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Ped-7facilitating Learner Centered

Metacognition refers to thinking about one's own thinking or learning processes. It involves active awareness and control over cognitive processes engaged in learning. Howard Gardner introduced the theory of multiple intelligences which suggests that humans possess eight unique combinations of intelligences. Terminology used to describe learners with exceptionalities includes impairment, disability, and handicap as defined by the World Health Organization. Learning disabilities fall under several categories including dyslexia, dysgraphia, dyscalculia, dyspraxia, ADHD, and speech/communication disorders. [END SUMMARY]

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94 views5 pages

Ped-7facilitating Learner Centered

Metacognition refers to thinking about one's own thinking or learning processes. It involves active awareness and control over cognitive processes engaged in learning. Howard Gardner introduced the theory of multiple intelligences which suggests that humans possess eight unique combinations of intelligences. Terminology used to describe learners with exceptionalities includes impairment, disability, and handicap as defined by the World Health Organization. Learning disabilities fall under several categories including dyslexia, dysgraphia, dyscalculia, dyspraxia, ADHD, and speech/communication disorders. [END SUMMARY]

Uploaded by

Jessica Villanueva
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Metacognition - Term coined by John Flavell (1970) “Thinking about thinking” or “learning how to Learn”

Refers to higher order thinking which involves active awareness and control over the cognitive processes
engaged in learning.

Howard Earl Gardner- Howard Gardner, a professor of education At Hardvard University introduced
Multiple intelligences theory in the book, Frames of Mind published in 1983.

INTELLIGENCES- The MI theory suggests that all humans Possess eight intelligences. These eight
intelligences exist as a unique Combination in each and every one of us.

LEARNERS WITH EXCEPTIONALITIES


Terminologies : World Health Organization

3-tier Terms:

(A)Impairment-Loss or abnormality of psychological, physiological or Anatomical structure or function

(B) Disability-Measurable impairments or limitation that interferes with a person’s ability( Schiefelbusch
Institute, 1996)

© Handicap- Disadvantage that occurs as a result of disability.

CATEGORIES:

 Learning Disabilities
 Dyslexia – reading disorder
 Dysgraphia – writing disorder
 Dyscalculia arithmetic disorder
 Dyspraxia – psychomotor disorder

CATEGORIES

 ADHD (Attention-Deficit Hyperactivity Disorder) – inattention, distractibility; with or without


hyperactivity
 Speech and Communication Disorders – spoken language including voice disorders (e.g.
difficulties pronouncing sounds, or articulation disorders, and stuttering)

b. Social/Emotional and Behavioral Difficulties

 Autism-social skills, repetitive behaviors, speech and nonverbal communication


 Mental Retardation – sub-average intelligence and deficits in adaptive behavior
-Imbecile
 Emotional/Conduct Disorders – presence of emotional states like depression and aggression
disturbing learning and performance in school.
Behavioral Learning theory
Father of Behaviorism - John B. Watson
BEHAVIORISM- Focus on objectively observable behaviors.
Behaviorists believe that our responses to environmental stimuli shapes our behaviors.

John B. Watson- Little Albert – Experiment


Father of Behaviorism-Understanding fears, love, Phobias and prejudice.

2 Types LEARNING
1. Habituation- Decrease tendency to respond to stimuli that become more familiar
2. Sensitization- Tendency of sensory receptor cells to become less responsive to a stimulus that is
unchanging.
BEHAVIORAL LEARNING THEORY- Operates on the principle of attached to a S-R also known as
Adhesive Principle.

Classical Conditioning- Classical means “in an established manner.”


The goal of classical conditioning is to pair an unconditioned response with a neutral stimulus to
create a conditioned response to that stimulus.

ELEMENTS- Classical Conditioning- Unconditioned stimulus (UCS)-From the environment; triggers natural
response.

ELEMENTS-Classical Conditioning-Unconditioned stimulus (UCS)-Unconditioned response (UCR)-Natural


reaction to UCS

ELEMENTS-Classical Conditioning- Unconditioned stimulus (UCS)-Unconditioned response (UCR)-


Conditioned stimulus (CS)-LITA Paired with UCS. Before pairing, the CS does Not produce a response,
after Pairing it does

Principles of Classical Conditioning- SEEDS


Stimulus Generalization (4)
Extinction (2)
Excitation/Inhibition (1)
Discrimination (5)
Spontaneous Recovery (3)

Connectionism- Puts more emphasis on the response of the organism, not limiting himself to the
association between the stimulus and the response.

Law of Readiness- A learner may be satisfied or frustrated Depending on his/her stage of readiness. The
learner should be biologically prepared.
Law of Exercise- Things most often repeated are best Remembered
Law of Effect- If the connection of S-R is strengthened, the Consequence/result is positive If the
connection of S-R is weakened, the result is Negative
Law of Belongingness-The strength of the connection is increased if the paired Stimuli possess
similarities
Law of Association- Process of relating two or more experiences to each other Example: lightning and
thunder.
Law of Contiguity-States that after events occur together in spatio-temporal proximity, the reoccurrence
of only one event evokes the memory
Law of Requirement-You will NOT do it if it’s not required Example: thesis, projects, payment of bills

Operant Conditioning Burrhus Frederic Skinner 1904-1990


OPERANT CONDITIONING -is a process by which humans and animals learn to behave in such a way as to
obtain rewards and avoid punishments.
-Proved that reinforcement is a powerful tool in Shaping and controlling behavior inside and Outside the
classroom.

Schedules of Reinforcement
Continuous Reinforcement
Reinforcement after every correct response
Partial Reinforcement
Reinforcement after some correct responses

Fixed IntervalVariable Interval Fixed-ratio Variable-ratio

Reinforcement is given a fixed amount of time after a correct Response.


Reinforcement is used to help increase the probability that a specific behavior will occur in the future by
delivering or removing a stimulus immediately after a behavior.

Reinforcer – A stimulus that encourages the behavior to occur again. Primary ReinforcerSecondary
Reinforcer

Other form of Reinforcement


 Non-Verbal – smiles, winks, warm looks
 Activity – being allowed to play games, to listen to music, etc.
 Token – points, chips, stars
 Consumable – cookies, soda, chocolates

BANDURA’S MODELS

 A live model, which involves an actual individual demonstrating or acting out a behavior.
 A symbolic model, which involves real or fictional characters displaying behaviors in books, films,
television programs, or online media.

Four Phases of Modeling:

 Attention
 Retention
 Motor Reproduction Process
 Motivational Process
Cognitive Perspective

3. Continuation occurs when the eye is compelled to move through one object and continue to
another object

Robert Gagne’s Cumulative Learning -any task or skill can Broken down to simpler skills which can still
be further broken down to more simple tasks or skills.

Nine Events of Instruction

1. Gaining Attention
2. Informing Learner of Objective/s
3. Recalling Prior Knowledge
4. Presenting Material
5. Providing Guided Learning
6. Eliciting Performance
7. Providing Feedback
8. Assessing Performance
9. Enhancing Retention and Transfer

Scaffolding competent assistance or support

 ZPD child acquires new skills and information the level at which a child finds a task too difficult to
complete alone, but which he can accomplish with the assistance or support of an adult or older
peer.

Revised Bloom’s Taxonomy of UTA Educational Objectives

BLOOM’S TAXONOMY

 Is a model that describe the different levels of learning outcomes that target skills and
competencies that the teachers aim to develop in the learners.

USAGE OF BLOOM’S TAXONOMY:


-It has been used in planning the curriculum ALITA
-Planning learning activities and asses

3 Domains of Blooms Taxonomy


Cognitive
Knowledge
Mental Skills

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