JOHN FLAVELL  QUESTION – Learners may give questions.

METACOGNITION – Thinking about thinking.  LISTEN – intentionally exert effort to listen.

- Learning how to learn  REMEMBER – using strategies to remember
- How to think or learn and how to process what was learned.
information.
PQ4R – Older students
- Self-regulation, Self-reflection, Controlling
 PREVIEW
thinking processes, Monitoring progress, and
 QUESTIONING
Adapting strategies.
 RECITE
3 Categories  REVIEW
1. PERSON VARIABLES – includes how one views himself  REFLECT
as a learner or thinker. How to learn and process
NOVICE & EXPERT LEARNERS
information.

2. TASK VARIABLES – knowledge of the task, including NOVICE LEARNERS EXPERTS LEARNERS
Have limited knowledge Have deeper knowledge in
the nature of the tasks as well as the type of processing
in the different subjects different subject areas
demands. because they look for
interrelationships in the
3. STRATEGY VARIABLES – Awareness of the strategy
things they learn.
you are using to learn a topic and evaluating whether this
strategy is effective. Satisfied at just First, they try to understand
scratching the surface; the problem, look for
META – ATTENTION – awareness of specific strategies so hurriedly gives a solution boundaries, and create
that you can keep your attention focused on the topic or to the problem. mental health
task at hand.
Employ rigid strategies Design new strategies that
META – MEMOMERY – awareness of memory strategies that may not be would be appropriate to the
that work best for you. appropriate to the task. task

Attempt to process all Select important information

information they receive to process
Teaching strategies that develop metacognition:

1. Let students MONITOR their thinking. Do not examine the Check their errors and
2. Teach students STUDY or LEARNING STRATEGIES. quality of work, nor stop redirect their efforts to
to make revisions maintain quality outputs.
TQLR – for younger grades
 TUNE IN – pay- attention
INDIVIDUAL DIFFERENCES – “Everyone is Unique” o TALKERS – who prefer to talk and discuss.
STUDENTS DIVERSITY
 TACTILE/KINESTHETIC LEARNERS – benefit much
1. SOCIOECONOMIC STATUS
from a hands-on approach.
2. THINKING/ LEARNING STYLE
3. EXCEPTIONALITIES ANALYTIC THINKERS – linear / step by step processes of
LEARNING/ THINKING STYLES and MULTIPLE learning. “Tree seers”
INTELLIGENCES
GLOBAL THINKERS – non – linear/ whole pattern rather
than particle elements. “Forest seers” giving attention to the
overall structure and ignore details.

 VISUAL LEARNERS – can learn more from visual

aids or by seeing actions and facial expressions.
o VISUAL ICONIC – more interested in visual
imaginary; Film, pictures Graphic display.
o VISUAL SYMBOLIC – abstract symbolism, MULTIPLE INTELLIGENCES
mathematics, written word. HOWARD GARDNER

 AUDITORY LEARNERS – learn best through verbal INTELLIGENCES – an ability or set of abilities that allows
lectures, discussions, talking things. the person to solve a problem.
o LISTENERS – they remember what the things are KINDS OF INTELLIGENCES
said to them.
1. VISUAL /SPATIAL – Picture Smart - what is my role in the world?
- learning visually, seeing concepts in action - seeking connections to real-world
in order to understand them. understanding and application of new
learning.
2. VERBAL /LINGUISTIC – Word Smart LEARNERS WITH EXCEPTIONALITIES
- learning through the spoken and written
words. EXCEPTIONAL LEARNERS – those with special
- always valued in traditional classroom and needs related to cognitive abilities, behavior, social
assessment functioning, physical and sensory impairments,
emotional disturbances, and giftedness.
3. MATHEMATICAL /LOGICAL number / Logic smart
- learning through reasoning and problem LEARNING
DISABILITIES
solving.

4. BODILY/ KINESTHETIC – Body smart EMOTIONAL AND

BEHAVIORAL
MENTAL
- learning through interaction with one’s RETARDATION
DISORDER
environment.

5. MUSICAL – Music smart EXCEPTIONALITI

- learning through patterns, rhythms, and ES
music.

6. INTRAPERSONAL – self smart AUTISM SENSORY

IMPAIRMENTS
- learning through feelings, values, and
attitudes.
PHYSICAL DISABILITIES AND
- introvert HEALTH IMPAIRMENTS
7. INTERPERSONAL – People smart
- learning through interaction with others.
DISABILITY – measurable impairment or limitation that
8. NATURALIST – nature smart interferes with person’s disability.
- learning through classification, categories,
and hierarchies. INDIVIDUALS WITH DISABILITIES EDUCATION ACT
(IDEA) – law that provides comprehensive service and
9. EXISTENTIAL – spirit smart support for exceptional learners.
 2. MENTAL RETARDATION – significant sub-
HANDICAP – is a disadvantage that occurs because of a average intelligence and deficits in adaptive
disability or impairment. behavior.
- difficulty in managing activities in daily living
and in conducting themselves appropriately in social
CATEGORIES OF EXCEPTIONALITIES situations.

A. SPECIFIC COGNITIVE or ACADEMIC 3. EMOTIONAL/ CONDUCT DISORDER – presence

DIFFICULTIES of emotional states like Depression and Aggression.
1. LEARNING DISABILITIES – involves difficulties in
specific cognitive processes like perception, PHYSICAL DISABILITIES and HEALTH IMPAIRMENTS
language, memory, or metacognition. 1. PHYSICAL & HEALTH IMPAIRMENTS – physical and
 DYSLEXIA - reading medical conditions
 DYSCALCULIA – numbers, figures o Limited energy and strength.
 DYSGRAPHIA – writing, spelling o Reduced mental alertness.
o Little muscle control.
2. ATTENTION-DEFICIT HYPERACTIVITY 2. SEVERE & MULTIPLE DISABILITIES – presence of
DISORDER (ADHD) – difficulty in focusing and two or more different types of difficulty.
maintaining attention, recurrent hyperactive and
impulsive behavior. SENSORY IMPAIRMENTS
1. VISUAL IMPAIRMENTS – malfunction of eyes or optic
3. SPEECH AND COMMUNICATION DISORDER – nerves.
difficulty in spoken language including voice disorder. 2. HEARING IMPAIRMENTS – malfunction of ears or
auditory nerves.

B. SOCIAL/ EMOTIONAL and BEHAVIORAL GIFTEDNESS – involves high level of cognitive

DIFFICULTIES development.

BEHAVIORIST PERSPECTIVE
1. AUTISM – impaired social interaction and
BEHAVIORISM : PAVLOV, THORNDIKE, WATSON,
communication, repetitive behaviors, and limited
SKINNER
interest.
The theory of BEHAVIORISM focuses on the study
of observable and measurable behavior. Most learned
through conditioning and reinforcement (reward and
punishment). FINDINGS
1. STIMULUS GENERALIZATION – once the dog
has learned to salivate at the sound of the bell, it will
salivate at other similar sounds.
 Kung nagcheat yung jowa mong babae, lahat
ng babae cheater.

2. EXTINCTION – If you stop pairing the bell with

food, salivation will eventually cease in response to
the bell.
3. SPONTANEOUS RECOVERY – Extinguished
responses can be “ recovered” after an elapse time
but will soon extinguish again if the dog is not
CLASSICAL CONDITIONING / STIMULUS SUBSTITUTION presented with food.
IVAN PAVLOV
4. DISCRIMINATION – the dog could learn to
discriminate between similar bells (stimuli) and
discern which bell would result in the presentation of
food and which is not.
 Kung sino lang nag cheat siya lang ang
cheater.

5. HIGHER – ORDER CONDITIONING – kapag mag

iintegrate ka ng ibang bagay like light, kasabay ng
bell, marerecognize ng aso at kapag nag flash ung
light without ringing the bell the dog still response.

THEORY ON CONNECTIONISM (S-R FRAMEWORK)

EDWARD THORNDIKE
- Learning has taken place when a strong connection
or bond between the stimulus and response is
formed.
THREE PRIMARY LAWS:
REINFORCEMENT – anything that strengthens the desired
1. LAW OF EFFECT – the stimulus and response are
response.
strengthened when the consequences are positive
and it is weaken when the consequences are
 POSITIVE REINFORCEMENT – given or added to
negative.
increase response. ( reward, prize, verbal praise)
 Kapag pinuri ka , mas gagalingan mo pa,
kapag hindi na recognize, mawawalan ng
 NEGATIVE REINFORCEMENT – increase frequency
gana.
of response when it is withdrawn or removed.
- For those you will get 30 points, Instead of 50
2. LAW OF EXERCISE – practice makes perfect.
items final exam, I will make it 30 items only.
 Kapag paulit ulit mong gagawin ang isang
- I will ban you with cellphone for you to be
bagay mas magiging bihasa ka or mas
focused on your review.
maaalala mo ito.
 Drills, do things repeatedly
EXTINCTION / NON- REINFORCEMENT – responses that
are not reinforced are not likely to be repeated.
3. LAW OF READINESS – being ready.
 LP, DLL, mastery of the lesson before entering
 SHAPING OF BEHAVIOR – in shaping behavior you
the classroom
need to give reward.
 Paying attention, reviewed, studied.

CLASSICAL CONDITIONING  BEHAVIORAL CHAINING – series of steps are

JOHN WATSON – FATHER OF BEHAVIORISM needed to be learned to learn the whole thing.

- Conditioning can make them into anything you  REINFORCEMENT SCHEDULES – once the desired
want them to be. behavioral response is accomplished, reinforcement
- He use little Albert , young white rat. does not have to be 100%.
- Response depends on ENVIRONMENT.
 FIXED INTERVAL SCHEDULE – fixed na yung
pagbibigay mo ng reinforcement kahit magbago ang
response, the given schedule must followed.
OPERANT CONDITIONING
BURRHUS FREDERICK SKINNER
- He use rats and pigeons
- Response depends on REINFORCEMENT.
  VARIABLE INTERVAL SCHEDULES – slightly the Behavioristic – Trial and error.
same with fixed but here different interval ang
pagbibigay ng reinforcement. TOLMAN’S PURPOSIVE BEHAVIORISM
SIGN LEARNING THEORY
 FIXED RATIO SCHEDULES – you may be given
reinforcement every time you press the bar 5 times.  Learning is always purposive and GOAL- DIRECTED.
So there is specific number of correct responses. – you react/ response for a goal or purpose.
 COGNITIVE MAPS in rats. – you can form a concept
 VARIABLE RATIO SCHEDULES – slightly same with for a certain repeated work to make it easier to do
fixed ratio schedules but here, it is not fixed number, again.
it is a pattern like after 3 then after 5 then after 10.
For you to not predict the reinforcement and  LATENT LEARNING – learning that remains or stays
maintain to be always active for you to receive until it is needed again. It can still exist even without
reinforcement. reinforcement. Hindi mawawala ung natututunan mo.
Natutunan mo ngayon, gagawin or ma aaply mo
soon.

NEO BEHAVIORISM
 INTERVENING VARIABLE – variables that are not
EDWARD TOLMAN / ALBERT BANDURA
readily seen but serves as determinants of behavior.
Nagutom ka kaya naghanap ka ng pagkain.

 REINFORCEMENT IS NOT ESSENTIAL FOR

LEARNING

SOCIAL LEARNING THEORY

ALBERT BANDURA

 Learning that occurs within a social context.

 Learn by observing. (Vicarious Learning)
 Learning can occur without a change in behavior.
 Modelling
 Learning from people around.
TYPES OF MODELLING - It is more important about the WHOLE compared
1. LIVE – actual person demonstrating in front of the to its parts.
learners.
2. VERBAL – telling instructions to do. GESTALT PRINCIPLES
3. SYMBOLIC – portrayed through television, 1. LAW OF SIMILARITY – you will see characteristics
videotape, computers, pictures, IM’s. as a group rather than individual. Elements that look
similar will be perceived as part of the same form.
EFFECTIVE MODELLING (ARMM)
1. ATTENTION – first pay attention to the model. 2. LAW OF PRAGNANZ/ GOOD FIGURE - the figure
2. RETENTION – remember the observed behavior. is perceived as a square overlapping a triangle, not a
3. MOTOR REPRODUCTION – ability to replicate. combination of several shapes. Pinapadali ang
4. MOTIVATION – learners must want to demonstrate mahirap.
what they have learned.
3. LAW OF PROXIMITY – Elements that are closer
together will be perceived as a coherent object.
Unang nakikita ang magkakalapit na object.
GESTALT PSYCHOLOGY
MAX WERTHEIMER, KURT KOFFKA, AND WOLFGANG 4. LAW OF CONTINUITY – create something about the
KÖHLER pattern. That a ursa major. Mas may relasyon kapag
hindi random ang pagkakalagay.

5. LAW OF CLOSURE – We tend to fill the gaps or close

the figures we perceive.

6. LAW OF COMMON FIGURE/ GROUND

LAW OF COMMON REGION – we tend to pay
attention and perceive things in the foreground first.
Kapag wala kayo sa isang lugar hindi kayo friend.

INSIGHT LEARNING – Sudden learning / biglaang

- How we organize data. natutunan.