inSCIghts

  Adapted from Bulusan, et al. (2019)   Cooperative Learning                         Cooperative learning allows many opportunities to develop learners’ interpersonal skills. It would give them experiences on how they can properly interact with the others and at the same time listen and learn from their groupmates. Cooperative learning is also a type of constructivist teaching because it allows the creation and innovation of knowledge through group interaction and active participation of each member.             The following are the features of cooperative learning:      Students are actively engaged, thus, developing in each member a collaborative spirit.      Each member is challenged to give his or her best because it can create a healthy and competitive spirit.      It allows learners creativity and innovation because they interact with people their age, peers, or classmates.      It develops positivity like open-mindedness, humility, and give-and-take attitude, as well as

  The Subsumption Learning Theory was developed in 1963 by the American psychologist David Ausubel. The theory focuses on how individuals acquire and learn large chunks of information through visual means or text materials (Pappas, 2014). Lucas and Corpuz (2013) emphasized Ausubel’s belief of the use of advance organizers is anchored on the principle of subsumption. He thought that the primary way of learning was subsumption, which means a process by which new material is related to relevant ideas in the existing cognitive structures. Ausubel pointed out that what is learned is based on what is already known, that one’s own prior knowledge and biases limit and affect what is learned. Meaningful learning can take place through four processes:     Derivative subsumption. This describes the situation in which the new information you learn is an example of a concept that you have already learned. For example, let’s say you have acquired already the basic concept about “birds”. You

  Gestalt is a German word which means "configuration," or the process of putting elements together to produce a whole object. Holism, or the concept that the whole is greater than the sum of its parts, is a key Gestalt psychology belief ( Jäkel et al., 2016).             Max Wertheimer concluded that humans see things by looking at the overall picture, not by cracking individual components. When we see flashing lights at a police mobile or ambulance, we see one light moving swiftly between two spots; however, the fact is that two independent lights are blinking rapidly without moving at all.             Below are some of the most important principles of Gestalt theory as identified and explained by Wagemans et al. (2012) and application in teaching-learning process as described by Losabia (2012):      Prägnanz: This foundational principle states that you will naturally perceive things in their simplest form or organization. For example, on this image, you can describe t

  Substantially taken from McLeod, S. A. (2019, July 11). Bruner - learning theory in education. Simply Psychology. www.simplypsychology.org/bruner.html     McLeod (2019) emphasized that, Bruner (1966) was interested in how different modes of thinking are used to represent and organize knowledge - representation. Jerome Bruner postulated three modes of representation in his study of children's cognitive development: Enactive representation (action-based) Iconic representation (image-based) Symbolic representation (language-based) Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners. His work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately (McLeod, 2019). Bruner's Three Modes of Representation Modes of representation are th

       According to the social learning theory, learning occurs within the social context and that we learn from observing and copying or imitating other’s behavior. This theory was formulated by an American-Canadian Psychologist Professor in Stanford University. Slavin, et al. (1995) in Vega and Prieto (2012) mentioned Bandura’s belief that much of the human learning is not shaped by its consequences but is more efficiently learned directly from a model. This is known as the observational learning. Lucas and Corpuz (2013) identified the effects of modeling on the behavior of children, those are:      Modeling teaches new behavior.      Modeling influences the frequency of the previously learned behaviors.      Modeling may encourage previously forbidden behaviors.      Modeling increases the frequency of similar behaviors. Bandura’s famous experiment to prove the application of this theory was that which was called “Bobo Doll Experiment”. Please watch the video of the said exp

            Vega and Prieto (2012) stated that Edward Lee Thorndike was one of the first pioneers of active learning, a theory that proposes of letting children do it themselves rather than receiving instructions from the teachers. Thorndike’s early studies with animal behavior led him to declare his law of effect which states that if an act is followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases. According to him, learners are baled to learn more easily and effectively and retain learning longer if it has pleasant consequences. Thus, similar to that of the idea of Skinner, rewards and positive reinforcement further learning, while punishment, failure and negative experiences hinder it.             Aside from this law of effect, the other two laws of learning Thorndike formulated were the laws of readiness and exercise.             The law of readiness states that when an organism is ready to form connectio

              Like other behaviorists, Burrhus Frederick (B.F.) Skinner believed in the stimulus-response pattern of conditioned behavior. Compared to the classical conditioning theory of Pavlov, the operant conditioning theory involves voluntary behaviors in operating on the environment. Lucas and Corpuz (2013), explained that operant conditioning is based upon the notion that learning is a result of change in overt behavior. Change in the behavior are the results of an individual’s response to the events (stimuli) that occur in the environment. When a particular response made is rewarded the individual will most likely to repeat it. Skinner’s operant conditioning is dichotomized into reinforcement and punishment. Each of this two is further divided into positive or negative. Reinforcement             Schultz (2006) in Bulusan, et al. (2019), stated that reinforcement is defined as something that strengthens the behavior or is sometimes called as the response strengtheners. Positi

        Ivan Pavlov is a Russian physiologist who won the Nobel Prize in 1904 for his outstanding study on the physiology of digestion. While experimenting on the rate of salivation of dogs, out of serendipity, discovered the idea of classical conditioning.             Pavlov found out that if meat was brought near the dog, it would salivate. Because the meat provoked this response automatically, without any prior training/conditioning, meat is referred to as unconditioned stimulus (UCS). Similarly, since salivation occurred automatically without the need of any training or experience it is referred to as unconditioned response (UCR). His experiment showed that if previously neutral stimulus like the ringing bell is paired with UCS, it becomes conditioned stimulus (CS) and gains the power to elicit similar response with the unconditioned stimulus. Thus, if the bell was ring alone even without the presence of meat the dog will still salivate, this response of the dog to the CS is know