning
socio-cultural factors that affect learning Classical means “in the established manner”
2. Organize the learning environment that promotes Individual learns when a previously neutral stimulus is
fairness regardless of culture, family background and repeatedly paired with an unconditioned stimulus until a
gender, responsive to learner’s needs and difficulties neutral stimulus evokes a conditioned response.
PART I: Content Update Feature of Classical Conditioning Classroom
Basic Concepts Implications
Schema - Prior knowledge 1. Stimulus – Generalization – a process by which the
Principle - Universal truths/facts conditioned response transfers to other stimuli that is
Theory similar to the original conditioned stimulus.
Public pronouncement of what a scientist or an Ex. stern teacher • A child should be convinced that not
independent/group of minds that have done something all teachers in school are bad or anything that associates
and is subject for further studies/research. to school matters are bad.
Concepts/propositions that help to describe and explain 2. Discrimination – a process by which one learns not to
observations that one has made. respond to similar stimuli in an identical manner because
Learning of previous experiences. • Help the child to distinguish
- involves acquisition of new elements of knowledge, the difference between two or three identical stimuli or to
skills, beliefs and specific behavior discriminate their distinct differences.
- - may mean one or 3. Extinction – a process by which a conditioned
- more of all these things: response is lost.
the act of gaining knowledge (to learn something), the Ex. anxiousness • Fear of anxiety towards a terror
knowledge gained by virtue of that act (that which is teacher gradually vanishes if in the succeeding days you
known) the process of gaining knowledge (learning experience pleasant treatment with the teacher.
how). -Banner and Cannon, 1997 Classroom Application
LEARNING - It is an ongoing process of continued Relate learning activities with pleasant events.
adaptation to our environment, assimilation of new Build positive associations between teaching and
information and accommodation of new input to fit prior learning activities.
knowledge. Edward Lee Thorndike’s Connectionism
Adaptation - to become adjusted to new or different Connectionism means learning by selecting and
conditions connecting
Assimilation - to make or become similar; to become Thorndike Theory of Learning Classroom Implications
absorbed, as knowledge 1. Multiple response – variation of responses that would
Accommodation - to settle; reconcile, adapt, adjust lead to conclusion or arrival of an answer A child tries
Learning multiple responses to solve a certain problem.
- is characterized by: 2. Law of Set and Attitude – attitude means “disposition”,
a change in behavior or the capacity to change one’s “pre-judgment”, and prior instruction/experience affects
behavior in the future towards a given task. Giving of homework, advanced
a relatively permanent observable/demonstrable change reading affects learning
in the behavior of a person as a result of interaction of 3. Law of Readiness – interfering with oral directed
the environment behavior causes frustration, causing someone to do
occurring through practice or experience something they do not want to do is also frustrating.
it is not being the same as thinking as its focus is on a. When someone is ready to perform some act, to do is
manifest behavior rather than simply on satisfying.
thoughts b. When someone is ready to perform some act, not to
Principles/Conditions of Learning do is annoying.
1. Learning is an active, continuous process: it involves c. When someone is not ready to perform some act and
more than acquiring information. is forced to do, it is annoying. Asking a child to write the
2. Styles and rates of learning vary: learners may be alphabets when he/she did not learn the basic strokes of
auditory, visual, or tactile/kinesthetic. writing gets frustrated and annoyed.
3. Readiness affects motivation and desire to learn. 4. Law of Exercise – the organism learns by doing and
4. Learning is very effective when there is immediate forgets by not doing.
application of what is being taught. a. Law of use – connections between stimulus and
5. Life experiences influence learning. response are strengthened as they are used.
6. Learning is facilitated when learners have knowledge b. Law of disuse – connections between a stimulus and
of their progress towards a goal. response are weakened when practice is discontinued.
7. Repetition (practice) helps perfect learning. Practice makes perfect
8. Principle of effect: learning is strengthened when Provide varied enhancement activities/exercises,
accompanied by satisfying feeling. seatwork.
9. Principle of primacy: what is taught must be taught 5. Law of Effect – reward increases the strength of a
right at the first time. connection whereas punishment does nothing. Praise
10. Principle of intensity: teaching requires provision of students’ achievements; encourage those low
vivid, exciting learning of experiences. performing students to do better.
11. Principle of recency: the things most recently learned Classroom Application
are the best remembered. Do not force the child to go to school if he/she is not yet
Learning Theories ready. Indications of readiness: sustained interest,
They are sets of conjectures and hypothesis that explain improved performance (Ex. Writing, reading)
the process of learning or how learning takes place Practice what has been learned
Conjectures -to conclude or suppose from incomplete Consider individual differences.
evidence; guess; an indecisive opinion Burrhus Frederic Skinner’s Operant Conditioning and
Hypothesis - a set of assumptions, provisionally Reinforcement
Operant Conditioning - using pleasant or unpleasant outcome independently and relates it to his/her existing
consequences to control the occurrence of behavior. knowledge.
Reinforcers– any consequence that strengthen a Rote Discovery Learning
behavior the solution is arrived at independently but is committed
Primary reinforcer– related to basic needs. Ex. food to memory
Secondary reinforcer – value of something is acquired Classroom Application
when associated with primary reinforcer. Ex. money to Teachers to take note that before actual learning is
buy food expected, the teachers may use advance organizers
Positive reinforcer– consequence given to strengthen a Jerome Bruner’s Discovery Learning Theory or
behavior Inquiry Method/Theory of Instruction
Negative reinforcer – release from an unpleasant Posits that learning is more meaningful to learners when
situation to strengthen behavior. they have the opportunity to discover on their own the
Reinforcement –it is a key element to explain why and relationships among the concepts or to actively search
how learning occurs. for a solution to a problem
Verbal – praise, encouragement An approach to instruction through which students
Physical – touch, pats, hugs interact with their environment by exploring and
Non-verbal – smiles, winks, warm looks manipulating objects, wrestling with questions and
Activity – games, enjoyments controversies or performing experiments. The idea is
Token – points, stars that students are more likely to remember concepts they
Consumable – cookies discover on their own.
Punishment – any unpleasant consequence to weaken a Calls his view of learning “instrumental conceptualism”
behavior Scaffolding
Classroom Application Classroom Application
Teachers may use pleasant or unpleasant consequence Teachers must strive to see a problem as the learner
to control the occurrence of behavior sees it and provide information that is consistent with
Act on a situation right away. Be sure to make students learner’s perspective.
understand why they are being reinforced or punished Wolfgang Kohler’s Insight Learning/Problem – Solving
B. Cognitive and Metacognition Theory
Main focus is on memory (the storage and retrieval of Insight – the capacity to discern the true nature of
information) situation
Prefer to concentrate on analyzing cognitive processes - imaginative power to see into and understand
Believe in the non-observable behavior immediately
Basic Concepts: • Gaining insight is a gradual process of exploring,
1. Perception - a person’s interpretation of stimuli. analyzing, and structuring perception until a solution is
2. Encoding – putting information in memory arrived at.
3. Storage – changing the format of new information as it The more intelligent a person and the more experiences
is being stored in memory he has, the more capable he will be for gaining insight.
4. Rehearsal – mental repetition of information Held that animals and human beings are capable of
5. Dual Coding – holds the complex networks or verbal seeing relationships between objects and events and act
representations and images to promote long term accordingly to achieve their needs.
retention. The power of looking into relationships involved in a
6. Retrieval – finding information previously stored in problem and in coming up with a solution
memory; recalling Classroom Application
Meaningful learning occurs when new experiences are Allow students to go through trial and error method
related to what a learner already knows. especially in doing laboratory experiments and in solving
May occur through: mathematical equations
reception Teachers should help students in gaining insights by
rote learning giving/presenting activities/situations to do so, they will
discovery learning be able to solve their problems.
David Ausubel’s Meaningful Reception Theory Jean Piaget’s Cognitive Constructivism
Meaningful learning occurs when new experiences are It emphasizes the active role of the learner in building
related to what a learner already knows. understanding and making sense of information.
May occur through: It is about how the individual learner understands things,
reception in terms of developmental stages and learning styles
rote learning Two major parts:
discovery learning 1. Ages – what children can and cannot understand at
Two Dimensions of Learning Processes: different ages
The first dimension relates to the two ways by which 2. Stages – how children develop cognitive abilities
knowledge to be learned is made available to the learner through developmental stages
The second dimension relates to the two ways by which Developmental Stages - it is a distinct period in the life
the learner incorporate new information into his existing cycle characterized by a particular sets of abilities,
cognitive structure motives, behavior and emotion that occur together and
1. Meaningful Reception Learning form a coherent pattern.
2. Rote Reception Learning 3. Meaningful Discovery Classroom Application
Learning Consider the developmental stages and learning styles
4. Rote Discovery Learning of learners in presenting ideas
Meaningful Reception Learning Teachers should provide necessary resources and rich
material is presented to the learner in a well- environment filled with interesting things to explore, thus
organized/final form and relates it to his/her existing become active instructor of their own knowledge
knowledge Richard Atkinson’s and Richard Shiffrin’s Information
Rote Reception Learning Processing Theory
material is presented to the learner in a well- The individual learns when the human mind takes in
organized/final form and is memorized information (encoding), performs operation in it, stores
Meaningful Discovery Learning the information (storage), and retrieves it when needed
learner arrives at the solution to a problem or other (retrieval)
Memory – the ability to store information so that it can be Ex. Solving mathematical problems using a given
used at a later time. formula (find the area of a square A = 1xW)
Stages of Human Memory Teaching for Transfer (Gagne)
1. Sensory Memory – utilizes sense organs such as Transfer – to convey or cause to pass from
visual, auditory; lasts less than a second one place, person or things to another; direct
Ex. color, shape, blowing of horn (a person) elsewhere for help or information.
2. Short Term Memory (STM) – selected by attention; Transfer of Learning
lasts up to 13-30 seconds Types:
Ex. telephone number 1. Lateral transfer – occurs when the individual is able to
3. Long Term Memory (LTM) – lasting retention of perform a new task about the same level. (e.g. solving
information word problems given in text and later solving a similar
- Minutes to lifetime problem on the board)
- Information on The LTM, if not rehearsed, can be 2. Vertical transfer – occurs when the individual is able
forgotten through to learn more advanced/complex skills (e.g. being able
trace decay to add and multiply; being able to read and write)
Three components: Classroom Application
Episodic Memory – associated with our recall of Observe strictly sequence in teaching in terms of level of
particular times and places and a storage place for many learning skills and capabilities required.
personal experiences. Check students’ capabilities in each level before moving
Procedural Memory – refers to “knowing how” as to the next level.
opposed to “knowing that” Make sure that pre-requisite learning is required before
Semantic Memory – knowledge of general facts, proceeding to the target level.
principles and concepts that are not connected to Kurt Lewin’s Field Theory
particular times and places.Organized in networks of Known for the terms: “life space” (reality, need,
connected ideas or relationships referred grouped under aspirations, desires, goals) and “field theory” (forces-
larger more generic categories. social environment; function of both the person and
Forgetting environment
To be unable to recall (something previously known) to “Learning is more effective when it is an active rather
the mind than a passive process”
Causes of Forgetting Classroom Application
1. Retrieval Failure- forgetting is due to inability to recall In a classroom for instance teachers must try to suit the
the information. goals of the activities of the lessons to the learner’s
2. Decay Theory – information stored in LTM gradually needs along with his environment.
fades when it is not used. C. Socio-cultural
3. Interference Theory – forgetting in LTM is due to the Concepts:
influence of other learning Learning involves participation in a community of
Retention- the ability to recall or recognize what has practice
been learned or experienced. Society and culture affects learning
Interference – the act or an instance of hindering, Social learners become involved in a community of
obstructing or impeding. practice, which embodies certain beliefs and behaviors
Classroom Application to be acquired; social interaction.
Hold learner’s attention in all cognitive tasks. Culture and Learner Diversity
Assist learner to assess materials considered most Relationship of culture and learning style affect students’
important to learn learning/achievement.
Employ interesting rehearsal activities * student’s color, “way of life” vs. cultural values, beliefs
Organize information to be learned and norms of schools
Robert Gagne’s Cumulative Learning Teacher’s cultures
Learning skills are hierarchically arranged - teacher’s own cultural orientations impede successful
Progression from stimulus-response associations to learners guided by another cultural orientation.
concepts, principles and problem solving. Albert Bandura’s Social / Observational Learning Theory
7 Levels of Learning Known for his “Bobo doll” experiment
1. Signal Learning – involuntary responses are learned People learn through observation, simulation, modeling
Ex. hot surface touched which means watching (observing), another called a
2. Stimulus-response Learning – voluntary responses model and later imitating the model’s behavior.
are learned. Concentrates on the power of example
Ex. Getting ready to move at the sound of a fire alarm Models are classified as:
3. Chaining/Motor – two or more separate motor/verbal Real life– exemplified by teachers, parents and
responses maybe combined or chained to develop a significant others
more complex shell Symbolic – presented through oral/written symbols, e.g.
Ex. house + wife = housewife books
4. Discrimination Learning – learner selects a response Representational– presented through audio-visual
which applies to stimuli. measures, e.g. films
Ex. sound of fire engine is different from other Concepts in Social Learning Theory
sounds/sirens 1. Vicarious Learning – learning is acquired from
5. Concept Learning – involves classifying and observing the consequences of other’s behavior.
organizing perceptions to gain meaningful concepts 2. Self – regulated Learning – occurs when individuals
Ex. Concept of “triangle”, discriminate triangle from other observe, assess and judge their own behavior against
shapes and deduce commonality among different their own standards, and subsequently reward or punish
shapes themselves.
6. Principle Learning (Rule Learning) – involves 4 Phases of Observational Learning
combining and relating concepts to form rules 1. Attention – mere exposure does not ensure
Ex. Equilateral triangles are similar in shapes acquisition of behavior. Observer must attend to
7. Problem Solving – considered the most complex recognize the distinctive features of the model’s
condition: involves applying rules to appropriate problem response.
situations 2. Retention –reproduction of the desired behavior
implies that student symbolically retains that observed Intelligence – refers to general mental ability of a person
behavior - capacity to resolve problems or to fashion products that
3. Motor Reproduction Process– after observation, are valued in a more cultural setting
physical skills and coordination are needed for Achievements – refers to the previous learning of a
reproduction of the behavior learned. person in a certain subject area.
4. Motivation al Process– although observer acquires Multiple Intelligence – capacity of a person to possess
and retains ability to perform the modeled behavior, and adapt two or more intelligences.
there will be no overt performance unless conditions are Intelligence Competence Examples
favorable 1. Linguistic – sensitivity to spoken and written language
Classroom application: - Ability to learn language
Model desirable behaviors, making sure that the - Capacity to use language to accomplish certain goals
students are paying attention while doing so Writers, poets, lawyers, speakers
Make sure that the students are physically capable of 2.Logical/mathematical – analyzes problems logically,
doing the modeled behavior and that they know why carry out mathematical operations, and investigate
they should demonstrate this behavior issues scientifically. - Ability to detect patters, reason
Expose students to a variety of exemplary models deductively and think logically. Scientists,
Situated Learning by Jean Lave and Wenger mathematicians
Concepts 3. Musical – skill in the performance, composition and
The nature of the situation impacts significantly on the appreciation of musical patterns. - Capacity to recognize
process of learning. and compose musical pitches, tones and rhythms.
Learning involves social relationships – situations of co- Musicians, composers
participation. 4. Bodily kinesthetic – using one’s whole body or body
Learning is in the relationships between people. parts to solve and convey ideas. - Ability to use mental
Learning does not belong to individual persons, but to abilities to coordinate bodily movements. Athletes,
the various conversations they share. dancers
Classroom Application 5. Spatial – recognize and use patterns of wide space
Engage students in group activities/participatory works and more confined areas. Capacity to understand,
Allow students to do/participate in community – based appreciate and maximize the use of spaces • Engineers
activities 6. Interpersonal – working effectively with others. -
Relate teaching- learning to real life situations Capacity to understand the intentions, motivations and
UrieBrofenbrenner’s Ecological Systems desires of other people. Educators, sales people,
Theory/Environmental Contexts religious counselors, politicians
Learning is greatly affected by the kind of environment 7. Intrapersonal – working effectively with oneself -
we are in. Capacity to understand oneself, appreciate one’s
Learners are understood within the context of their feelings, fears and motivations
environment. 8. Naturalist – appreciation of the environment/nature. -
These environmental contexts are interrelated. Ability to recognize, categorize and grow upon certain
Environmental Contexts: Major Levels features of the environment Nature lover,
1. Microsystem – innermost level environmentalist
- contains the structure that has direct contact with child Classroom Application
2.Mesosystem– connection between the structures of Make use of various activities which will address the
the child’s microsystem different intelligences of your students in the class (e.g.
3.Exosystem – 3rd level art activities to accommodate art inclined students, song
- social system which the child does not function directly writing for musically inclined, etc)
4.Macrosystem– outermost level Robert Sternberg Triarchic Intelligence (1988), focuses
- values, customs, laws, beliefs and resources of a on three main components of intelligence:
culture/society Practical intelligence--the ability to do well in informal
5 . Chronosystem– and formal educational settings; adapting to and shaping
If the relationships in the immediate microsystem break one's environment; street smarts.
down, the child will not have the tools to explore other Experiential intelligence--the ability to deal with novel
parts of his environment resulting to behavioral situations; the ability to effectively automate ways of
deficiencies. Learning tends to regress / slow down dealing with novel situations so they are easily handled
when the environment of the child is in turmoil in the future; the ability to think in novel ways.
Classroom Application Componential intelligence--the ability to process
School and teachers should work to support primary information effectively.Includes metacognitive, executive,
needs of the learner to create an environment that performance, and knowledge-acquisition components
welcomes and nurtures school – home relationship that help to steer cognitive processes.
through: parent-teacher conferencing, home visitation, Classroom Application
telephone brigade, family day Engage students in practical, experiential and
Lev Vygotsky’s Social Constructivism classroom-based activities.
It emphasizes how meaning and understanding grow out Daniel Goleman’s Emotional Intelligence
of social encounters. Highlights the role of emotion in the success or
Zone of Proximal Development (ZPD) - gap between happiness of an individual which eventually affects
actual and potential development behavior or learning.
*Actual development – what children can do on their own Classroom Application
* Potential development – what children can do with help Surface the emotions manifested by students in a certain
Scaffolding – situation. Don’t suppress it.
competent assistance or support through mediation of William Glasser’s Control Theory
the environment (significant others) in which cognitive, Behavior is inspired by what satisfies a person’s want at
socio-emotional and behavioral development can occur. any given time.
Classroom Application Classroom Application
Engage students in group activities and let them share Make schoolwork relevant to student’s basic human
their schema on a particular subject within the groups needs.
(small groups) and synthesize it in the big group David Kolb’s Learning Styles
Howard Gardner's Multiple Intelligences Learning Styles – are tools utilized by learners to cope
and adjust to the learning environment The environment can be used to focus the student’s
Four learning styles attention on what needs to be learned.
Learning Styles Educational Implications Incentives motivate learning
1. Convergers– rely on abstract conceptualizing and Internal motivation is longer lasting and more self –
experimenting directive than is external motivation, which must be
- they like to find specific, concrete answers and move repeatedly reinforced by praise or concrete rewards.
quickly to solution Learning is most effective when an individual is ready to
- unemotional, since they prefer to deal with things rather learn, that is when one want to know something.
than with people. Motivation is enhanced by the way in which the
Ex. physical sciences and engineering Teacher should instructional material is organized.
provide learning tasks that have specific answers like Theories of Motivation
numbers and figures/units. 1. Drive Theory (Clark Hull)
2. Assimilators – rely most on abstract conceptualizing • Drive is a condition of arousal on tension that motivates
and reflective observation behavior
- interested in theoretical concerns than in applications. • Drives most typically have been considered to involve
Ex. research and planning Teacher should provide physiological survival needs; hunger, thirst, sleep, pain,
learning tasks that call for integration of sex.
materials/situational activities • A drive results from the activation of a need
3. Divergers – rely on concrete experience and active • Need – a physiological deficiency that creates condition
participation of disequilibrium in the body
- generate ideas and enjoy working with people. 2.Self – Efficacy (Albert Bandura)
Ex. counseling and consulting Teacher should provide Self – efficacy – it is the belief that one has capabilities
group activities since learners enjoy working in groups. to execute the courses of actions required to manage
4. Accommodators – rely on concrete experience and prospective situations. Unlike efficacy, which is the
active experimentation power to produce an effect (in essence competence) self
- risk – taking, action oriented, adoptable in new – efficacy is the belief (whether or not accurate) that one
situations. has the power to produce that effect.
Ex. marketing, business, sales Teacher should provide Self – efficacy relates to a person’s perception of his/her
learning tasks that call for hands-on approach. ability to reach a goal while, self – esteem relates to a
Types of Learners person’s sense of self – worth.
Types of Learners/Perceptual Channel Educational 3. Self – Determination (E. Deci)
Implications/Learning Preferences Self – determination – comes from the sense of
1. Auditory learners – prefer to learn by listening/auditory autonomy that a person has when it comes to things that
perceptual channel. Lecturing is the teaching approach he does and the choices he makes.
that works best for them. 4. Theory of Achievement Motivation (Atkinson)
Songs/poems are useful and effective learning tools. Motivation to perform is affected by two variables
2. Visual learners – prefer print materials/visual Expectancy – people must believe than they can
perceptual channel Reading/responding to visual cues, accomplish a task, that is, they should have expectancy
such as the chalkboard or transparencies about what they want to achieve.
Textbooks and pictures are useful and effective learning Value – they should place an importance or value in
tools. what they are doing.
3. Tactile learners – like to manipulate objects/tactile 5. Attribution Theory (B. Weiner)
perceptual channel Hands-on or laboratory methods of People’s various explanations for successes and failures
learning are most appropriate for learners. – their beliefs about what causes attributions.
Tracing diagrams or using texture examples. Dimensions underlying people’s attribution. People can
4. Kinesthetic or whole body learners – like to learn explain events in many different ways. For example, a
through experiential activities/kinesthetic perceptual tennis player may attribute his/her wins and successes
channel. Simulations, exploratory activities and problem- in matches to things like – luck, health, effort, mood,
solving approach of teaching. strengths and weaknesses of his/her opponents, climate,
Pacing or dancing while learning new material. his/her fans etc.
Part II TECHNIQUES IN MOTIVATING LEARNERS
MOTIVATION Challenge them - offer student’s opportunities to
What is meant by Motivation? undertake real challenges. Encourage them to take
An internal state or condition (sometimes described as a intellectual risks.
need, desire or want) that serves to activate or energize Build on strengths first - Opportunity to use their talents
behavior and give it direction. to achieve success.
Although motivation cannot be seen directly, it can be Offer choices - offering choices develop ownership.
inferred from behavior we ordinarily refer to as ability. When child makes decisions he/she is more likely to
Ability refers to what a person wants to do. accept ownership and control of the results.
In order to do this effectively, it is necessary to Provide a secure environment which permits children to
understand that motivation comes in two forms. fail without penalty. Learning how to deal with failure is
Two Kinds of Motivation: critical for developing motivation and successful
Extrinsic Motivation learning.
– When students work hard to win their parents’ favour, III. ACHIEVING LEARNING OUTCOMES
gain teachers’ praise or earn high grades; their reasons A. Definitions
for work and study lie primarily outside themselves. - Learning outcomes specify what a learner is expected
- Is fuelled by the anticipation and expectation of some to know, understand or to be able to do as a result of a
kind of payoff from an external source learning process.
Intrinsic Motivation - Measuring learning outcomes provides information on
– when students study because they enjoy the subject what particular knowledge (cognitive); skill or behavior
and desire to learn it, irrespective of the praise won or (psychomotor and affective). Students have gained after
grades earned; the reasons for learning reside primarily instruction is completed.
inside themselves B. Importance
- Fuelled by one’s own goal or ambitions • Communicate expectations to learners
Principles of Motivation • Review curriculum and content
• Design appropriate assessment by the members of a culture about what is good or
• Evaluate the effectiveness of learning desirable and what is not.
C. Three learning domains (KSA)
C.1. Cognitive Learning Domain Principles in Achieving the Development of Attitudes and
– development of knowledge and intellectual skills Values and Their Classroom Implications
- mental skills (knowledge) Every interaction with children provides an opportunity to
Basic Concepts: Cognitive Learning teach values.
1.Fact – something that is true, something that actually Children learn about our values through daily interaction
with us.
exists
2. Concept – basically the main idea Children learn through our example
3. Generalization –the formation of a general notion by Children learn values through the way we do things as a
putting together general concepts family.
4. Thinking – rational; reasoning Children learn values and beliefs through their exposure
to the larger world.
Types of Thinking Children learn values through our explanations of the
1 Problem Solving – process involved in the solution of a world.
problem. C.3 Psychomotor Learning Domain
2. Critical Thinking (Anita J. Harrow)
a. Careful and deliberate determination of whether to Includes physical movement that involves coordination
accept, reject, suspend judgement on a claim of the mind and body
b. Reasonable reflective thinking that is focused in Manual of physical skills
deciding whether to believe or do Basic Concepts: Psychomotor Learning
c. Comprises the mental processes, strategies and Capacity – the facility or power to produce, perform or
representations people use to solve problems, make deploy.
decisions, and learn new concepts Ability – competence in an activity or occupation
3. Creative Thinking because of ones’ skill, training, or other qualification.
Involves the ability to produce new forms in an art or Skill – learned capacity to carry out predetermined
mechanics or to solve problems by novel methods results often with the minimum outlay of time, energy, or
Creativity consist in coming up with a new and relevant both.
ideas PRINCIPLES INVOLVED IN ACHIEVING
Creativity has two kinds PSYCHOMOTOR LEARNING AND THEIR
a. Cognitive – involved in problem solving CLASSROOM IMPLICATIONS
b. Aesthetic – relating to artistic creation 1. The psychomotor domain is best assessed in a face
4. Metacognition to face situation.
-meta– after; beyond; higher 2. It focuses on performing sequences of motor activities
-cognition– way of thinking; perceiving; knowing to a specified level of motor operations for a child of
Refers to the idea of “knowing about knowing”, involves given age.
the study of how we think about our own thinking in 3. Learning materials and activities should involve the
order to develop strategies for learning. appropriate level of motor capabilities.
Is the capacity to monitor and regulate one’s own 4. Use teaching methods that actively involve students
thinking or mental capacity. and present challenges.
From of thinking in which an individual develops an 5. Psychomotor learning is facilitated by providing
awareness of his characteristics, attitudes, beliefs, and activities or situations that engage learners to perform.
actions. Acknowledgement goes to various authors
Principles in Achieving Cognitive Learning and Their /mlba
Classroom Implications PRACTICE TEST
Content: Teach tacit heuristic knowledge as well as Facilitating Learning
textbook knowledge. 1. Which theory operates in “stimulus-response principle,
Situated Learning: Teach knowledge and skills that which means all behaviors are caused by external
reflect the way the knowledge will be useful in real life. stimuli?
Modeling and Explaining: Show how a process unfolds A. Contextual theory C. Cognitive theory
and tell reasons why it happens that way. B. Behaviorist theory D. Constructivist theory
Coaching and Feedback: Pay personalized attention to 2. Ms. Erika in her Biology class accompanies her
performance, coupled with appropriate hints, helps, and discussion with interesting visual aids. She strongly
encouraging feedback. believes that students learn better when lessons are
Articulation and Reflection: make students think about presented with images, real or imagined aside from
and give reasons for their actions/own performance. mere lecture method or verbal representations. Which
Exploration: Encourage students to try out different learning theory she upholds to?
strategies and observe their effects. 3. Which of the following learning theories in Thorndike
Sequence: Proceed in an order from simple to complex, states that an organism learns by doing and forgets by
with increasingly diversity. not doing, in other words, it refers to the law of use and
C.2. Affective Learning Domain law of disuse?
(Krathwol) A. Law of Effect C. Law of Readiness
- deals with attitudes, motivation, willingness to B. Law of Set and Attitude D. Law of Exercise
participate 4. Why should learning be aided by formulating and
- valuing what is being learned asking questions? So that
- incorporating the values of a discipline as a way of life A. the teacher will not always do the talking but the
- growth in feeling or emotional areas (attitude) students will be given a chance to do the same thing.
Basic Concepts: Affective Learning B. students will develop their self-confidence
Beliefs – an accepting of something or someone as true C. the teacher will know who among the students can
or reliable without asking for proof. communicate very well
Attitudes – a particular feeling or way of thinking about D. students will have a grade in recitation
something. 5. A child is ready to learn if he / she shows
Values – important and enduring beliefs or ideals shared A. interest C. improvement in performance
B. sustained interest D. all of the above
6. Which of the following principles of learning applies to this situation?
considering student’s age and in presenting certain A. Children learn by doing C. Children learn by
content and cognitive process? observing
A. Principle of readiness B. Children learn by repeating D. Children like to behave
B. Principle of learning by doing like adults
C. Principle of presenting challenging tasks 16. Jewel found a wrist watch in the library. She gave it
D. Principle of learning aided by formulating and asking to the librarian. The librarian was very appreciative with
questions her deed. What would Jewel do when she finds
7. Which of the theories of learning presents or states anything?
that learning skills are hierarchically arranged? A. Always returns the things she finds.
A. Theory of Instruction C. Cumulative Learning B. B. Not return the things she finds.
Meaningful Learning D. Social Cognitive Learning C. Gives the things she finds to others.
8. Which of the following best describes what meaningful D. Keeps the things she finds.
learning is? 17. How would you help a student who is intelligent but
A. When what is to be learned is new and easy for the he is underachieving in class?
students A. Provide challenging activities which he / she can
B. Materials presented are difficult and challenging to the excel
students B. Recognize his talents by asking him to help students
C. When the materials to be learned is related to what in the work in class.
students already know C. Identify the immediate causes of difficulties that cause
D. Students find the lessons easy and relevant to what his being an underachiever.
was assigned to them D. Allow him to work with the slow learner group of
9. Ms. Jones, after learning the statements made by her students to cope with the academic needs of the lesson.
colleague about their newly appointed principal, she is 18. Perci, a Grade VI pupil is actively involved various
carefully deliberating of whether to accept, reject or co-curricular activities. His attention was called regarding
suspend judgement in such claim. What type f thinking his poor performance in the academic subjects. If you
Ms. Jones has? were the teacher, what would you tell him?
A. Creative thinking C. Reflective thinking A. Request for special project.
B. Critical thinking D. Logical thinking B. Prioritize his concerns with focus on academics
10. When the nature of situation has significant effect on C. Terminate all his co-curricular activities and stay
the process of learning, this statement is supported by home for good D. Ask for excuse letters to attend other
what theory? activities.
A. Situated Learning 19. The teacher conferred with the parents of Madeleine
B. Individual Differences in Learning regarding her academic performance in the school. This
C. Learning Modalities move of the teacher is commended because
D. Learning Styles A. There is an open communication between the teacher
11. Which is an application of cognitive approach to and the parents
motivation? B. There is no more time to improve the grade of
A. Begin lessons with challenging questions and Madeleine
conflicting events C. The principal asked for the parents of Madeleine
B. Create a supportive classroom climate for students D. The teacher does not want to pass Madeleine
C. Provide clear and prompt feedback on assignments 20. How can you help your student who seems to be
D. Explain the reasons for studying the topic timid and withdrawn because of his physical defect or
12. Most students will cheat if the pressure to perform abnormality?
well is great and the chances of being caught are slim. A. Provide him a wheelchair so that he can join the
How can teachers prevent cheating? group
A. Giving difficult and tricky questions B. Advise his parents to give him a companion always.
B. Putting students in high-pressure situations C. Let him go to the doctor for some advice
C. Being inconsistent in enforcing policies regarding D. Treat him like other students and let him join friendly
cheating and accepting classmates
D. Preparing the students for tests, projects and 21. One of your students just came from the province
assignments so they can do reasonably well. and he seems to have a speech defect. How will you
13. When Kaka was in Grade I, every time she goes assist him when the whole class laughs at him the
home with a perfect score in a test, her parents give her moment he is called to recite?
extra allowance. Every time she does something wrong, A. Explain to your class his speech disorder
she is reprimanded. Now that she is in Grade II, she tries B. Laugh also with them
her best to get perfect scores in the tests because of the C. Shout at your class and stop them
reward and avoids doing something wrong because of D. Encourage the whole class that he is also a learner
the punishment. What does the situation illustrate? and he should be accepted
A. Cognitive learning C. Operant conditioning 22. John has been absent for his Makabayan class for
B. Associative learning D. Classical conditioning six consecutive days. What is the best thing to do when
14. Andrei is a transferee and feels uneasy with his new he reports back to school?
school. His teacher is very accommodating, warm and A. Ask an excuse letter approved by his adviser
caring. Alvin felt comfortable with the teacher’s display of B. Send him to the principal
genuine warmth. The teacher is consistent in his manner C. Valuing the advantages of reporting to school
and Alvin began to associate school with the teacher’s regularly
warmth. Which theory is being illustrated? D. Give him many tasks to do for make-up
A. Meaningful learning C. Operant conditioning 23. Schools and teachers should work to support the
B. Classical conditioning D. Observational learning primary relationship of the child and create an
15. Alma and Anna,who are Grade II pupils, observed environment that welcomes family relationship. What
their teacher after taking her lunch. They see her brush could be the best activities that would demonstrate
her teeth, comb her hair, put powder on her face, after strong relationship and close collaboration between
one week, it was observed that the two girls did the home and school?
same thing, brush their teeth, comb their hair and put A. Giving of report card and outing
powder on their faces. Which of the following applies in B. Parent-conferencing and ticket selling
C. Home visitation and parent-conferencing C. recalling prior knowledge
D. Telephone brigade and interview D. presenting the stimulus materials
24. The change of behaviour as a result of some form of 35. With what prototypes would you start your lesson on
experience is known as concept of liquid?
A. Maturation C. Conditioning A. shampoo and honey
B. Learning D. Development B. water or juice
25. Ruth was crying and was sent by the teacher to the C. cake butter and cement mixture
guidance center. She told the counselor that her money D. any exemplar will do
was lost and she suspected her friend took it. What 36. Marko was praised for writing legibly and continues
should be done first? to do so. Which principle of behavioral learning is
A. Scold the classmate of Ruth observed?
B. Suspend the friend of Ruth for one day A. Premack
C. Confer with Ruth and her friend to discuss the B. Primary reinforcement
problems objectively C. Contingency
D. Call for the parents of Ruth D. Consequence
26. Which of the following changes is an instance of 37. A child is able to read the word “chair” after pairing it
learning? with a picture of chair. In classical conditioning, which
A. growing heavier makes this possible?
B. learning to walk A. positive association
C. feeling drowsy after taking drug B. neutral stimulus
D. associating red light with stop C. unconditioned stimulus
27. All are outcomes of learning, EXCEPT one. Which is D. act of reading
the exception? 38. To remember the six digits 8,4,3,9,4,5, the Math
A. maturation and development teacher puts them together in two’s 84, 39, 45 or, in
B. knowledge and understanding threes, 843, 945. This control process of retaining
C. habits and attitudes information is referred to as _____________.
D. abilities and skills A. Rehearsing
28. In classical conditioning, which are paired together in B. Interfering
order to elicit the desired response? C. Remembering
A. CS and NS D. chunking
B. UCS and CS 39. In developing the concept of transparency, the
C. UCS and NS teacher can prevent overgeneralization by including
D. UCR and NS _____________.
29. Two hyperactive pupils, Rose Ann and Ronna are A. plywood among the examples
seated next to each other. Every time Rose Ann pays B. clear plastic among the examples
attention and completes her tasks, Teacher Bert praises C. glass among the examples
her. In this condition, the teacher notes that D. clear cellophane among the examples
Ronna’sbehavior has also improved even without 40. Ms. Mandela asked her pupils to use the Atlas in
specific reinforcement from her. What is demonstrated correcting their answers to the quiz on capital cities of
by Ronna? the world. Which teaching principle is exemplified by
A. observational learning such teacher’s action?
B. social learning A. organize material into appropriate learning units
C. vicarious learning B. encourage for independent evaluation
D. self-regulated learning C. provide for correct responding on the first time
30. In observation and imitation learning, what should be D. arrange for appropriate practice
the learner’s response when the teacher initially models 41. After giving a story problem to your Math class, the
the behavior? first task you will ask your pupils is to understand
A. reproduce and match _______________.
B. imitate and practice A. the whole problem and elements
C. shows satisfaction B. the meaning of each sentence
D. pay attention C. what is asked
31. What is the correct sequence of information D. the symbols used in the problem
processing? 42. When assessing students work for creativity, what
A. Sensory register-STM-LTM will be your first concern?
B. STM-sensory register- LTM A. the notion of newness
C. Sensory register- LTM-STM B. quality of production
D. LTM-sensory register-STM C. the aesthetic elements
32. Arrange the ff. types of learning according to the D. the degree of intellectual contents
cumulative learning theory. 43. Mrs. Aggarao, the Home Economics teacher,
1) problem solving learning 3) rule learning constantly gives verbal guidance to her pupils while
2) discrimination learning 4) concept learning practicing a sewing skill. What is the value of giving
A. 2-1-3-4 verbal guidance in improving pupils learning behavior?
B. 2-4-3-1 A. it promotes the growth of interest in the new learning
C. 2-3-4-1 tasks
D. 2-1-4-3 B. it serves as informational feedback
33. Which is essential in meaningful reception learning? C. t facilitates perfection of skills
A. concepts are presented to learner and received by D. it directs pupils’ attention to more adequate and better
them. techniques
B. concepts are discovered by them. 44. Ms. Edz, a PE teacher begins a complicated dance
C. concepts are related to one another. step by simple swaying of arms
D. concepts are solicited from the learners. and body in slow motion guiding her students through
34. Which of the following instructional events support the intended movements. What principle is applied by
learning at retrieval phase? the teacher?
A. gaining attention A. present only tasks that students can perform
B. informing learners of the objectives successfully
B. provide opportunities for students to test their learning A. Feeling or emotions are not permitted in the
effort discussion
C. model effective learning and study strategies B. The teacher models good listening habit
D. provide sufficient support (scaffolding) C. The group leader allows quiet members to remain
45. Giving Maria a piece of candy every time she quiet
answers a question correctly is an example of provide D. Repeat directions over and over until everyone listens
exemplary models 55. Cognitive psychologists regard learner as one who
A. secondary reinforcement comes into the classroom _____
B. primary reinforcement A. Knowing nothing
C. partial reinforcement B. Full of experiences
D. none of these C. Uninterested to learn
46. Ms. Caira has observed that several of her pupils do D. Ignorant of schooling
not work on their homework. Which of the following 56. Abel has had difficulty getting the right solution to a
would best help her? problem in Algebra. Suddenly he “saw” how to solve the
A. vary levels of reward for those who have completed problem. Which of the following explains this situation?
their homework A. Revelation
B. hold rewards until everyone in her class completes B. Insight
his/her homework C. Memory gap
C. Maintain the same level of rewards for all pupils who D. Interference
have completed their homework 57. A person who has painful experiences at the
D. Use more rewards initially with the pupils who dentist’s clinic may become fearful at the mere sight of
submitted complete homework for the first time the dentist’s clinic building. Which theory explains this?
47. Motivation should precede certain types of learning. A. Operant conditioning
How is this applied in the classroom? B. Attribution theory
A. follow the interest of the students in assigning tasks C. Values and expectancy theory
B. concepts should be taught from simple to complex D. Classical conditioning
C. consider age level of students in teaching certain 58. Vygotsky claimed that social interaction is important
concepts for learning. What does this imply?
D. give the same task to all students in a particular grade A. Children learn from adults and other children
level B. Children are independent problem solvers
48. Why should teachers provide positive feedback and C. Since they are not capable of instruction, children in
realistic praise? the crib have no learning yet
A. to motivate the students to study D. Children learn well by passive presentation of
B. so the students will know what to do information
C. to be liked and loved by the students 59. Which principle is observed by Ausubel’s schema
D. so the students will praise him/her theory
49. Kindergarten and elementary grade pupils are often A. There is no need to provide background information
engaged in various games as their learning activities. B. Children can be taught on how to study
What principle is best observed in the situation? C. Learners have stock knowledge of things based on
A. Children need game to relax and enjoy. background information and experience
B. Teaches need to relax while the children are at play. D. Teachers must presume that learners know
C. Games provide a wide range of social and cognitive everything
experiences 60. The use of drills in the classroom is rooted on
D. Games as a formulized expression of play are Thorndike’s law of
natural. A. Effect
50. The principle of individual differences requires B. Readiness
teachers to ______. C. Premack
A. Give greater attention to gifted learners D. Exercise
B. Provide for a variety of learning activities 61. Daniel Goleman’s theory on Emotional Intelligence
C. Prepare modules for slow learners in class highlights the role of emotion in the success or
D. Treat all learners alike while in the classroom happiness of an individual. In which situation can the
51. Which practice negates teacher’s role as facilitator of teacher best cultivate empathy in case students are
learning? fighting in the classroom?
A. Teacher does more talk so learners talk less. A. Make them realize how fighting negatively affects
B. Teacher does less talk for learners to talk more. themselves and others
C. Teacher makes use of interactive teaching strategies B. Reprimand the students so that others will not follow
D. Teacher caters to multiple intelligences in the the misbehaviour
classroom. C. Establish roles and responsibilities to avoid
52. Which statement does not refer to cognitive arguments among them
theories? D. Tell the students to stop fighting so that there will be
A. Believe in non-observable behaviour peace in the classroom
B. Prefer to concentrate on analyzing cognitive process 62. William Glassers Control Theory states that
C. Study of the structures and components of behaviour is inspired by what satisfies a person’s want at
information processing any given time. What then must a teacher do to motivate
D. Conclusions are based on observation of external students?
manifestations of learning A. Make teaching-learning complicated
53. It refers to the acquisition of fine and gross motor B. Avoid giving assignments
skills in conjunction with muscular developments as they C. Make schoolwork relevant to student’s needs
relate to the mental processes. D. Organize a curriculum in a spiral form
A. Cognitive learning 63. What does Robert Gagne’s hierarchy theory propose
B. Affective learning for effective instruction?
C. Psychomotor learning A. Reward good behaviour
D. Social learning B. Sequence instruction
54. Which one will most likely increase student C. Be concerned with the socio-emotional climate in the
participation? classroom
D. Teach beginning with the concrete
64. Which statement on motivation is backed up by
research?
A. Incentives for learning are more important for high-
achieving students
B. Activities that enhance success and reduce failure
increase motivation
C. Incentives are important only for average students
when content is difficult
D. More motivational devices are needed for
intrinsically-motivated students
65. Hannah excels in classifying different types of
leaves and rocks. She loves to collect specimens and
catalogues them. Her strength is
A. Intrapersonal intelligence
B. Existential intelligence
C. Spatial intelligence
D. Naturalistic intelligence