Educational

Psychology
• Albert Bandura.. ...
• Howard Gardner. ...
• Jerome Bruner. ...
• Jean Piaget. ...
• John Dewey. ...
• David Ausubel. ...
• Benjamin Bloom. ...
• Robert M.
Howard Gardner
 Theory of multiple intelligences proposes that
people are not born with all of the
intelligence they will ever have.

 This theory challenged the traditional notion

that there is one single type of intelligence,
sometimes known as “g” for general
intelligence, that only focuses on cognitive
abilities
David Ausubel
 concerned with how individuals learn large
amounts of meaningful material from
verbal/textual presentations in a school
setting (in contrast to theories developed in
the context of laboratory experiments)
 Organizers act as a subsuming bridge

between new learning material and existing

related ideas
Martin Seligman
 What is the well being theory?
 Authentic happiness theory is one-

dimensional: it is about feeling good and it

claims that the way we choose our life course
is to try to maximize how we feel. Well-being
theory is about all five pillars, the
underpinnings of the five elements is the
strengths.
Flow Theory
 Mihaly Csikszentmihalyi discovered that
people find genuine satisfaction during a
state of consciousness called Flow.

 In this state they are completely absorbed in

an activity, especially an activity which
involves their creative abilities.
 Inpositive psychology, a flow state, also
known colloquially as being in the zone, is
the mental state in which a person
performing an activity is fully immersed in
a feeling of energized focus, full
involvement, and enjoyment in the
process of the activity.
In Education
 Considers flow as a psychological
state describing the optimal
feeling of people who are
cognitively efficient, motivated,
and happy (Csikszentmihalyi,
1990).
References
 https://www.google.com/search?
q=progressivism&source=lnms&tbm=isch&s
a=X&ved=2ahUKEwiIh8ec44vrAhWKH3AKHZ7
kAXUQ_AUoAXoECBQQAw&biw=1517&bih=6
75#imgrc=hn1WQ3EAaN3I4M&imgdii=AJUnql
5AUa4p0M
References
 https://www.google.com/search?q=essentiali
sm+philosophy&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwims6Wl4YvrAhVL7GEKHZfO
BQMQ_AUoAXoECBAQAw&biw=1517&bih=67
5#imgrc=Lnhfmg6lHPxiuM
 https://cmapspublic.ihmc.us/
rid=1GZRR9GH7-11ZRDCQ-RFD/
Perennialism.cmap
References
 https://www.google.com/search?
q=social+reconstructionism+ppt&tbm=isch&
source=iu&ictx=1&fir=DWT1mWr5nwsMDM
%252CWqTZtzDKg_MxKM
%252C_&vet=1&usg=AI4_-
kRXWwmZ0oJwikr_pdzm1OpiyMO84A&sa=X&
ved=2ahUKEwiuhuDe5IvrAhUYa94KHXujBXkQ
9QEwEXoECAgQGQ&biw=1517&bih=675#im
grc=DWT1mWr5nwsMDM
THANK YOU!

DEPARTMENT OF EDUCATION 46
Jerome
Bruner’s
theory
A FOUNDING FATHER OF THE
CONSTRUCTIVIST THEORY:
 Children are active learners that
construct ideas based on existing
knowledge
 We solve problem by building upon
concepts we already know from real
world applications
 Classroom work focuses on guiding
students through self- discovery vs.
memorization information
 Teaching style emphasizes techniques
BASED ON 3 MAIN IDEAS:

. Intellectual Development
1
2. Act of learning
3. Spiral Curriculum
Intellectual Development
ACT OF LEARNING
1. ACQUISITION
2. TRANSFORMATION
3. EVALUATION
SPIRAL CURRICULUM
Cognitive and Language Development of
Learners (What makes language important in
the learning process? How is language
learned?)

Thoughts and work of :

 Lev Vygotsky
 Jerome Bruner
 Noam Chomsky
Lev Vygotsky
 Vygotsky’s Theory
 Zone of Proximal Development
 Scaffolding: Teacher adjusts the level
of support as performance rises.
 Language and Thought:
Develop independently of each
other, then merge.
Have external or social origins
“Private Speech”
 ZONE OF PROXIMAL
DEVELOPMENT
UPPER LIMIT
Level of additional responsibility the child can
accept with assistance of an able instructor

LOWER LIMIT
Level of problem solving reached on different
tasks by the child working alone
 Cognitive and Language
Development

Language
Development

Biological and
What is How language
environmental
Language is develop
Influences
 Biological and Environmental
Influences

Children are neither exclusively

biological linguists
nor
social architects of language.

Interactionists emphasize the contribution

of both.
 Key Milestones in Language
Development
Preschool: learn morphological rules like plurals, -ed for the past tense
„Preschool: learn and apply the rules of syntax, e.g., how to form wh-
questions
„Middle Childhood: vocabulary development continues at a breathtaking
pace
6 yr olds: 8,000 – 14,000 words
12 yr olds: 50,000 words
Middle Childhood: Development of metalinguistic awareness –
knowledge of language, e.g., what a preposition is
„Adolescence: Greater understanding of metaphors, satire, and complex
literary works
„Adolescence: Writing improves as planning and revising skills are
enhanced
 Supporting Vocabulary Development

 Increase opportunities for reading &

writing
 Computers
ƒ 1. Relate the new to the known
ƒ 2. Promote active, in-depth processing
 Everyday conversations: introduce and
elaborate on new words
 Give students an opportunity to use words
in
a variety of contexts
Vygotsky’s Words…
 “It is through others that we become
ourselves”
 All learning is social

 “What a child can do in co-operation today

he can do alone tomorrow”
 Guided participation, ZPD, scaffolding
Vygotsky's theories stress the
fundamental role of social interaction in
the development of cognition Vygotsky,
1978),
as he believed strongly that community
plays a central role in the process of
"making meaning."
Vygotsky argued,
"learning is a necessary and universal
aspect of the process of developing
culturally organized, specifically human
psychological function" (1978, p. 90). In
other words, social learning tends to
precede (i.e. come before)
development.
 Basic
x
Information
Universal
Grammar Theory

Syntactic
Structures Video
 LIFE AND WORKS
Name: AVRAM NOAM CHOMSKY
Birthdate: December 7, 1928
Birthplace: Philadelphia, Pennsylvania,U.S.
Spouse/s: Carol Doris Schatz (m.1949;died 2008
Valeria Wasserman (m. 2014)
Children: 2 daugters and a son
Brother: David Eli Chomsky
Parents: William and Elsie Chomsky
Education: University of Pennsylvania (BA,MA, PhD)
Harvard Society of Fellows (1951–1955)

Works: Linguistics, analytic philosophy, cognitive science, political

Linguistics, analytic philosophy, cognitive science, political
criticism
University of Arizona (2017–present)
Work Place:
 Massachusetts Institute of Technology (1955–present)
 Syntactic Structures
First book published in 1957
Kick-starting his concept of
“transformational grammar” that argued –
contrary to the behaviorist fad of the time
that our linguistic capacity is genetic and
innate.
 Universal Grammar/ Language
Acquisition device
 Our proverbial states cannot be completely
blank when we are born, we must be hard-
wired with the structures in our brain, or
what we called Language Acquisition Device
(LADs).
 3 Important things…
1. Every Children knows basic grammar rules.
2. All languages follow same grammar.
3. Kids don’t make expected grammatically
mistakes.
 Government –Binding Theory
These principles are connected with
parameters or switches, “triggered by the
child’s genetic inheritance of the syntax
imprint.
For Chomsky the growth of language is
analogous to the growth of internal
organs,arms and legs—determined by
internal mechanism but nourished by the
environment…
 Chomsky’s view on language
acquisition
.He argue that language acquisition is an innate
structure ,or function of human brain.
.Chumsky believe that there are structure of the
brain that control the interpretation and
production of speech.
.Children do not need any kind of formal teaching
to learn to speak.
• Factors that Chomsky used to support his theory:
• There are optional learning age,between the ages 3 to 10 a
child is the most likely to learn a language in its entirely and
grasp fluency.
• The child does not need a trigger to begin language
acquisition,it happen on its own.The parent does not need to
coax the child to speak,if it around language production,the
child will work to produce that language on its own.
• It does not matter if a child is corrected, they still grasp the
language in the same manner and speak the same way. During
one age, a child will make things plural that are already.
 Theories of language Acquisition
Four main school of thought, which provide theoretical paradigms in guiding
the course of language acquisition are :
• Imitation,Nativism or Behaviorism-based on the empiricist
approach
• Innateness or mentalism: based on rationalistic or mentalist
approach
• Cognition-Based on the cognitive –psychological approach
• Monterese or Input-Based on maternal approach to language to
language acquisition.
Noam Chomsky proposed a
revolutionary idea:
•We are born with innate knowledge of
grammar that serve as basis for all
language acquisition.
•In other words ,for humans language is
a basic instinct.
 Theories of Speech & Language Development
Behavioral Theory
The behavioral perspective states that language is a set of verbal
behaviors learned through operant conditioning. Operant conditioning is a
method of changing behavior so that a desired behavior is reinforced
immediately after it occurs. B.F. Skinner is considered to be the father of the
modern behavioral theory. This theory can be applied to many aspects of
human learning including speech and language. The theory centers around
the idea that children are conditioned by their environment and the
reinforcement of their communication.
• Imitation and Practice
Two other concepts that are important for understanding the
behaviorist ideas of speech and language development
are imitation and practice. A young child will try to imitate sounds and
words he hears his parents say the best he can. When a child says a
word that sounds close to what the parents say, they accept and
reinforce it. In other words, they begin shaping the word until the child
can eventually say the word as well as the parents do.
• Nativistic Theory
The nativistic theory is a biologically-based theory which states that
language is innate, physiologically determined, and genetically transmitted.
This means that a newborn baby is "pre-wired" for language acquisition
and a linguistic mechanism is activated by exposure to language. (Hulit,
Howard, & Fahey, 2011). This theory believes that language is universal and
unique to only humans and that unless there are severe mental or physical
limitations, or severe isolation and deprivation, humans will acquire
language. The nativistic theory argues that caregivers do not teach children
the understanding of language and do not usually provide feedback about
the correctness of their utterances. (Pinker, 1984).
• As a basis for all communication, language in the
educational set-up is of vital importance in putting across
developmental thoughts, information and data. ... A
common language not only helps develop one's linguistic
skills, but also expands the cognitive (thinking) abilities of an
individual.
• Dealing with another culture enables people to gain a more
profound understanding of their own culture. Creativity is
increased with the study of foreign languages. Graduates
often cite foreign language courses as some of the most
valuable courses in college because of the communication
skills developed in the process.
•Language is an important skill that allows
a person to communicate. ... A delay in
language skills can cause frustration for a
child as well as miscommunication about
what she may be trying to convey.
•Language development is important to a
child in order to adequately exchange
information with others in a meaningful
way.
 Language is used to inform others, to ask them to do certain things and to
express feelings, moods, ideas, information, experiences
etc. Language undoubtedly has a very important social purpose because it is
mainly used for linguistic communication.
Languages evolve and diversify over
time, and the history of their evolution
can be reconstructed by comparing
modern languages to determine which
traits their ancestral languages must have
had in order for the later developmental
stages to occur.
Language is not only a mode of
communication between
individuals but is also a way for the
expression of their personality. We
use language to inform the people
around us of what we feel, what we
desire, and question/understand the
world around us.
We communicate effectively with
our words, gestures, and tone of
voice in a multitude of situation.
• The importance of language is beneficial regardless if you
do it for fun or for your career or even just for personal
travel.
 The learning theory of language acquisition suggests that
children learn a language much like they learn to tie their
shoes or how to count; through repetition and
reinforcement. ... According to this theory, children learn
language out of a desire to communicate with the world
around them.
Noam Chomsky postulated that the mechanism of
the language acquisition is derived from the innate processes.
Innate is something which is already there in mind since
birth. ... He also proposed that all of us live in a biological
world, and according to him, mental world is no exception.
TEACHING FOR
ACADEMIC
LEARNING
 MOTIVATION TO LEARN IN SCHOOL

Goals for students:

 Productive involvement
 State motivation
 Trait motivation
 Thoughtful learners
On TARGETT for Learning

 Task motivation
 Autonomy
 Rewards
 Grouping
 Evaluation and feedback
 Time for learning
 Teacher expectations
Copy right 2001 by Allyn and Bacon
STRATEGIES TO ENCOURAGE MOTIVATION
AND THOUGHTFUL LEARNING

 Necessary Classroom Conditions

 Organized classroom
 Free from interruptions
 Building Confidence and Positive
Expectations
 Match tasks to student ability level
 Clear, specific, attainable learning goals
 SEEING THE VALUE OF LEARNING

 YOUNGER STUDENTS: intrinsic/interest value

 OLDER STUDENTS: utility value

SEEING THE VALUE OF LEARNING:

INSTRUMENTAL
 Explain connections
 Provide incentives and rewards
Staying Focused on the Task

Frequent opportunities to respond

Avoid heavy emphasis on grades
and competition
Model motivation to learn
Teach particular learning tactics
Beginning Teachers and Motivation
Approaches by Rank


Reward / Punishment
 Attention- focusing
 Relevance
 Confidence- building
Students Views of Motivation

Know YOUR Students

Expect developmental differences
Expect individual differences
Use TARGETT to help meet the
needs of YOUR students
Transfof
Learn
erFRANCES
DIANE ELEN,
LPT
Condition
Affecting
s/Factors
transfer of
learning
Similarit
SIMILARITY BETWEEN TWO LEARNING

y
SITUATIONS
The more similar the situations are, the greater the
chances that learning from one situation will be
transferred to the other situation.
Relevanc
DEGREE OF MEANINGFULNESS/RELEVANCE

e
OF LEARNING
Meaningful learning leads to greater transfer than rote
learning
 Tim
LENGTH OF INSTRUCTIONAL TIME
The longer the time spent in instruction, the greater the
probability of transfer. Teach few topics in DEPTH
than many topics tackled in a shallow manner.
Variety
VARIETY OF LEARNING
EXPERIENCES
Exposure to many and varied examples and
opportunities for practice encourages transfer
ContexCONTEXT FOR LEARNER’S
EXPERIENCES
Transfer of learning most likely to happen when
learners discover that what they learned is applicable
to various contexts. (Interdisciplinary and
Contextualized)
 Focus
FOCUS ON PRINCIPLES RATHER
THAN FACTS
Principles transfer easier than facts. Discuss in depth
the how and why rather than who, what, when or
when. Find patterns and strategies.
Metacognitio
EMPHASIS ON METACOGNITION

n
Student reflection improves transfer of learning.
Encourage students to take responsibility for their own
learning and reflect on what they have learned.
 THE SIGNIFICANT
CONTRIBUTIONS OF
JOHN DEWEY,
CRONBACH LEE,
BENJAMIN BLOOM AND
ROBERT GAGNE
JOHN DEWEY
 American philosopher and educator who was
a founder of the philosophical movement
known as pragmatism, a pioneer in
functional psychology, and a leader of the
progressive education in the United States.
THEORY ON EDUCATION
 Education is not a preparation for life;
education is life itself.
LEE JOSEPH CRONBACH
 American educational psychologist who made
contributions to psychological testing and
measurement.

 Contributions
 Cronbach’sAlpha
 The Generalizability “G” Theory
BENJAMIN SAMUEL BLOOM
 Bloom was an American educational
psychologist who made contributions to the
classification of educational objectives and
to the theory of mastery learning.

Contributions
 Bloom’s taxonomy
BLOOM’S TAXONOMY
 ROBERT MILLS GAGNE
 Gagne was an American educational
psychologist best known for his
Conditions of Learning.

 Five Categories of Learning

 Eight Conditions of Learning
 Nine Events of Instruction
 Nine Steps of planning the
 instruction
Modeling and Reciprocal
Determinism
Explores the role our behavior plays in our
environment. According to Psychologist Albert
Bandura reciprocal determinism is a model
composed of three factors that influence
behavior:

 The environment
 The individual
 The behavioral itself

This model suggest that these three components

are continually interacting with one another. Just
as the environment exerts an influence on
individual behavior a person’s action also play a
part in influencing the environment.
Behavior Components

is the idea that behavior is controlled or

determined by the individual, through
cognitive processes, and by the environment
through external social stimulus events. So in
the case of our troubled students, his dislike of
school is being reinforced and perhaps
magnified by the actions of his teachers and
classmates which he’s perpetuating by
continuing to act out.
Environmental Component

Is made up of the physical surroundings

around the individual that contain potentially
reinforcing stimuli including people who are
present or absent. The environment influences
the intensity and frequency of the behavior just
as the behavior itself can have an impact on
the environment.
Individual Component

Includes all the characteristics that have been

rewarded in the past. Personality and cognitive
factors play an important part in how a person
behaves, including all of the individuals
expectations, beliefs, and unique personality
characteristics.
Bandura’s theory

Represented an important shift from the

behavioral perspective to a more social-
cognitive approach to understanding behavior.
While the behaviorist suggested that it was the
environment that almost entirely shaped
individual behavior. Bandura recognize the
importance of the bidirectional relationship
between individuals, their behavior and the
environment.
 Personal Factors
Reciprocal
Determinism
Model

Environment Environment
Social Learning Theory

Theorized by Albert Bardura posits that people

learn from one another via observations,
imitation. Modeling theory has often been
called a bridge between behaviorist and
cognitive learning theories because it
encompasses attention, memory and
motivation.
ALBERT BANDURA
is a Canadian-
American psychologist
who is the David Starr
Jordan Professor Emeritus
of Social Science in
Psychology at Stanford
University.
Born: December 1925
Known for: Social
Cognitive Theory, Self
efficacy, Social Learning
theory and more.
 Necessary Conditions for Effective
Modeling
 Attention
Various factors increase or decrease the
amount of attention paid. Includes
distinctiveness, effectiveness valence,
prevalence complexity, functional value. One’s
characteristics e.g. sensory capacities arousal
level perceptual set, past reinforcement affect
attention.
 Retention
remembering what you paid attention to
includes symbolic coding, mental images,
cognitive organization.
 Production

symbolic representation of original

behavior being translated into action through
reproduction of the observed behavior in
seemingly appropriate context.
 Motivational
reenacts a behavior depending on responses and
consequences on responses and the observer
receiver when reenacting that behavior.

Bobo doll Experiment

during the 1960’s, Albert Bandura conducted a
series of experiment on observational learning
collectively known as the Bobo Doll Experiment.
Assessment
Assessment
 part of the learning process so that
teachers and students are working
together to monitor progress.
 There are three distinct but inter-related
purposes for classroom assessment:
assessment for learning,
assessment as learning, and
assessment of learning.
Assessment for Learning
teachers use assessment as a research tool to find out as much
as they can about what their students know and are able to do,
as well what presumptions and misunderstandings they may
have.
Examples of 21st century assessment for learning tools, which
include both diagnostic tests and formative assessments, class
discussions, concept maps, and rubrics.

Group project with regular

feedback as assessment
for learning
Assessment as Learning
emphasizes assessment as a process of metacognition.
Assessment as learning comes from the constructivist idea that
learning is an active process that occurs when students interact
with new ideas.
 Examples of 21st Century assessment as learning tools include
self-assessments, peer assessments, student-teacher
conferences, teacher observations with feedback.

Class presentation with self-assessment

as assessment as learning
Assessment of Learning
 strategies intended to collaborate what students know, show whether or
not they have met curriculum outcomes or the goals of their individualized
programs, or to confirm ability and make decisions about student's future
programs or placements.
Examples of 21st Century Assessment of Learning tools are open-ended
response questions, and historical role-playing arguments about the
impact of decisions on current life.

Unit test as assessment of learning

 Types
of
Classroom
Assessment

Joana Marie Villamarzo

Block A ( Sat. 7:00-10:00 )

 Sigmund Freud’s Psychoanalytic Theory
Freud separated personality into 3 major components
 The Id: It operates only on the pleasure principle with no
regard for anything else (To eat, sleep)
 The Superego: It considers the social standards for social
behavior and guide us on what is right or wrong
 The Ego: It operates on the reality principle. It makes the
decisions that dictate behavior

Freud's Psychoanalytic Theory on Instincts- Motivation, Personality and

Development.mp4
 Freud’s Model of Personality Structure
According to Freud the id, ego and superego all operate across
the three level of awareness in the human mind. They are the
conscious, unconscious and preconscious
 The Conscious: It includes what you are thinking about right
now, you are aware of it
 The Preconscious: Just below the surface of awareness like
your middle name or gf birthday
 The Unconscious: Information that buried deep in ourselves
like negative experiences in the past
Situation for Id, Ego and Superego.docx
 Erickson’s Psycho-Social Theory of Dev’t.

Approximate Age Virtues Psychosocial crisis Significant relationship Examples

Infancy
Hope Trust vs. Mistrust Mother Feeding, abandonment
Under 2 years

Toddlerhood Autonomy vs. Toilet training, clothing

Will Parents
2–4 years Shame/Doubt themselves

Early childhood Exploring, using tools or

Purpose Initiative vs. Guilt Family
5–8 years making art

Middle Childhood
Competence Industry vs. Inferiority Neighbors, School School, sports
9–12 years

Adolescence Identity vs. Role

Fidelity Peers, Role Model Social relationships
13–19 years Confusion

Early adulthood
Love Intimacy vs. Isolation Friends, Partners Romantic relationships
20–39 years

Middle Adulthood
Care Generativity vs. Stagnation Household, Workmates Work, parenthood
40–59 years

Late Adulthood
Wisdom Ego Integrity vs. Despair Mankind, My kind Reflection on life
60 and above
Kohlberg’s Stages of Moral Dev’t.
 Level 1 (Pre-Conventional)
1. Obedience and punishment orientation  Level 3 (Post-Conventional)
(How can I avoid punishment?) 5. Social contract orientation
2. Self-interest orientation 6. Universal ethical principles
(What's in it for me?) (Principled conscience)
(Paying for a benefit)
 Level 2 (Conventional) Heinz Dilemma - Kohlberg's stages of Mor
3. Interpersonal accord and conformity al Development (Interactive Animation).mp
4
(Social norms)
(The good boy/girl attitude)
HEINZ SHOULD STEAL THE DRUG AN
4. Authority and social-order maintaining orientation D NOT GO TO JAIL AS THIS IS UNFAIR
.docx
(Law and order morality)
 Vygotzky’s Socio-Cultural Theory
 The main idea of the theory is that the ways people interact with others and the culture
they live in shape their mental abilities.
 Zone of proximal development
 Vygotsky felt learning in children should be related to their developmental level. This
caused him to argue that learning takes place within a zone of proximal development
(ZPD), which is made up of functions that are not yet fully formed, but are on the way
to being established.
 First, it focuses attention on children's mental functions that are currently going on, but
are not yet complete.
 Second, it recognized help from peers or adults as a method of learning.
 Third, it helped to separate between actual and potential learning ability.
 Vygotzky’s Socio-Cultural Theory
 Scaffolding
 Scaffolding describes the interaction between a child and an adult who helps them finish a task that
they could not do alone. Scaffolding relates to Vygotsky's sociocultural theory because it
recognizes the role of social interaction on learning and how other people affect the development
of children.
 Private speech
 Private speech takes place when children talk to themselves. He suggested that children spoke to
themselves as a way of guiding themselves through an action. Vygotsky suggested that private
speech changes as children age, beginning as external (out loud) speech when they are younger but
then becoming more internal (within themselves) as they age.
 Make-believe play
 Vygotsky saw make-believe play as an important part of child development. During play children
put themselves into the adult roles of their culture and practice how they will act in the future.
 Bronfenbrenner’s Ecological Theory
It is a framework of individuals' relationships within communities and the wider society.
 Bronfenbrenner’s Ecological Theory
 Microsystem: Refers to the institutions and groups that most immediately and directly
impact the child's development including: family, school, religious institutions,
neighborhood, and peers.
 Mesosystem: Interconnections between the microsystems, Interactions between the family
and teachers, Relationship between the child’s peers and the family
 Exosystem: Involves links between a social setting in which the individual does not have
an active role and the individual's immediate context.
 The parent might receive a promotion that requires more travel, which might increase
conflict with the other parent and change patterns of interaction with the child.
 Bronfenbrenner’s Ecological Theory
 Macrosystem: Describes the culture in which individuals live. Members of a cultural
group share a common identity, heritage, and values.
 Chronosystem: The patterning of environmental events and transitions over the life
course, as well as sociohistorical circumstances.
 For example, divorces are one transition. Researchers have found that the negative
effects of divorce on children often peak in the first year after the divorce. By two
years after the divorce, family interaction is less chaotic and more stable.
Educ. 202
Seminar on Educational Psychology
Prof. NOEL IBIS

Self-Regulated
Learning
LESHEL R. OJAS
Presenter
 What is
Self-Regulation?

Self-regulated learners are active,

goaldirected,and personally responsible
for their own learning.

 “Self-generated thoughts, feelings, and

actions that are cyclically adapted to
achieve one’s personal goals”

(Zimmerman, 2002, p. 65).

 Phases and subprocesses of self-regulation

Performance Phase
Self-control
Imagery
Self-instruction
Attention focusing
Task strategy
Self-observation
Self-recording
Self-experimentation

Forethought Phase Self-reflection Phase

Task Analysis Self-Judgment
Goal-setting Self-evaluation
Strategic planning Causal Attribution
Self-motivational beliefs Self-reaction
Self-efficacy Self-satisfaction
Outcome expectations Adaptive defensive
 Self-Regulation: Principles

• Self-regulation in learning does not

only refer to these few rules but to

a sequences of steps for

monitoring, regulating and

evaluating learning.

• And these steps involve affective

elements of confidence, effort, &

interest and value in the learning.

 Self-Regulated Learning :
Major Steps

Planning
• Goal Setting
• Task Analysis
• Sequencing
• Time Scheduling
• Resource Allocation
• Environmental Structuring

(Judgment of Learning)
 Execution, Monitoring, Regulating

• Organizing &Transforming
• Checking Goal Direction
• Coping with Difficulties
• Rehearsing & Memorizing
• Effort Management
Self-Evaluation

• Check quality of work & effort

• Self-test
• Reflect on competence
Seven factors of academic self-regulated
learning for Filipino learners
(Magno,2009) :

Memory strategy
Seeking assistance
Goal-setting
Environmental structuring
Self-evaluation
Learning responsibility
Organizing
LEARNED
HELPLESSNESS
 Occurs when an animal is repeatedly
subjected to an aversive stimulus that it
cannot escape.
 Was conceptualized and developed by
American Psychologists MARTIN E.P.
SELIGMAN at the UNIVERSITY OF
PENNSYLVANIA.
Learned Helplessness in People
 The impact of learned helplessness
has been demonstrated in different
animal species but, its affects can
also be seen in people.
 Associated with psychological
disorders such as depression,
anxiety, phobias, shyness, and
loneliness.
Learned Helplessness in Children
Often originates in childhood even
in infancy.

When children need help but no

one comes to their aid, they may
be left feeling that nothing they
do will change their situation.
Common types of learned
helplessness in children:

 Passivity
 Poor motivation
 Giving up
 Lack of effort
 Frustration
 Failure to ask for help
Learned Helplessness in Mental
Health

 Is thought to contribute to feelings of anxiety

and may influence the onset, severity and
persistant of a condition such as
GENERALIZED ANXIETY DISORDER.
OVERCOMING LEARNED
HELPLESSNESS
 Research suggests that learned helplessness
can be successfully decreased particularly if
intervention occurs during only onset.

 Long term learned helplessness can also be

reduced.
COGNITIVE-BEHAVIORAL THERAPHY
 Is a form of psychotherapy that can be
beneficial in overcoming the thinking and
behavioral patterns that contribute to learned
helplessness.
 Helps patients identify negative thoughts and

replace it with optimistic and rational

approach.
Learned Optimism

 Treatment that can help replace negative

thought patterns with more positive ones that
may allow to replace the feelings of learned
helplessness.
Indicators of Motivated
Person
DEBORAH J. STIPEK
o Professor of Education and (by
courtesy) Psychology at Stanford
University.
o concerns instructional effects on
children’s achievement motivation
and early childhood education.
o focus on strategies to develop young
children’s basic academic skills while
supporting their social-emotional
Deborah J. Stipek
development and motivation.
 Characteristics of Motivated Student

– A motivated student is conceptualized as someone

who is actively engaged in the learning process.
– Students who are engaged approach challenging
tasks eagerly, exert intense effort using active
problem-solving strategies and persist in the face of
difficulty.
– Motivated students focus on developing
understanding and mastering skills, they are
enthusiastic and optimistic; and they take pleasure in
academic tasks and pride in their achievements.
On the other hand; students who are not motivated are passive.
They exert little effort and give up easily. When they do exert
effort it is for extrinsic reasons, such as to avoid punishment or
obtain some reward unrelated to the task itself. They do not
enjoy school tasks and avoid them whenever thy can.

Study after study demonstrates that although students bring

some motivational baggage – beliefs, expectations, and habits –
to a class, the immediate instructional context strongly affects
their motivation. Decisions about the nature of tasks, how
performance is evaluated, how rewards are used, how much
autonomy students have, and myriad other variables under a
teacher’s control largely determine student’s motivation.
 According to traditional reinforcement theory, individuals exhibit a
particular behavior in achievement or other settings as a function of their
reinforcement history relevant to that behavior – whether the behavior has
been rewarded or punished in the past.

 Cognitive motivation they claim, however, that cognitions,

such as expectations, mediate the effect of rewards.
 Atkinson (1964), proposed that achievement behavior is
determined also by the desirability or “incentive value” of
the achievement goal; individuals are not likely to persist in
a task if there is no perceived value in completing it.
Intrinsic motivation theory is based on the assumption that humans are naturally
motivated to develop their intellectual and other competencies and to take
pleasure in their accomplishments
(White, 1959). Part of the value of striving to achieve something is the intrinsic
pleasure one feels from developing understanding and mastery .

Extrinsic motivation, according to Thorndike, 1911; a stimulus-

response bond is strengthened when it is followed by a positive or
satisfactory outcome and weakened when it is followed by an
unsatisfactory outcome.
According to Skinner (1974), positive reinforcers as consequences
that increased the probability of behaviors they were made
contingent on, and negative reinforces as consequences that
increased the probability of a behavior by taking something away
or reducing its intensity.
The educational implications of reinforcement
are straight forward: the teacher makes positive
reinforcers contingent on desired behavior and
punishment contingent on undesired behavior.
Thus, good grades, praise may used to reinforce
their efforts and bad grades may serve as
punishment for low effort.
Motivation theorists have pointed out a number of problems with
reliance n extrinsic reinforcement to motivate desired
achievement-related behaviors.

First, traditional rewards used in most classrooms are

not universally effective.
Second, it is difficult to reinforce to reinforce some of
the most important learning-related behaviors, such as
attentiveness
Third, the effect of extrinsic rewards was is short-lived.
 FLOW
THEORY
Flow
“the state of being
completely involved in an
activity for its own sake”

Mihaly Csikszentmihalyi
COMPONENTS OF FLOW

1. Clear goals
2. Concentrating
and focussed
COMPONENTS OF FLOW

Aloss of self-
conciousness
Distorted sense
of time
COMPONENTS OF FLOW

3. Clear and
immediate feedback
4. Perfect
equilibrium skill
and challenge
COMPONENTS OF FLOW

5. Sense of
personal control
6. Activity becomes
Intrinsically
rewarding
References
 https://www.google.com/search?
q=reliability+in+research&hl=en&source=lnms&t
bm=isch&sa=X&ved=2ahUKEwi9vb2-
2bDyAhXP3GEKHd2TCVsQ_AUoAXoECAIQA
w&biw=1366&bih=657#imgrc=h4K0WOFDik5Z
1M
References
Apple (2008). “Apple classrooms of tomorrow—today. Learning in the 21st
century”. Retrieved February 8,

2013 from http://ali.apple.com/acot2/global/files/ACOT2_Background.pdf

Intel (2010). Intel Teach Elements: Assessment in 21st century classrooms.
Santa Clara, CA.:Intel.Retrieved Feb. 10, 2013
from http://www.intel.com/education/video/assess/content.htm

Open Colleges (2013). "Components of a 21st century classroom". Image

Retrievedfrom:http
://www.opencolleges.edu.au/infographic/21st_century_classroom.html