THEORIES - Is a method of education that is based
on self-directed activity, hands-on
CLASSICAL/ PAVLOVIAN OR
learning, and collaborative play. In
RESPONDENT CONDITIONING THEORY –
Montessori classrooms, children make
IVAN PAVLOV
creative choices in their learning,
- is learning through association and while the classroom and the highly
was discovered by Pavlov, a Russian trained teacher offer age-appropriate
physiologist. In simple terms, two activities to guide the process.
stimuli are linked together to produce
SOCIAL COGNITIVE LEARNING THEORY
a new learned response in a person
(MODELING) – ALBERT BANDURA
or animal.
- Revolves around the process of
knowledge acquisition or learning
OPERANT CONDITIONING THEORY – directly correlated to the observation
BURRHUS FREDERIC SKINNER of models. The models can be those
of interpersonal imitation or media
- according to this principle, behavior sources. Effective modeling teaches
that is followed by pleasant general rules and strategies for
consequences is likely to be repeated, dealing with different situations,
and behavior followed by unpleasant
consequences is less likely to be EDUCATION TO ALL – CONFUCIUS
repeated.
- Confucius revolutionized by providing
education to all. According to him,
education has no class distinction. All
THEORY OF MULTIPLE INTELLIGENCE – human beings are teachable and
HOWARD GARDNER improvable. A person desiring an
- this theory suggests that traditional education should be educated.
psychometric views of intelligence are BELONGINGNESS – EDWARD
too limited. Gardner proposed that THORNDIKE
there are eight intelligence and has
suggested the possible addition of a - Belongingness is a law that Thorndike
ninth known as “existentialist proposed to describe this type of
intelligence”. phenomenon, and to paraphrase them;
- The following are the types of “punishment or reward has to be
intelligence: Linguistic intelligence, relative to a situation in order to have
Logical-Mathematical intelligence, effectiveness”. For a reward
Spatial intelligence, Bodily-Kinesthetic (reinforcer) or punishment to be at its
intelligence, Musical intelligence, greatest effectiveness, it has to be
Interpersonal intelligence, working on behavior relevant to the
Intrapersonal intelligence, and situation.
Naturalist intelligence.
CONNECTIONISM THEORY – EDWARD
MONTESSORI METHOD – MARIA THORNDIKE
MONTESSORI
- Is based on the principle of active Concrete operational
learning and is the result of the work stage: ages 7 to 11
of the American psychologist Edward years old
Thorndike. This work led to Formal operational
Thorndike’s Laws. According to these stage: ages 12 and up
Laws, learning is achieved when an
individual is able to form associations INSTRUMENTAL CONCEPTUALISM –
between a particular stimulus and a JEROME SEYMOUR BRUNER
response. - Bruner sums up his view at his point
LAWS OF LEARNING -EDWARD in his thinking as instrumental
THORNDIKE conceptualism, a view that is
organized around two central claims
- He developed the first three laws of about the nature of knowing.
learning: readiness, exercise, and
effect. LEARNING BY DOING – JOHN DEWEY
PSYCHOSOCIAL DEVELOPMENT - Refers to a theory of education
THEORY – ERIK ERIKSON expounded by American philosopher
John Dewey. It’s a hands-on
- Erikson’s stages of psychosocial approach to learning, meaning
development, as articulated in the students must interact with their
second half of the 20th century by Erik environment in order to adapt and
Erikson in collaboration with Joan learn.
Erikson, is a comprehensive
psychoanalytic theory that identifies a TABULA RASA – JOHN LOCKE
series of eight stages that a healthy - Locke holds that the mind is a tabula
developing individual should pass rasa or blank sheet until experience in
through from infancy to late adulthood. the form of sensation and reflection
THEORY OF COGNITIVE DEVELOPMENT provides the basic materials-simple
– JEAN PIAGET ideas-out of which most of our more
complex knowledge is constructed.
- It suggests that children move through
four different stages of mental INSIGHT LEARNING – WOLFGANG
development. His theory focuses not KOHLER
only on understanding how children - Is the abrupt realization of a problem’s
acquire knowledge but also on solution. Insight learning is not the
understanding the nature of result of trial and error, responding to
intelligence. an environmental stimulus, or the
- Piaget’s stages are: result of observing someone else
Sensorimotor stage: attempting the problem. It is a
birth to 2 years old completely cognitive experience that
Preoperational stage: requires the ability to visualize the
ages 2 to 7 years old problem and the solution internally –
in the mind’s eye, so to speak –
before initiating a behavioral response.
MORAL DEVELOPMENT THEORY – CONSTRUCTIVIST THEORY – JEROME
LAWRENCE KOHLBERG BRUNER
- Kohlberg’s theory of moral - Bruner believed that the most
development is a theory that focuses effective way to develop a coding
on how children develop morality and system is to discover it rather than
moral reasoning. Kohlberg’s theory being told by the teacher. The concept
suggests that moral development of discovery learning implies that
occurs in a series of six stages. The students construct their own
theory also suggests that moral logic knowledge for themselves (also
is primarily focused on seeking and known as a constructivist approach.)
maintaining justice.
SPIRAL CURRICULUM – JEROME
THEORY OF SCAFFOLDING – LEV BRUNER
VYGOTSKY
- Refers to a curriculum design in which
- Vygotsky emphasized the concept of key concepts are presented
instructional; scaffolding, which allows repeatedly throughout the curriculum,
the learned to build connections but with deepening layers of
based on social interactions. In reality, complexity, or in different applications.
only some learning activities place an
DISCOVERY LEARNING – JEROME
emphasis on language, while other
BRUNER
skills are acquired with hands-on
practice and observation. - Is a method of inquiry-based
instruction. This popular theory
PSYCHOANALYTIC THEORY – SIGMUND
encourages learners to build on past
FREUD (Father of Psychoanalysis)
experiences and knowledge, use their
- He emphasized the importance of the intuition, imagination and creativity,
unconscious mind and a primary imagination and creativity, and search
assumption of Freudian theory is that for new information to discover facts,
the unconscious mind governs correlations and new truths.
behavior to a greater degree than
GESTALT THEORY – MAX WERTHEIRMER,
people suspect. Indeed, the goal of
WOLFGANG KOHLER, KURT KOFFKA
psychoanalysis is to make the
unconscious. - The gestalt theory of the psychology
of learning states that every stimulus
MEANINGFUL LEARNING THEORY –
in learning is perceived by humans in
DAVID AUSUBEL
its most simple form, also known as
- According to this theory, students are the Law of Simplicity.
considered to be the center of the
LIFE SPACE CONCEPT – KURT LEWIN
teaching-learning process, and the
teachers are the facilitators. - Lewin states that each person exists
Meaningful Learning occurs when the within a field of forces. The field of
new information is related to prior forces to which the individual is
knowledge. responding or reaching is called his
life-space. Lewin’s theory regards from intelligence and reasoning tests
learning as a relativistic process by your child may have already taken.
which a learner develops new insights
LINGUISTIC (LANGUAGE) ACQUISITION
or changes old ones.
DEVICE (LAD) – NOAM CHOMSKY
GENDER SCHEMA THEORY – SANDRA
- A theory developed by Noam
BEM
Chomsky who believed that every
- Is a cognitive account of sex typing by child has a Language Acquisition
which schemas are developed Device. The LAD is a structure in the
through the combination of the social brain that infants are born with,
and cognitive learning processes. allowing them to quickly learn and
understand language as they mature.
SOCIAL DOMAIN THEORY – ELLIOT
TURIEL BEHAVIORISM THEORY – JOHN WATSON
- He has formulated a theory of - Watson’s behaviorist theory focused
domains of social development not on the internal emotional and
involving the development of moral psychological conditions of people,
judgments) based on concepts of but rather on their external and
welfare, justice, and rights) and their outward behaviors. He believed that a
distinction, throughout development, person’s physical responses provided
from understandings of the the only insight into internal actions.
conventions and customs of societies
PURPOSIVE BEHAVIORISM – EDWARD
– as well as from arenas of personal
CHACE TOLMAN
jurisdiction.
- 1920, Tolman believed that behavior
TRIARCHIC THEORY OF (SUCCESSFUL)
could not-need not- be explained in a
INTELLIGENCE – ROBERT J.
way that excludes mentalistic terms.
STERNBERG
Rather than get rid of them, he
- Contends that intelligent behavior wanted to give them objective,
arises from a balance between operational definitions.
analytical, creative, and practical
ATTRIBUTION THEORY – BERNARD
abilities and that these abilities
WEINER
function collectively to allow
individuals to achieve success within - States that an individual’s causal
particular sociocultural contexts. attributions of achievement affect
subsequent behaviors and motivation.
TORRANCE TESTS OF CREATIVE
If people believe they are responsible
THINKING – EDWARD PAUL TORRANCE
for bad outcomes, they are motivated
(Father of Creativity)
to repeat their behaviors.
- The TTCT assesses how creatively a
EMOTIONAL INTELLIGENCE – DANIEL
child’s mind works and are often given
GOLEMAN
to children to determine advanced
placement or as part of an entrance - Is the ability to perceive emotions, to
examination. They are very different access and generate emotions so as
to assist thought, to understand
emotions and emotional knowledge,
and to reflectively regulate emotions
so as to promote emotional and
intellectual growth.
