Shaira Mae J.

Madrid BSED 3- ENGLISH

Activity 7 Evaluate
1. In your own words, describe the different gestalt principles.
The gestalt principles are a set of 6 principles used to describe the way that our minds simplify
and combine disparate concepts into a single picture. These are:

 Similarity. We use various measures of similarity to form groups. E.g., Colour,

shape and size etc.
 Continuation. This is the brains ability to follow a smooth path through
something which has discontinuity.
 Closure. The brains ability to fill in gaps in incomplete information. To
complete a picture for instance.
 Proximity. The brains ability to gauge the “distance" between concepts.
 Figure / ground. The brains ability to distinguish things to focus on from the
background.
 Symmetry and order. Relates to the brains ability to find regularity in
ambiguous information. E.g., Recognizing that the Olympic rings are a
collection of overlapping rings rather than a complicated set of connected
curves.
2. List at least 5 ways to apply gestalt psychology in teaching – learning process.
The main principles of the Gestalt Theory in Learning are:
Teachers should encourage their students to discover the relationship of the elements that make
up a problem.
Incongruities, gaps, or disturbances are essential stimuli in the learning process.
Educational instruction should be based on the Laws of Organization.
Shaira Mae J. Madrid
Activity 8 Extend by Applying

Process Teaching Implication/s

1. Information is received 1.1 Be sure that the learners’ senses are
through the senses. functioning well
1.2  Helping the learners to use their senses
properly in acquiring information and
process that information to become long
term knowledge.
2. If information is note relevant, 2.1 Feeding the learners with appropriate
it decays. information needed for long-term
storing of memory.
2.2 The learners must be motivated by
keeping them in rehearsing the
acquired data to retain the
information.

3. If information goes to the short term 3.1 The newly acquired information of the
memory and if given attention and is learners must be given an attention so
found to be relevant, it is sent to the that it may send to the Long -Term
long term memory. Memory.
3.2 The teacher should teach the learners
of the methods for increasing retrieval
of information to minimize the
inability of accessing the information.
4. If information is not properly encoded, 4.1 The teacher should properly encode
forgetting occurs. the information to the minds of the
learners.
4.2 The teacher should inspire the
learners in assessing themselves to
bring the information to their
consciousness or the necessity to get
their attention it.
5. There are methods to increase retrieval 5.1 Teaching the learners with Mnemonic-
information when needed. memory techniques will increase the
learners’ knowledge retrieval.
5.2 Teacher should initiate lesson and test
rehearsal for increasing retrieval of
information.
Shaira Mae J. Madrid
Activity 9 Extend By Applying
Event of Instructions Lesson Example/Conditions of learning
1. Gaining Attention Being the learning session by gaining the
attention of the learners. Ensure the learners
are motivated to learn and participate in
activities by presenting a stimulus to gain
their attention.
2. Informing Learners of the Objective Inform the learners of the learning to help
them understand what they will be learning
during the sessions. State what learners will
be bale to accomplish during the session and
how they will be able to use the knowledge in
the future.
3. Stimulating Recall of Prior Learning Help the learners make sense of new
information by relating it to something they
already know or something they have already
experienced.
4. Presenting the Stimulus Present the learners with the new information
using learning strategies to provide effective
and efficient instruction.
5. Providing Learner Guidance Offer the learner guidance by providing
coaching on how to learn the skill. Also,
provide guidance using cues, hints, and/or
prompts to help them understand and
remember what they are learning.
6. Eliciting Performance Let the learner do something with newly
acquired behavior, skills, or knowledge.
Provide them with practice activities to
activate the learning process.
7. Giving Feedback Provide immediate feedback of learners’
performance to assess and facilitate learning.
This is also good time to reinforce any
important points.
8. Assessing Performance In order to evaluate the effectiveness of the
instructional events, administer a test the
learner to determine if the expected learning
outcomes have been achieved.
9. Enhancing Retention and Transfer Give the learner resources that enhance
retention and transfer of knowledge so that
they are able to internalize the new
knowledge and enhance his or her experience.
Shaira Mae J. Madrid
Activity 10 Extend by Applying
Implication Specific Learning Activity/Strategy
Involve students in learning situations and The more similar two situation are, the greater
tasks that are similar as possible to the the chances that learning from one situation
situations where they would apply the task. will be transferred to other situations.
Remember to provide opportunities for Meaningful learning leads to greater transfer
learners to link new material to what they than rote learning.
learned in the past.
To ensure transfer, teach a few topics in depth The longer the time spent in instruction, the
rather than many topics tackled in a shallow greater the probability of transfer.
manner.
Illustrate new concepts and principles with a Exposure to many and varied examples and
variety of examples. Plan activities that allow opportunities for practice encourage transfer.
your learners to participate their newly
learned skills.
Relate a topic in one subject to topics in other Transfer of learning is most likely to happen
subject or disciplines. Relate it also to real life when learners discover that what they learned
situations. is applicable to various context.
Zero in on principles related to each topic Principles transfer easier than facts.
together with strategies based on those
principles.
Encourage students to take responsibility for Through the use of contracts. Developing a
their own learning and to reflect on what they plan that is an agreement among the teacher,
learned. student, and family members can support
student learning. I’ve seen this done
informally. For example, in one class,
students write letters about what they want to
accomplish during the school year.
Shaira Mae J. Madrid
Activity 11 Evaluate
Distinguish between extrinsic and intrinsic motivation. Give an example for each.

To find out the differences between intrinsic vs. extrinsic motivation, looking at their definition
and origin can be helpful. Intrinsic motivation is when you do something for reasons that
originate within yourself. For instance, you may volunteer to rescue animals without asking for
any compensation because you find it enjoyable and care deeply about animals. There's no
requirement for any external rewards for your actions in such a situation.

In contrast, extrinsic motivation is when you do something to earn an external reward or avoid
punishment. For example, if you work only to earn a salary, money is the extrinsic factor that
motivates you to work. Extrinsic motivation and intrinsic motivation sometimes work together,
which may explain some human actions and behaviors. For instance, you may go to work
because you enjoy your work and the salary you earn helps you take care of your family
Shaira Mae J. Madrid
Activity 12 Extend With Synapse Strengtheners
2. Between learning goal and performance goal, with which type do you identify yourself?
Explain your answer.
I believe that I belong to learning goal, my attitude toward personal growth and self-development
through continuous learning is an important factor in how you succeed in life. In this article, I
have highlighted some learning goals to help me become a better version of myself and be more
successful. We learn not just for the sake of learning but to gain knowledge and improve certain
areas of our lives.
3. To what factors do great men and women attribute their success? Is it to personal factors like
ability and effort or to situational factors such as difficulty of the task and impact of luck?
In such a visibly hierarchical and success-oriented arena as academe, attributions for success are
highly salient. These attributions represent explanations of, and often justifications for, social
inequality. We employ data from a national survey of academics in four major fields to analyze
the explanations by academics to account for the success of the best-known people in their fields.
More specifically, we analyze the way in which those explanations vary between academic
women and academic men. We find that women make weaker internal attributions than do men.
Although significant, that overall sex difference is modest, and it does not persist with controls
for social locations and conditions (occupational settings, status, networks and roles, and major
departments). The sex difference in external attributions is greater: women make significantly
stronger external (structural) attributions than do men, a sex difference that does not owe to
women's and men's comparative social locations and conditions. We offer two possible
explanations for this sex difference: 1) women's greater awareness of external barriers and 2) the
noncomparability of social locations for women and for men, even when they are reported to be
the same. In conclusion, we discuss the significance of attributions for macro-level,
organizational responses, including equal opportunity policies and solutions to increase rates of
faculty members' success.
4. “Success has many fathers; failure or defeat is an orphan”. How does this general behavior
relate to self-esteem?
One interpretation of this quote is that it reflects a human tendency to want to be associated with
success and to distance oneself from failure.

When something succeeds, it is often seen as a positive reflection on those involved, and so
people may be more willing to take credit or claim responsibility for it. In contrast, when
something fails, it is often seen as a negative reflection on those involved, and so people may be
more reluctant to take responsibility or be associated with it.

Another interpretation of this quote is that it reflects the complexity of success and failure, and
the many factors that can contribute to each. Success is often the result of a combination of hard
work, talent, luck, and other factors, and so it may be difficult to pinpoint a single individual or
group that was responsible for it. Failure, on the other hand, may be the result of a single mistake
or problem, and so it may be easier to identify a specific person or group that is responsible for
it.

In any case, the quote "Success has many fathers, but failure is an orphan" highlights the
importance of taking responsibility for our actions and being willing to accept the consequences
of our successes and failures.

It also reminds us that success and failure are often the result of a complex interplay of factors,
and that it is important to consider all of these factors in order to learn from our experiences and
improve in the future.

8. Why do people tend to attribute their success to internal causes and their failure to external
causes?
In order to preserve their self-esteem, individuals tend to attribute their failure to external factors
more than to internal factors. Also, they tend to attribute success to internal factors. ... Therefore,
they may tend to attribute failure more to internal factors than they do in public contexts.
11. There are many testimonies from people with very humble beginnings who grew up in
deprived environments (so their lower – order needs were not satisfied according to Maslow’s
theory) but ended up as achievers. Do these prove that Mallow’s hierarchy of needs is not always
true? Explain your answer.
Maslow believed that, because of the difficulty of fulfilling the four lower needs, very few
people would successfully become self-actualized, or would only do so in a limited capacity. He
proposed that the people who can successfully self-actualize share certain characteristics. He
called these people self-actualizers. According to Maslow, self-actualizers share the ability to
achieve peak experiences, or moments of joy and transcendence. While anyone can have a peak
experience, self-actualizers have them more frequently. In addition, Maslow suggested that self-
actualizers tend to be highly creative, autonomous, objective, concerned about humanity, and
accepting of themselves and others.
Shaira Mae J. Madrid
Activity 13 Evaluate
By means of a graphic organizer, present the social and cultural influences on the cognitive and
motivational process of learning.
Saira Mae J. Madrid
Activity 14 Extend by Applying

By means of a graphic organizer, list down behavioral traits of parents who are supporttive of
children's studies

Shaira Mae J. Madrid

Activity 15
In your own words, give the conditions that give rise to classroom climate that is conductive for
learning.
Your interaction with the students, disciplinary measures, mannerism, support, encouragement,
cooperation, and focus on individual students all contribute to an atmosphere conducive to
learning.
 Activity 16
The 14 Principles Topics/ specific concepts My learnings/insights on how I will
from module 1-25 apply what I learned
Cognitive and Metacognitive factors

Nature of
 Learner- Centered I have learned that we can put this
Psychological principle into practice by being an active,
Principles (LCP) goal- directed, self-regulating, and

the learning  Meaningful Learning

 Purposive
Behaviorism
responsible learner.

I will apply what I've learned about the

process. The  Constructivism

 Prior Knowledge
 Transfer of Learning
nature of the learning process by allowing
my pupils to create on their own that can
be helpful for each individual be more

learning of  Subsumption Theory productive in their lives.

complex
subject
matter is
most
effective
when it is
an
intentional
process of
constructing
meaning
from
information
and experience
Nature of
the learning
process. The
learning of
complex
subject
matter is
most
effective
when it is
an
intentional
process of
constructing
meaning
from
information
and experience
Nature of
the learning
process. The
learning of
complex
subject
matter is
most
effective
when it is
an
intentional
process of
constructing
meaning
from
information
and experience
Nature of
the learning
process. The
learning of
complex
subject
matter is
most
effective
when it is
an
intentional
process of
constructing
meaning
from
information
and experience
Nature of
the learning
process. The
learning of
complex
subject
matter is
most
effective
when it is
an
intentional
process of
constructing
meaning
from
information
and experience
1. Nature of the learning process. The
learning of complex subject matter is
most effective when it is an intentional
process of constructing meaning from
information and experience.
2. Goals of the learning process. The  Structure of I have learned that in order to be
successful learner, over time and with Knowledge successful in life we must concentrate on
support and instructional guidance, can  Constructivism our goals.
create meaningful, coherent  Connectivism
representations of knowledge.  Sternberg’s I will apply this idea by recalling why I am
Successful taking this course and why I am doing this.
Framework Despite these virtual classes due to the
 Information pandemic, my life goals motivate me to
Processing Theory strive more for the success that I want to
be.
3. Construction of knowledge. The  Bruner’s Main I have learned that we can use this
successful learner can link new Concepts of principle by changing the way we
information with existing knowledge in Knowledge represent our Meaningful knowledge. We
meaningful ways.  Constructivism all know that we have our own set of
 Ausubel Meaningful information sources and it is up to us on
Theory how we can make the best out of these
 Advance organizer sources.
I will apply this in teaching, by providing
my learners with a plenty of information
 and assessment activities so they can
accommodate new knowledge.
4. Strategic thinking. The successful  Learning/ Thinking I have learned that this principle is very
learner can create and use a repertoire of Styles useful in approaching existing knowledge
thinking and reasoning strategies to  Sytem’s Perspective and helpful to understand learning. Also,
achieve complex learning goals.  Intent Focused by using strategic thinking we can use
 Learner- Centered these strategies to reach learning and
Psychological performance goals.
Principles (LCP)
 Metacognition
 Ausubel Meaningful I will apply this by expanding my
Verbal Learning vocabulary and enhancing my speech
styles.
5. Thinking about thinking. Higher-order  Metacognition I have learned that we as a learners’ must
strategies for selecting and monitoring  Psychoanalytic think on our goals because it enhances our
mental operations facilitate creative and Theory ability in comprehending our knowledge to
critical thinking.  Learning Theory achieve our main goals.
 Cognitive Theory
 Bloom’s Taxonomy I will apply this concept of Metacognition
 Torrance Creativity by being a critical thinker. I must verify
Framework each information before taking it into my
 Information system and this style of thinking is what I
Processing Theory will work on to teach to my learner
6. Context of learning.  The Classroom I have learned that our learning Is
Leaming is influenced by environmental Climate and The influenced by culture, by this we can easily
factors, including culture, technology, Physical Learning comprehend existing knowledge because
and instructional practices. Environment we experience it in reality.
 Contextualization
 Behaviorism I will apply this by being selective when it
 Information comes to the place where I want to study. I
Processing Theory will make sure that the minimum standards
of a learning classroom are met and that
safety and security of my learners are
ensured. Aside from the physical
consideration, will also explore various
forms of teaching in order to provide
contextualized learning to my learners.

Motivational and Affective Factors

7. Motivational and emotional influences  Maslow’s Hierarchy I have learned that student's learning the
on learning. What and how much is of Needs are influenced by their motivation and
learned is influenced by the learner's  Creative Problem emotion when it comes to thinking and
motivation. Motivation to learn, in turn, Solving learning.
is influenced by the individual's  Goal Theory
emotional states, beliefs, interests and  Choice Theory I will apply this in my teaching by being a
goals, and habits of thinking.  Sel- Efficacy Theory source of extrinsic motivation to them. I
can incorporate the Behaviorist approach
 which suggests giving rewards to those
who do well in class and disciplining to
those who fall to meet the expected
competencies. While utilizing this
approach, I must also maintain a balance
between giving rewards and punishments
by stimulating their intrinsic motivation.
8. Intrinsic motivation to learn. The  Types of Motivation I have learned that the true motivation on
learner’s creativity, higher order  Maslow’s Hierarchy learning are the interest and the creativity
thinking, and natural curiosity all of Needs of a learners without those in their heart
contribute to motivation to learn.  Creative Problem and mind learners are unmotivated to
Intrinsic motivation is stimulated by Solving study.
tasks of optimal novelty and difficulty,  Goal Theory
relevant to personal interests, and  Choice Theory I will apply this by letting my students
providing for personal choice and write their ambitions and dreams in life so
control. that in my part as the source of extrinsic
motivation, I can provide them with
relevant motive.
9. Effects of motivation on effort.  Indicators of A High I have learned that motivation can enhance
Acquisition of complex knowledge and Level of Motivation the students willingness to learn, enhance
skills requires extended learners' effort  Maslow’s hierarchy of Of the students interest and positivity to
and guided practice. Without learners' Needs learn.
motivation to learn, the willingness to  Creative Problem
exert this effort is unlikely without Solving I will apply this by striving to motivate
coercion.  Goal Theory each of my students so that they can attain
 Choice Theory a high level of motivation. I can also
observe this in their performance and
outputs because the less incompetence is
detected, the more motivated my students
are.
Developmental and Social Factors
10. Developmental influences on  Behaviorism: Pavlov, I have learned that there are various
learning. As individuals develop, there Thorndike, Watson, opportunities and limitations on learning as
are different opportunities and Skinner people grows. It depends on how they
constraints for learning. Leaming is most  Bandura’s Social acquire knowledge or life experiences on
effective when differential development Learning Theory themselves.
within and across physical, intellectual,  Cognitive Psychology
emotional, and social domains is taken  Constructivism
into account.  Experiential Learning
 Multiple Intelligence
 Lawrence Kohlberg’s
Theory of Moral
Development
11. Social influences on learning.  Learner- Centered I have learned that social interaction
Learning is influenced by social Psychological influences learners to associate individuals
interactions, interpersonal relations, and Principle (LCP) in collaborating and brain storming on
communication with others.  Behaviorism instructional task. It can also increase their
 Maslow’s Hierarchy self- acceptance, self-respect and generate
of Needs good thinking.
 Thorndike
Connectionism
Theory I will apply this by reminding my students
 B.F Skinner Operant that they should do good and be good
Conditioning towards their classmates and school mates.
 Ivan Pavlos Classical They can only rely on others when they
Conditioning have good connections.
Individual Differences Factors
12. Individual differences in learning.  Behaviorism I have learned that every students are born
Learners have different strategies,  Student’s Diversity that has a different approaches, strategies
approaches, and capabilities for learning  Individual Differences and capabilities and it can develop when a
that are a function of prior experience Theories student’s grown up and knows how to
and heredity.  Humanism handle it.
 Connectivism
 Cognitive I will apply this by keeping in my mind
that my classroom is highly diverse that
my teaching style should not be static, but
dynamic which strives to cater to the
diverse needs of students because my main
role is to facilitate their learning.
13. Learning and diversity. Learning is  How Student I have learned that Diversity does not
most effective when differences in Diversity Enriches decelerate nor hinder learning. In fact, it
learners' linguistic, cultural, and social The Learning aids every learner’s desire of growth and
backgrounds are taken into account. Environment development.
 Behaviorism
 Social Cognitive I can apply this by recognizing this
Theory diversity and teach my students on how to
 Diversity Pedagogy be appreciative of their colleagues'
Theory uniqueness.
 Social Identity Theory
14. Standards and assessment. Setting  Increase Motivation I have learned that this principle provides
appropriately high and challenging  Humanism students an important information’s but not
standards and assessing the learner as  Learning Theories just the students benefited on it but also
well as learning progress- including  Constructivist benefits the educators. Individuals can
diagnostic, process, and outcome  Behaviorist develop their learning progress through
assessment are integral parts of the  Socio-Cultural self-assessment also.
learning process.  Cognitive Psychology
 Experiential Learning As a teacher aspirant, I can apply this by
 Theory of Action of making assessments that promote my
Standards learners' ability to learn from their
mistakes. Standards are set not for the
purpose of punishing those who fail to
meet them, but for the purpose making
their learning goal directed.