ATENEO TEACHER TRAINING CENTER

Ateneo de Naga University

Naga City

COURSE INFORMATION SHEET

Course Code : EDUM110

Title : The Child and Adolescent
Learners and Learning
Principles
Prerequisite : General Psychology
No of Units : 3 units
Duration/Term : 1 Semester AY 2023-2024
st

Day/Time : SUN 8:00 – 11:00

Learning Modality : ONLINE Learning Modality
Instructor : RONALDO SP. ELICAY, PhD.
Educational Psychologist
License Teacher
Academic Degree : BSE – Mathematics
Ateneo de Naga University
MA in Educational
Management
Ateneo de Manila University
Ph.D.in Educational Psychology
University of the
Philippines-
Diliman
Email address : nald_elicay@yahoo.com &
relicay@gbox.adnu.edu.ph
Consultation Time : By appointment
Consultation Venue : Online

RATIONALE

This course introduces students to the theories and research on

learning. This focuses on the contemporary and traditional theories of
learning. The discussions and interactions in the class center on the
research-based application to the classroom setting. Students
intending to be teachers in the future will be helped to develop their
competence, Christ-centeredness, conscience, and compassion to change
through the acquisition of teaching skills.

COURSE DESCRIPTION
 EDUM110 is a 3-unit board course subject. This course focuses on
child and adolescent development with emphasis on current research and
theory on biological, linguistic, cognitive, social and emotional
dimensions of development. Further, this includes factors that affect
the progress of the development of the learners and shall include
appropriate pedagogical principles applicable for each developmental
level.

PROGRAM OUTCOMES

Whoever would like to be a teacher should be able to:

a. Demonstrate in-depth understanding of the diversity of the

various learning areas,
b. Manifest meaningful and comprehensive pedagogical content (PCK)
of the different subject areas,
c. Utilize appropriate assessment and evaluation tools to measure
learning outcomes,
d. Manifest skills in communication, higher order thinking and use
of tools and technology to accelerate learning and teaching,
e. Demonstrate positive attributes of a model teacher, both as an
individual and a professional; and
f. Manifest desire to continuously pursue personal and professional
development.

INSTRUCTIONAL COURSE OUTCOMES

At the end of the course, the students should be able to:

In terms of the COGNITIVE domain:

1. relate the various theories and research findings to their

understanding of different teaching methodologies;
2. differentiate these theories in terms of perspective, view on
learning, and possible application;
3. explain these theories concerning classroom situations.
4. demonstrate a deep and principled understanding of the basic
approaches to studying learning and knowledge in the complex
domains; and
5. demonstrate a deep and principled understanding of, compare and
contrast, organize and synthesize the different research and
theories related to the factors affecting learning.

In terms of the AFFECTIVE domain:

 1. show appreciation, value, and respect for the difficult and
complex processes that students undergo;
2. show appreciation, value, and respect the uniqueness in the
learning of each student and the diversity characteristics of
learning within a group of students; and,
3. express some insights regarding how the design of teaching
methodologies and learning activities should take into
consideration various forms of knowledge regarding child and
adolescent development.

In terms of the PSYCHOMOTOR domain:

1. observe and reflect on the applicability of the theories to

students in their local, (i.e., community, regional or
Philippine) context;
2. articulate their views and ideas on how students learn in
different domains and the factors that influence this process;
and ,
3. Design learning activity that is developmentally appropriate to
the learners.

PERSONAL LEARNING OBJECTIVES FOR THIS COURSE

Use the spaces below to list a couple of personal goals for this
course. Write down specific objectives. Refer to them often throughout
the semester.

1._____________________________________________________________.

2. ____________________________________________________________.

3. ____________________________________________________________.

COURSE GRADING SYSTEM

Major Examinations 40%

Mid-Term Examination 10%

Final Examination 30%

Class Standing 60%

4 Worksheets, Reading and Participation 15%

3 Quizzes 10%
2 Integration Paper 10%
Team Class Facilitation 20%
Written Report and a PowerPoint 5%
_____
TOTAL 100%

COURSE REQUIREMENTS

Guidelines for the class requirements:

Worksheets and Participation (100 points). These include

recitation. These also include both individual and group
activities. Once allowable absences (3 hours) have been consumed,
one automatically does not receive any credit points.

Quizzes (45 points). There will be 3 quizzes only, two (2) are
announced and (1) unannounced. Both objectives and essay quizzes.

Integration Paper (100 points). This must cover sufficient topics

discussed in class or your experiences in your schooling. The
approach must be experiential. NO NEED to discuss the topics
covered in class again. The idea of this paper is to see how the
topics covered relate to your experience or your work as a
teacher or future licensed professional.

Team Class Facilitation. (100 points). A Group of 3 - 4 will be

formed. The topic for facilitation is based on a topic from the
course outline. There should be at least 5 recent studies that
made use of the theory or concept. Class Facilitation is only for
30 – 45 minutes. The flow is according to the course outline.
Suggested parts: Introduction (that includes proponent/s),
Discussion of the important concepts. Related studies, Synthesis,
Insights (integration), bibliography. Submit report outline after
the chosen topic has been approved. Submit a written report and a
PowerPoint immediately after the facilitation. Rate you own group
presentation and others’ presentation using the provided
pointers.

Mid-Term and Final Examinations (100 points each). In case,

weather is not conducive, Google form will be used for both Mid-
Term and Final Examinations. Multiple choice, Essay, and Case
Analysis will be employed. Need to observe the time allotment
during the online test.
 Note: Rubrics for every class requirement are discussed and
given before the activity.

COURSE REFERENCES

Textbooks:

Casas, J., Whitaker, T & Zoul, J. (2020). 10 Perspectives on

Learning in Education. Routledge.
De Noble, J., Lyons, G. & Arthur-Kelly, M. (2021). Positive
Learning Environments. 2 Ed. Cengage Learning Australia.
nd

Liu, W.C., Koh, C, Choy, D. & Tay-Lim, J. (2018).

Understanding Teaching, Learning and Learners. Cengage
Learning Asia.

References:

Ashcraft, M. H. (2002) Cognition. Prentice-Hall.

Bransford, J. D., Brown, A. L., Cocking, R. R. (eds). (1999).
How people learn: Brain, mind, experience, and school.
National Academy Press.
Brophy, J. (1998). Motivating students to learn. McGraw
Hill.
Brunning, R. H., Schraw, G. J., Norby, M. M. and Ronning R. R.
(2004). Cognitive psychology and instruction. 4 ed. Pearson
th

Prentice Hall.
Bruning, R. H. et. al. (2004).Cognitive Psychology and
Instruction. 4 ed. Pearson, Merrill Prentice Hall.
th

Detterman, D. K. and Sternberg, R. J. (1982). How and how much

intelligence be increased. Ablex Pub. Co.
Driscoll, M. P. (2000). Psychology of Learning for Instruction.
Allyn & Bacon.
Gardner, H. (1991). The unschooled mind: How children think
and how school should teach. Basic Books.
Gredler, M. E. (2001). Learning and instruction: Theory into
practice. Merill Prentice Hall.
Hayes, J. R. (1978). Cognitive psychology: Thinking and
creating. The Dorsey Press.
Mayer, R. E. (1981). The promise of cognitive psychology. W.H.
Freeman. Co.
Mayer, R. E. (1983). Thinking, problem-solving, and cognition.
W.H. Freeman, Co.
Sternberg, R. J. (1977). Intelligence, information processing,
and analogical reasoning: The componential analysis of human
abilities. Lawrence Erlbaum Associates Pub.
 Stevenson, H. W. and Stigler, J. W. (1992). The learning gap:
Why our schools are failing and what we can learn from
Japanese and Chinese education. Summit.
Stipek, D. (2002). Motivation to learn: Integrating theory and
practice. 4 ed. Allyn and Bacon.
th

Tuckman, B.W & Monetti, D. M. (2011).Educational Psychology.

Wadsworth, Cengage.
Woolfolk, A. (2019). Educational Psychology (11 ed). Prentice-
th

Hall.
Other References:
Banner, J. M. & Cannon, H. C. (1999).The elements of learning.
University Press.
Clarizo et al., (1987) Contemporary issues in educational
psychology (5 ed). McGraw Hill Book Co.
th

Driscoll, M.P. (2000) Psychology of learning for instruction.

(2 ed) Allyn and Bacon.
nd

Eggen, P. D. & Kauchak, D. P. (2001). Educational psychology:

Windows on Classroom. (5 ed): Merill Prentice Hall.
th

Gredler, M. E. (2001). Learning and instruction. Prentice-Hall.

Hergenhahn, B. R. & Olson, M. H. (2001). An introduction to
theories of learning (6 ed). Prentice-Hall.
th

Orlich D. et.al. (1998). Teaching strategies: A guide to better

instruction (5 ed) Houghton Mifflin Co.
th

Ormrod, J. E. (2004). Educational psychology (4 ed) Prentice-

th

Hall.
Rapini, J. P. (1996). 150 ways to increase intrinsic motivation
in the classroom. Allyn and Bacon.
Sprinthall, N. (1981). Education psychology: A developmental
approach. Addison Wesley Pub. Co.
Sprinthall, N. and Sprinthall (1987).Educational psychology.
Awards Records, Inc.
Thornburg, H.D. (1984) Introduction to Educational Psychology.
West Publishing Co.
Woolfolk, A. (1998, 2001, 2004). Educational Psychology. Allyn
and Bacon.
Woolfolk, A. (2004). Educational Psychology (9 ed). Pearson
th

Education.
Woolfolk, A. & Nicolich, V. (1980).Educational Psychology for
Teachers. Prentice-Hall.

Required Readings:

1. Banner, Jr. J. M. & Cannon, H. C. (1999). The Elements of

Learning. Yale University Press.
2. Banner, Jr. J. M. & Cannon, H. C. (1997). The Elements of
Teaching. Yale University Press.
 3. Csikszentmihalyi, M. (2000). Creativity.
4. Csikszentmihalyi, M. (2001). Flow
5. Clores, M. A. (2005). Changing Students’ beliefs and
concepts about evolutionary theory through history and
philosophy of science (HPS) pedagogy. Dissertation paper. De
La Salle University, Taft, Manila.
6. Elicay, R. SP. (2004). Antecedents to help-seeking as
Metacognitive strategy among college students of Ateneo de
Naga University, s/y 2003-2004. Dissertation Paper.
University of the Philippines, Manila.
7. Glasser, W. (1969). Schools without Failure. Harper and Row
Publishers.
8. Hymes, Jr. J. L. (1955). Behavior and Misbehavior: A
Teacher’s Guide to action. Prentice-Hall.
9. Pausch, R. (2004). The last lecture.
10. Rogers, C. Freedom to Learn. (1969). Charles Merrill
Publishing Co.
11. Seligman, R. (2008). Learned optimism.

Web Sites:
1. http://www.coe.ub.edu/~srmehall/theory.html
2. http://www.tecfa.unique.ch/edu-
3. http://mse.byu.edu/ipt301/jordan/learn/earn.b.hatml
4. http://www/lilt.ilstu.edu/vfdouga/Theories.html
5. http://www.ucalgary.ca/~gnjantz/learning theories.htm
6. http://www.usask.ca/education/coursework/802papers/merge1/
brenda.htm
7. http://www.santafe.cc.fl.us/~mwehr/X5Learn.hrml
8. http://www.sil.org/lingualinks/literacy/
implementaliteracyprogram/EarlyBehaviorisTheoriesOfLear.hrm
9. http://www.geicities.com/Athems/Academy/8636/Clicker.html
10. http://www.infed.org/biblio/b-learn.htm

Website by Topics;

Social Learning Theory

 http://www.shio.edu/-egboereo/bandura.html
 http://www.des.emory.edu/mff/bandurabio.html
 http://www.emory.edu/mff/self-efficacy.html
 http://mhhe.com/socscience/comm/bandura.sm. HTML

Discovery Learning Theory

 http://www.infed.org/bruner.html
 http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Bruner/html
 http://tip.psychology.org/bruner.html

Cognitive Development Theory

 http://www.piaget.org/biography/biog.html
 http://www.psy.pdx.edu/PsiCafe/KeyTheorists/piaget/html
 http://www.ship.edu/_boeree/piaget.html
 http:chiron.valdosta.edu/whuitt/col/cogsys/piaget.html

Please see also available journals at the O' Brien Library. You
can also browse the internet for possible websites on the
topics.

COURSE OUTLINE

Main Theories for Discussion/Tasks Expected Output

Topics
Schedule Topics/Content
DAY 1
I. INTRODUCTION

* Getting to Know You Worksheet 1 and 2

* Expectation Setting
* Course Requirements
* Classroom Policies
* General Views on Learning
* The Nature of the Course

II. The Human Development: AN

Introduction

Approved topic for

a. Definition of Growth and ONLINE Facilitation
Development
b. Period of Development and
Developmental Tasks
c. Basics Concepts and Issues
on Human Development Submission of
d. Approaches in Understanding Worksheet 1 and 2
the Human Development
e. Definition and elements of
Learning
f. Different metaphors and
theories of learning
g. Identifying and
articulating learning
objectives in the classroom
 Main Theories for Discussion/Tasks Expected Output
Topics
III. Developmental Theories

Submission of Report
a. Freud’s Psycho-analytic Outline
Theory
b. Piaget’s Stages of
Development Integration Paper
c. Erikson’s Psychosocial
Theory Quiz 1
d. Kohlberg’s Theory of Moral
Development

DAY 3
IV. Others theories

Mid-Term Exam
 Vygotsky’s Theory
 Brofenbrenner’s Theory
 Bruner’s Theory
 Bandura’s Theory
 Knoll’s Theory

V. Theories and their Learning

Principles Start of the
 Hierarchy of Needs Presentation
 Meaningful Learning
 Creative and Critical ONLINE Facilitation
Thinking ONLINE Self and Peer
 Problem Solving Rating
 Metacognition
 Learned Optimism Integration Paper 2

VI. INDIVIDUAL DIFFERENCES IN

LEARNING

Last part of ONLINE

 Sternberg’s Triarchic Theory Facilitation
of Intelligence
 Guildford’s Theory In
Intelligence
 Main Theories for Discussion/Tasks Expected Output
Topics
 Gardner’s Theory of Multiple
Intelligence
 Learning Styles & Preferences
 Diversity in Learning:
Sources of Diversity
VI. Emotional Intelligence and
Motivation
ALL Written report

 Goleman, Salovey, Meyer and Revised PowerPoint

Bar-on presentation
 Csiksentmihalyi
 Stipek

Synthesis: Elements of Teaching

FINAL EXAMINATION