Module 3: Theories Related to the Learner's Development PDF

Module 3: THEORIES RELATED - was an Austrian neurologist and TO THE LEARNER’S the founder of psychoanalysis, a DEVELOPMENT clinical method for evaluating and treating pathologies seen as 1.Sigmund Freud originating fr...

Module 3: THEORIES RELATED - was an Austrian neurologist and TO THE LEARNER’S the founder of psychoanalysis, a DEVELOPMENT clinical method for evaluating and treating pathologies seen as 1.Sigmund Freud originating from conflicts in the -3 Components of Personality psyche, through dialogue between -5 Psychosexual Stages of patient and psychoanalyst, and Development the distinctive theory of mind and 2. Erik Erikson human agency derived from it. -8 Psycho-Social Stages of Parents: Amalia Freud, Jacob Development Freud 3. Jean Piaget Wife: Martha Bernays -4 Stages of Cognitive Children: (6)Anna Freud, Ernst L. Development Freud, Sophie Freud, Mathilde 4.Lawrence Kohlberg Freud, Oliver Freud, Martin Freud -3 Levels and Born: May 6, 1856, Příbor, -6 Substages of Moral Czechia Development Died: September 23, 1939, 5. Lev Vygotsky Hampstead, London, United On Language Kingdom Zone of Proximal -Died at the age of 83 yrs old Development 6.Urie Bronfenbrenner Freud emphasized the three -Bio-Ecological Systems components that make up one’s personality 1.Sigmund Freud Id - pleasure-centered Ego - reality-centered Superego - morality-centered Freud's 3 Components of the Personality 1) Id - An unconscious, pleasure seeking, amoral part of the personality that strives for immediate gratification of all 2. Erik Erikson desires, wants, and needs. 2) Ego - It is majorly conscious and is more rational, logical, and cunning than the id 3) Superego - Contains the conscience which gives a person a sense of right and wrong. Freud believed that an individual -Erik Erikson was goes through five psychosexual German-American psycho-analyst stages of development. This known for his theory on includes the: psychological development of Oral Stage (Birth to 1yr) human beings. He coined the Erogenous Zone: Mouth phrase identity crisis. Anal Stage (1 to 3yr) Parents: Theodor Homburger, Erogenous Zone: Bowel and Karla Abrahamsen Bladder Control Wife: Joan Erikson Phallic (3-6 yr) Children: Sue Erikson, Kai T. Erogenous Zone:Genitals Erikson, Jon Erikson Latent Stage ( 6 to puberty) Born: June 15, 1902, Frankfurt, Libido Inactive Germany Died: May 12, 1994, Genital Stage(Puberty to Death) Rosewood Manor, Harwich, Maturing Sexual Interests Massachusetts, United States -Died at the age of 92yrs old 3.Jean William Fritz Piaget knowledge through sensory experiences and manipulating objects. 2.Preoperational Stage: (2 to 7yrs) At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. 3.Concrete Operational Stage: (7-11yrs) Kids at this point of Jean William Fritz Piaget was a development begin to think more Swiss psychologist known for his logically, but their thinking can also work on child development. be very rigid. They tend to struggle Piaget's theory of cognitive with abstract and hypothetical development and epistemological concepts. view are together called "genetic 4.Formal Operational Stage: epistemology". Piaget placed great (12 and up)The final stage of importance on the education of Piaget's theory involves an children. increase in logic, the ability to use Parents: Arthur Piaget, Rebecca deductive reasoning, and an Jackson understanding of abstract ideas. Wife: Valentine Châtenay Children: Jacqueline Piaget, 4. Lawrence Kohlberg Laurent Piaget, Lucienne Piaget Born: August 9, 1896, Neuchâtel, Switzerland Died: September 16, 1980, Geneva, Switzerland -Died at the age of 84yrs. old Piaget 4 Stages of Cognitive Development 1.Sensorimotor Stage: (birth to - was an American psychologist 2yrs )During this stage, infants best known for his theory of and toddlers acquire stages of moral development. He served as a professor in the Psychology Department at the University of Chicago and at the 5. Lev Semyonovich Vygotsky Graduate School of Education at Harvard University. Parents: Alfred Kohlberg, Charlotte Albrecht Wife: Lucille Stigberg Children: David and Steven Born: October 25, 1927, Bronxville, New York, United was a Soviet psychologist, best States known for his work on Died: January 19, 1987, Winthrop, psychological development in Massachusetts, United States children and creating the -died at the age of 60yrs old framework known as cultural-historical activity theory. Parents: Celia Moiseevna Vygodskaya, Simcha L. Vygotsky Wife: Roza Noevna Smekhova Children: Asya Vigodskaya, Gita Vygodskaya Born: November 17, 1896, Orsha, Belarus Died: June 11, 1934, Soviet Union -died at the age of 38yrs old 6. Urie Bronfenbrenner was a Russian-born American psychologist best known for using a contextual framework to better understand human development. Parents: Alexander Bronfenbrenner, Eugenie Kamenetski Bronfenbrenner Wife: Liese Price Children: Kate Bronfenbrenner, Steven Bronfenbrenner, Beth Soll, Michael Bronfenbrenner, Ann Stambler, Mary Bronfenbrenner Born: April 29, 1917, Moscow,Russia Died: September 25, 2005, Ithaca, New York, United States -died at the age of 88yrs old "Creativity is the key to unlocking your true potential.”  Supreme Court Justice, William Module 4:Individual Differences J. Brennan said: “The classroom is peculiarly the marketplace of “Everyone is unique.” ideas”. The depth and breadth of student learning are enhanced by Factors that Bring about Student exposure to others from diverse Diversity backgrounds. 1. Socioeconomic status – differs German philosopher, Nietzsche on lifestyle from that of the middle said over 100 years ago: “The income or lower income group. more affects we allow to speak 2. Thinking / Learning style – about one thing, the more the different styles in learning (visual, eyes , different eyes we can use auditory…) to observe one thing, the more 3. Exceptionalities – having complete will our concept of this exceptional talents, abilities or thing, our objectivity, be.” disabilities. 3. Student diversity prepares learners for their role as How Student Diversity Enriches responsible member of society. the Learning Environment - Moorse stresses one A teacher may be “challenged” to competency that has strong handle a class with diverse implications for instructional students. strategies that capitalize on 1. Students’ self-awareness is diversity. enhanced by diversity. 4. Student diversity can promote - Exposing students to others with harmony. diverse backgrounds helps them - It promotes harmony when focus on student’s diversity is integrated their awareness of themselves. into classroom. 2. Student diversity contributes to cognitive development. Some Tips on Student Diversity - Opportunity to gain access from 1. Encourage learners to share peers rather than the instructor their personal history and only. experiences. 2. Integrate learning experiences Module 5:Learning/Thinking and activities which promote Style and Multiple Intelligences students’ multicultural and cross-cultural awareness 3. Aside from highlighting diversity, identify patterns of unity that transcend group differences. 4. Communicate high expectation to students from all subgroups. 5. Use varied instructional methods to accommodate student diversity in learning styles. 6. Vary the examples you use to illustrate concepts in order to provide multiple context that are relevant to students from diverse backgrounds. 7. Adapt to the students’ diverse backgrounds and learning styles LEARNING/THINKING STYLES by allowing them personal choice refer to the preferred way an and decision-making opportunities individual processes information concerning what they will learn it. they describe a person's typical 8. Diversify your methods of mode of thinking, remembering assessing and evaluating student or problem solving learning. styles are usually considered to 9. Purposely, form be bipolar dimensions small-discussion groups of students from diverse There are several perspectives backgrounds. You can form about learning-thinking styles. We groups of students with different shall focus on learning styles, different cultural sensorypreferences and the background, etc global-analytic continuum  2. AUDITORY LEARNERS - they learn best through verbal lectures discussions, talking things through and listening to what others have to say. AUDITORY LEARNERS ALSO FALL INTO TWO CATEGORIES "Listeners" This is the more common type. SENSORY PREFERENCES They are most likely do well Individuals tend to gravitate in school. They remember things toward one or two types of said to them and make the sensory input and maintain a information their own. dominance in one of the "Talkers" following types: They are the ones who prefer to 1. VISUAL LEARNERS talk and discuss. They often find These learners must see their themselves talking to those teacher's and facial expressions to around them. fully actions understand the content of a lesson. 3. TACTILE / KINESTHETIC Ri Charde further breaks down LEARNERS visual learners into: - tactile/ Kinesthetic persons a. VISUAL-ICONIC benefit much from a hands-on Those who prefer this form of approach, actively exploring the input are more interested in visual physical world around them. imagery such as film, graphic displays, or pictures in order to 4. Global - Analytic Continuum solidify learning. b. VISUAL-SYMBOLIC Those who prefer this form of input feel comfortable with abstract symbolism such as mathematical formulae or the written word.  Intelligence as problem-solving abilities valued in different cultures Gardner identifies nine distinct intelligences People excel differently in each intelligence Tailored teaching strategies can optimize learning for each intelligence 1.Visual/Spatial Intelligence (Picture Smart) - learning visually and organizing ideas spatially - ability to ‘’see’’ 2.Verbal/Linguistic (Word Smart) - learning through the spoken and written word 3.Mathematical/Logical (Number Multiple Intelligences (MI) Smart/Word Smart Theory of Multiple Intelligences - learning through reasoning and by Howard Gardner (1983) problem solving Intelligence - "an ability or set of 4.Bodily/Kinesthetic (Body abilities that allows a person to Smart) solve a problem or fashion a - learning through interaction with product that is valued in one or one’s environment more cultures" - domain of ‘’overly active’’ learners  3. Allow sufficient time for 5.Musical (Music Smart) information to be processed and - learning through patterns, then integrate using both the rhythms and music right-and left-brain hemispheres. 6.Intrapersonal ( Self Smart) 4. Set clear purposes before any - learning through feelings, values listening, viewing or reading and attitudes experience. 7.Interpersonal (People Smart) 5. Warm up before the lesson - learning through interaction with development by using others brainstorming, set induction, etc. - ‘’ talkative’’ or ‘’overly social’’ 6. Use multisensory means for 8.Naturalist (Nature Smart) both processing and retrieving - learning through classification, information. (Write directions on categories, and hierarchies the board and give them orally.) - not simply the study of nature; it 7. Use a variety of review and can be used in all areas of study reflection strategies to bring closure to learning (writing 9.Existential (Spirit Smart) summaries, creating opinion - learning by seeing the big picture surveys, etc.). 8. Use descriptive feedback rather Teaching Strategies guided by than simply praising ("The Thinking/Learning Styles and example you've provided is an Multiple Intelligence excellent one to point to the 1. Use questions of all types to concept of..."). stimulate various levels of thinking from recalling factual information to drawing implications and making value judgments. 2. Provide a general overview of material to be learned, i.e., structured overviews, advance organizers, etc., so that students' past experiences will be associated with the new ideas.  Specific Cognitive or Academic Difficulties 1. Learning Disabilities- involves difficulties in specific cognitive processes like perception, language, memory or metacognition that are not due to other disabilities like mental retardation, emotional or behavioral disorders, or sensory impairments. Examples. dyslexia (reading), dyscalculia (number operations) and dysgraphia (writing) Disability a measurable impairment or limitation 2. Attention-Deficit Hyperactivity that ‘’interferes with a person’s ability, for Disorder (ADHD) example, to walk, lift, hear, or learn difficulty in focusing and maintaining may refer to a physical, sensory, or attention mental condition’’ (Schiefelbusch recurrent hyperactive and impulsive Institute. 1996) behavior (IDEA) Individuals with Disabilities 3. Speech and Communication Education Disorders - is difficulty in spoken - law that provides comprehensive language including voice disorders, service and support for exceptional inability to produce the sound correctly, learners. stuttering, difficulty in spoken language comprehension that significantly - 1987 Philippine Constitution, Article hamper classroom performance. XIV, Sec. 2, uses the word ‘’disable ‘’ in paragraph (5) ‘’ Provided Social/Emotional and Behavioral adult citizens, the disable, and Difficulties out-of-school youth with training 1. Autism. Is a condition manifested by different levels of impaired social interaction and communication, Handicap repetitive behaviors and limited does not have the same interests. Individuals with autism usually meaning as disability have an intense need for routine and a a disadvantage that occur as a predictable environment. result of a disability or impairment 2. Mental Retardation. Refers to significant subaverage intelligence and deficits in adaptive behavior. There is 2. Hearing Impairments - involve difficulty in managing activities of daily malfunction of the ear or auditory nerves living and in conducting themselves that hinders perception of sounds within appropriately in social situations. the frequency range of normal speech. 3. Giftedness - involves a significantly 3. Emotional/Conduct Disorders. high level of cognitive development. involves the There is unusually high ability or presence of emotional states like aptitude in one or more of these depression and aggression over a aspects: considerable amount of time intellectual ability, aptitude in academic that they notably disturb learning and subjects, creativity, visual or performing performance in school. arts or leadership. Suggestions for referring to those Physical Disabilities and Health with disabilities include: Impairments avoiding generic labels (people with 1. Physical and healthimpairments - mental retardation is preferable to the involves physical or medical conditions mentally retarded); (usually long-term) emphasizing abilities, not limitations including one or more of these: (for instance, uses a wheelchair is (1) limited energy and strength, preferable to confined to a wheelchair); (2) reduced mental alertness; avoiding euphemisms (such as (3) little muscle control. physically-challenged) which are 2. Severe and Multiple Disabilities - regarded as condescending and avoid refers to the the real issues that result from a presence of o or more different types of disability; and disability, at times at a profound level. avoiding implying illness or The combination of suffering (had polio is preferable to is a disabilities makes it necessary to make polio victim, and has multiple sclerosis is specific adaptations and have more preferable to suffers from multiple specialized educational sclerosis) (Department of Physical programs. Medicine and Rehabilitation. 2000; Schiefelbusch Institute, 1996). Physical Disabilities and Health Impairments (Sensory Impairments) 1. Visual Impairments - are conditions when there is malfunction of the eyes or optic nerves that prevent normal vision even with corrective lenses.