Modules

in
Facilitating
Learning

Instructor;
MR. CHRISTOPHER b. ABARIENTOS,LPT

Instructor;
MR. CHRISTOPHER b. ABARIENTOS,LPT
 PREFACE

This course Facilitating Learning is a response to the need for outcomes – based instructional material for Outcomes
– Based Teaching and Learning (OBTL). It observes the alignment of learning outcomes per module with the
Course Outcomes which in turn are aligned to the Program Outcomes. The Course Outcomes are the learning
outcomes for the course, in this case, Facilitating Learning. The Program Outcomes are the outcomes for the entire
teacher education program. The Program Outcomes stated here are lifted from CHED Memo 30, s.2014 but enriched
by other sources such as Philippine Qualifications Framework, ASEAN Qualifications Framework, the 21 st Century
Skills, UNESCO ICT Competencies for Teacher and CHED Memo 46 s. 2012. The main source of the Program
Outcomes, however, is the list of the National Competency – Based Teacher Standards (NCBTS), The standards for
good teaching in the Philippines.

This course consists of five parts with 26 modules namely………

Part 1: Introduction

Module 1 Metacognition

Module 2 Learner – Centered Psychological Principles

 Cognitive and Metacognitive Factors

 Motivational and Affective Factors
 Development and Social Factors
 Individual Differences Factors

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 TABLE OF CONTENTS
PART 1: Introduction

Module 1 Metacognition

Categories of Metacognitive Knowledge

Metacognitive Strategies to Facilitate Learning

Novice and Expert Learners

Module 2 Learner-Centered PSYCHOLOGICAL PRINCIPLES

Cognitive and Metacognitive Factors

Motivational Factors

Developmental and Social Factors

Individual Differences

Module 3

Freud’s Components of the Personality

Erckson’s Psycho-social Development

Piaget’s Cognitive Development Theory

Kohlberg’s Theory of Moral Development

Bronfenbrenner’s Bio-Ecological Theory

Lev Vygotsky Socio-Cultural Theory

Part 2 Focus on the Learner

Module 4 Individual Differences

Factors that Bring about Students Diversity

Module 5 Learning/Thinking Styles and Multiple Intelligences

Learning Thinking Styles

Multiple Intelligences

Module 6 Learners with Exceptionalities

People first Languag

Part 3 Focus on Learning

Module 7 Behaviorist Perspective

Behaviorism

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 Connectionism

Operant Conditioning

Module 8 Neo Behaviorism: Tolman and Bandura

Tolman’s Behaviorism

Albert Bandura’s Social Learning Theory

Module 9 Gestalt Psychology

Gestalt Theory

Module 10 Information Processing

Information Processing Theory

Module 11 Gagne’s Conditions of Learning

Gagne’s Principle

Module 12 Ausubel’s Meaningful Verbal Learning/Subsumption Theory

Focus on Ausubel’s Theory

Module 13 Bruner’s Constructivist Theory

Bruner’s Main Concept

Module 14 Constructivism: Knowledge Construction/Concept Learning

Module 15 Transfer of Learning

Module 16 The Revised Bloom’s Taxonomy of Educational Objectives

Module 17 Sternberg’s Successful Intelligence Theory and WICS model

Module 18 Problem Solving and Creativity

Torrance Framework Creative Thinking

Part 4 Focus on classroom Process

Module 19 Meaning and Types of Motivation

Module 20 Theories on Factors Affecting Motivation

Module 21 Students’ Diversity in Motivation

Module 22 Human Environmental Factors Affecting Motivation

Module 23 The classroom Climate

Module 24 The Physical Learning Environment

Module 25 Assessment Strategies that can Increase Motivation

Module 26 Revisiting the 14 Learner-Centered Psychological Principles

References

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 Part 1 Introduction

Module 1

METACOGNITION
Introduction

Metacognition is such a long word. What does it mean? You will find this out in this module.

It is the first module so you get to understand it and apply it from the very beginning of this book.

Learning outcomes

At the end of this module, you will be able to:

1. explain metacognition in your own words;

2. apply metacognitive strategies in my own quest for learning as a novice or expert learner.

Advance Organizer…..

let us acquaint ourselves with this organizer below…..

Metacognition

“Thinking about Thinking”

Metacognition
Application of Learners who do not
Metacognitive and Knowledge Metacognition leads use metacognition
Development one to be an expert remain to be novice
Variables learners
learner

Person Variables
Teaching Strategies to Characteristics of Expert Characteristics of
Develop Metacognition Learners Novice Learners

Task Variables

Strategies Variables

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PRELIMINARY ACTIVITY 1.1

Answer the following questionnaire. Put check in the column that best describes what is true to you.

Part 1

Always Sometimes Never Your

(10) (5) (0) score
1 I exert effort to find out why I need to do a particular task.
2 I reward myself when I work .
3 I see to it than I give myself regular breaks form work.
4 I am able to keep my concentration and does not let my mind
“drift away.”
5 I have ways of dealing with distractions.
6 I am willing to do the work I do not enjoy because I see it as
important.
7 I seek clarification from the teacher about her expectations and
standards.
8 I go to tutorials to improve my school work.

Part 2

Always Sometimes Never Your

(10) (5) (0) score
1 I make a weekly timetable for the school work I need to
accomplish .
2 I make a review schedule for examinations.
3 I plan to get the necessary resources and equipment prior to
starting work.
4 I submit all my assignment on time.
5 I have a place to work where I won’t be disturbed.
6 I have time for family commitments and relaxation as well as
studying.
7 I prioritize tasks which should be done first, second and so on.
8 I make lists of things to do.
9 I make a list of valuable references with bibliographic details,
page numbers of quotes and so on.
10 I review my work before submitting it.

Part 3

Always Sometimes Never Your

(10) (5) (0) score
1 I discuss work assignments with other students.
2 I share resources with other students.
3 I keep cutting from newspaper and magazines which may be
of help to me.
4 I make sure I see TV programs which may be useful.
5 I read the topic assigned before a session.
6 I ask questions and generally take part in group discussions.
7 I listen out for key ideas when someone is talking.
8 When I am listening to someone, I try to anticipate what they
will say next.

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Part 4

Always Sometimes Never Your

(10) (5) (0) score
1 I get so worried about assignments that they make me feel ill.

2 This worry about assignments makes me feel depressed.

3 I feel miserable about doing assignments.
4 I let these concerns about the work get on top of me.
5 When I need to work, others always succeed in persuading
me to go out.
6 I have difficulty in talking to others about my worries.
7 I ignore my personal fitness through worrying about
assignments.
8 The stress of assignments causes me to get behind and I never
seem to catch up.

Part 5

Always Sometimes Never Your

(10) (5) (0) score
1 My notes indicate the main ideas, rather than merely repeat
what has been said.
2 I listen for key ideas when listening to a speaker.
3 I approach tutors for help.
4 I organize or file my notes regularly.
5 I re – write my notes under key ideas, headings, using
numbering or letting schemes.
6 I have a shorthand technique of my own.
7 I underline or highlight key ideas so they stand out.
8 I decide before reading a book whether it is vital or
background reading.
9 I go over a book before diving into chapter one.
10 I check the contents page of relevance before reading a
book.
11 I look for summaries at the end of chapters.

Part 6

Always Sometimes Never Your

(10) (5) (0) score
1 I see to it that I understand what is really being asked for in
the assignment/project.
2 I read other references and read about the topic.
3 I make an outline/plan before doing my assignment/project.
4 I check for spelling mistakes.
5 My essay have clear introductions.
6 My essay have a conclusion.
7 I frequently check back to the title during the writing of an
essay.
8 My essay /research paper has full set of references and
bibliography.
9 I review project/assignment before submitting it.
10 I request someone else to look at/read my

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 project/assignment before submitting it.
Scoring:

The six parts of the questionnaire pertain to the following aspects of study habits:

Part 1 Motivation

Part 2 Organizing and planning your work

Part 3 Working with others; Utilizing resources and feedback

Part 4 Managing school work stress

Part 5 Note-taking and reading

Part 6 Preparing an assignment/project.

Analysis

Aspect of Study Habits My score Interpretation

Part 1 Motivation

Part 2 Organizing and Planning

Your work

Part 3 Working with others,

Utilizing Resources and Feedback

Part 4 Managing School Work

Stress

Part 5 Note-taking and reading

Part 6 Preparing an assignment and

project.

PRELIMINARY ACTIVITY 1.2

What did you discover about yourself using this questionnaire? What aspects are you strong in? What aspects do
you need to improve in?

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Readings/Inputs

“If you teach a person what to learn you are preparing that person for the past. If you teach a person how to learn,
you are preparing for the future.”

-Cyril Houle

What is
metacognition?

According to John Flavel (1979, 1987)

 Metacognition consists of both metacognitive knowledge and metacognitive

experiences or regulations.
 Awareness or analysis of one’s own learning or thinking process.
 “Thinking about thinking” or “learning how to learn”
 Acquired knowledge about cognitive process.
 The term “metacognition” was coined by John Flavel

THREE CATEGORIES OF METACOGNITIVE KNOWLEDGE

 Knowing about how human beings learn and process information.

1. KNOWLEDGE OF  For example, studying early in the morning and late at night.
PERSON VARIABLES  Working better in a quiet library rather than at home where there are lot of
things that make it hard for you to focus and concentrate.

 Knowledge about the nature of the task as well as the type of the of
processing demands that it will place upon the individual.
2. KNOWLEDGE OF  It is about knowing what exactly needs to be accomplished, gauging its
TASK VARIABLES difficulty and knowing the kind of effort it will demand from you.
 For example, being aware that you take more time in reading a book in
educational philosophy than reading novel.

 Involves awareness of the strategy you are using to learn a topic and
evaluating whether this strategy you are using is effective.
3. KNOWLEDGE OF  Meta-attention is the awareness of specific strategies so that you can keep
STRATEGY VARIABLES your attention focused on the topic or task at hand.
 Meta-memory is your awareness of specific strategies that work best for
you.

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 Omrod, includes the following in the practice of metacognition

 Knowing the limits of one’s own learning and memory capacities

 Knowing what learning tasks one can realistically accomplish within a certain amount of time
 Knowing which learning strategies are effective and which are not
 Planning an approach to a learning task that is likely to be successful
 Using effective learning strategies to process and learn new material
 Monitoring one’s own knowledge and comprehension. In other words, knowing when information has been
successfully learned and when it’s not
 Using effective strategies for retrieval of previously stored information.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is
met.

Huitt believes that metacognition includes the ability to ask and answer the following types of questions:

 What do I know about this subject, topic, issue?

 Do I know what I need to know?
 Do I know where I can go to get some information, knowledge?
 How much time will I need to learn this?
 What are some strategies and tactics and that I can use to learn this?
 Did I understand what just heard, read or saw?
 How will I know if I am learning at an appropriate rate?
 How can I spot an error if I make one?
 How should I revise my plan if it is not working to my expectations/satisfaction?

METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

Some examples of teaching strategies to develop metacognition:

1. Have students monitor their own learning and thinking.

2. Teach students study of learning strategies.

 TQLR – It is a metacognitive strategy before listening to a story or a presentation.

 T – TUNE IN
- It is first important for the learner himself to be aware that he is paying attention, and that he is ready
to learn.
 Q – QUESTION
- The learner is given questions or he thinks of questions about what he will soon learn.
 L – LISTEN
- The learner then intentionally exerts effort to listen. He becomes aware if he is momentarily
detracted and goes back to listen again.
 R – REMEMBER
- The learner uses ways or strategies to remember what was learned.

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  PQ4R – This strategy is used to study a unit or chapter.

 P – PREVIEW
- Scan the whole chapter before delving on each paragraph
 Q – QUESTION
- Read the guide questions provided, or think of your own questions about the topic.
 R – READ

- Check out sub headings as you read. Find out the meaning of words that are not clear to you.

 R – RECITE
- Work on answering the questions you had earlier.
 R – REVIEW
- Pinpoint topics you may need to go back and read in order to understand better.
 R – REFLECT
- Think about what you read.

3. Have a students make a prediction about information to be presented next based on what they have read.

4. Have students relate ideas to existing knowledge structures.

5. Have students develop questions; ask questions themselves, about what’s going on around them.

6. Help students to know when to ask for help.

7. Show students how to transfer knowledge, attitudes, values, skills to other situation or tasks.

NOVICE AND EXPERT LEARNERS

The Table below shows the difference between a novice learner and Expert Learner.

Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Knowledge in different subject Have limited knowledge in the Have deeper knowledge in
areas different subject areas different subject areas because
they look for interrelationships in
the things they learn
Problem solving Satisfied at just scratching the First try to understand the
surface; hurriedly gives a solution problem, look for boundaries, and
to the problem create a mental picture of the
problem
Learning/thinking Strategies Employ rigid strategies that may Design new strategies that would
not be appropriate to the task at be appropriate to the task at hand
hand
Selectivity in Processing Attempt to process all information Select important information to
they receive process; able to breakdown
information to manageable chunks
Production of output Do not examine the quality of their Check their errors and redirect
work, nor stop to make revisions their efforts to maintain quality
output

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 Activity 1.1

HEAD, HEARTS, HANDS

HEAD HEART HANDS

What concept did I learn? What values did I gain? How will I apply my learning in real
life?

Activity 1.2

Make a song on any of the seven strategies discussed in the module.

Application

1.Surf the internet for additional readings on metacognition.

2. Make a collection of metacognitive strategies that can make learning more effective and efficient.

3. Make a collection of teaching strategies that develop metacognition in students.

Assessment Task/s

1. Based on the principles of metacognition, prepare your own metacognitive game plan on how you can apply
metacognition to improve your study skills.

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2. Watch this short video of the author’s daughter sharing how her Grade 2 teacher taught them about TQLR.

Title: TQLR metacognition in the primary grades

Youtube link: http//www.youtube.com/watch?v=IfXdWeAzgCo

Description: This shows a simple song that a primary grade teacher is using to prepare children to listen and
respond to a lesson or a selection. It is very practical way of teaching children to apply metacognition early on.
What did you learn from this video? How can you apply it?

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PART 1 INTRODUCTION

Module 2

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

Introduction

You the learner, are the center of instruction. The world of instruction revolves around you. This module is focused
on the fourteen (14) principles that run through the twenty-five (25) modules of this book.

Learning Outcomes

At the end of this module, you will be able to:

1. explain the 14 learner-centered psychological principles;

2. advocate the use of the 14 principles in the teaching-learning process.

Advance organizer

Cognitive and Motivational and

Metacognitive Factor affective Factors

(6 principles) (3 principles)

14 learner-Centered

Principles

Individual Differences
Developmental and
Factors
Social Factors
(3 principles)
(2 principles)
Readings/Input

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLE

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  They focus on psychological factors that are primarily internal to and under the control
of the learner rather than conditioned habits or physiological factors.
 The principles intended to deal holistically with learners in the context of real-world
learning situations.
 The 14 principles are divided into those referring to (1) cognitive and metacognitive, (2)
motivational and affective, (3) developmental and social, and (4) individual differences
factors influencing learners and learning.

A. Cognitive and Metacognitive Factors

1. Nature of the learning process

 The learning of a 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 successful learner, over time and with support and instructional guidance, can create meaningful,
coherent representations of knowledge.
 The strategic nature of learning requires students to be goal-directed.
 Educators can assist learners in creating meaningful learning goals that are consistent with both personal
and educational aspirations and interests.

3. Construction of knowledge

 The successful learner can link new information with existing knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build links between new information and
experiences and their existing knowledge base.

4. Strategic teaching

 The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve
complex learning goals.
 Successful learners use strategic thinking in their approach to learning, reasoning, problem solving and
concept learning.
 Learning outcomes can be enhanced if educators assist learners in developing, applying and assessing
their strategic learning skills.

5. Thinking about thinking

 Higher order strategies for selecting and monitoring mental operations facilitate creative and critical
thinking.
 Successful learners can reflect on how they think and learn, set reasonable learning or performance goals,
select potentially appropriate learning strategies or methods, and monitor their progress toward these
goals.
 Instructional methods that focus on helping learners develop thee higher order (metacognitive) strategies
can enhance student learning and personal responsibility for learning.

6. Context of learning

 Learning is influenced by environmental factors, including culture, technology and instructional practices.

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  Learning does not occur in a vacuum. Teachers play a major interactive role with both the learner and the
learning environment.
 The classroom environment, particularly the degree to which it is nurturing or not, can also have a
significant impact on student learning.

B. Motivational and Affective Factors

7. Motivational and emotional influences on learning

 What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is
influence by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.
 Motivational and emotional factors also influence both the quality of thinking and information processing
as well as an individual’s motivation to learn.

8. Intrinsic motivation to learn

 The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests,
and providing for personal choice and control.

9. Effects of motivations on effort

 Acquisitions of complex knowledge and skills requires extended learner effort and guided practice.
Without learner’s motivation to learn, the willingness to exert this effort is unlikely without coercion.
 Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills
demands the investment of considerable learner energy and strategic effort, along with persistence over
time.

C. Developmental and Social Factors

10. Developmental influences on learning

 Individuals lean best when material is appropriate to their developmental level and is presented in an
enjoyable and interesting way.
 As individuals develop, there are different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical, intellectual, emotional and social
domains is taken into account.

11. Social influences on Learning

 Learning is influenced by social interactions, interpersonal relations and communications with others.
 Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others
on instructional tasks.

D. Individual Differences Factors

12. Individual differences in learning

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  Learners have different strategies, approaches and capabilities for learning that are a function of prior
experience and heredity.
 Individuals are born with and develop their own capabilities and talents.

13. Learning and diversity

 Learning is most effective when differences in learner’s linguistic, cultural and social backgrounds are
taken into account.
 When learners perceive that their individual differences in abilities, backgrounds, cultures and
experiences are valued, respected and accommodated in learning tasks and contexts, levels of motivation
and achievement are enhanced.

14. Standards and Assessment

 Setting appropriately high and challenging standards and assessing the learner as well as learning progress
– including diagnostic process outcomes assessment – are integral parts of the learning process.
 Assessment provides important information to both the learner and teacher at all stages of the learning
process.
 Performance assessment can provide other sources of information about the attainment of learning
outcomes.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas.

1. The knowledge base

- One’s existing knowledge serve as the foundation of all future learning. The learner’s previous
knowledge will influence new learning specifically on how he represents new information, makes associations and
filters new experience.

2. Strategic processing and control

- Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more
effectively (metacognition).

3. Motivation and affects

- Factors such as intrinsic motivation (from within), reasons for wanting to learn, personal goals and
enjoyment of learning tasks all have a crucial role in the learning process.

4. Development and Individual Differences

- Learning is a unique journey for each person because each learner has his own unique combination of
genetic and environmental factors that influence him.

5. Situation or context

- Learning happens in the context of a society as well as within an individual.

Activity 2.1

Write the things you liked in the lesson and the things you still wish to improve on.

Things I liked in lesson Things I should improve on

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 Activity 2.2

1. Read more on learner-Centered Classroom and make poster about it.

Assessment Task/s

1. Describe what you can do to advocate the use of the 14 Learning-Centered Physiological Principles.

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2We think that Learner-Centered Psychological Principle focus on

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Non-stop writing

From the module on Learner-Centered Psychological Principles, I realized that ….

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 Part 2 FOCUS ON THE LEARNER

Module 3

REVIEW OF THEORIES RELATED TO THE LEARNERS’ DEVELOPMENT

Introduction

The educational trend brought out by a number of ground-breaking researches tells that one can be an effective
facilitator of learning if one has a good working knowledge of the learners’ development. Previously in your Child
and Adolescent Development course, the foundational theories related to the learners’ development were
discussed. This module aims to help you think about and review these theories that you have taken up and
connects them to learning.

Learning Outcomes

At the end of this module, the learners will be able to;

1. discuss the salient concepts and principles of the major development theories;

2. apply these theories to teaching –learning situations.

Advance Organizer

Freud
Erickson
3 components of personality Piaget
8 Psycho-social
5 Psychosexual stages 4 Stages of Cognitive Development
Stages of Development
Of development

Theories Related to the

Learners’ Development

Vygotsky Bronfenbrencer
Kohlberg
On language Bio-Ecological
3 Levels and 6 Substages of Moral
Development Zone of Proximal Development Sytems

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 FREUD’S COMPONENTS OF THE PERSONALITY

To Freud, the rational aspect of personality, responsible for directing and controlling the instincts according to the
EGO
reality principle.

To Freud, the aspects of personality allied with the instincts; the source of psychic energy, the id operates
ID
according to the pleasure principle.

SUPEREGO To Freud, the moral aspects personality; the internalization of parental societal values and standards.

FREUD’S PSYCHO-SEXUAL STAGES OF DEVELOPMENT

STAGE AGE CHARACTERISTICS

Oral stage Birth-1 Mouth is primary erogenous zone;
pleasure derived from sucking : id
is dominant.
Anal stage 1-3 Toilet training (external reality)
interferes with gratification
received from defecation.
Phallic stage 4-5 Incestuous fantasies; Oedipus
complex; anxiety; superego
development.
Latency stage 5-Puberty period of sublimation of sex
instinct.
Genital stage Adolescence-Adulthood development of sex-role identity
and adult social relationship.

ERICKSON’S PSYCHO-SOCIAL DEVELOPMENT

AGE STAGE PSYCHOSOCIAL PSYCHOSOCIAL ENVIRONMENTAL

(YEAR) CRISIS STRENGTH INFLUENCE
1 Infancy Thrust vs. Mistrust Hope Maternal
2-3 Early childhood Autonomy vs. Will Both parents or
Shame and Doubt adult substitutes
4-5 Preschool Initiative vs. Guilt Purpose Parents, family and
friends
6-11 Middle childhood Industry vs. Competence School
Inferiority
12-18 Adolescence Identity vs. Role Fidelity Peers
confusion

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 18-35 Young adulthood Intimacy vs Isolation Love Spouse, lover,
friends
35-65 Middle age Generativity vs. Care Family, society
Stagnation
Over 65 Old age Integrity vs. Despair Wisdom All humans

PIAGET’S COGNITIVE DEVELOPMENT THEORY

BASIC COGNITIVE CONCEPT

 SCHEMA
-It is an individual’s way to understand and create meaning about a thing or experience.
- It is like the mind has a filing cabinet and each drawer has a folder that contain files of things he has had
an experience with.

 ASSIMILATION
- It is a process of fitting a new information into an existing or previously created schema.

 ACCOMMODATION
- This is the process of creating new schema

 EQUILIBRATION

- Achieving proper balance between assimilation and accommodation.

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stage Age range Description

Sensorimotor 0-2 years Coordination of senses with motor response, sensory curiosity
about the world. Language used for demands and cataloguing.
Object permanence developed.
Preoperational 2-7 years Symbolic thinking, use of proper syntax and grammar to express
full concepts. Imagination and intuition are strong, but complex
abstract thought still difficult. Conservation developed.
Concrete operational 7-11 years Concepts attached to concrete situations. Time, space, and
quantity are understood and can be applied, but not as
independent concepts.
Formal operations 11+ Theoretical, hypothetical, and counterfactual thinking. Abstract
logic and reasoning. Strategy and planning become possible.
Concepts learned in one context can be applied to another.

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

LEVEL STAG DESCRIPTION

E

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 Pre-Conventional Level 1 Punishment – obedience orientation
2 Mutual benefit
Conventional Level 3 Good boy/good girl orientation
4 Law and order orientation
Post-Conventional Level 5 Social contract orientation
6 Universal principle orientation

BRONFENBRENNER’S BIO-EECOLOGICAL THEORY

ECOLOGICAL SYSTEM THEORY

Four layers of relationship that influence a child’s development

 MICROSYSTEM
- Relationships with direct contact to the child.
 MESOSYSTEM
- Connection between relationships of child’s microsystem
 EXOSYSTEM
- Institutions of society that indirectly affect a child’s development
 MACROSYSTEM
- Cultural context

LEV VYGOTSKY SOCIO-CULTURAL THEORY

More Knowledgeable Other (MKO)

- It refers to someone who has a better understanding or a higher ability level than the learners, with respect to a
particular task, process, or concept. They must have (or be programmed with) more knowledge about the topic
being learned than the learner does.

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

- Is the distance between the students’ ability to perform a task under adult guidance and/or with peer
collaboration and the student’s ability solving the problem independently.

SCAFFOLDING

- Refers to providing support and resources to help a child learn new skills, and then gradually removing the
support as the child improves.

Activity 3.1

1.

Review the three components and write important concepts about them in the spaces provided.

ID EGO SUPEREGO

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Activity 3.2

Write the description, erogenous zone and fixation of each of the stage below.

ORAL

STAGE

ANAL

STAGE

PHALLIC

STAGE

LATENCY

STAGE

GENITAL

STAGE

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 Activity 3.3

Review the psycho-social stages and fill out the matrix below.

Stage Crisis Significant Maladaptation Maalignancy Virtue

Person (includes (includes (includes
description) descriptions) descriptions)
1.

2.

3.

4.

5.

6.

7.

8.

Activity 3.4

Define or describe the words below.

MORE KNOWLEDGEABLE OTHER ZONE OF PROXIMAL SCAFFOLDING

(MKO) DEVELOPMENT (ZPD)

Synapse Strengtheners

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 A

Describe each of the systems in the theory.

macrosystem

mesosystem

microsystem

jhmkjjjjmjhhhhhh

The individual

Assessment Task/s

1. Identify one concept from the theories reviewed and describe how this can be applied in teaching and learning.

Theory/Concept Application

REFERERENCES

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