Module in Education 802 Advanced Educational Psychology

Republic of the Philippines
UNIVERITY OF EASTERN PHILIPPINES

University Town, Northern Samar
GRADUATE STUDIES
MODULE
In
EDUCATION 802
(ADVANCED EDUCATIONAL PSYCHOLOGY)
LEAH A. DE ASIS, Ed.D

Professor
INTRODUCTION
EDUCATION 802 (Advance Educational Psychology) Page 0
Psychology, as a science, ventures to discover the nature of human behavior, how it is
generated, how it affects and influences others, as well as, his himself, what is its purpose, where it
steamed from, and what its function to both his and others life in general.
To understand the psychology of teaching and learning is to understand the interplay of the science
of psychology and the practical art of teaching. It is how we study the behavioral aspects of learners, find
out its sources, and addressing learners’ difficulties and needs by developing teaching and learning
stratagems that will suit every learner and will help him/her foster his/her full potentials.
To further comprehend the psychology of teaching and learning, there is a need to dissect each of its
aspects. Perhaps know the nature of psychology, recognize its importance in both the teaching and learning
processes, present the relationship between psychology as a science and teaching as an art, know the
significant of the art of teaching and the knowledge of psychology in the improvement of learning
competence, familiarize with the importance of behavioral analysis and understand strategy adjustments to
counteract problems encountered in the teaching and learning landscape.
I. Psychology: Definition
The word psychology comes from the Greek word psyche, meaning “soul”, since during the ancient
times; psychology was the study of the soul.
According to the Collins Cobuild Advanced Dictionary of English (2009), psychology is the
scientific study of the mind, its activities, and human and animal behavior. It studies the human mind and
the reasons for people’s behavior or how humans (or animals) think and behave the way they do.
Psychology emphasizes the objective approach. It is referred to as a biological science since the behavior of
human beings is grounded both in biology and in social interaction.
Psychology has made great strides in the development of principles and methods and the discovery
of facts which find useful application in various aspects of everyday life. It is a scientific method applied to
the study of behavior which aims to help man understand himself so that he can adjust to his environment
better; to predict human behavior and to influence or control the behavior of the individual so that he can
achieve the goal he desires.
The development of psychology into a larger body of knowledge started the emergence of its many
general fields. These are educational psychology, clinical psychology, social psychology, child psychology,
adolescent psychology, abnormal psychology, business psychology, and industrial psychology.
II. Education: Definition

The English term education is derived from two Latin words “educare”, meaning to train or mould,
and “educatum”, meaning denoting the act of teaching. Education is a form of learning in which
knowledge skills and habits of group of people are transferred from one generation to the rest through
teaching, training and research. Generally, it occurs through any experience that has formative effect of the
way one thinks, feels or acts.
III. Educational Psychology: Definition
Educational Psychology is the interplay between the science of psychology and the art of teaching. It
delves on the study of learners’ attitudes, developmental level, interests, motivation, personality, prior
knowledge, traits, values, and the like. It is the study of the interrelationship of the mental, emotional and
social aspects of every learner and its importance with the development of methods, techniques, approaches
and strategies that will pedagogues in dealing with diverse kinds of students.
Educational Psychology serves as a foundation discipline in education and as guidelines to

educational practice (Berliner, 1991). It is the branch of psychology which concerned with human
maturation regarding school learning, teaching methods, guidance and evaluation of aptitude and programs
by standardized tests.
Science of Art of
Psychology Teaching
Figure 1 The interplay of two fields of knowledge constitutes Educational Psychology.
IV. Focal Areas of Educational Psychology

The Learner
- A person who individually or collectively comprises the class and whose behalf educational
programs exist and operates.
The Learning Process
- Refers to the process by which people improve performance, organize their thinking or become
familiar with new concepts and information.
The Learning Situation

- Refers to the environment where learners find themselves and where the learning process takes
place.
V. Personality: Meanings and Characteristics
The word personality is derived from the Latin words “per” and “sonare”, which literally mean “to
sound through”. Apparently, the word “persona” came from these two words, which in ancient Rome
referred to as actor’s mask through which the sound of his voice was projected (Horrock, 1969). Personality
is the concept or construct that describes the uniqueness and totality of an individual as a social being.
Psychologically, personality covers how a person perceives his environment and how his
environment affects his behavior. It is defined as the configuration of characteristics and ways of behaving
which describe an individual’s unique adjustment to his environment. It includes characteristics that are
important in a persona’s adjustment and maintenance of self-respect.
Characteristics of Personality
Continuity of Personality Development
The development of personality continues throughout the entire life of each living organism parallel
to its physical development.
Uniqueness of Personality Development
Individuals have unique patterns of personality and are different from others. The environment to
where an individual grows cultivates or limits its personality development.
Dynamic Characteristics of Personality Development
The development of personality changes overtime through many significant factors.
The Continuity of Experience
Wherever the child is, focus is always himself.
VI. The School: As an environment and As a Culture

As an Environment
The school is an institution which contributes to the total education or socialization process directed
to the development of the personality of the child. The school assumes certain responsibilities for aspects of

this socialization process. It essentially a contrived environment, deliberately structured for the purpose of
promoting desired changes in behavior of the child.
As a Culture
The school reflects the total culture of which it is part to transmit the dominant values, mores,
attitudes and ideas of the society.
Culture context of education is necessary to sharpen our awareness of the kinds of experiences to
which we will be exposing children and to make us aware of alternative experiences and the kinds of
personalities that alternative might produce.
LESSON 2
Motivation and Learning
INTRODUCTION
Motivation is a force that energizes and directs behavior toward a goal (Eggen, Kauchak, 1994).
Wlodkowski (1986) suggested that motivation describes processes that (a) arouse a desire to investigate
behavior, (b) give direction and purpose to behavior, (c) continue to allow behavior to persist, or (d) lead to
choosing or preferring a particular behavior. In relation to learning, Crump (1995) stated that the act of
motivating could be defined as exciting the mind of the student to receive instruction.
In learning environment developing motivation is a difficult task for the teacher considering that
every student learns differently and every student is diverse in their own ways. Yet, it is the responsibility of
the teacher to guide and encourage them in a constructive manner (Shadlyn, 2004). Teacher’s instructional
choices can make a positive impact on the student’s motivation.
I. Learning: Definition
Learning – is the act of acquiring new, or modifying and reinforcing existing knowledge, behaviors, skills,
values, or preferences and may involve synthesizing different types of information. The ability to learn is
possessed by humans, animals, and some machines which progress over time and tend to follow learning
curves.
II. Motivation: Definition
Motivation – is the inner state that arouses individual’s desire for a goal and maintains their efforts in a
certain direction and time (Kong, 2009). It is the process that initiates, guides and maintains goal-oriented
behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or
reading a book to gain knowledge (Kendra Cherry).

III. Motivational Drives
Achievement Motivation – a drive some people have to pursue and attain goals. They work when
they perceive that they will receive personal credit for their effort.
Affiliation Motivation – a drive that dictates people to work better when they are complimented for
their favorable cooperation.
Competence Motivation – a drive to be good at something.
Power Motivation – a drive to influence people and change situations.
Social Approval Motive – the win-win drive
IV. Motives, Drives, and Needs: Definition

Motive – means the concern, desire, emotion, need or purpose that energizes people to action and
determines their choice of behavior.
Drive – is the strong desire or need in humans which makes them act in a particular way.
Need – is something that is necessary for organisms to live a healthy life. Needs are distinguished
from wants because a deficiency would cause a clear negative outcome, such as dysfunction or
death. Needs can be objective and physical, such as food, or they can be subjective and
psychological, such as the need for self-esteem.
5 Critical Needs of Children

The need to feel respected The need to feel important
The need to feel accepted The need to feel included
The need to feel secured
Self-
actua
lizati
on
need
s, e.g.
desir
e for
Esteemself-
needs, e.g.
success,fulfill
recognition
m ent
Belonging needs, e.g. friendship

and love
Safety needs, e.g. security
Physiological needs, e.g. hunger, thirst, rest, etc.

6 Motivation and School Performance
Figure 2 Maslow’s Hierarchy of Human Basic Needs
The essential point of Maslow’s perspective is that no learning will takes place the student’s basic
needs are met. Thus, students need to have their physiological needs met along with feelings of safety and
also experience a sense of belonging. This makes intuitive sense because a student who is hungry will never
perform well, nor will a student who is bullied (lack of safety), and neither will the student who feels that
they are an “outsider” and that they have no friends. If their basic needs are met then motivation to learn
should be present, especially if the student gains some esteem from their efforts. For Maslow, the best
motivation for learning will occur when we are attempting to self-actualize, for this is when we will be truly
experiencing growth and development. Ultimately, any factor which prevents us from self-actualizing will
be a hindrance to our motivation to learn.
In order to maximize the effectiveness of school-wide and individual classroom teaching programs,
administrators and teachers must consider students’ needs in the hierarchical order. Making this a top-most
priority in the development of educational programs will help students’ capability of reaching their highest
potentials.
Motivation Techniques in School

Use verbal praise
Employ collaborative learning
Utilize different teaching strategies
Capitalize on motivational activities
Use simulations and games
Capitalize on the arousal value of surprise, discovery and exploration
Occasionally do the unexpected
Understand the social climate of the school
Minimize the unpleasant consequence of student involvement
Best outputs should be displayed
Measurement of Motivation
Interview
Questionnaire
Rating Scale/Situational Test

LESSON 3
Growth and Maturation of the Learner
INTRODUCTION
In any form and level of education, the development of the learners always comes as the prime
priority. The development of every learner shoots from the parallel processes of human growth and
development. Understanding these metamorphic modifications of the human behavior, mind, and body,
starting from when they are born to adulthood, will provide us the knowledge in designing solutions that will
cure deficiencies or impeding the occurrence of the same deficiencies or difficulties for other individuals.
I. Growth, Maturation, and Development: Definition

Growth – refers to the increase in size, length, height and weight in the human physiology which
can be measured. Changes in the quantitative aspect come into the domain of growth.
Development – is the progressive series of orderly coherent changes. Webster defines development
as the series of changes which an organism undergoes in passing from an embryonic stage to
maturity. These changes refer to physical, emotional, and intellectual changes.
Maturation – is the end result of development. It is said to be the behavior that is appropriate to the
age of the individual concerned.
II. Principles of Growth and Development

Growth and development varies (principles of individual differences)
Growth and development is unique for each individual
Growth and development is a continuous process
Growth and development is sequential
Growth and development is integrated
Growth and development is a product of heredity and environment
Growth and development is directional
III. In Perspective: Philippine Child Studies

The following are some results of studies conducted in the Philippines regarding the growth and
development of children (Andaya, Guthrie and Tayag):
Upper middle class children were more advance in fine motor adaptive progress while lower socio-
economic class children significantly delayed in gross motor, fine motor, language, and personal
social development.

Among grade I to grade VI children in the Central Philippines, it was found out that taller children
performed better in intelligence test compared to smaller children of their own age.
In a study about breakfast habits, it was found out that calorie and protein intake during breakfast is
significantly related to the attention span. With increase in calorie intake, attention span becomes
longer.
Socio-economic status influenced the mental scores of the 0-23 year-old Filipino children and youth
with those coming from the upper socio-economic getting the highest scores and urban subjects had
higher mental scores that their rural counterparts.
Loving and autonomous parents who provide their children with varied activities have children who
rate high in cognitive development.
The art expression of Filipino children age 5-19 years old progresses from year to year.
IV. Cognitive and Non-Cognitive Development
Cognitive Development
Cognitive development is the construction of thought processes, including remembering, problem

solving, and decision-making, from childhood through adolescent to adulthood. Cognitive development also
refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction
of genetic and learned factors. Among the areas of cognitive development are information processing,
intelligence, reasoning, language development and memory.
Non-Cognitive Development
Non-cognitive development includes emotional maturity, empathy, interpersonal skills, and verbal
and non-verbal communication. Non-cognitive development involves emotional and social changes as
humans grow.
V. Factors Influencing Development

8 Factors that Influences the Growth and
Development of an Individual
Heredity
Environment
 Physical Environment
 Social Environment
 Psychological Environment

Sex
Nutrition
Races
Exercise
Hormones
Learning and Reinforcement
Individual Differences
Each child is a unique individual and differs from every other and presents individual problems.
Individual differences among children are related to their development state at any time. The developmental
state refers on the hand to the level of maturation and on the other hand to the resultant of the process of
growth and effects of experiences.
Types of Individual Differences
Intelligence
Special abilities
Family and cultural background
Alacrity in learning
Mental age
Motor ability
Sex differences
Nationality
Economic situation
Differences in respect of development
Differences relating of learning
Difference of interests
Personality
Advantages in Knowing Individual Differences
The objective of modern education is the complete development of the child. In connection to this,
the teacher has the following advantage to derive from knowledge of individual differences:
These can help him to form the proper attitude towards the brilliant and the dull-witted students. It is
too evident that very good results cannot be expected from dull-witted or mediocre students.

Any effort to bring all or a majority of the students in the class to the same level is futile since some
50 or odd percentage of them will invariably remain below this level
Improvements in atmosphere, method of teaching, and the apparatus of education cannot lead to the
satisfactory teaching of all students since their individual ability to learn differs widely.
Knowing the presence of individual differences the teacher is not perturbed at the failure of some of
his students since such failures are only to be expected from below-average students.
The teacher does not come to expect successes that are impossible. Individual differences make it
clear that all aspects of the personality are mutually related and to develop any one aspect is essential
that all aspects be developed.
LESSON 4
Learning and the Cognitive Process 1 and 2
INTRODUCTION
Cognition involves intellectual processes (perception, memory, thinking and language) through
which information is obtained, transformed and used. This is a way of processing information and without
information the cognitive process is meaningless. Cognitive process is defined as encompassing all
information processing or as the ability to think and reason out which is a conscious event exclusive to
humans. One way we use the cognitive process in our daily lives is with learning. Learning is not just
something we do in school or informal settings. We learn everyday. Sometimes our every survival depends
on how well we can learn. Learning is broadly defined as change. The focus can be on what we learn (the
product of learning) or on how we learn (the process).
The major task of the school is the development of concepts and generalizations that either nay not
be learned outside of the school or may be learned systematically in school. The high school students
studying Biology learns such complex concepts, such as photosynthesis and blood circulation, which they
would not learned if they were not exposed to them systematically. It is now the functions of the school to
thoroughly inculcates or clarify these concepts.
I. Concept: Definition
A concept is a cognitive unit of meaning, an abstract idea or a mental symbol sometimes defined as a
“unit of knowledge”. Concepts are typically associated with a corresponding representation in a language or
symbol. For instance, a third grade class is studying a unit on “Ships, Harbor and Cargoes”. In this unit the
children are to learn what a “harbor” is. The teacher describes a harbor as a “sheltered of water having
piers”.

Some teachers might be satisfied were merely to repeat the description of the harbor. However, if the
teacher wants the child to acquire the concept of harbor, a much more complicated process of learning is
required. The formation of a concept is distinguished from the rote memorization of verbal definition of a
concept in the following ways:
Discrimination is required:
The child must be able to distinguish what a harbor is. The child must be able to distinguish a harbor
from other geographical formation, particularly other bodies of water, such as rivers, lakes, seas, or oceans.
A generalization is required:
The child must be able to utilize the description of a harbor to identify many examples of a harbor.
The concept of a harbor is the categorization or a grouping which applies to many kinds of harbors, each of
which is characterized by a sheltered body of water and piers.
II. Concepts: Their Functions and Purposes

We use concepts for different purposes:
For generalizing information
For making associations
For speeding up memory
For guiding actions and behaviors
III. The Process of Concept Formation
Concept formation is a process in which a person interacts with his environment and organizes the
mass of stimuli that he is experiencing. From this organization, he interprets the environment and act on the
basis of this interpretation.
Concept Formation of Appropriate Experiences
Concept cannot be learned without some relevant experience with the phenomena which are to be
conceptualized. Concept Formation of the Inferential/Influential Person To acquire a concept, a person must
abstract or infer from sensory data and his experiences.
Concept Formation of the Character of Experiences
The kinds of concept children develop will be limited by the kinds of experiences that are available
to them.
Concept Formation of the Formal and the Informal Experiences
Concepts are learned through organized experiences and from casual, everyday experiences.
Influence of Previous Learning on Concept Formation
The child’s interpretation of new concepts will be influenced strongly by the concepts he had already
developed formally and informally.
IV. Organizing Learning Experiences to Teach Concepts

V.
Methods of teaching concepts
Teaching concepts through examples

Teaching concepts through the sequence and kind of examples used
Teaching concepts through the complexity of stimulus situation
Concept acquisition through realistic experiences
Teaching concepts through simple and complex concepts suggested by the common sense
Concept acquisition through practice
Concept acquisition through reinforcement
Concept acquisition through verbalization
VI. Concepts and Personality
Cognitive process is an important aspect in personality. Concepts are not learned in isolation; they
are not discrete entities attached to the personality of the child. Each learned concepts becomes the learner’s
way of depicting his world, each is a representation of what for him are known objects, and examples of the
unknown. And in turn, each learned concepts becomes his way of life, a way of acquiring, a way of
understanding, and a way of reacting.
A child, whose concept of a teacher is defined as harsh, demanding, punitive and unsympathetic, will
be different from a child who sees the teacher as helpful, kind, sympathetic and rewarding. Different
knowledge of concepts discriminates not only the mental activity of an individual from another individual,
but how he accept and reacts to such concepts which in the long run becomes part of his behavioral DNA
and personality.

VII. Personality: Types
Personality is the unique organization of characteristics that determine the individual’s typical or
recurrent pattern of behavior (Wechsler).
From early childhood, the concept of self is an important factor in guiding both the individual’s
immediate behavior and further development of personality. This “self” is the personality “viewed from
within”. All the experiences within oneself and one’s environment are integrated into it. Personality includes
the self and the structure and more.
Types of Personality
Psychological Type Theory (Carl Jung)
Introverts
Extroverts
Personality Types (Erich Fromm)
Receptive type
Exploitative type
Hoarding type
Marketing type
Productive type
Personality Types according to Body Types (William Sheldon)
Endomorphic
Mesomorphic
Ectomorphic
VIII. Acquisition of Generalization
Generalization is defined as the statement of relationship between two or more concepts. A

generalization is meant to be applied to more than a single event. The concepts included in the
generalization refer to categories is meant to be a relationship that applies particular instances of the
concepts.

Examples of Generalization
“Particles with charges of opposite sign attract each other.”
- is a generalization stating a relationship between charged particles of opposite signs.
“A force attraction between two bodies is directly proportional to the product of their masses and inversely
proportional to the square of the distance between them.”
- is a generalization stating the proportionality between three concepts – force, mass and distance.
Level of Understanding of Generalization
Learning generalization from remembering (memorizing)

Acquiring generalizations from deduction and induction
 Deductive process (deduction from other generalizations) – the child is given the rule or
generalization and must discover for himself the instances to which the rule of generalization
applies.
 Inductive process (induction from observation) – the child discovers for himself the
generalization as well as the instances to which the rule applies.
Learning generalization through discovery
IX. Development of Critical Thinking

According to Pingery, critical thinking has been defined as:
Collecting data, organizing them or formulating hypothesis from data.
Using the correct principles of logic and understanding the nature of preposition.
Criticism thinking
Understanding the psychology of propaganda and advertising techniques.
Synonymous with problem solving.
X. Development of Associative Thinking
Associative thinking is developed by attracting responses to certain stimuli called cues, so that when
cues on stimuli occur, the appropriate response to them is made easily and quickly.
Three major processes appear to be involved in the system of reorganization.
Leveling process in which irregularities or asymmetrical features are removed.

Sharpening process in which striking or unusual features are accentuated.
Assimilation process in which what is retained in change in the direction of something more
common or familiar to the individual.
Associative thinking is the ability to draw associations and patterns across elements.
Association by memory
Association by color
Association by ideas
Association by patterns
LESSON 5
Learning and the Attitudinal Processes 1 and 2
INTRODUCTION
We often notice how a person acts affable in front of a friend while civil to a stranger. The behavior
we often display or conceal when we encounter someone is associated with the liking or disliking of that
person. How we perceive someone or something defines our actions and behaviors towards it. It is often our
reaction after realization from the acquisition of a particular concept.
I. Attitude: Definition
An attitude can be defined as a positive or negative evaluation of people, objects, events, activities,
ideas, or just about anything in your environment (the attitude object). Prominent psychologist Gordon
Allport once described attitudes as “the most distinctive and indispensable concept in contemporary social
psychology.”
Attitude can be formed from a person’s past and present. Attitude is also measurable and changeable
as well as influencing the person’s emotion and behavior.
Attitude maybe:
As oriented process – processes assumed to be operative within the individual; these processes
influence his behavior in specifiable ways.
As inferred processes – this relationship between the predisposition to action and particular ways of
behaving is an important one.

II. Attitude: Three Components
Affective – the emotional response that expresses an individual’s degree of preference for an entity.
Behavioral – the verbal indication or typical behavioral tendency of an individual.
Cognitive – cognitive evaluation of an entity that constitutes an individual’s belief about an object.
The Difference between Attitude and Motive
An attitude is a state or condition of the organism which predisposes the individual to be motivated
in specific ways, but is not an existing motive; while motive is generally more specific than attitude.
Characteristics of Attitude
Attitudes imply a subject-object relation

Attitudes have direction
Attitudes are characterized by an intensity factor
Attitudes are acquired
Attitudes are characterized by stability and consistency
III. Acquisition of Attitude and Need Satisfaction
Theories of an Attitude:
Learning Theory
 Classical Conditioning (Ivan Pavlov) – some attitudes may associate a particular sensory
experience with an emotional reaction.
 Operant Conditioning (Burrhus Iskinner) – an individual is reinforced for holding and

voicing certain attitudes.
 Observational learning – some attitudes are acquired form observing people’s actions and
learn from them.
Consistency Theory
 Balance theory – involves the relationship between a person and the two attitude objects. In
general, a balanced state is one in which the elements fit together harmoniously.
 Cognitive Dissonance theory (Leon Festinger) – the focus of this theory is on the individuals,
who are assumed to strive for harmony among elements in their cognitive or thought.

Cognitive-Response Theory – attitude formation or change by how the recipient of message deals
with new information. It emphasizes the role of the person’s cognitive organization in determining
new information is interpreted, remembered and retrieved. This is used in our understanding of
attitudes processes.
The Relationship of an Acquired Attitude to the

Satisfaction of a Need
Rewards for learning attitudes

Conflict in attitude
Need satisfaction provided by group
Pressures to conformity and attitude change
Pressures and patterns of communication
IV. The Identification Process and the Acquisition of Attitudes
Attitude learning processes and the various attitudinal influences are categorized into four:
Specific experiences (positive and negative)

Communications from others
Models
Institutional Factors (churches, schools, organizations, etc.)
V. Influences: Definition
Influences are the effects of a person or situation’s actions and behaviors to another person or
situation’s actions and behaviors. Influences may be bad or good. Social influences occur when one’s
emotions, opinions, or behaviors are affected by others. Social influences take many forms and can be seen
in conformity, socialization, peer pressure, obedience, leadership, persuasion, sales, and marketing.
Major Types of Social Influence
Compliance – is the act of responding favorably to an explicit or implicit request offered by others.
Identification – is the changing of attitudes or behaviors due to the influence of someone that is
liked.
Internalization – is the process of acceptance of a set of norms established by people or groups
which are influential to the individual.

Conformity – is a type of social influence involving a change in behavior, belief or thinking to align
with those of others or to align with normative standards.
Minority Influence – takes place when a majority is influenced to accept the beliefs or behaviors of
a minority.
Self-fulfilling Prophecy – is the prediction that directly or indirectly causes it to become true, due to
feedback between belief and behavior.
Reactance – is the adoption or a view contrary to the view that they are being pressured to accept,
perhaps due to the perceived threat to behavioral freedoms. This behavior has also been called
anticonformity.
Obedience – is a form of social influence that derives from an authority figure.
Persuasion – is the process of guiding oneself or another toward the adoption of some attitude by
some rational or symbolic means.
VI. The Evaluative Process and Learning of Values
Attitudes are reflected in such words as like and dislike, while values are reflected in such words as
good or bad.
Values
- is preference based upon a conception of what is desirable.

- are powerful drivers of how we think and behave.
How values are learned?
Values, like attitude are presumably learned as ways of obtaining needed satisfaction. The
socialization process of a child insures that learning of certain behaviors by the application of rewards and
punishments.
Influence on Value Acquisition
The experimental evidence suggests that the same kinds of influences that affect the acquisition of
values, also affects the acquisition of attitudes.
Values and the Parent-Child Relationship
The child’s initial relations with his/her parents are dependent in character. The infant relies upon
his/her mother to provide him/her with the requisites for the sustenance of life. Obviously, the child cannot
be independent in satisfying his/her own biological needs. Out of this dependency relationship with the

mother, the child typically acquires dependency need, that is, s/he finds relying in his/her mother as a source
of need and satisfaction.
Influence of the School on the Development of a Value System
The school, through the teachers, tends to reinforce the general value standard of society. The
teacher’s relationship with the child is similar to that of the parents, in that both parent and teacher are
sources of reward and punishment according to their behavior.
Learning of Values
Some psychologists think values are impossible to teach and it is certainly true that telling kids to be
more honest or diligent or considerate does not work any better that telling adults to be. But if values are
impossible to teach, they are too important to leave a chance
LESSON 6
The Learner and His Environment
INTRODUCTION
“To heredity, the child owes his possibilities. However, to environment, he owes the realization of these
possibilities.”
The learning environment is the place where teaching and learning can take place in the most
effective and productive manner. It consists of the classroom and all the instructional features and non-
threatening classroom climate needed in planning and implementing all teaching and learning activities. It
consists of both physical and psychological environment, that surrounds the learner and that influences
his/her learning.
I. The Learner and His Family

Psychological Climate – refers to the prevailing psychological atmosphere along with all that it
encompasses such as mind set, behaviors, and core values.
Psychological Climate in the Home – refers to the way in which attitudes, personality, and behavior
is being influenced by the family members at home.
The emotional climate of the home sets the foundation for almost everything the child does. Feelings
of physical safety and emotional security are vitally important for normal child development. When these

are present, children feel free to express themselves and explore their physical, intellectual, and social
environments. When these are absent, the child’s ability to grow (physically, intellectually, and emotionally)
is stifled.
4 Dimensions of Emotional Climate at Home (Diana Baumrind)
Parental Control
Parental Maturity Demands
Parent-Child Communication
Parental Nurturance
Important Contributors to a Child’s Growth
Acceptance of the Child – the child’s feeling of unconditional love.

Parental Sensitivity – the parents’ awareness to their children’s behaviors and needs.
Parental Responsiveness – the parents’ responsiveness to their children’s needs and actions.
Parental Involvement – the parents’ involvement in his/her response to the needs and actions of
their children. Whether their responses will usher good or bad outcomes to their children’s behavior,
growth and maturity.
Encouraging Maturity – parents’ skill in providing home environments that will nurture maturity in
their children.
Interaction Pattern in the Family
The pattern of rejection

The pattern of overprotection
The pattern of domination
The pattern of overindulgence
Disciplinary Practices in the Family
The need for limits

Effects as techniques of control
Fear as a technique of control
Effects of inconsistency and discord
II. Incidental and Unintentional Learning

Incidental learning is unintentional or unplanned learning that results from other activities (Kerka,
2000). It occurs for example reading a book for leisure and discovering new words along the way. It happens
in many ways: through observation, repetition, social interaction, and problem solving (Cahoon, 1995;
Rogers, 1997); from implicit meanings in a classroom or workplace policies or expectations (Leroux and
Lafleur, 1995); by watching or talking to colleagues or experts about a task (van Tillaart, et. al., 1998); from
mistakes, assumptions, beliefs, and attributions (Cseh, Watkins, and Marsick, 1999); or from being forced to
accept or adapt to situations (English, 1999). This “natural” way of learning has the characteristics of what is
considered most effective in formal learning situations: it is situated, contextual, and social.
III. The Family as a Teacher of Cultural Values

Almost every aspect of child-rearing, including feeding, pampering and toilet training, is influenced
by cultural beliefs and values. How parents talk to their children, touch them, clothe them, and provide their
napping needs are all cultural behaviors. Overtime, what the children see, hear, feel, and experience from
their parents mirrors the cultural values that they are living with. These values becomes the children’s guide
in learning who they are and what to do through life’s experiences - absorbing a sense of their routines,
traditions, languages, cultural, national, and racial identities. Learning comes first at home.
Cultural Value – is defined as the individual’s desirable or preferred way of acting or knowing
something that is sustained over time and that governs actions and decisions.
Family Values / Familial Values – are traditional or cultural values, i.e., values passed on from
generation to generation within the families) that pertain to the family’s structure, functions, roles,
beliefs, attitudes, and ideals.
IV. Teachers Need to Understand the Social Class

Class – is derived from the Latin classis, which was used by census takers to categorize citizens by
wealth.
Social Classes – which is usually synonymous with “socio-economic class” is defined as people
having the same social, economic, or educational status. “Social classes” is the term also used to
refer to the group of individuals who occupy a similar position in the economic system of
production. Within that system, occupation is very important because it provides financial rewards,
stability and benefits like healthcare.
According to Bank and Banks (2005), “behavior is shaped by group of norms… the group equips
individuals with the behavior patterns they need in order to adapt.” Furthermore, students identify which
certain groups to experience a feeling of belongingness. This was ascertained by Campbell (2004) by stating
that, “students of all ages have a strong need to belong to groups.”
Culturally relevant teaching starts by the teacher getting to know students on a personal level,
building teaching around the students’ interest when possible, and showcasing the talents of students
(Bennett, 2003). Teachers must empower students to succeed by providing them with a learning
environment that respects their culture, embraces their diversity and celebrates their differences.
Teacher’s ability to identify with students or understand the cultural identities of the students is
necessary for addressing their every need. For that reason, teachers must learn as much as possible about
their students so that they can structure activities, build curricular materials and tap into resources that will
help all students be academically successful.
Teachers need to view students as cultural being and embrace student diversity. In doing so,
classrooms that model tolerance and appreciation of student differences should be created.
V. The Learner and the Peer Group

Learner – someone who is learning something.
 Synonyms: student, pupil, scholar, novice, beginner, trainee, apprentice, disciple, neophyte
Peer Group – group of people who share certain social characteristics, such as age, class,
occupation, or education, and interact on a level of equality. An individual may be a member of
several peer groups, including friends, schoolmates, and coworkers. Peer groups are important in
socialization, as individuals attempt to conform to the expectations of their peer groups.
Positive (Advantages) Attributes of Peer Groups
Serve as a source of information

Teach gender roles
Serve as a practicing venue to adulthood
Teach unity and collective behavior
Identity information
Negative (Disadvantages) Attributes of Peer Groups
Peer pressure
Future problems
Risk behaviors
Aggression and prosocial behavior
Sexual promiscuity
VI. Psychological Needs to Relate Others

The need to belong is an intrinsic motivation to affiliate with others and be socially accepted. This
need plays a role in a number of social phenomena such as self-presentation and social comparison.
The need to belong is what drives people to seek out stable, long-lasting relationships with other
individuals. It also motivates them to participate in social activities such as clubs, sports teams, and religious
groups, and community organizations. By belonging to a group, they feel as if they are a part of something
bigger and more important that themselves. In Abraham Maslow’s hierarchy of needs, belongingness is part
of one of his major needs that motivates human behavior. He believed that the need for belonging help
people, to experience companionship and acceptance through family, friends, and other relationships.
VII. Adult Demands Vs. Peer Pressure

In the child’s adolescent period, there are conflicts that characteristically appear, and these are the
following:
The need to affiliate – is described as the person’s need to feel a sense of involvement and
“belonging” within a social group.
The need to achieve – stresses the importance of personal accomplishment and mastering skills, a
goal that often runs contrary with the need to affiliate.
VIII. The Psychological Climate of the Classroom

Beyond the physical arrangement of a classroom, a psychological environment is also created, based
on the interaction of key players in the classroom, namely students and teachers. More than the physical
environment, the psychological environment created by both the students and the teachers largely affects
and influences the learners’ emotional perception towards the following: feeling of belongingness,
motivation to learn and setting of goals.
Researchers found out that there is a strong, positive relationship between students’ level of
motivation and engagement and their perceptions of the classroom environment as being socially supportive.
The perception of a climate of mutual respect is required in order for students to increase their use of
effective studying strategies and increase feelings of confidence about their ability to successfully complete
assignments. Furthermore, when students perceived that they receive emotional support and encouragement
from their teachers and academic support from their peers they are more likely to be on-task in the
classroom and use self-regulated strategies.
Three Kinds of Climate

Autocratic (control of direction)
Laissez Faire (no control of direction)
Democratic (cooperative relationship between the leader and the group, with the leader more of a
collaborator than a director)
Positive Classroom Climate
Learn students’ names.

Make sure that the classroom is set up in a way that is conducive to a positive climate.
Tell students what your expectations are the first day of class.
Come before and stay after class to talk to students.
Create a safe environment for student participation.
Begin teaching the subject matter the first day of the class.
IX. The Teacher and The Peer Group
Students working in group perform better on tests, particularly in regard to reasoning and critical
thinking skills (Lord, 2001). Having students with each other is an effective methodology because it forces
students to be active learners and to talk through course concepts in their own words.
LESSON 7
Problem Behavior in the Classroom-Solving Process
INTRODUCTION
Problem behavior of a learner is another crucial task for a teacher since it interferes with his/her
learning. Teachers should at the outset identify and understand the cause or the nature of the problem,
because the “problem child” remains at the classroom even his problem is being treated elsewhere.
Problem behavior is difficult to understand for the reason that it serves as an escape oftentimes of
people from or defense against anxiety. Unconsciously, children and adults alike utilized this behavior as
ways of coping with anxiety or tension. These behaviors are, in some ways, termed “defense mechanism” or
“escape mechanism”.

Problem behavior, most of the time, is produced and aggravated by emotional conflicts. One of the
most common pattern encountered by teachers, is when a student cannot or does not know how to solve
his/her problems, s/he more often results to frustration which reflects to his overall performance inside the
academic venue.
It is obligatory for teachers to understand all of his/her students’ emotional area. But, the so called
“problem child”, who has more than the usual amount of problems and is more severely and is more
severely troubled than most children, should be given utmost attention. Many adults, usually, are easily
tempted deal with children’s displaying problem behavior. This direct and drastic treatment such as
approach often does not produce the desired results. There is a better chance of success if the treatment of a
problem is based on understanding of what lies behind the classroom. However, understanding problem
behavior is not as easy as what is supposed to be. Sometimes, it is necessary to call on psychologist or
psychiatric experts for special help.
I. Problem Situation: Definition

A problem exists when there is a goal to be attained, but the individual sees no well-defined, well-
established means of attaining it, or when the goal is so vague or unclean to the person that he cannot
determine what relevant means for attaining it is.
II. Teacher’s Attitude Towards Problem Behavior
Problem Behavior is a term used that applies any kind of behavior that creates difficulties or reveals
the presence of difficulties.
Teachers should take responsibility of dealing with the problem behavior, since interferes with both
the teaching and learning processes.
Teachers, with the help of parents, should hand in hand take the time to recognize the nature of such
problem behavior to find adequate solutions.
Teachers should consult to experts, i.e., school guidance counselor, psychologist and the like,
whenever they feel in need of expert help in the treatment of the problem behavior.
III. Emotional Problems of Everyday Living
Anxiety as cause and effect of the problem behavior

Mechanism of escape and defense
Rationalization

Displaced hostility
Self-punishment
Repression
Conformity
Shyness
IV. Problem Behavior: Background Factors
Emotional conflicts as basis of problem behavior

Problem behavior and students’ social environment
Hyperactivity of children
Discouragement as a factor in problem behavior
School policies and condition that are detrimental to mental health
Ways in which schools can improve mental health.
Trends in Dealing with Problem Behavior (Hollister, 1959)

Use of consultation to strengthen classroom guidance of behavior
Employment of group methods of behavior guidance
Emphasis on teacher-parent cooperation
Concern about psychological factors in human behavior in the teaching education
Interest in the use of measurement evaluating mental health.
Interest in introducing materials on human relationship in the curriculum
V. How Problems are Solved

Problem Solving means the process involved in the solution of the problem (Reber & Reber, 2001).
It is the ability to solve problems. A problem, on the other hand, is simply a request for a satisfactory
outcome to the situation. Solving the problem is a method of organizing the given information and using that
information, along with the knowledge a person possesses, to obtain the desired outcome or solution.
5 Critical Cognitive Processes of Problem Solving

(Bransford & Stein)
Identification : Recognizing that a problem exist
Definition : Defining problems, classifying problem

types, and building representations
Exploration : Exploring strategies for solution
Action : Acting out strategies in order to obtain
The desired outcome to the problem
Looking and Learning : Reflecting on the effects of actions
Problem Solving with Respect to Classroom Management

Problem solving in the classroom management relates to the Teacher Effectiveness Training.
Classroom problem solving is initiated by determining the owner of the problem – the teacher or the student.
The behavior of the student can be divided into three areas (Wolfgang, 2001):
Behaviors indicating a student having a problem (the student owns the problem)
A no-problem behavior, or “wala lang” behavior
Student behaviors of the student that have a direct and concrete effect on the teacher, causing the
teacher to own the problem
The resolution can begin at once the owner of the problem is determined. If the student owns the
problem, the teacher can use such as critical, active listening, or door openers to help the student understand
how their behavior is affecting the teacher.
The fourth area of owning the problem is when the students’ behavior causes both the teacher and the
student to own the problem. Problems such as these are usually resolved by one of three methods:
Method I : The teacher wins by using authority and power, and the student losses.
Method II: The student wins and the student losses.
Method III: A preferred method of resolving classroom conflicts is the “No Lose” method. The
conflict is resolved when the teacher actively listens and uses the I-messages until s/he fully hears the
student’s problems and needs.
The following are the six steps involved in using Method III to resolve a conflict:
Step 1. Defining the Problem: The teacher helps an individual student focus on the problem.
Step 2. Generating Possible Solutions: The teacher involves the students in contemplating numerous
possibilities for solving the problem.

Step 3. Evaluating and Deciding on Solutions: With the guidance of the teacher, the students should
assess all possible solutions to determine which can be agreed upon by all involved.
Step 4. Implementing Solutions: Established an agreement as to who will do what and when they will do it
and schedule a meeting to reevaluate the results.
VI. Reaction of the Individual in the Problem-Solving Situation

Disbelief
Anger, moodiness and irritability
Flashbacks
Forgetfulness
Loss of hope
Social withdrawal
Isolation from others
Positive and Negative Reactions of Learner
Towards Problem-Solving Situation
POSITIVE NEGATIVE
Highly motivated Passive
Active Doubtful
Optimistic Anxious
Consider problems as negative stimuli Inferior
Needed to be addressed by positive response Peer or Group
Withdrawal
VII. Effects of Success and Failure in Problem Solving

Individuals with low self-esteem tend to respond to experiences in a balance way; positive events
lead to positive psychological states and negative events lead to negative ones. By contrast, high self-
esteemed individuals tend to embrace positive events but disregard or offset the potentially
debilitating effects of negative events, and this is associated with maintaining positive psychological
states (Brown & Dutton).
Individuals with high self-esteem are able to access more positive thoughts about themselves after
failure. Hence, they maintain a positive focus. By contrast, low self-esteemed individuals are unable
to utilize this strategy, as they doubt the number of positive attributes that they possess.
VIII. Influences of Experience in Problem-Solving Behavior
Previous experiences of the problem solver influences the kinds of responses that he is likely to
make in a new problem situation. The problem solver has already learned ways and methods of viewing
elements in a problem situation and attacking problems that have been proven effective.
IX. Realistic and Unrealistic Problems
Realistic Problem – are problems seeking what is achievable or possible, based on known facts.
Unrealistic Problem – are problems which resemble but do not duplicate “life” conditions of the
situation in which the students were actually placed in a room with full-sized materials.
X. The School and the Development of Problem-Solving Behavior
The school can create problems for children by placing them in situations which arouse their
curiosity provoke their interest and require them to expend effort to attain desires goals.
The school prepares a child for problem-solving by encouraging the development of attitudes
consistent with critical thinking.
The school provides the background of information and knowledge that prepares the child for his
critical analysis and also teaches him ways of seeking out relevant information.
The school may also develop the child’s ability to make and test hypotheses.
The school is appropriately concerns with the development of the child’s ability reason inductively
and deductively.
LESSON 8
Psychological Concepts of the Teaching-Learning Process
INTRODUCTION
Theories of learning are beliefs, policies and procedures, proposed or followed as bases of action.
These are scientifically acceptable general principles or body of principles offered to explain phenomena.
These are also hypotheses assumed for the sake of argument or investigation.
Despite the differences in theoretical perspectives, the basic premises of learning theories are true
to all their perspective. People learn things that are beneficial to them. Sometimes, their behavior changes in

a way that is not helpful to them. Likewise, they learn things that do not help as to advance either as
individuals or as species. Moreover, people are not always aware of what they have learned. Learning is not
always deliberate, and they may not be conscious of what they have learned. Sometimes, they learn some
things without realizing them. They are unaware of what they have learned, or they learn something that
they did not set out to learn.
The results of learning are not always easy to see. Most contemporary theorists agree that not all
learning yields readily observable change. There are different types and levels of learning. In the last 30
years, psychologists have determined that the learning varies from simple and mechanical (e.g. reflexes) to
complex and organized process (e.g. solving quadratic equations).
I. Theory: Definition
A theory is a system of ideas intended to explain something, such as a single or collection of facts
and events of phenomena. It is a general explanation for observation made overtime.
II. The Importance of Theory

Theory is at the heart of the scientific process. In simplest terms, observations of a phenomenon
lead to an educated guess about what is causing it or how it works. Experiments or other forms of research
then test this guess or hypothesis. If these guesses are confirmed a theory emerges. If it is a powerful one, it
will both explain, why something is happening in such away, and predict what should happen next. Theories
may be abandoned or modified as researchers learn from both their successes and failures.
Explaining how something works is important, not only for the sake of knowledge itself.
Explanation can lead to solutions. People cannot fix something if they do not understand what went wrong.
To interfere in the process, they have to understand the process, in all its overwhelming complexities.
One of the essential characteristics of human beings is their need to make sense of the world
around them. If they cannot fit their impressions of the universe into some meaningful framework, they
become overwhelmed by anxiety, and panic. It is quite that this requirement is related to a basic need to
avoid danger and make the environment safe, but it may be a way of dealing with distracting stimuli in order
to be able to concentrate on making the decisions and carrying on the actions needed for everyday existence.
III. Development of Theoretical Concepts

During the last few hundred years, people have become somewhat more tolerant of skeptical of
some other people who want to investigate data that no one seem to fit commonly accepted beliefs. We have
now reached a point in our development in which people allow a great deal of freedom to many who want to

investigate the physical advantages, such as the development of modern technology, have resulted from such
research. They also permit some – the behavioral scientists – to investigate human behavior.
Indeed, many findings of behavioral scientists are contrary to our ideas of “common sense”. Like
scientists in the natural and physical fields, psychologists also become skeptical. They have had to be
suspicious of the simple obvious explanations of human behavior. With these suspicions, they are forced to
find answer with a great deal of curiosity resulting to the development of such theoretical concepts.
IV. Requirements of a Usable Teaching-Learning Theory

What an effective teaching-learning theory should do:
It must help the teacher/learner understand all the process of human learning.
It must extend the teacher’s/learner’s understanding of the conditions or forces that stimulate, inhibit,
or affect learning in any way.
It must enable the teacher/learner to make reasonably accurate predictions about the outcomes of
learning activity.
It must be a source of hypotheses, clues, and concepts that teachers/learners can use to become more
effective.
It must be a source of hypotheses or informed hunches about teaching/learning that can be tested in
the classroom as well as through experimentation and research, thus extending the teacher’s/learner’s
understanding of the teaching-learning process.
V. Effective Teaching-Learning Theory: Assumptions

Each human has a continuing drive to become more competent and effective.
Human competence and effectance are principally the result of learning.
The development of competence depends on learning process that are set in motion when the
individual perceives events in his internal or external environment that are new and different from
the ones previously experienced.
Learning to be competent and effective is a continuous, lifelong process.
VI. Teaching-Learning Theories and Approaches

Learning Theories
Behaviorism Theory or Associative Learning Theory
 Learning has three elements: Environment, Performance and Reinforcement.
 Learning is focused only on overt, observable measurable behaviors.
 A type of behaviorist learning in which associations are established between automatic
emotional or physiological responses and a new stimuli; also called “S-R pattern learning”.

Two Types of Conditioning
 Classical Conditioning (Ivan Pavlov)
 The term classical means “in established manner”
 An individual learns when a previously neutral stimulus is paired with an unconditioned
stimulus until the neutral stimulus evokes a conditioned response.
 Operant Conditioning (Burrhus F. Skinner)

 The individual learns the desired response because s/he is rewarded for doing so and learns to
avoid undesired responses because s/he is punished in doing so.
 Using pleasant and unpleasant consequences to be control the occurrence of behavior.
 Stress the consequence of behavior in order to learn.
Types of Reinforcement
 Positive Reinforcement – desired, follow-up stimuli added to strengthen a behavior.
 Negative Reinforcement – inhibiting follow-up stimuli withdrawn to strengthen a behavior.
Social Learning Theory (Albert Bandura)

 Also known as “Social Cognitive Theory” and “Observation and Imitation Theory”
 Many forms of social behavior are learned through imitation and because that learning is
social in the sense that involves doing what others do.
 Observational learning is a social learning strategy with emphasis on learning by watching
others; also called “Imitation/Modelling”.
 Conditions for Effective Modeling

 Attention- watching behavior occur
 Retention – recalling of what was observed
 Reproduction – replicating behaviors
 Motivation – influencing someone to do something
Social Constructivism (Led S. Vygotsky)

 A theory of knowledge in sociology and communication that examines the development of
jointly understanding of the world. The level of potential development is at the level at
which learning takes place.

Multiple Intelligences Theory (Howard Gardner)
 A theory of intelligences that differentiates it into specific (Primary Sensory) “modalities”
rather than seeing intelligences as dominated by single general ability.
 Each individual possesses unique blend of all intelligences.
 The theory should “empower learners”, not restrict them to one modality of learners.
Eight Types of Multiple Intelligences

 Musical/Rhythmic – ability to produce rhythm and appreciate pitch and timber.
 Visual/Spatial – capacity to think images and pictures.
 Verbal/Linguistic – sensitivity to the sound and meaning of words.
 Logical/Mathematical – ability to think conceptually and discern patterns.
 Bodily kinesthetic – ability to handle object skillfully and control body movements.
 Interpersonal – capacity to respond appropriately to others.
 Intrapersonal – capacity to self-aware and in tune inner feelings.
 Naturalistic – ability to recognize objects, plants in nature.
Brain-based Learning
 A theory based on the structure and function of the human brain. It constantly accessing
information and interpreting its environment, and continuously interacting with its
surrounding to learn and how to function appropriately.
 Each brain is unique because it process information in ways that makes sense to the one
brain but may not make sense to another.
Sensory Stimulation Theory
 Has the premise that effective learning occurs when the sense are stimulated.
Holistic Learning Theory

 Has the premise that the individual personality consists of many elements specifically the
intellect, emotions, the body impulse, intuition, and imagination.
Cognitive Learning Theories
 Cognitivism (Jean Piaget)
 It means through interaction and self-cognition development to acquire knowledge, and
concern what learner know and how to use efficiency way to processing information.
 It focuses on the inner mental activities – opening the “black box” of the human mind is
valuable and necessary for understanding how people learn. Knowledge can be seen as
schema or symbolic mental constructions. Learning is defined in the learner’s schemata.

 Field Theory (Kurt Lewin)
 Focuses on the psychological field or life space of an individual.
(Life Space Concept – it is not possible to draw accurate conclusions simply by observing overt behavior.)
 Problem Solving Theory (Wolfgang Kholer)
 Focuses on the capacity of an individual to discern the true nature of a situation, imaginative
to see into and understand immediately.
 Gaining insight is a gradual process of exploring, analyzing and restructuring perceptions

until solution is arrived.
 Meaningful Learning Theory (David Ausubel)

 The acquisition of new meanings.
Two Important Ideals in the definition:

 Materials to be learned are potentially meaningful.
 The theory refers to the process by which students turn meaningful materials into actual
meaningfulness.
Transformative Learning Theory

 Seeks to explain how human revise and interpret meaning. It is the cognitive process of
effecting change in a frame of reference. A frame of reference our view of the world. The
emotions are often involved. Adults have a tendency to reject any ideas that do not
correspond to their particular values, associations and concepts.
Learning Style Theory
 Proposes that individuals learn in different ways, that there are four learning styles –
feeling, watching, thinking, and doing – and that knowledge of a learner’s preferred
learning style will lead to faster and more satisfactory improvement.
Andragogy – is the art and science of helping adults learn.
Approaches in Teaching
Thematic Approach – is a way of teaching and learning, whereby many areas of the curriculum are
connected together and integrated within the theme.

Discovery Approach (Jerome S. Bruner) – is a technique that encourages students to take a more
active role in their learning process by answering a series of questions or solving problems
designated to introduce a general concept.
The Discovery Method refers to how much guidance the teachers should give their students. There
are three levels of guidance in teaching:
 Pure Discovery – the student receives representative problems to solve with minimal teacher
guidance.
 Guided Discovery – the students receives problems to solve, but the teacher provides hints and
directions about how to solve the problem to keep the student on track.
 Expository – the final answer or rule is presented to the student.
Cognitive Approach (John Dewey) – also known as “Practical Approach” posits “Learning by
doing”.
Teacher-Centered Approaches
Objectivism – posited that learning assumes that knowledge can be transferred from teachers or
transmitted by technologies and acquired by learners.
Instructivism – stresses the importance of goals and objectives that exist apart from the learner.
Behaviorism – is a world view that operates the principle of stimulus response.
Cognitivism – paradigm essentially argues that “black box” of the mind should be opened and
understood.
Student-Centered Approaches
Bananism – is a paradigm/philosophy that believes learning is viewed as a personal act of one’s

potential.
Constructivism – is a paradigm posits that learning is an active, constructive proves.
Connectivism – is the integration of principle explored by chaos, network, and complexity of self-
organization.
VII. Teaching-Learning Process: Overview

Teaching-learning process in the monitoring and judging the overall quality of learning or
teaching based of objective, data and scientific criteria.
Four (4) Elements of the Teaching-Learning Process

Assessment
Planning
Implementation
Evaluation
Importance of the Teaching-Learning Process
It determines students learning needs, readiness to learn and learning styles.

It helps develops the teaching plan based on mutually predetermined behavioral outcomes to meet
learners’ needs
It performs the act of teaching using specific instructional method and tools.
Principles to Enhance Teaching-Learning Effectiveness
Sorting goals by learning domains

Beginning with what the student knows
Moving from simple to complex
Grasping the moment
Praising student’s learning outcomes
Allowing immediate application of knowledge
Involving students
Preferring student’s learning styles
Giving feedback on student’s progress
Effective Teacher: Qualities
An effective teacher loves to teach.

An effective teacher demonstrates a caring attitude.
An effective teacher can relate to his/her students.
An effective teacher is willing to think outside the box.
An effective teacher is an excellent communicator.
An effective teacher is proactive rather than inactive.
An effective teacher strives to be better.
An effective teacher uses a variety of media in their classroom.
An effective teacher challenges his/her students.
An effective teacher understands the content that they teach and knows how to explain that content in
a manner that his/her students understand.
LESSON 9
Management of Classroom Learning
INTRODUCTION
Classroom management is an integral part of classroom process. It suggests providing a classroom

environment that is conducive to learning, such as appropriate time scheduling for various activities and an
orderly placement of furniture and instructional materials. A clean and well-lighted area, together with a
comfortable seating arrangement, makes the classroom an inviting place for promoting interaction and a
much welcomed feeling of togetherness. Records of performance are well-kept and reported to keep tract of
progress. Discipline indicating complete behavior control is well-established.
Classroom management, often called classroom discipline has been a priority of teachers for
nearly 40 years, or for as long as there have been opinion surveys of educational priorities. Although there is
no agreed-upon definition of classroom management, the framework offered by Evertson and Weintein
states that classroom management has two distinct purposes: “it not only seeks to establish and sustain an
orderly environment so students can engage in meaningful academic learning, it also aims to enhance
students’ social and moral growth.
I. Classroom Management: Definition

Classroom Management is a broad term which refers to everything that teachers establish and
maintain an environment in which effective learning takes place. It is the process of ensuring that
classroom’s lessons runs smoothly despite disruptive behavior of students. The term also implies the
prevention of such disruptive behaviors.
It is possibly the most difficult aspect of teaching for many teachers. Once a teacher loses control
of their classroom, it becomes increasingly more difficult for them to regain that control. From student’s
perspective, effective classroom management involves clear communication of behavioral and academic
expectations as well as cooperative learning environment. Classroom management is closely linked to issues
of motivation, discipline and respect.
Management Concerns in the Classroom
 Prevent Disruptions
 Arrangements of Physical Space
 Delegation of Responsibilities
 Peer Relationship
 Rule Setting and Classroom Procedures
 Misbehavior in the Classroom
II. Importance of Teachers
A teacher is a person who provides education for students. The first and most important role that
teachers play in every student’s life id to educate them. Understanding a particular concept of any subject is
a very easy job, but it gets tougher when it has to be made simple for kids to understand. They make
education a simpler process by explaining the subject in literal ways, using examples and demonstrations.
To teach a child completely new and unheard topic, so that s/he remembers it and learns to apply it in the
right manner is a very difficult task.
The second importance of teachers in the students’ lives is to inspire them. Teachers motivate
students deal with changes in their lives, since most of the times; parents fail to understand specific needs of
their own children. Teachers become an inspiration to students in self-improving and bringing out their very
best in every phase of their lives.
III. The Teacher as Psychological Weather Maker

The teacher influences student’s growth and behavior by way of good management of the classroom,
the social climate, the emotional, and the physical aspect of the classroom.
Socially supportive teacher can forge positive relationships between students’ level of motivation
and engagement and their perceptions of the classroom.
IV. Different Roles of a Teacher

Controller – the teacher is in complete charge of his class, what students do, what they say and how
they say it. The teacher assumes this role when new language is being introduced and accurate
reproduction and drilling techniques are needed.
Prompter – the teacher encourages the students to participate and make suggestions about how
students may proceed in an activity. The teacher should be helping students only when necessary.
Resource – the teacher is kind of walking resource center (monitor) ready to offer help if needed or
providing students with whatever language they lack when performing communicative activities. The

teacher must make him/herself available so that students can consult him/her when (and only when)
the wish.
Assessor – the teacher assumes this role to see how well students are performing or how well they
perform. Feedback and correction are organized and carried out.
Organizer – perhaps the most difficult and important role of the teacher has to play. The success of
many activities depends on the good organization and on the students knowing exactly what they are
to do. Giving instructions is a vital in this role as well as setting up activities.
Participant – this role improves the atmosphere in the class when the teacher takes part in an
activity. However, the teacher takes risk of dominating the activity when performing it.
Tutor – the teacher acts as a coach when students are involved in project work or self-study. The
teacher provides advice and guidance and helps students clarify ideas and limit tasks.
V. Teachers’ Expectation and Students Behavior

Pygmalion in the Classroom
Pygmalion Effect/Rosenthal Effect
 Refers to situations where teacher expectancies of the students’ performances become self-
fulfilling prophesy; students perform better or worse that other students based on the way
their teacher expects them to perform.
 One way to look at this idea is to say that “they get what they expect” and if they expect
something to happen; their expectation will tend to make it so.
Rosenthal explains the differences in term of teachers’ expectations. When teachers expect greater
intellectual development from certain children, these children did show greater intellectual development.
Rosenthal defines four (4) key factors whish drive this Pygmalion Effect:
Climate Factor: teacher who expect more certain students tend to create a warmer climate for those
children, both verbally and non-verbally (for example, they will smile more often at them).
Input Factor: teachers will tend to teach more material to children they think are smarter.
Response Opportunity Factor: children who are expected to bloom academically get more chance to
respond.
Feedback Factor: if more is expected of a child. S/he gets praised more when s/he is right but gets
more differentiated feedback when s/he makes a mistake. Children who are not expected to perform
get less feedback when they are wrong because teachers would seem to think that the children in

question would not understand the correction and so the teachers spend less time trying to correct
them.
VI. Teacher-Student Relations

The teacher should always act in the best interest of his students.
The teacher should not divulge private confidential matters and information s/he knows about the
student.
The teacher should not give student special tutoring during his free period and accepts pay or any
kind of gift as payment for extra services.
The teacher should not insult student in class because of his inability to give correct answer.
The teacher should never enter the class under the influence of liquor.
The teacher should make the learning experience of the students enjoyable, fruitful and meaningful.
S/he should be firm, gentle in matters of discipline.
He should never allow him/herself to be influenced by any considerations other than merit in the
evaluation of students’ work.
He should always maintain his/her dignity and self-respect when dealing with students.
VII. Increasing Complexities in Teaching-Learning Problems

Teachers are expected to impart a very specific body of information and skills to their students in a
prescribed amount of time using prescribed text and materials, and do everything just to keep them
quiet, attentive and on task after you give them assignment.
Teachers use to consider that students came from many different subcultures and families with every
different philosophy of life, religious beliefs and ethical/moral standards.
Teachers sometimes get into trouble for being with themselves. In school, students can report a
teacher for real or believed offences or for expressing opinions and ideas different from what the
student has been taught.
Despite the huge obstacles encountered by teachers in the profession, they still need to established
satisfying relationship with the students, parents, and even colleagues.
Teachers are not expected to perfect but be a work in progress. They are expected to treat their
student in the same manner. They should be organized, thoughtful, and learn from their own
mistakes.
LESSON 10
Discipline and the Learning Situation

INTRODUCTION
“Everyone will experience the consequences of his own acts. If his acts are right, he’ll get good
consequences; if they’re not, he’ll suffer for it.”
Classroom discipline and management causes the most fear and consternation in new teachers.
However, this is a skill that is not only learned but practiced daily. An effective discipline plan that is clearly
understood by students, teachers and parents can lead to the students’ success. It is imperative that students
fully understand behavioral expectations and consequences very early in the educational experience.
Establishing an effective discipline plan will help ensure order and maintain the instructional integrity of the
classroom. Non-verbal redirection includes strategies that are non-verbal in nature and help to guide students
toward the desirable behavior. For instance, making eye contact as the student is engaging in prohibited
behavior, such as talking or passing notes, might help to halt the misbehavior.
The use of proximity control – simply moving to the student who is off task – can be effectively
accomplished without a break in instruction. If these subtle efforts do not produce results, seat relocation
may correct the behavior.
I. Discipline: Definition
The word discipline comes from three Latin words, diciplina (instruction), discipulus (pupil) and
discere (“to learn”). In its original sense, discipline is the systematic instruction to given disciples to train
them as students in a craft or trade, or any other activity which they supposed to perform or to follow a
particular code of conduct or order.
Discipline is the process by which acceptable impulses, desires and behaviors are checked or
discouraged. In the classroom, it refers to the teaching-learning environment to maximize learning.
II. Discipline: Styles
Teacher-Imposed Discipline
 In structured situation, students learn some of the techniques and attitudes that are
necessary to maintain the social or interpersonal “structure”. They also learn to enjoy some
of the security and stability that develops when the structure is largely created and
maintain by the teacher.
Group-Imposed Discipline
 From the very beginning of school, the peer group plays an important role in socializing
the child. With respect to formation of the children’s and adolescent’s groups, adults are
inclined to take one or two courses:
 Either to ignore young people’s tendencies to develop their own standards of
behavior and to enforce their own discipline.
 To prevent the formation of groups on the grounds that they often defy and resist
adult authority and control.
Self-Imposed Discipline
 The important thing to keep in mind is that the ultimate goal is self-discipline. When
children have learned to respond to adult direction, they have successfully passed-through
one stage of social and emotional maturity.

Task-Imposed Discipline
 It is based on positive motivation. Individual must somehow see the task as important to
their self concept as a part of their perceived selves.
III. Punishment: Definition
Punishment is the authoritative imposition of undesirable or unpleasant outcome upon a group or

individual, in response to particular action or behavior that is deemed unacceptable or threatening as a norm.
In psychology, punishment is the reduction of a behavior via application of an adverse stimulus

(“positive punishment”) or removal of a pleasant stimulus (“negative stimulus”). Extra chores or spanking
are examples of positive punishment, while making an offending student lose recess or play privileges are
examples of negative punishment. The definition requires that punishment is only determined after the fact
by the reduction in behavior, if the offending behavior of the subject does not decrease then it is not
considered punishment.
IV. Methods and Techniques

The following are the three (3) disciplinary techniques generally employed by teachers and
parents in our culture:
Authoritarian
 The philosophy of this discipline is that children should do what they are told, immediately
and without question.
 The belief is that adults should have control over children. In this style, children have little
or no voice.
 This discipline employed by parents and teachers using this style are often shame,
humiliation, and sometimes physical change.

 This method in raising children does result in helping children understand rules,
guidelines, and limits, and often gets the immediate result the parents want (compliance,
obedience).
 However, it sometimes results to rebellion or revenge, and/or children becoming passive,
and the feeling they must “please others” at all costs.
Permissive
 This style is characterized by lots of love and kindness, with parents having a hard time
setting up and sticking with guidelines or structure.
 The adults using this style do not want their children to be mad, or sad, and they tend to give
in when children push limits.
 These results in children who, while sometimes being kind and emphatic, have little respect
for the needs of others, difficulty in accepting rules and guidelines, and who often feel
entitled to get what they want whenever they want it.
Democratic (Positive Discipline)

 It is the combination of the best of both of these discipline styles.
 It is based on respect and dignity for all.
 It recognizes the importance of firmness (rules, guidelines, accountability for actions) in our
relationships with children, as well as the kindness, whereby children have a voice and are
treated respectfully and lovingly.
 Children have a right to their feelings, and parents recognize they cannot make children do
what is being asked or required.
 Children learn the important life skills of respect (for self, others and needs of situations), and
accountability for their actions, while still feeling loved and respected.
Disciplinary must consider the following:

Discipline should be retributive than punitive
Discipline should be consistent
Discipline considers mores
Disciplinary measures are most effective when they are immediate
Causes of Misbehavior
Boredom
Release of frustration and tension
Desire for attention, recognition and status
Classroom Control
Establish class rules

Be friendly but firm
Have variety of disciplinary techniques planned in advance
Avoid threats
Be prompt, consistent, reasonable
When you have control ease up
VIII. Teachers’ Anxieties About Discipline
Most beginner teacher does not have enough experience to develop and effective behavior
repertory, and they find that problems relating to discipline are major source of anxiety. Discipline is one of
the major differences between new teachers and experienced teachers however, is that the better are less
concerned about problem of the discipline and are more concerned about ways of improving their general
effectiveness as teachers.
Assumptions on Students’ Anxiety

The child who has been punished frequently in school is like to be anxious whenever he is in
school. We therefore conclude that:
Whenever a child is away from school, s/he is likely to be (more/less) anxious.
Such a child is (more/less) likely to “cut school” than a child who has received no such punishment.
The more experiences the individual has had, the (more/less) s/he will fear in new situations.
LESSON 11
Psychological Services
INTRODUCTION
In all levels of the child educative process, s/he, from to time, faces apprehensions, concerns, fears
and problems. With every phase of the learner’s journey finding solutions, s/he needs someone whom they
can be treated with special attention. S/he is someone who will listen, understand and may help the learner in
tackling the problem which is causing him/her so much of the anxieties that weakens their ability to learn.
I. The Shortcomings of Mass Education
It has turned out that mass education is more difficult to achieve than we had anticipated.
This is very able summing up of the present public school system.
Education is from within outward development of the faculties and talents of the individual.
All true education is self-education.
It is to be hoped that with time the realization that children are not miniature computing machines
will take root in educational circles, and more attention will be paid to motivational issues.
Students are not taught the skills of critical thinking that would serve them well as citizens in a free
society for the entirety of their lives.
II. The Need for Individual Attention
Schools are unable to give to give the needed individual attention to each student.
Schools are overcrowded and individual attention to students is getting more difficult to most
schools.
Most teachers can quickly identify the types of students, if you pain attention in your school, then
you would have noticed this too.
Basically there are three types of students among gifted or honor students:
First, there are the really smart kids who quickly learn new concepts, vocabulary and material.
Second, there are good students who have good memory.
Third, there are good students who are hard workers.
The trick to teaching students is to address the students’ shortcomings on an individual basis.
Every student needs special and individual attention at some time or other during his/her
educational career. Some need it frequently. Sometimes, students need to talk to someone about personal
problem that is causing too much anxiety that their ability to learn is momentarily impaired.
Individual guidance is necessary to meet individual differences in abilities, capabilities, interest
and aptitude and desired.
III. Guidance: Concept and Definition

Guidance encompasses the poor performer, quarrelsome and the rule breaker. But it also includes
those with good academic performance, the obedient child and those in the higher years of the educational
ladder including the graduate students. This leads us to the definition of what guidance is. School guidance
is the process by which is the learner is helped to develop and maximize his potentials. In school, every

learner is seen as one who is in the process of becoming and whose potentials will be developed with a
supportive environment and proper guidance. For this purpose, guidance programs are imperative in schools.
IV. Psychological or Guidance Specialist

Educational Administrator – is any educational officer responsible for the management or direction of
some parts of an educational establishment or system. It may be the college president, school superintendent,
or principal.
In promoting the intellectual, physical, social and emotional well-being of children, the guidance
department must rely upon the cooperation of a team of specialists. The supervisor or coordinator of
guidance services works closely with school personnel whose functions are aimed at helping learners attain
good adjustment enabling them to grow up to well-balanced persons. These personnel include.
Homeroom Adviser – gathers information about each student through autobiographies, anecdotal
records, problem checklist, sociograms, interviews, and conferences with parents.
Counselor – charged with responsibility for developing those aspects of the guidance functions
which demands an expenditure of time and the use of specialize competencies that the teacher
ordinarily does not have.
Programs of Guidance Services

 In service-training for teachers
 Consultation service for teachers and students
 Counseling service for the pupils
 Referral service for pupils
 Placement and follow-up
 Research
 Evaluation
School Psychologist – perform tasks related to diagnosis and remediation of learning process that
may be have been manifest in lack of educational or personal-social adjustment. S/he is skilled in the
use or psychological test for diagnosis.
School Nurse – provides information regarding the physical health of a pupil in order that teachers,
parents, and administrators may better understand the child.

School Physician – serves as medical consultant and examines students. S/he is more concerned
with preventive rather than s/he is with therapeutic measures. Among his/her duties are the
prescription of inoculations, advice to the nurse, and acting as a referral source.
Psychiatrist – is a doctor specialist in psychiatry, the branch of medicine which deals with mental
and emotional problems.
Teachers – are regarded as guidance workers. S/he facilitates learning among students and possibly
increases the holding powers of schools and minimizes dropouts.
Religious Leader – guides students in their spiritual and moral needs and problems. S/he may be a
nun or a priest, a pastor, or a minister.
V. Educational Psychology and Guidance
Educational psychology refers to that area of specialization in psychology that focuses on the
application of psychological principles and theories of teaching-learning situation. In a more limited game,
guidance utilizes these principles and theories to enhance learning for the total development of the learners.
With these perspectives, guidance is seen as part of the educational psychology.
VI. The Problem of Academic Pressure

Academic Pressure refers to the pressure the students receive from family or society that causes
stress over school and future success. This can cause student to focus on school too much, which can lead to
severe problems.
Causes of Academic Pressure

Authoritarian Parents
 Expect their child to succeed
 Very demanding
 Encourage effort
Family Background
 Many families tend to value academics
 Grades are seen to be the most important part of life
 Wealthy families expect more from their children
A Changing World
 More competition in the job market
 Desire for money and a better life
 The desire to get into a good school
 Staying ahead of classmates

VII. Principles of Guidance
Literally guidance means “to direct”, “to point out”, and “to show the path”. It is the assistance or
helped rendered by a more experienced person to a less experiences person to solve certain major problems
of the individual, i.e. educational, vocational, and personal, etc.
Guidance is a concept as well as a process. As a concept, guidance is concerned with the optimal
development of the individual. As a process, guidance helps the individual in self understanding
(understanding one’s strengths, limitations, and other resources) and in self-direction (ability to solve
problems, make choices and decision on one’s own). The terms “guidance” and “counseling” have been
loosely or interchangeably used. Guidance is a term which is broader than counseling and it includes
counseling as one of its services.
Principles of Guidance
Holistic development of individual : guidance needs to be provided in the context of total
development of personality.
Recognition of individual differences and dignity : each individual is different from every other
individual. Each individual is the combination of characteristics which provides uniqueness to each
person. Similarly, human beings have an immense potential. The dignity of the individual is
supreme.
Acceptance of individual needs : guidance is based upon individual needs, i.e. freedom,
respect, dignity.
The individual needs a continuous guidance process from early childhood throughout adulthood.
Guidance involves using skills to communicative love, regard, respect for others.
LESSON 12
Measurement and Evaluation in School
INTRODUCTION
Evaluation is the process in making judgments to be used as basis for planning. It consists of
establishing goals, collecting evidence concerning growth towards goals, making judgments about the
evidence and revising procedures and goals in the light of judgments. It is for improving the product, the
process and even the goals in themselves. It is the process of determining to what extent the educational
objectives are being realized.
I. Measurement and Evaluation Differentiated

Test – is an instrument or systematic procedure for measuring a sample of behavior.
Measurement – is the process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic.
Evaluation – from the stand point of classroom evaluation, it is the systematic process of collecting,
analyzing and interpreting information to determine that extent to which pupils are achieving
instructional objectives.
II. Purposes of Evaluation

To discover the extent of competence
To educational practices
To certify student’s degree, proficiency in particular educational practice
To appraise the status of and changes in the students’ behavior
To make provision for guiding the growth of the individual student
To diagnose the individual students educational weakness and strength
To assess the student’s progress from time to time and discloses student’s needs and possibilities
To predict the student’s future academic success of otherwise

To provide basis for the modification of curriculum and courses
To locate areas where remedial measures are needed
To provide basis for the introduction of experiences to meet the ends of individuals and group of
students
Motivate students towards better attainment and growth
Test the efficiency of teachers
Appraise the teachers and supervisors competence
Improve instructions, measurements, and measuring devices
Bring out the inherent capabilities of a student, such as attitudes, habits, appreciation, and
understanding, manipulative skills in addition to conventional acquisition of knowledge
Serves as method of self-improvement, improving school learning relations and as a guiding
principle for the selection of supervisory techniques
III. Evaluation: Types

Formative Evaluation
 Refers to evaluation taking place during the program or the learning activity. It is conducted
while the event to be evaluated is occurring and focuses on identifying the progress towards
purposes, objectives, or outcomes to improve the activities, course, curriculum, program or
teaching and the student.
Types of Formative Evaluation
 Needs Assessment
 Evaluative Assessment
 Structured Conceptualization
 Implementation Evaluation
 Process Evaluation
Summative Evaluation
 Examines the effects or outcomes of some object
Types of Summative Evaluation
 Outcome Evaluation
 Impact Evaluation
 Cost-Effectiveness and Cost-Benefit Analysis
 Secondary Analysis
Evaluation Process
 Selecting an Evaluation Instruments

 Questionnaire
 Interview
 Observation
 Rating Scale
 Checklist
 Attitude Scale
 Semantic Differential
 Self-Report, Journal, Diary
 Anecdotal Notes
IV. Characteristics and Considerations
Characteristics of Evaluation
 Evaluation is a continuous process

 Evaluation includes academic and non-academic subjects

 Evaluation is a procedure for improving the product
 Discovering the needs of an individual and designing learning experience
 Evaluation is purposed oriented
Considerations of a Good Evaluation
 Validity
 A valid evaluation is one which actually tests what is set out to test.
 Reliability
 The reliability is a measure of consistency with which the questions test or examination
produces the same result under different but comparable conditions.
Models of Educational Evaluation
Objective-Based
Instructional
Objectives
Learning
Evaluation
Experience
Decision-Based
Value-Based
Naturalistic Approach
V. Types of Test
Types of test according to Functions
 Psychological Test
 Achievement Test
- Teacher-Made Test
- Oral Examination

- Essay Examination
Types of test according to Scoring
 Objective Test
- Multiple Choice
- True or False
- Filling the Blank
- Arranging in Chronological Order
- Identification
- Matching Type
Types of test based on where test is performed
Types of test according to how responses are made
VI. Grades and Grading System
Grades are symbols summarizing the extent of change in any student, differentiating individual
performances among students, or the total progress of a student in a course or subject.
Grading System Variations
Grades are in percentages (90%, 95%), letters (A-, A, A+), and numbers (1.0, 1.5, 2.0)
Pass-Fail
Satisfactory-Unsatisfactory
VII. Some Issues on Grades

Grades and Society. Theoretical learners should not study for grades but for knowledge. But ours is
a grade-conscious society. High grades are status symbols. The grade-conscious society however,
could push learners to place grades as the primary motivation for learning.
Instruments Used. This is a question on validity. Items in test which are the bases for grading may
not actually measure the attainment of the specified objectives.
Reference for Grading. Variation in reference for grading could pose a serious problem. Variation
in the same school could put students to a disadvantage.
VIII. Why Study Evaluation in Educational Psychology?
To measure the intellect of our learner

To evaluate the performance of the learner/teach

Motivation of students
Feedback to students
Feedback to the teacher
Information to parents
Information for selection
LESSON 13
The Teacher and the Improvement of Educational Practice
INTRODUCTION
An effective teacher must possess three characteristics: good classroom management skills,
mastery of subject matter taught, positive expectations for student success. The interplay of these make up
the improvement of educational practices for real teacher would always think of something that would make
their students excel anytime and anywhere.
I. The Improvement of the Educational Practice

The term “Best Practices” has been used to describe “what works” in a particular situation or
environment. The following are “Best Practices” of the teachers that could help in the improvement of the
educational practice:
1. Parent Involvement
 Learning is enhanced when schools encourage parents to stimulate their children’s
intellectual development.
2. Graded Homework
 Students learn more when they complete homework that is graded, commented upon and
discussed by their teachers.
3. Aligned time on task
 Students who are actively focused on educational goals do best in mastering the subject
matter.
4. Direct Teaching
 Direct teaching is most effective when it exhibits key features and follows systematic steps.
5. Advance Organizers
 Showing students the relationships between past learning and present learning increases its
depth and breadth.
6. The Teaching and Learning Strategies
 Giving students some choices in their learning goals and teaching them to be attentive to their
progress yield learning gains.
7. Tutoring
 Teaching a student or a small number with the same abilities and instructional needs can be
remarkably effective.
8. Mastery Learning
 For subject-matter to be learned step-by-step, thorough mastery of each step is often optimal.
9. Co-operative Learning
 Students in small, self-instructing groups can support and increase each other’s learning.
II. Decision-Making and Improved Prediction of Behavior Change
Decision-making is the process by which people make choices, solve problems and select best
alternative. Classrooms have five (5) characteristics into consideration when trying to effectively make
decisions in the classroom.
1. The classroom environment is multidimensional. Teachers play many roles, and they must constantly
incorporate many different factors into their teaching schedules. One difficult that is faced by
teachers is “constantly changing lessons plans”.
2. Events in the classroom happen simultaneously. Teachers, aside from their usual teaching loads have
other activities that might happen at the same time.
3. Classroom events should be dealt with immediately, and require quick thinking.
4. The events in a classroom can be unpredictable, and must be handled appropriately.
5. Classrooms are constantly under the public eye.
Transtheoretical Model (Stages of Changes)

1. Precontemplation. Individual has the problem (whether s/he recognizes it or not) and has no
intention of teaching.
2. Contemplation. Individual recognizes the problem and is seriously thinking about changing.
3. Preparation for Action. Individual recognizes the problem and intends to change the behavior
within a prospected time.
4. Action. Individual has enacted consistent behavior change within an expanse of time.
5. Maintenance. Individual maintains new behavior.
Eleven (11) Processes of Change

1. Consciousness Raising
2. Dramatic Relief
3. Environmental Reevaluation
4. Social Liberation
5. Self-Reevaluation
6. Stimulus Control
7. Helping Relationships
8. Counter Conditioning
9. Reinforcement Management
10. Self-Liberation
11. Stimulus Control
III. Attitudes Appropriate to Critical Thinking

The term “critical”, as used in critical thinking, connotes the importance or centrality of the
thinking to an issue, question or problem concern. “Inquiry” is defined as “a seeking for truth, information
or knowledge – seeking information by questioning”. Critical thinking clarifies goals, examines
assumptions, discerns hidden values, evaluates evidences, accomplishes actions, and assesses conclusions.
BIBLIOGRAPHY
BOOKS
Banks, J. A. and C. A., McGee Banks, eds., MULTICULTURAL
EDUCATION: Issues and Perspectives, 5th Ed., New York:
Weley, 2005
Campbell, D. E., CHOOSING DEMOCRACY: A Practical Guide to
Multicultural Education, 3rd Ed., Upper Sadle River, New
Jersey: Merrill
Eliot, et. al., EDUCATIONAL PSYCHOLOGY: Effective Teaching
Effective Learning, 3rd Ed.
Gaerlan, et. al, GENERAL PSYCHOLOGY, 5th E.
Gibson, Janice, EDUCATIONAL PSYCHOLOGY, pp.287-289
Lindgreen, Henry C., EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
Lupdag, Anselmo D., EDUCATIONAL PSYCHOLOGY, Metro Manila:
National Bookstore, 1994, pp.82-96
McDonald, Frederick, EDUCATIONAL PSYCHOLOGY
Morgan, et. al., INTRODUCTION TO PSYCHOLOGY, pp.402-408
Mwale, Marisen, PSYCHOLOGY AND ITS EDUCATIONAL APPLICATION
Zulueta, Francisco M. and Zenaida V. Sevilla, PRINCIPLES OF
TEACHINF AND TEACHING STRATEGIES
MODULES

De Asis, Leah A., MODULE IN EDUCATION 802 (Advance Educational
Psychology), 2011
UNPUBLISHED THESES
Mealman, C. A., “Incidental Learning by Adults in Nontraditional

Degree Program”, Columbus: Ohio State University, 1993
JOURNALS
Grant, et. al., JOURNAL OF CHILD AND ADOLESCENT PSYCHOLOGY,

Stressors and Child and Adolescent Psychopathology:
Measurement Issues and Prospective Effects, 2004, pp33,
412-425
The Modern Teacher, Vol. LVII No.10 pp.407-408
The Modern Teacher, Vol. LVIX No.10 p316
INTERNET SOURCES
www.ehow.com www.psychologytoday.com
www.generalpsychology.com www.simplypsychology.com
www.google.com www.wikipedia.com
www.wordpress.com
OTHER REFERENCES
Duneen, Julie, “25 Things Successful Teachers Do Differently”

Meador, Derrick, “Qualities of an Effective Teacher”
Rose, Robert, “The Complexity of Teaching”
Compiled by Mark Leo Balanquit Baluyot
AB LLT Batch ‘13

Module in Education 802 Advanced Educational Psychology

Uploaded by

Copyright:

Available Formats

Module in Education 802 Advanced Educational Psychology

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module in Education 802 Advanced Educational Psychology

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

UNIVERITY OF EASTERN PHILIPPINES

(ADVANCED EDUCATIONAL PSYCHOLOGY)

LEAH A. DE ASIS, Ed.D

II. Education: Definition

III. Educational Psychology: Definition

Educational Psychology serves as a foundation discipline in education and as guidelines to

Figure 1 The interplay of two fields of knowledge constitutes Educational Psychology.

IV. Focal Areas of Educational Psychology

The Learning Situation

EDUCATION 802 (Advance Educational Psychology) Page 2

V. Personality: Meanings and Characteristics

Uniqueness of Personality Development

Dynamic Characteristics of Personality Development

The development of personality changes overtime through many significant factors.

The Continuity of Experience

Wherever the child is, focus is always himself.

VI. The School: As an environment and As a Culture

EDUCATION 802 (Advance Educational Psychology) Page 3

EDUCATION 802 (Advance Educational Psychology) Page 4

IV. Motives, Drives, and Needs: Definition

5 Critical Needs of Children

Belonging needs, e.g. friendship

Safety needs, e.g. security

Physiological needs, e.g. hunger, thirst, rest, etc.

EDUCATION 802 (Advance Educational Psychology) Page 5

Figure 2 Maslow’s Hierarchy of Human Basic Needs

Motivation Techniques in School

EDUCATION 802 (Advance Educational Psychology) Page 6

I. Growth, Maturation, and Development: Definition

II. Principles of Growth and Development

III. In Perspective: Philippine Child Studies

EDUCATION 802 (Advance Educational Psychology) Page 7

IV. Cognitive and Non-Cognitive Development

Cognitive development is the construction of thought processes, including remembering, problem

V. Factors Influencing Development

EDUCATION 802 (Advance Educational Psychology) Page 8

Types of Individual Differences

Advantages in Knowing Individual Differences

EDUCATION 802 (Advance Educational Psychology) Page 9

EDUCATION 802 (Advance Educational Psychology) Page 10

II. Concepts: Their Functions and Purposes

III. The Process of Concept Formation

Concept Formation of Appropriate Experiences

Concept Formation of the Character of Experiences

Influence of Previous Learning on Concept Formation

IV. Organizing Learning Experiences to Teach Concepts

Teaching concepts through examples

VI. Concepts and Personality

EDUCATION 802 (Advance Educational Psychology) Page 12

Psychological Type Theory (Carl Jung)

Personality Types (Erich Fromm)

Personality Types according to Body Types (William Sheldon)

VIII. Acquisition of Generalization

Generalization is defined as the statement of relationship between two or more concepts. A

EDUCATION 802 (Advance Educational Psychology) Page 13

“Particles with charges of opposite sign attract each other.”

- is a generalization stating a relationship between charged particles of opposite signs.

Level of Understanding of Generalization