UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan,3500

SCHOOL OF LIBERAL ARTS& TEACHER Education

FACILITATING LEARNING
Final Module

Name of Student ____________________

Tear/Section ____________________
Subject: Facilitating learning Teacher: Edna P.
Cardenas, PhD

Module 7 Gestalt Psychology

Overview/introduction
Gestalt Psychology was the fore front of the cognitive psychology. It served as
the foundation of the cognitive perspective to learning. It opposed the external and
mechanistic focus of behaviorism. It considered the mental processes and products of
perception

Learning Outcome
 Describe the different gestalt principles
 List ways of applying gestalt psychology in the teaching leaning process.
 Demonstrate appreciation of the usefulness of gestalt principles in the
teaching learning process

GESTALT Theory was the initial cognitive response to behaviorism. It emphasized the
importance of sensory wholes and the dynamic nature of visual perception. The term
gestalt means “form” or “configuration”. Psychologists Max Wertheimer, Wolfgang
Kohler and Kurt Koffka studied perception and concluded that perceivers (or learners)
are not passive, but rather active. They suggested that learners do not just collect
information as is, but they actively process and restructure data in order to understand
it. This is a perceptual process. Factors like past experiences, needs, attitudes and
one’s present situation can affect their situation.

Gestalt Principles:
1. Law of Proximity- Elements that are closer together will be perceived as a
coherent object. When objects we are perceiving are near each other, we
perceive them as belonging together.
2. Law of Similarity. Element that look similar will be perceived as part of the same
form. We link similar elements together
3. Law of Closure- We tend to fill the gaps o close the figures we perceived. We
enclose a space by completing a contour and ignoring gaps in the figure.
 4. Law of Good Continuation – Individuals have the tendency to continue contours
whenever the elements of the pattern establish an implied direction. People tend
to draw a good continues line.
5. Law of Good Pragnanz- The stimulus will be organized into as good a figure as
possible. In this example good refers to symmetry, simplicity and regularity. The
figure is perceived as a square overlapping a triangle, not a combination of
several complicated shapes. Based on our experiences with perception, we
’expect’ certain patterns and therefore perceived that expected pattern.
Insight learning
Gestalt Psychology adheres to the idea of learning taking place by discovery or
insight. The idea of insight learning was first developed by Wolfgang Kohler in which he
described experiments with apes where the apes could use boxes and sticks as tools to
solve problems.
Kohler proposed the view that insight follows from the characteristics of objects
under consideration. His theory suggested that learning could occur when the individual
perceives the relationships of the elements before him and recognizes these elements
and come to a greater understanding or insight.
Gestalt Principles and the Teaching learning process
Gestalt theory is focused on the experience of contact that occurs in the here and
now. It considers with interest the life space of teachers as well as students. It takes
interest in the complexity of experience, without neglecting anything, but accepting and
amplifying all the emerges. It stimulates learning as experience and the experience as a
source of learning. It appreciates the affections and meaning that we attribute to what
we learn. Knowledge is conceived as a continuous organization and rearrangement of
information according to needs, purposes and meanings. It asserts that learning is not
accumulation but remodeling or insight. Autonomy and freedom of the student is
stimulated by the teacher. The time necessary for assimilation and for cognitive and
existential remodeling is respected. The contact experience between teachers and
students is given value: an authentic meeting based on sharing ideas and affections.

Identify the gestalt principle applied in each of the following learning activities. Discuss
your answer with a learning partner.

__________1. The teacher relates a new topic with something the student already
knows.

__________2. Topics with commonalities are taught next to each other.

__________3. The most important words in the paragraph are written in bolder fonts.

__________4. The teacher slows down her pace and varies her tone of voice to
emphasize a point.

__________5. Teachers remind children to keep their numbers in straight columns

when doing math operations.
Formulate 5 items like the ones you went through then exchange work with your
learning partner. Your leaning partner answers the 5 items you prepared while you also
answer what you learning partner made.

Assessment Task/s
1. In your own words, describe the different gestalt principles.

2. List at least 5 ways to apply gestalt psychology in the teaching-learning proces

Module 8 : Information Processing

Introduction

Information processing is a cognitive theoretical framework that focuses on

how knowledge enters and is stored in and is retrieved from our memory. It is one of the
most significant cognitive theories in the last century and it has strong implications on
the teaching-learning process.

Learning Outcomes
 Describe the processes involved in acquiring, storing and retrieving knowledge.
 Cite educational implications of the theory on information processing.

Discussion Questions:
1. In what ways are our cognitive processes like the functioning of a computer?
2. In what ways do our cognitive processes differ from the functioning of a
computer?
3. Can a computer perform all our cognitive processes? Explain your answer.

Information Processing Theory

Relating how the mind and the computer work is a powerful analogy. The terms
used in the information processing theory (IPT) extend this analogy. In fact, those who
program, and design computers aim to make computers solve problems through
processes similar to that of the human mind. Read on to know more about IPT.

Cognitive psychologists believe that cognitive processes influence the nature of

what is learned. They consider learning as largely an internal process, not an external
behavior change (as behaviorist thought). They look into how we receive, perceive,
store and retrieve information. They believe that how a person thinks about and
interprets what s/he receives shape what he/she will learn. All these notions comprise
what is called the information processing theory.

IPT describes how the learner receives information (stimuli) from the environment
through the senses and what takes place in between determines whether the
information will continue to pass through the sensory register, then the short-term
memory and the long term memory. Certain factors would also determine whether the
information will be retrieved or “remembered” when the learner needs it. Let us go into
the details.

We first consider the types of knowledge that the learner may receive.

Types of Knowledge
 General vs. Specific: This involves whether the knowledge is useful in many
tasks, or only in one.
 Declarative – This refers to factual knowledge. They relate to the nature of how
things are. They may be in the form of a word or an image. Example are your
name, address, a nursery rhyme, the definition of IPT or even the face of your
crush.
 Procedural – This includes knowledge on how to do things. Examples include
making a lesson plan, baking a cake, or getting the least common denominator.
 Episodic – This includes memories of life events, like your high school
graduation.
 Conditional – This is about “knowing when and why” to apply declarative or
procedural strategies.

Stages in the Information Processing Theory

The stages of IPT involve the functioning of the senses, sensory register, short-
term memory and the long-term memory. Basically, IPT asserts three primary stages in
the progression of external information becoming incorporated into the internal cognitive
structure of choice (schema, concept, script, frame, mental model, etc.).

These three primary stages in IPT are:

 Encoding – Information is sensed, perceived and attended to.
 Storage – The information is stored for either a brief or extended period,
depending upon the processes following encoding.
 Retrieval – The information is brought back at the appropriate time and
reactivated for use on a current task, the true measure of effective memory.

Sensory Register

The first step in the IP model holds all sensory information for a very brief time.
 Capacity: Our mind receives a great amount of information, but it is more than
what our minds can hold or perceive.
 Duration: The sensory register only holds the information for an extremely brief
period – in the order of 1 to 3 seconds.
 There is a difference in duration based on modality: auditory memory is more
persistent than visual.
The Role of Attention
 To bring information into consciousness, it is necessary that we give attention to
it. Such that, we can only perceive and remember later those things that pass
through our attention “gate”.
 Getting through this attentional filter is done when the learner is interested in the
material; when there is conscious control over attention, or when information
involves novelty, surprise, salience, and distinctiveness.
 Before information is perceived, it is known as “precategorical” information. This
means that until that point, the learner has not established a determination of the
categorical membership of the information. To this point, the information is
coming in as uninterpreted patterns of stimuli. Once it is perceived, we can
categorize, judge, interpret and place meaning to the stimuli. If we fail to
perceive, we have no means by which to recognize that the stimulus was ever
encountered.

Short-Term Memory (STM or Working Memory)

 Capacity: The STM can only hold 5 to 9 “chunks” of information, sometimes
described as 7 + / -2. It is called working memory because it is where new
information is temporarily for a limited time, until the learner has adequate
resources to process the information, or until the information is forgotten.
 Duration: Around 18 seconds or less.
 To reduce the loss of information in 18 seconds, you need to do maintenance
rehearsal. It is using repetition to keep the information active in STM, like when
you repeat a phone number just given over and over.

Long-Term Memory (LTM)

The LTM is the final or permanent storing house for memory information. It holds
the stored information until needed again.
 Capacity: LTM has unlimited capacity.
 Duration: Duration in the LTM is indefinite

Executive Control Process

The executive control processes involve the executive processor or what is
referred to as metacognitive skills. These processes guide the flow of information
through the system, help the learner make informed decisions about how to categorize,
organize or interpret information. Example of processes are attention, rehearsals and
organization.

Forgetting
Forgetting is the inability to retrieve or access information when needed.

There are two main ways in which forgetting likely occurs:

 Decay – Information is not attended to, and eventually ‘fades’ away. Very
prevalent in Working Memory.
  Interference – New or old information ‘blocks’ access to the information in
question.

Methods for Increasing Retrieval of Information

 Rehearsal – This is repeating information verbatim, either mentally or aloud.
 Meaningful Learning – This is making connections between new information and
prior knowledge.
 Organization – It is making connections among various pieces of information. Info
that is organized efficiently should be recalled.
 Elaboration – This is adding additional ideas to new information based on what
one already knows. It is connecting new info with old to gain meaning.
 Visual Imagery – This means forming a “picture” of the information
 Generation – Things we ‘produce’ are easier to remember than things we ‘hear’
 Context – Remembering the situation helps recover information.
 Personalization – It is making the information relevant to the individual.

Other Memory Methods

 Serial Position Effect (recency and primacy) – You will remember the beginning
and end of a ‘list’ more readily
 Part Learning – Break up the ‘list’ or “chunk” information to increase
memorization.
 Distributed Practice - Break up learning sessions, rather than cramming all the
info in at once (Massed Practice)
 Mnemonic Aids – These are memory techniques that learners may employ to
help them retain and retrieve information more effectively. This includes the loci
technique, acronyms, sentence construction, peg-word and associated
techniques, among others.

Assessment Task/s
1. Describe the processes involved in acquiring, storing and retrieving knowledge.

2. Cite educational implications of the theory on information processing.

Module 9 – Gagne’s Conditions of Learning

Introduction

In his theory, Gagne specified several different types or levels of learning. He

stressed that different internal and external conditions are needed for each type of
learning, thus his theory is called conditions of learning. He also provided nine
instruction events that serve as basis for the sequencing of instruction.
Learning Outcomes
 Explain Gagne’s conditions of learning.
 Make a simple lesson outline (teaching sequence) using Gagne’s instruction
events.
 Articulate the benefits of using Gagne’s principles in teaching.

Activity

Before reading the entire module, see if you can arrange the nine steps in lesson
presentation (instructional events) in their proper order. Read and arrange the steps by
numbering them. Form groups of 5 for this activity.
______1. Guidance of students’ performance
______2. Recall prior learning
______3. Enhance retention and transfer
______4. Gain attention
______5. Provide feedback
______6. Assess performance
______7. Present stimulus
______8. Elicit performance
______9. Identify the objective

Gagne’s Principles

1. Different instruction is required for different learning outcomes. Gagne’s

theory asserts that there are several different types or levels of learning.
Furthermore, the theory implies that each different of learning calls for different
types of instruction. Gagne named five categories of learning: verbal information,
intellectual skills, cognitive strategies, motor skills and attitudes. Distinct internal
and external conditions are required for each type of learning. For instance, for
cognitive strategies to be learned, there must be an opportunity for problem
solving; to learn attitudes the learner must be exposed to credible role model or
arguments that are convincing and moving. Below are the categories of learning
with corresponding learning outcomes and conditions of learning:

2. Learning hierarchies define what intellectual skills are to be learned and a

sequence of instruction. Gagne suggests that learning tasks for intellectual
skills can be organized in hierarchy according to complexity: stimulus recognition
response generation, procedure following, use of terminology, discriminations,
concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be completed
to facilitate learning at each level. Prerequisites are identified by doing a task
analysis of a learning/training task. Learning hierarchies provide a basis for the
sequencing of instruction.
 3. Events of learning operate on the learner in ways that constitute the
condition of learning. These events should satisfy or provide the necessary
conditions for learning and serve as the basis for designing instruction and
selecting appropriate media. The theory include nine instructional events and
corresponding cognitive processes:
(1) Gaining attention (reception)
(2) Informing learners of the objective (expectancy)
(3) Stimulating recall of prior learning (retrieval)
(4) Presenting the stimulus (selective perception)
(5) Providing learning guidance (semantic encoding)
(6) Eliciting performance (responding)
(7) Providing feedback (reinforcement)
(8) Assessing performance (retrieveal)
(9) Enhancing retention and transfer (generalization).

Assessment Task/s
1. Explain Gagne’s condition of learning
2. Make a simple outline (teaching sequence) using Gagne’s instruction events.
3. Discuss how Gagne’s events of learning can help one to be an effective teacher.

Module 10 – Ausubel’s Meaningful Verbal Learning/Subsumption Theory

Introduction

Many educational psychology theories often criticize the expository or

presentational manner of teaching. They say that teachers assume such a major role in
learning as providers of information, while students remain as passive receivers of
information. David Ausubel, instead of criticizing this manner of teaching, proposed
ways of improving it. He suggested the use of advance organizers. His ideas are
contained in his theory of Meaningful Verbal Learning.

Learning Outcomes
 Explain Ausubel’s sub Sumption theory
 Determine the uses of graphic organizers
 Use advance graphic organizers for a topic presentation.

Abstraction/Generalization
The main theme of Ausubel’s theory is that knowledge is hierarchically
organized; the new information is meaningful to the extent that it can be related
(attached, anchored) to what is already known. It is about how individuals learn large
amounts of meaningful material from verbal/textual presentations in a school setting. He
proposed the use of advance organizers as a tool for learning.

Focus of Ausubel’s Theory

1. The most important factor influencing learning is the quantity, clarity and
organization of the learner’ present knowledge . The present knowledge consists
 of facts, concepts, prepositions, theories and raw perceptual data that the learner
has available to him/her at any point in time.
2. Meaningful learning takes place when an idea to be learned is related in some
sensible way to ideas that the learner already possesses
Th way to strengthen the student’s cognitive structure is by using advance
organizers that allow students to already have a bird’s eye view or to see the big
picture. Of the topic to be learned even before going to the details.

Meaningful learning can take place through four processes.

1. Derivative subsumption
2. Correlative subsumption
3. Superordinate learning
4. Combinatorial learning

Activity/Task
Research on the different meaningful learning of Ausubel and give examples of
each.
https://www.google.com/search?
q=Ausubel+meaningful+learning&oq=Ausubel+meaningful+learning&aqs=chrome..69i5
7.12304j0j7&sourceid=chrome&ie=UTF-8

Advance organizers
The advance organizer is a major instructional tool proposed by Ausubel . The
advance organizer, give you two benefits:
1. You will find it easier to connect new information with what you already know
about the topic.
2. You can readily see how the concepts in a certain topic are related to each other.
Types of advance Organizers
1. Expository- describes the new content
2. Narrative – presents new information in the form of a story to students
3. Skimming – is done by looking over the new material to gain a basic overview
4. Graphic Organizer-visuals to set up or outline the new information. This may
include pictographs, descriptive patterns, concept patterns, concept maps.
Assessment task/s
1. In your own words, explain Ausubel’s subsumption theoy.
2. Choose a topic related to your field of specialization. Obtain a material such as a
book chapter about this topic and prepare and advance organizer about it.
3. Give at least 4 advance organizers and state their use.

Module 13 - Bruner’s constructivist Theory

Introduction

Jerome Bruner was one of the first proponents of constructivism. A major theme
in the theory of Brunner is that learning is an active process.in which learner’s construct
new ideas or concepts based upon their current past knowledge. .
“Learners are encouraged to discover facts and relationships for themselves “.Jerome
Brunner.

Learning Outcomes:
 Describe the development of the child’s ability to represent knowledge
 Explain how the spiral curriculum work

Bruner’s main concepts

REPRESENTATION
Bruner suggested the ability to represent knowledge in three stages.
1. Enactive representation- At the earliest ages, children learn about the world
through actions on physical objects and the outcomes of these actions. Children
represent objects in terms of their immediate sensation of them. They are
represented in the muscles and involve motor responses, or ways to manipulate
environment. (i.e. riding a bicycle and tying a knot, tasting the apple)
2. Iconic representation-This second stage is when learning can be obtained
through using models and pictures. The learner can now use mental images to
stand for certain objects or events. Iconic representation allows one to recognize
objects when they are changed in minor ways (e.g. mountains with and without
snow at the top).
3. Symbolic representation- In the third stage, the learner has developed the ability
to think in abstract terms. This uses symbol system to encode knowledge. The
most common symbol system are language and mathematical notation.

SPIRAL CURRICULUM
Bruner stressed that teaching should always lead to boosting cognitive
development. Students will not understand the concept if teachers plan to teach it using
only the teacher’s level of understanding. Instruction needs to be anchored on the
learner’s cognitive capabilities. The task of he instructor is to translate information to be
learned into a format appropriate to the learner’s current state of understanding.

In the spiral curriculum, teachers must revisit the curriculum by teaching the
same content in different ways depending on student’s developmental levels.

Principles of instruction as stated by Bruner:

1. Instruction must be concerned with the experiences and contexts that make the
student willing and able to learn. (readiness)
2. Instruction must be structured so that it can be easily grasped by the student
(spiral organization)
3. Instruction should be designed to facilitate extrapolation and or fill in the gasps
(going beyond the information given)

DISCOVERY LEARNING
 Discovery learning refers to obtaining knowledge for oneself. The teacher plans
and arranges activities in such a way that students search, manipulate explore and
investigate. Students learn new knowledge relevant to the domain and such general
problem-solving skills in formulating rules, testing and gathering information. Most
discovery does not happen by chance. Students require background preparation

Bruner (1966) states that a theory of instruction should address four major
aspects:
1. Predisposition to learn. He introduced the ideas of “readiness for learning”.
2. Structure of Knowledge. This refers to the ways in which a body of
knowledge can be structured so that it can be must readily grasped by the
learner. Structure refers to the relationships among factual elements and
techniques.
Bruner offered considerable detail about structuring knowledge.
(1) Understanding the fundamental structure of a subject makes it more
comprehensible. Bruner viewed categorization as a fundamental process
in the structuring of knowledge
(2) To generate knowledge which is transferable to other contexts,
fundamental principles or patterns are best suited.
(3) The discrepancy between beginning and advanced knowledge in a subject
area is diminished when instruction centers on a structure and principles
of orientation.
3. Effective sequencing. No one sequencing will fit every learner, but in
general, the lesson can be presented in increasing difficulty. Sequencing or
lack of it, can make learning easier or more difficult Spiral curriculum refers to
the idea oor revisiting basic ideas over and over , building upon them and
elaborating to the level of full understanding and mastery.
4. Reinforcement. Rewards and punishments should be selected and paced
appropriately.

CATEGORIZATION
Brunner gave much attention to categorization of information in the construction
of information of internal cognitive maps. Categorization are rules that specify four
things are given below:
1. Criterial attributes – required characteristics for inclusion of an object in a
category.
2. The second rule prescribes how the criterial attributes are combined.
3. The third rule assigns weight to various properties
4. The fourth rule sets acceptance limits on attributes.

There are several kinds of categories

1. Identify categories
2. Equivalent categories
3. Coding systems.

Activity/Tasks
1. Choose a topic related to your field of specialization.
2. Write a simple plan on how to teach this toic using Brunner’s principles.
Topic_________________________
Grade/Year Level of learner______________________
How will you present the topic on the:
Enactive level?________________________________________
Iconic Level___________________________________________
Symbolic Level_________________________________________
How will you apply the spiral curriculum approach in this
topic____________________________________________________________
________________________________________________________________
________________________________________________________________
Describe how you can use discovery learning for this topic.
________________________________________________________________
________________________________________________________________

Read on Bruners’s constructivist theory on the link below.

Make a reaction Paper.

https://www.google.com/search?q=brunner%27s+constructivist+theory&oq=brunner
%27s+constructivist+theory&aqs=chrome..69i57.22044j0j7&sourceid=chrome&ie=UTF-8

Module 12 - COGNITIVE PROCESSES

CONSTRUCTIVISM: Knowledge construction/ Concept learning

Introduction
This module discusses constructivism which was mentioned in the
previous modules of Piaget and Brunner. It is the distillation of most of the
principles of cognitive psychologists.

Learning Outcomes
 Explain the role of constructivism in facilitating learning
 Describe strategies to promote knowledge construction
 Describe strategies to facilitate concept learning

Two views of constructivism

 Individual Constructivism. This is also called cognitive constructivism. It
emphasizes individual, internal construction of knowledge. It is largely based on
Piaget’s theory. Proponents of this type choose child-centered and discovery
learning. The believe the learners should be allowed to discover principles
through their own exploration rather than direct instruction by the teacher.
 Social Constructivism. This view emphasizes that knowledge exists in a social
context and is initially shared with others instead of being represented solely in
the mind of an individual.
 Characteristics of constructivism
1. Learners construct understanding. Constructivists do not view learners as just
empty vessels waiting to be filled up. There are learners as active thinkers who
interpret new information based on what they already know. They construct
knowledge in a way that make sense to them.
2. New learning depends on current understanding. Background information is
very important. It is through the present views or scheme that the learner has that
new information will be interpreted.
3. Learning is facilitated by social interacting. constructivist believe in creating a
community of learners within the classrooms. Learning communities help
learners take responsibility for the own learning.
4. Meaningful learning occurs within authentic learning tasks.

ORGANIZING KNOWLEDGE
Concepts. A concept is a way of grouping or categorizing objects or events in
our mind. A concept of each includes a group of tasks such as model, discuss, illustrate,
explain, exist. The concepts you learn are also revised as you learn more and
experience more.
 Concepts as feature lists. Learning concepts involves learning specific features
that characterize positive instance of the concept. Included here are defining
features and correlational feature. A defining feature is a characteristic present in
All instances
 Concepts as Prototypes. A prototype is an idea or a visual image of a typical
example. It is usually formed based on the positive instances that learners
encounter most often.
 Concepts as exemplars. Exemplars represent a variety of exemplars. It allows
learners to know that an example under a concept may have variability.
 Schemas and scripts. A schema is an organized body of knowledge about
something. It is like a file of information you hold in your mind about something.
Like a schema of what a teacher is. A script is a schema that includes a series of
predictable events about a specific activity

Applying constructivism in facilitating Learning.

 Aim to make learners understand a few key ideas in an in-depth manner, rather
than taking up so many topics superficially
 Give varied examples
 Provide opportunities for experimentation
 Provide lots of opportunities for quality interaction
 Have lots of hands-on activities
 Relate your topic to real life situations
 Do not depend on the explanation method all the time

Activity/task
1. Having studied about constructivism and its application in teaching give at least
five characteristics of a constructivist teacher. You may express your answer by
writing a poem, or a drawing or a clip art/ photo essay.
 2. Explain the role of constructivism in facilitating learning
3. Describe strategies to promote knowledge construction

Module 13 - Transfer of Learning

Introduction
Teaches want their students to apply the knowledge and skills they learn in class
to other situations. When one recognizes a situation as something similar ina way to
what he has experienced before, his tendency is to use the knowledge and skills he ahs
learned to this new situation.

Learning Outcomes
 Explain how transfer of learning occurs
 Identify the factors that affect transfer of learning
 Apply principles of transfer in facilitating transfer of learning

Activity
Discuss this:
 Will a skilled typist find it difficult to use computer key board when she/he
encodes
Do this:
 Let your teacher , a classmate whose cellphone features differ from yours , use
your cellphone. Was he/she able to use your cellphone without your help?
Reflect on this:
 A thesis writer once remarked: “ Buti na lang ,we were required to do action
research in the undergraduate. It helped me a lot in my thesis”

Abstraction/ Generalization
Transfer of learning happens when learning in one context or with one set of
materials affects performance in another contest or with other related materials. Simply
put, it is applying to another situation what was previously learned. For example,
learning to use roller skates later helps a person to learn more quickly to ice skates.
Learning to get along with classmates in preschool helps the child adjust and relate well
with classmates in the “big” school, or even playing highly competitive on-line computer
games might even make one a better strategic thinker in politics or business. Transfer is
a very significant concept in education and learning theory because most of those
concerned in education aim to achieve transfer.

Types of Transfer

Positive transfer. Positive transfer occurs when learning in one context

improves performance in some other context. For instance, a speaker of Spanish would
find it easier to learn Mexican language than Japanese.
 Negative transfer. For example, learners commonly assimilate a new
language’s phonetics to crude approximations in their native tongue and use word
orders carried over from their native tongue.

Near transfer. Near transfer refers to transfer between very similar contexts.
This is also referred to as specific transfer; for example, when students answer types
of algebra word problems in an exam which are similar to what they had in their seat
works. Or when a student is learning to use a new cell phone that is somehow similar to
the one she had before.

Far transfer. Far transfer refers to transfer between contexts that on

appearance, seen remote and alien to one another. This is also called general
transfer. For example Stephen Covey applied the lesson of the Aesop’s fable of “The
Goose That Lays the Golden Eggs” to managing corporations. He said we should take
care of the goose rather than kill it.

Assessment Task/s
1. In your own words, explain how transfer of learning occurs.
2. Identify the factors that affect transfer of learning
3. Apply principles of transfer in facilitating transfer of learning.

Module 14 – The Revised Bloom’s Taxonomy of Educational Objectives

Introduction
Imagine that you are already working as a teacher. How would you feel if you
enter your classroom without specific learning outcomes? How would you proceed
without clear and specific targets? Being sure about your learning outcomes will help
you to facilitate learning effectively. With appropriate, clear and specific learning
outcomes, you do not need to guess nor grope in the dark on what to accomplish.
This Module will present the original and the revised Bloom’s Taxonomy of
Educational Objectives. Although the revised taxonomy came out years ago, it is
important to still present both the old and the revised to have a complete understanding
and better appreciation of the taxonomy’s use in education.

Learning Outcomes
 Formulate learning outcomes reflecting the different levels of the revised
taxonomy.
 Explore the use of technology apps in applying the revised taxonomy.

ACTIVITY

Group A
Scrambled Word Answer Clues
inevaltauo judge, criticize, assess
 hssyniset combine, formulate, design
yianalss take apart, examine, compare
inplapactio use, work with, utilize
precomnioshen describe, retell, explain
ledwnokeg enumerate, list, define

Group B
Scrambled Word Answer Clues
etcrea design, invent, imagine
eevaltau assess, judge, appraise
yanaelz separate, compare, organize
yaplp practice, implement, show
sundeadnrt explain, discuss, define
emreremb recall, name, list

ANALYSIS
1. Are the answers in Group A nouns or verbs? ______________
2. Are the answer in Group B nouns or verbs? ______________
3. Read the answer again. What do you notice about the order by which the words
in Group A and B were presented? Write the answer here again.

Abstraction/Generalization
The words you unscrambled in Group A are the levels in the cognitive domain of
the old Bloom’s Taxonomy. You surely are right. The six words in Group A are all
nouns. The words in Group B are the levels in the cognitive domain in the Revised
Taxonomy. You are right again. The words in Group B are verbs. This is one of the
main differences of the old and the revised taxonomies.
Read on to learn about the old and the revised Bloom’s taxonomy. You will
definitely find this very relevant and useful to you as a future teacher.

At the end of the unit, the students will be able to:

 Enumerate the characters in “The world is an Apple” (Knowledge)
 Summarize the story (comprehension)
 Apply the rules of subject-verb agreement when writing a summary of the story
(application)
 Compare and contrast the qualities of the characters in the story (analysis)
 Write a song expressing the message or lesson of the story (synthesis)
 Write a critique of the author’s writing style (evaluation)

Uses of the Revised Taxonomy

The revised taxonomy provides a framework that helps educators in the following
ways:
 1. It provides educators with a common set of terms and levels about learning
outcomes that help in planning across subject matter and grade levels.
2. It helps in the drafting of learning standards across levels
3. It serves as a guide in evaluating the school’s curriculum objectives, activities
and assessment.
4. It guides the teacher in formulating learning outcomes that tap higher-order
thinking skills.

Synapse Strengtheners
1. In her blog (http://blog.kathyschrock.net/), Kathy Schrock came up with
organizers which showed iPad and Android apps that are useful in addressing
the different levels of Bloom’s Revised Taxonomy. Explore the different apps and
use the matrix on the next page to share what you discovered.

Original Bloom’s Revised

Taxonomy Taxonomy

Asessment Task/s

1. Formulate learning outcomes reflecting the different levels of the revised

taxonomy.
2. Surf the internet and explore one app for each category or level of thinking.
Explain how you can use each in the teaching-learning process.

Module 15 – Sternberg’s Successful Intelligence Theory and WICS Model

Introduction

Robert Sternberg did extensive work in the field of intelligence. As a youngster,

he had difficulty with intelligence tests. He did not perform well on such tests. This might
have fueled his interest in the field that led him to come up with the Triarchic Theory of
Intelligence in the 1980’s.Over the years, his theory evolved from the more complicated,
componential Triarchic Theory to the simpler, successful Intelligence Theory. More
recently, in collaboration with other prominent psychologists, he proposed the WICS
(Wisdom, Intelligence, Creativity, Synthesized) Model. It is an alternative paradigm to
deliver more relevant admission, instruction and assessment in education. This Module
will introduce you to the theory and the model. It is hoped that it will spawn your interest
and make you want to explore more.

Learning Outcomes
 Explain Sternberg’s Successful Intelligence Theory and WICS Model
 Demonstrate enjoyment of working on WICS-based tasks and activities
 Prepare a lesson guide that is based on the WICS model

Abstraction/Generalization
The task in the activity above correspond to the four skills or intelligences hat
compose the successful intelligence theory of Robert Sternberg. Task#1 involves
memory skills. Task #2 is on analytical skills. Task #3 focuses on creative skills. Task
#4 involves practical skills because we have our own unique tendencies. However, we
shall see that all these four skills are useful.

Successful Intelligence Theory

The four skills included In the theory are described below:
1. Memory skills help up recall facts and pieces of information. It helps us retain
the knowledge we acquire.
2. Analytical skills help the person determine if a certain idea is good.
3. Creative skills allow a person to come up with a new idea, usually to answer a
need or sole a problem. It makes one flexible and able to adjust to changes in
one’s situation.
4. Practical skills enable a person to apply what one has learned. It also allows
one to carry through or implement a plan.

Sternberg believed that traditional views of intelligence focused heavily on

memory and analytical skills. This traditional view led to teaching strategies that focused
mainly on memory and analytical skills as well.

Memory and analytical skills are very much necessary. Being able to recall
information or have knowledge is needed to begin thinking creatively. One cannot apply
knowledge which he cannot remember. Analysis is important before one can think of
new and better ideas.
 Sternberg also emphasized creative and practical intelligence. Creativity is what
moves people forward. Creativity gives birth to new and better solutions to problems.
Without creativity we will get trapped in things and ways that don’t work anymore.
Practical intelligence, on the other hand, makes us apply what we have learned. It gets
us to actually do what needs to be done.

The WICS Model

In the WICS model, intelligence is viewed as a set of fluid abilities to learn from
experience and to adapt to one’s surroundings. Individuals posses abilities that can be
nurtured into competencies and further cultiviated into expertise. The WICS is a more
recent model of how humans think and reason that can help us understand how
students will learn most effectively. It aims to develop basic abilities to true expertise.

WICS stands for Wisdom, Intelligence, Creativity, Synthesized. Sternberg

(2010) described the WICS Model as follows:

“The basic idea is that citizens of the world need creativity to form a vision of
where they want to go and to cope with changes in the environment, analytical
intelligence to implement their ideas and to persuade others of the value of their ideas,
and wisdom in order to ensure that the ideas will help achieve some ethically-based
common good, over the long and short terms, rather than just what is good for them and
their families and friends.”

Applying the WICS Model

The uses of the WICS model include admission, instruction and
assessment. However, for this Module, we shall focus only on the model’s
instructional and assessment uses.

One way that you can apply the WICS model in instruction is when you reflect
and make choices on the tasks and activities that you will give to teach and assess your
students. You may choose to teach analytically, creatively, practically as well as teach
for wisdom. Your choice can be based on the preferences and strengths of your
learners. This is useful for any level, from preschool to higher education. Sternberg
described each of these. Some examples relevant to education in the Philippines are
also provided below.

How do you teach analytically? Make your students use critical thinking. Design
tasks and activities that provide opportunity for your learners to

1. Analyze
2. Critique
 3. Judge
4. Compare and contrast
5. Evaluate
6. Assess

Here are some examples for analytical intelligence:

a. Analyze the development of the character of Ibarra in Noli Me Tangere
b. Critique the design and features of the latest smart phone
c. Judge the artistic merits of Filipino cartoonist, Larry Alcala’s “Slice of Life.”
d. Compare and contrast the Italian approaches of Montessori and Reggio
Emilia in early childhood education
e. Evaluate the validity the theory of evolution. Write a term paper on this.
f. Assess the strategy of the Manila city government to improve the traffic
situation around the city.

How do you teach creatively? It is important for you to encourage and sustain
your student’ creative ideas. Remember to be an example to them by taking the risk to
share your own creative ideas. Think out of the box. Design tasks and activities that
help students to:
1. Create
2. Invent
3. Discover
4. Imagine if…
5. Suppose that…
6. Predict

Here are some examples for creative intelligence:

a. Create an alternative ending to Florante at Laura (Literature)
b. Invent a dialogue that would transpire if Jose Rizal and Ninoy Aquino met
(Araling Panlipunan)
c. Discover a way to explain why heavy ships float at sea. (Science)
d. Imagine if the EDSA Revolution did not happen in 1986. What do you think our
country will be like at present and 10 years later? (Araling Panlipunan)
e. Suppose that you were to design a computer game to help children learn about
love and sacrifice. Describe the game you will create. (Computer Education,
Edukasyon sa Pagpapakatao)
f. Predict changes that will happen if humans had a third eye at the back of their
heads. Choose an appliance or gadget that would need to be change in order to
be useful. Propose a new functional design. (HELE)

How to do you teach practically? Have in mind real life situations where
students can use what they learn to meet their own and also others’ practical
needs. Design task and activities that allow your students to:
1. Apply
2. Use
3. Put into practice
 4. Implement
5. Employ
6. Render practical what they know

Here are some example for practical intelligence:

a. Apply addition concept in determining number of boys and girls in the classroom
(Mathematics)
b. Use the knowledge of Excel to keep track of daily household expenses
(Computer Education, Mathematics)
c. Put into practice what you learn about classroom rules in making your own
classroom rules poster (Classroom Management)
d. Implement a lesson plan that one has made (Principles of Teaching)
e. Employ the formula of computing the area of one’s living room to determine the
number of 12”x12” tiles needed to cover the floor.
f. Render practical a proposed assembly design for a computer PC

How do you teach for wisdom? One of the goals is for learners to learn to see
and understand the point of view of others. It is important for your learners to balance
one’s own needs with the needs of other people and also that of the world or the
environment. It is developing your learners to consistently act based on positive ethical
values. You teach for wisdom when you are able to move your students to:
1. Try to find a common good
2. See things from others’ point of view
3. Balance your own interest with those of others and of institutions.
4. Look at the long term as well as the short term
5. Reflect about how one can base his every decision on positive ethical values
6. Appreciate that in life what is seen as true and effective may vary over time and
place.

Here are some examples for wisdom:

a. What might be a solution for the common good in the Philippines and China claim
on Spratly Islands (Araling Panlipunan, Political Science)
b. Think of a person you had a conflict or flight with. Put yourself in the person’s
place. Write down her point of view and concerns as detailed as possible. What
can you do or say to express that you understand the person now? (Edukasyon
sa Pagpapakatao, General Psychology)
c. Should parents expect their children to take care of them when they are old?
Why? (Edukasyon sa Pagpapakatao)
d. How is global warming going to affect the world, and the Philippines in particular?
What can you do? (Science, Geology, Edukasyon sa Pagpapakatao)
e. IS it ever ethical to shoot down a plane with civilians and terrorists on board if the
terrorist plan to slm the plane to a building with thousand of people? (Edukayson
sa Pagpapakatao)
f. How does parenting change over time? What would you say are different now
that before? What are the constant things that should be present to make the
parent-child relationship work? ((Edukasyon sa Pagpapakatao)
Visit this url: http://www.sagepub.com/upm-data/27532_090319_Sternberg__Part_1.pdf

You will find here an excerpt of the book that Sternberg and his colleagues wrote. Read
the introduction and answer the WICS questionnaire. Find out your “Pattern of
Strength”. You will be able to find our whether your preferences are more memory-
based, analytically-based, creativity-based or practically-based.

Describe your preferences here. What did you discover about yourself?

Module 16 – Problem Solving and Creativity

Introduction

Problem solving and creativity go hand in hand. You need to be creative in order
to solve a problem. It is unfortunate that these are not adequately taught in the
classroom are not adequately taught in the classroom.

Learning Outcomes
1. Explain the four criteria of creativity by Torrance
2. Practice creative thinking
3. Apply problem solving skills

Torrance Framework of creative thinking

A common framework for creative thinking processes is described by
Torrance(1979). Each aspect by using key words and application activities.

FLUENCY

Definition
Fluency refers to the production of a great number of ideas or alternate solutions
to a problem. Fluency implies understanding , not just remembering information that is
learned.

Key words
Compare, convert, count, define, describe, explain, identify, label, list, match,
name, outline, paraphrase, predict summarize.

Application Activities
Trace a picture and label the parts
Outline an article you find on your topic.
How many uses can you think of for a clothes hanger.
List 15 things that are commonly red or contain re.
Example: Apple, blood, brick, caboose, cherry, Christmas stocking exit sign fire alarm,
flag, heart, red nose reindeer, tomato, wagon.

FLEXIBILITY

Definition

Flexibility refers to the production of ideas that shown a variety of possibilities or

realms of thought. It involves the ability to see things from different points of view , to
use many different approaches r strategies.

Key words
Change, demonstrate distinguish employ, extrapolate, interpolate , interpret,
predict

Application ideas
What would happen if………there were no automobiles?
How would a ……dog look to a flea?
How is ________________like________________?
How would you feel if __________________you were invisible for a day?
How would you group the ideas about “red” into categories?
Example: Fruit, safety, features, vehicles

ELABORATION

Definition
Elaboration is the process of enhancing ideas by providing more details. Additional
detail and clarity improve interest in and understanding of, the topic.

Key words
Appraise, critique, evaluate, grade, judge, measure, select, test.

Application ideas
Tell your neighbor about your last family trip using as many details as possible.
What can you add to ________ to improve its quality its quality or performance?
Describe all the possible characteristics of the red quality in a wagon.
Example: Shade, finish, texture, uniformity
ORIGINALITY
Definition
Originality involves the production of ideas that are unique or unusual. It involves
synthesis or putting information about a topic back together in a new way

Key Words
Compose, create, design, generate, integrate, modify, rearrange, reconstruct,
reorganize revise

Application ideas
Find an original use for _____________________________________________

What would be the strangest way to get out of bed?

Design a new ________________ that is better than the one you have.
Write an unusual title for the ideas about red.
Example: Revolutionary “Red” Representation.

Creative Problem Solving-CPS

Creative problem Solving- CPS is an intentional process for solving problems and
discovering opportunities. it espouses the use of creativity in coming up with solutions
which are not only novel but practical as well.

Other Model for problem Solving

Brandford’s IDEAL Model

1. Identify the problem
2. Define the problem through thinking about it and sorting out the relevant
information.
3. Explore solutions through looking alternatives, brainstorming and checking out
different points of view.
4. Act on the strategies.
5. Look back and evaluate the effects of your activity.

Activity/Task
1. Make a collection of puzzles, riddles and other materials that promote creativity
and problem solving. http://www.mycoted.com is one good source.
2. Read more on convergent and divergent thinking by Guilford.

Application
1. Choose aa topic from the field of specialization. Think of an activity to introduce
the topic which will provide an opportunity for your learners to
practice creative thinking and problem solving.
8 Formulate questions under the four aspects of creative thinking-fluency,
flexibility, elaboration and originality.
Assessment Task/s
1. Explain in your own words Torrance’s criteria of creativity
2. Practice creative thinking. Do the following.
 In two minutes, think of as many uses as possible for a spoon.
 Incomplete figures - Complete the figures below:

Σ
Apply problem solving skills
a. There are 200 marbles in a box. All the marbles are either red or blue. If there are 40
more red marbles than blue, how many red marbles are there in the box?
a. 40 c. 160
b. 80 e. 180
c. 120
b. Three times a number is the same as the number added to 60. What is the number?
A. 15 d. 45
B. 20 e. 180
C. 30
c. If the length, width and height of a rectangular box measure 1,3 and 8 respectively,
what is the total surface area of the box?
a. 24 c. 72
b. 35 d. 14
c. 70
Focus on Classroom Processes
Motivation is a process whereby a goal-directed activity is instigated and sustained. (Schunk,
Pintrich & Meerce,2008
Motivation is an inner drive that causes you to do something and persevere at something. It
energizes you to do something. it is strength of the drive toward an action.
Activity
Read on the following
 indicators of high level of Motivation
  Types of Motivation
 Research on the theories on factors affecting motivation
 Attribution theory
 Serf- Efficacy theory
 Self-determination and self-regulation theory
 Choice theory
 Maslow’s Hierarchy of needs
Assessment
1. Reflect on your learning experiences. Can you recall one examples of extrinsic and
intrinsic motivation in your life as a student?
2. In what instances is extrinsic motivation necessary? Give examples
3. Critics argue that using rewards send students to wrong message about learning and
they cite research suggesting that rewards decrease interest in intrinsically motivating
tasks. Explain.
4. Between learning goal and performance goal, with which type do you identify? Explain
your answer.
5. To what factors do great men and women attribute their success? Is it to personal
factors like ability and effort like ability and effort or to situational factors such as
difficulty of the task and impact of luck?
6. “Success has many fathers; failure or defeat is an orphan. “How does this general
behavior relate to self-esteem.
7. Do attributions always reflect the true state of affairs? Or can we have something like
false attributions? Explain your answer
8. How does Maslow’s need theory compare with Glasser’s theory? Do research on this. .
REFERENCES :

Print Resources
Maria Rita D. Lucas; Blenda B. Corpuz(2014). Facilitating learning: A
metacognitive process, Lorimar Publishing Inc.
APA Work group of the Board of Educational Affairs (1997), learner-centered
Psychological Principles : Guidelines for school reform and redesign, Washington DC :
American Psychological Association
Bloom, Benjamin S. (1956)Taxonomy of Educational Objectives: Cognitive
Domain, New York : David Mackay and Company.
Bruning, Roger H, et al (2004) Cognitive psychology and Instruction USA: Merill
Prentice-Hall.
Bloom, Benjamin S. (1956) Taxonomy of Education Objectives:
Cognitive Domain, New York ; David Mckay and company

VIDEOS on youtube :
http://www.youtube.com/watch?v=yhaID6ZrO-0 Robert Stenberg’s Presentation

ELECTRONIC RESOURCES
Conditions of Learning, http://www,gwu,edu/~tip?gagne ,html
Connectionism, http://www,gwu,edu/~thorndike.htm;
Constructivist Theory, http://www,gwu,edu/~bruner.htm;
Huitt,W.(1997). Metacognition, Educational Psychology
Interactive.http://chiron.valdosta.edu/whit/col/cogsys/metacogn.html.
Information Processing Theory (G.A Miller) [On-line] Available:
http://www.gwu/`tip/miller.html
Kohlberg,s Dilemmas. [On-line]. Available
http://www.haverford.edu/psych/ddavis/p109/kohlberg.dilemmas.html
Torrance Framework for creativity
[On-line].Available:http://www.bethel.edu/~shenkel/Physical Activities/Creative
Movement/CreativeThinking/Torrance.html