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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
2. Theories Employed in the Teaching of MTB-MLE in the
K-12 Curriculum
Introduction
When studying to become a teacher, you will learn about different learning theories.
There are lots of theories that you will come across in preparation for the profession you have
chosen. As you can see, today’s classrooms do not solely utilize one learning theory over
another, but instead incorporate multiple theories throughout the learning experience. Each
theory has strengths and limitations, especially considering the realities of education in the 21st
century. Educators must walk the narrow line between creating a student-centered classroom
and meeting demanding learning standards.
Objectives
- Cite the learning theories, its major provision and relevance in the teaching of the mother
tongue and use in the teaching of language and numeracy in Kinder up to Grade III levels.
- Cite the relevance of the guiding principles in the teaching and utilization of the mother tongue
in Kinder up to Grade III levels.
Engage
Drop some names of influential theorist and their theories in the history of education in the basket.
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Explore
Choose at least two from the theory you dropped in the basket and tell something about it.
Explain
Learning theories
Social Learning Theory (Albert Bandura)
The social learning theory of Bandura emphasizes the importance of observing and modeling
the behaviors, attitudes, and emotional reactions of others.
Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if
people had to rely solely on the effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally through modeling: from observing
others one forms an idea of how new behaviors are performed, and on later occasions this
coded information serves as a guide for action.” (p22).
Social learning theory explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral, environmental influences. The component processes underlying
observational learning are:
(1) Attention, including modeled events (distinctiveness, affective valence, complexity,
prevalence, functional value) and observer characteristics (sensory capacities, arousal level,
perceptual set, past reinforcement),
(2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor
rehearsal),
(3) Motor Reproduction, including physical capabilities, self-observation of reproduction,
accuracy of feedback, and
(4) Motivation, including external, vicarious and self-reinforcement.
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Application
Social learning theory has been applied extensively to the understanding of aggression
(Bandura, 1973) and psychological disorders, particularly in the context of behavior
modification (Bandura, 1969). It is also the theoretical foundation for the technique of behavior
modeling which is widely used in training programs. In recent years, Bandura has focused his
work on the concept of self-efficacy in a variety of contexts (e.g., Bandura, 1997).
Example
The most common (and pervasive) examples of social learning situations are television
commercials. Commercials suggest that drinking a certain beverage or using a particular hair
shampoo will make us popular and win the admiration of attractive people. Depending upon
the component processes involved (such as attention or motivation), we may model the
behavior shown in the commercial and buy the product being advertised.
Principles
1. The highest level of observational learning is achieved by first organizing and rehearsing
the modeled behavior symbolically and then enacting it overtly. Coding modeled
behavior into words, labels or images results in better retention than simply observing.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they
value.
3. Individuals are more likely to adopt a modeled behavior if the model is similar to the
observer and has admired status and the behavior has functional value.
https://www.instructionaldesign.org/theories/social-learning/
The Biology of Learning and Implications for Teaching
Science can explain how the human organism learns. There may be a few details yet to be
discovered, but we pretty much know now what’s going on neurologically, physiologically and
psychologically when a person learns knowledge and skills. It follows, that for optimal results,
we should try to teach according to how the brain learns naturally (Jensen 1998, Caine
1994). Good teachers have always taught in harmony with how the brain learns best.
Natural Human Learning
Humans evolved over a period of a few million years and have only been around themselves
for about 150,000 years. During the time we evolved natural ways of learning, namely, learning
by doing and experiencing with the senses, the emotions, the body and the mind, learning in-
context; which is basically the traditional apprenticeship model. Since the advent of writing
5000 years ago, and especially since the industrial-technological revolution began 200 years
ago, education has become increasingly decontextualized. This means learning about things
outside of the context in which they naturally occur, i.e. from books and blackboards and
teachers talking about things; i.e. more abstract and less concrete. However, the way humans
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
naturally learn and the biological mechanisms and pathways of this natural learning have not
changed because genetic evolution doesn’t happen that fast.
We can say that biological/physical adaptation does take place with individuals who become
truly literate and able to learn in a decontextualized manner because neural networks are built
in the brain to accommodate it, but these neural networks are not passed on genetically to
offspring.
In spite of this increasingly decontextualized form of education, good teachers have always
continued to teach in ways that the human brain naturally learns. Now we have the science to
explain why their methods work. In addition, the apprenticeship model is still around in many
fields, and on-the-job training is the norm rather than the exception in most areas of work.
Thinking, learning & memory take place when information chemical molecules bind to
receptor site proteins on nerve cells forming neural networks or circuits which then contain
thoughts, memories, knowledge and skills. But we don’t know yet how information is actually
coded. It takes place because neurons that fire together wire together. And it takes place
throughout the entire body via information chemicals called neurotransmitters, neuropeptides
and hormones.
http://www.comfsm.fm/socscie/biolearn.htm
Cognitive development theory
Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence. Piaget's
stages are:
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up
Piaget believed that children take an active role in the learning process, acting much like little
scientists as they perform experiments, make observations, and learn about the world. As kids
interact with the world around them, they continually add new knowledge, build upon existing
knowledge, and adapt previously held ideas to accommodate new information.
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Psychosocial Theory
Erikson maintained that personality develops in a predetermined order through eight stages of
psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development.
For Erikson (1958, 1963), these crises are of a psychosocial nature because they involve
psychological needs of the individual (i.e., psycho) conflicting with the needs of society (i.e.,
social).
According to the theory, successful completion of each stage results in a healthy personality
and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can
use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further
stages and therefore an unhealthier personality and sense of self. These stages, however, can
be resolved successfully at a later time.
Stage Psychosocial Crisis Basic Virtue Age
1. Trust vs. Mistrust Hope 0 - 1½
2. Autonomy vs. Shame Will 1½ - 3
3. Initiative vs. Guilt Purpose 3-5
4. Industry vs. Inferiority Competency5 - 12
5. Identity vs. Role Confusion Fidelity 12 - 18
6. Intimacy vs. Isolation Love 18 - 40
7. Generativity vs. StagnationCare 40 - 65
8. Ego Integrity vs. Despair Wisdom 65+
https://www.simplypsychology.org/Erik-Erikson.html
Theory of Multiple Intelligences
This theory suggests that traditional psychometric views of intelligence are too limited. Gardner
first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences,
where he suggested that all people have different kinds of "intelligences."
Gardner proposed that there are eight intelligences, and has suggested the possible addition of
a ninth known as "existentialist intelligence."
In order to capture the full range of abilities and talents that people possess, Gardner theorizes
that people do not have just an intellectual capacity, but have many kinds of
intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.
While a person might be particularly strong in a specific area, such as musical intelligence, he or
she most likely possesses a range of abilities. For example, an individual might be strong in
verbal, musical, and naturalistic intelligence.
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures.
Strengths
Visual and spatial judgment
Characteristics
People with visual-spatial intelligence:
Read and write for enjoyment
Are good at putting puzzles together
Interpret pictures, graphs, and charts well
Enjoy drawing, painting, and the visual arts
Recognize patterns easily
Potential Career Choices
If you're strong in visual-spatial intelligence, good career choices for you are:
Architect
Artist
Engineer
Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use words well, both when
writing and speaking. These individuals are typically very good at writing stories, memorizing
information, and reading.
Strengths
Words, language, and writing
Characteristics
People with linguistic-verbal intelligence:
Remember written and spoken information
Enjoy reading and writing
Debate or give persuasive speeches
Are able to explain things well
Use humor when telling stories
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Potential Career Choices
If you're strong in linguistic-verbal intelligence, good career choices for you are:
Writer/journalist
Lawyer
Teacher
Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems. These individuals tend to think conceptually about
numbers, relationships, and patterns.4
Strengths
Analyzing problems and mathematical operations
Characteristics
People with logical-mathematical intelligence:
Have excellent problem-solving skills
Enjoy thinking about abstract ideas
Like conducting scientific experiments
Can solve complex computations
Potential Career Choices
If you're strong in logical-mathematical intelligence, good career choices for you are:
Scientist Engineer
Mathematician Accountant
Computer programmer
Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good at body movement,
performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.
Strengths
Physical movement, motor control
Characteristics
People with bodily-kinesthetic intelligence:
Are skilled at dancing and sports
Enjoy creating things with his or her hands
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Have excellent physical coordination
Remember by doing, rather than hearing or seeing
Potential Career Choices
If you're strong in bodily-kinesthetic intelligence, good career choices for you are:
Dancer Sculptor
Builder Actor
Musical Intelligence
People who have strong musical intelligence are good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for music and are often good at musical composition
and performance.
Strengths
Rhythm and music
Characteristics
People with musical intelligence:
Enjoy singing and playing musical instruments
Recognize musical patterns and tones easily
Remember songs and melodies
Have a rich understanding of musical structure, rhythm, and notes
Potential Career Choices
If you're strong in musical intelligence, good career choices for you are:
Musician Music teacher
Composer Conductor
Singer
Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at understanding and interacting with
other people. These individuals are skilled at assessing the emotions, motivations, desires, and
intentions of those around them.
Strengths
Understanding and relating to other people
Characteristics
People with interpersonal intelligence:
Communicate well verbally
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Are skilled at non-verbal communication
See situations from different perspectives
Create positive relationships with others
Resolve conflicts in group settings
Potential Career Choices
If you're strong in interpersonal intelligence, good career choices for you are:
Psychologist Salesperson
Philosopher Politician
Counselor
Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being aware of their own
emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their personal
strengths.5
Strengths
Introspection and self-reflection
Characteristics
People with intrapersonal intelligence:
Analyze their strengths and weaknesses well
Enjoy analyzing theories and ideas
Have excellent self-awareness
Understand the basis for his or her own motivations and feelings
Potential Career Choices
If you're strong in intrapersonal intelligence, good career choices for you are:
Philosopher Theorist
Writer Scientist
Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are high
in this type of intelligence are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species. These individuals are said to be
highly aware of even subtle changes to their environments. 1
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Strengths
Finding patterns and relationships to nature
Characteristics
People with naturalistic intelligence:
Are interested in subjects such as botany, biology, and zoology
Categorize and catalog information easily
Enjoy camping, gardening, hiking, and exploring the outdoors
Dislikes learning unfamiliar topics that have no connection to nature
Potential Career Choices
If you're strong in naturalistic intelligence, good career choices for you are:
Biologist Gardener
Conservationist Farmer
https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161
Brief outline of educational learning theories
1. Behaviorism is a view in which behavior can be explained by external factors and behavioral
conditioning can be used as a universal learning process. In behaviorism, the ideas of positive
and negative reinforcement are effective tools of learning and behavior modification, as well as
a punishment and reward system.
2. Cognitivism is a learning theory developed by Jean Piaget in which a child develops cognitive
pathways in understanding and physical response to experiences. In this theory, students learn
most effectively through reading text and lecture instruction.
3. Constructivism is the idea that people are responsible in creating their own understanding of
the world and using what they know based on previous experiences in the process of linking
new information to these experiences. People use these experiences and new information to
construct their own meaning.
4. Humanism focuses on the individual as the subject and asserts that learning is a natural
process that helps a person reach self-actualization. Scenarios and role modeling are important
factors in humanistic learning, as are experiences, exploring and observing others.
5. Connectivism is a relatively new learning theory, developed and based upon the idea that
people process information by forming connections. This theory has developed with the digital
and technology age, adapting to advances in these arenas. This new theory suggests that
people no longer stop learning after formal education and continue to gain knowledge from
other avenues such as job skills, networking, experience and access to information with new
tools in technology.
https://www.educationdegree.com/articles/educational-learning-theories/
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Topic 2: Theories Employed in the Teaching of MTB-MLE in the K-12 Curriculum
Elaborate
Give a brief description of the
following theories:
a. Multiple intelligences theory
b. Cognitive Development
Theory
c. Social Learning Theory
d. Psychosocial Theory
e. Biological Theory
Evaluate
Choose only three theories and give the implication of each in Mother-Tongue Based Multilingual
Education (MTB-MLE)
