UNIT 1: Focus on the 21st Century Learner - Learning is manifested by change in

behavior
• Learning is a process that: - The environment shapes one’s behavior
o is active -process of engaging and - The principles of contiguity – central to
manipulating objects, experiences, and explaining the learning process
conversations in order to build mental - Edward L. Thorndike – response was
models of the world strengthened or weakened by the
consequences of behavior.
o builds on prior knowledge - and In terms of learning, according to James
involves enriching, building on, and Hartley (1998) four key principles come to
changing existing understanding, where the fore:
“one’s knowledge base is a scaffold that - Activity is important.
supports the construction of all future - Repetition, generalization and
learning” discrimination are important notions.
- Reinforcement is the cardinal
o occurs in a complex social motivator.
environment- and thus should not be - Learning is helped when objectives
limited to being examined or perceived are clear.
as something that happens on an
individual level. B. Information Processing Theory
- A cognitive theory that focuses on how
o is situated in an authentic context- information is encoded in our memory.
provides learners with the opportunity - The theory describes how our brains filter
to engage with specific ideas and information, from what we are paying
concepts on a need-to-know or want- attention to in the present moment, to
to-know basis what gets stored in our short-term or
working memory and ultimately into our
o requires learners’ motivation and long-term memory.
cognitive engagement - to be - Developed by American Psychologists,
sustained when learning complex ideas, including, George Miller in the 1950s
because considerable mental effort and - Compared the human brain to a computer
persistence are necessary. - Computer analogy - The use of the
computer as a tool for thinking how the
• LEARNING THEORIES human mind handles information

A. Behaviorism C. Humanistic Learning Theory

- learning cannot be observed directly – (Humanism)
instead it must be inferred to have - focuses on the specific human capabilities
taken place, from an observed including creativity, personal growth, and
behavioral response to a stimulus. choice.
- Question (stimulus), Answer (response) - Humanists believe people are good and
- Stresses observable changes in noble.
behavior/skills and habits - Self-Actualization - is only at this level the
- Learning is seen as a change in student can truly experience growth.
behavior brought by experience - learning should be an active process,
- John B. Watsons, credited the first where the student is engaged with the
behaviorist learning activities to acquire the
- Observable behavior rather than knowledge specific to their situation.
thought process.
 - The learner also establishes the determined by the experience of the
quantity of learning, as in how much do learner.
I need to learn about a specific subject. - personal construction of meaning by
- The teacher assumes the role of a the learner through experience, and
coach or facilitator to assist the student that meaning is influenced by the
in establishing and using their learning interaction of prior knowledge and new
strategy to achieve their goal. events.
- learning occurs through meaningful - Both constructivism and social
living and studied the explicit and constructivism acknowledge how
visible behaviors resulting from the knowledge is constructed through an
subjective internal processes occurring active process in the mind of the
in the learner. knower, but social constructivism
- Basic concern if for human potential for asserts the centrality of social
growth. interactions in the process.
- Principles of Constructivism
Abraham Maslow’s hierarchy of - Knowledge is constructed, rather than
motivation innate, or passively absorbed.
- Only when the lower needs are met is it - Learning is an active process.
possible to fully move on to the next - All knowledge is socially constructed.
level. A motive at the lower level is - All knowledge is personal.
always stronger than those at higher - Learning exists in the mind.
levels.
UNIT 1B: LEARNER-CENTERED
Level 1: Psychological Needs such as PSYCHOLOGICAL PRINCIPLES
hunger, thirst, sex, sleep, relaxation and
bodily integrity. • Cognitive and Metacognitive Factors
Level 2: Safety needs
Level 3: Love and Belongingness 1. Nature of the learning process
Level 4: Self-Esteem needs. - The learning of complex subject matter
Level 5: Self Actualization is most effective when it is an
intentional process of constructing
D. Cognitive/Cognitive Constructivism meaning from information and
Theory experience.
- Born of dissatisfaction with - Use techniques that aid students in
behaviorism’s strict focus on observable constructing meaning from information,
behaviors. experiences, and their own thought and
- Invokes the idea of mental processes beliefs.
and attempts to answer the question
which behaviorism avoided: “What is 2. Goals of the Learning Process
going on in the mind of the learner” - The strategic nature of learning
- Sees motivation as largely intrinsic. requires students to be goal directed.
- Cognition – The act or process of - The successful learner, over time and
knowing. with support and instructional guidance,
can create meaningful, coherent
E. Constructivism and Social representations of knowledge.
Constructivism
- People actively construct or make their
own knowledge and that reality is
3. Construction of Knowledge 8. Intrinsic Motivation to Learn
- The successful learner can link new - The learner's creativity, higher order
information with existing knowledge in thinking, and natural curiosity all
meaningful ways. contribute to motivation to learn.
Intrinsic motivation is stimulated by
4. Strategic Thinking tasks of optimal novelty and difficulty,
- The successful learner can create and relevant to personal interests, and
use a repertoire of thinking and providing for personal choice and
reasoning strategies to achieve complex control.
learning goals.
- Successful learners use strategic 9. Effects of Motivation in Learning
thinking in their approach to learning, - Acquisition of complex knowledge and
reasoning, problem solving, and skills requires extended learner effort
concept learning. and guided practice. Without learners'
motivation to learn, the willingness to
5. Thinking about thinking exert this effort is unlikely without
- Higher order strategies for selecting coercion.
and monitoring mental operations
facilitate creative and critical thinking. • Developmental and Social Factors
- Successful learners can reflect on how
they think and learn, set reasonable 10. Developmental influences on
- learning or performance goals, select learning
potentially appropriate learning - As individuals develop, there are
strategies or methods, and monitor different opportunities and constraints
their progress toward these goals. for learning. Learning is most effective
when differential development within
6. Context of Learning and across physical, intellectual,
- Learning is influenced by environmental emotional, and social domains is taken
factors, including culture, technology, into account.
and instructional practices.
- Teachers a major interactive role with 11. Social influences on learning
both the learner and the learning - Learning is influenced by social
environment. interactions, interpersonal relations,
and communication with others.
• Motivational and Affective Factors
• Individual Differences Factors
7. Motivational and emotional
influences on learning 12. Individual differences in learning
- What and how much is learned is - Learners have different strategies,
influenced by the motivation. approaches, and capabilities for
Motivation learning that are a function of prior
to learn, in turn, is influenced by the experience and heredity.
individual's emotional states, beliefs,
interests and goals, and habits of 13. Learning and diversity
thinking. - Learning is most effective when
differences in learners' linguistic,
cultural, and social backgrounds are
taken into account.
 7. Use this knowledge to inform your
14. Standards and assessment teaching.
- Setting appropriately high and challenging 8. Use multicultural books and materials to
standards and assessing the learner as well foster cross-cultural understanding.
as learning progress including diagnostic, 9. Know about your students’ home and
process, and outcome assessment – are school relationships.
integral parts of the learning process.
Teaching Strategies that Enhance
5 Strategies to Deepen Student Higher-Order Thinking
Collaboration - One of the main 21st century components
that teachers want their students to use is
1. Create learning activities that are complex higher-order thinking.
2. Prepare students to be part of a team - Students using it are understanding higher
3. Minimize opportunities for free riding levels rather than just memorizing facts.
4. Build in many opportunities for discussion
and consensus 1. Help Determine What Higher-Order
5. Focus on strengthening and stretching Thinking Is
expertise 2. Connect Concepts
3. Teach Students to Infer
Effective Teaching Strategies That Mind 4. Encourage Questioning
Individual Differences 5. Use Graphic Organizers
1. Differentiate instruction. 6. Teach Problem-Solving Strategies
2. Capitalize on learning styles. 7. Encourage Creative Thinking
3. Incorporate multiple intelligences into 8. Use Mind Movies
curriculum.
4. Capitalize on student interests.
5. Involve students in educational goals. UNIT 1C: MOTIVATION IN
6. Use computerized instruction. FACILITATING LEARNING
7. Group students effectively.
8. Consider outside placement options. Motivation
- is an inner drive that causes a person to do
Cultural Diversity in the Classroom something and persevere at something.
1. Race - It is the strength of the drive toward an
2. Ethnicity action.
3. Religion - It refers to initiation, direction,
4. Language intensity and persistence of behavior.
5. Economic - Learner’s motivation is the primary factor
6. LGBTQ influencing both performance and success in
school.
How do you foster cultural awareness - Student motivation has to do with students’
and sensitivity? desire to participate in the learning process.
1. Express interest in diversity.
2. Remain sensitive to differences. Indicators of a High Level of Motivation
3. Maintain high expectations for all students. - Your student’s level of motivation is shown
4. Learn about your own culture. in his/her choice of action, intensity and
5. Learn about your students’ culture. persistence of effort.
6. Understand your students’ linguistic traits.
 - A student who is highly motivated to learn o Stability
enjoys learning and learns much more than - Stable versus unstable.
the one who is not motivated. - If you attribute your poor performance to
Motivated students have the following what you have inherited from your
characteristic traits: parents, then you are attributing the
• have positive attitudes toward school cause of your performance to something
and describe school as satisfying stable, something that cannot change
• persist on difficult tasks and cause few because it is in your genes.
management problems.
• Process information in depth and excel in o Controllability
classroom learning expertise. - Controllable versus uncontrollable.
- If your student claims his poor academic
Types of Motivation performance is due to his teacher’s
ineffective teaching strategy, he
Intrinsic - when the source attributes his poor performance to a factor
of motivation is from within the person beyond his control.
himself/herself or the activity itself. It is
motivation to How does attribution affect motivation?
engage in an activity for its own sake. - Motivation tends to increase when
students attribute failure to lack of effort
Extrinsic - when that which motivates because effort can be controlled. It tends
a person is someone or something outside to decrease when students attribute failure
him/her. to uncontrollable causes
- motivation to engage in an activity as a
means to an end.

The Role of Extrinsic Motivation

- necessary to develop the love for learning
among poorly motivated students.

PART 2: THEORIES ON FACTORS • Self-efficacy Theory

AFFECTING MOTIVATION - A sense of high self-efficacy means a high
sense of competence.
• Attribution Theory - belief that one has the necessary
- we attribute our success or failures or capabilities to perform a task, fulfill role
other events to several factors. expectations, or meet a challenging
situation successfully.
➢ These attributions differ from one another in - to enhancing intrinsic motivation is
three ways – locus, stability, and enhancing our students’ sense of self-
controllability (Ormond, 2004) efficacy.
o Lucos (place) ➢ Social cognition theorists
- Internal versus external. identified several self-efficacy-enhancing
- If your student traces his good grade to strategies.
his ability and to his hard work, he 1. Make sure students master the basic skills.
attributes his good grade to internal 2. Help them make noticeable progress on
factors. difficult tasks.
 3. Communicate confidence in student’s ➢ Processes involved in self-regulated
abilities through words and actions. learning:
4. Expose them to successful peers.
5. Provide competence-promoting feedback. 1. Goal-setting - Learners know what they
6. Promote self-comparison rather than want to accomplish when they read or study.
comparison with others. 2. Planning - Learners determine ahead of
7. Be sure errors occur within an overall time how best to use the time they have
context of success available for learning.
3. Attention control - Learners try to focus
their attention on the subject
matter at hand and clear their minds of
distracting thoughts and emotions.
4. Application of learning strategies -
Learners choose different learning
strategies depending on the specific goal they
want to accomplish.
5. Self-monitoring - Learners continually
monitor their progress toward their goals and
they change their learning strategies or modify
their goals, if necessary.
6. Self-evaluation - Learners determine
• Self-determination and Self-regulation whether what they have learned is sufficient
Theories for the goals they have set.
- Students are intrinsically motivated when
they have a sense of self-determination – ➢ Suggestions from motivation theorists to
when they believe that they have some enhance students’ sense of
choice and control regarding the things they self-determination about school activities and
do and the directions their lives take. assignments.
- Self-regulation refers to a person’s ability to
master himself. He is the “I am the captain of 1. Present rules and instructions in an
my soul” type of person. He is not a victim of informational manner rather than
circumstances. He is capable of directing controlling
himself. 2. Provide opportunities for students to make
➢ What are indicators of self-regulation? choices.
• set standards for oneself 3. Evaluate student performance in a non-
• monitor and evaluate one’s own controlling fashion.
behavior against such standards,
• impose consequences on oneself for • CHOICE THEORY
one’ s successes or failures. - is a biological theory that suggests that we
- A student who is capable of self-regulation is are born with specific needs that we are
more likely to be more intrinsically motivated genetically instructed to satisfy.
because he sets his goals and standards, he - All of our behavior represent our best
monitors his progress, and evaluates his own attempt at any moment to satisfy our basic
performance. needs or genetic instructions.
- In addition to the physical need for survival,
we have four basic psychological needs that
must be satisfied to be emotionally healthy:
-
 • Belonging or connecting 5. Self-Actualization
- motivates us to develop relationships and - At the highest level of the hierarchy
cooperate with others. - a need that essentially equates to
• Power or competence achieving one’s full potential.
- is more than just a drive to dominate. - This can be seen in acquiring new skills,
• Freedom taking on new challenges, and
- Having choices is part of what it means behaving in a way that will help you to
to be human and is one reason our achieve your life goals.
species has been able to evolve, adapt self-actualization reflects the humanistic
and thrive. emphasis on positive aspects of human
• Fun nature.
- another universal human - that this is an ongoing, life-long process
motivator. and that only a small percentage of people
- It is our playfulness and our sense of actually achieve a self-actualized state.
discovery that allow us to learn as much
as we do. • Goal Theory
- The goals that we set for ourselves
• Maslow’s Hierarchy of Needs Theory affect our level of motivation.
- Maslow’s theory is based on a simple ➢ Learning goal - is a desire to acquire
premise: human beings have needs that are additional knowledge or master new skills
hierarchically ranked. ➢ Performance goal - is a desire to look
- After we satisfy our basic needs, they no good and receive favorable judgments
longer serve as motivators and we can from others or else look bad and receive
begin to satisfy higher-order needs. unfavorable judgments.
- One must satisfy lower-level needs before
addressing needs that occur higher in the
pyramid.
- a satisfied need is not a strong motivator
but unsatisfied need is.

1. Physiological
- The most basic of Maslow’s needs.
- the need for air, food, and water.
2. Safety
- At this stage they will be motivated to
direct their behavior toward obtaining
shelter and protection in order to
satisfy this need.
3. Love/Belonging
- This can include the need to bond with ➢ Self-determined goals. Personally-
other human beings, the need to be relevant and self-determined goals
loved, and the need to form lasting enhance a student’s motivation. When
attachments. lesson objectives are relevant to the life of
4. Esteem students, then they turn out to be more
- refer to the desire to be respected by motivated to learn.
one’s peers, to feel important, and to ➢ Goal setting. As a motivational tool goal
be appreciated. setting is effective when the following
major elements are present:
 1) goal acceptance 3. Visual-Spatial Intelligence (“art smart”
2) specificity or “picture smart”)
3) challenge - represents the knowing that occurs
4) performance monitoring through the shapes, images, patterns,
5) performance feedback designs, and textures we see with our
external eyes, but also includes all of
Motivational Techniques the images we are able to conjure
1. Keep Students Active and Engaged. inside our heads.
2. Allow for Creativity and Variety 4. Intrapersonal Intelligence (“self -
3. Create a Class Newspaper smart” or “introspection smart”)
4. Get Out of the Classroom. - At the heart of this intelligence are
5. Create a Competition. our human self - reflective abilities by
6. Offer Differentiated Instruction. which we can step outside of
7. Provide Feedback Promptly, Frequently, ourselves and think about our own
and Efficiently. lives. This is the introspective
8. Provide Multiple Opportunities for Students intelligence.
to Set Goals. - It involves our uniquely human
9. Share Accomplishments. propensity to want to know the
10. Be an enthusiastic teacher meaning, purpose, and significance of
things.
5. Bodily-Kinesthetic Intelligence ("body
UNIT 1D: DIVERSITY OF LEARNERS smart" or "movement smart")
- Diversity in the classroom does not just refer - “learning by doing.”
to cultural diversity but also refers to diversity in - This way of knowing happens through
skills, knowledge, and needs. Learners have physical movement and through the
different strategies, approaches, and capabilities knowing of our physical body.
for learning that are a function of prior 6. Interpersonal (“people smart” or
experience and heredity. “group smart”)
- This is the person-to-person way of
Theories of Intelligence knowing. It is the knowing that
happens when we work with and
A. Howard Gardner’s Theory of Multiple relate to other people, often as part of
Intelligences a team.
7. Naturalist Intelligence (“nature smart”
1. Verbal-Linguistic Intelligence or “environment smart”)
(“word smart” or “book smart”) - The naturalist intelligence involves the
- This intelligence involves the full range of knowing that occurs in
knowing which comes through and through our encounters with the
language. natural world including our
recognition, appreciation, and
2. Mathematical-Logical Intelligence understanding of the natural
(“math smart” or “logic smart”) environment.
- This intelligence uses numbers, 8. Musical-Rhythmic Intelligence (“music
math, and logic to find and smart” or “sound smart”)
understand the various patterns - This is the knowing that happens
that occur in our lives: thought through sound and vibration.
patterns, number patterns, visual - “musical-rhythmic intelligence”
patterns, color patters, and so on.
B. The Five Components of Emotional - These also describe a person’s typical
Intelligence by Daniel Goleman mode of thinking, remembering or
1. Self-awareness - The ability to recognize problem –solving.
and understand personal moods and ➢ Field independent – Individuals can
emotions and drives, as well as their effect easily separate important details from a
on others. complex or confusing background. They
2. Self-regulation - The ability to control or tend to rely on themselves and their own
redirect disruptive impulses and moods, thought system when solving problems.
and the ➢ Field dependent – Students with this
propensity to suspend judgment and to style find it more difficult to see the parts
think before acting. in a complex whole. They rely on others’
3. Internal motivation - A passion to work ideas when solving problems and are
for internal reasons that go beyond money good at interpersonal relationships.
and status - which are external rewards, -
such as an inner vision of what is B. Thinking Style
important in life, a joy in doing something, - Thinking style is the characteristic way of
curiosity in learning, a flow that comes processing I formation. It is the way one
with being immersed in an activity. acquires knowledge, acquires thoughts,
4. Empathy - The ability to understand the forms views and opinions, applies one’s
emotional makeup of other people. A skill value, solves problems, makes plans,
in treating people according to their decisions, and expresses oneself to
emotional reactions. others.
5. Social Skill - It refers to the proficiency
in managing relationships and building 1. Concrete Sequential Thinkers.
networks, and an ability to find common - They tend to be based in reality. They
ground and build rapport. process information in an ordered,
sequential, linear way.
C. David Perkin’s Theory of Intelligence - To them, reality consists of what they
can detect through their physical sense
1. Neutral intelligence - This refers to the of sight, touch, sound, taste, and smell.
efficiency and precision of one’s 2. Concrete Random Thinkers
neurological system. - They are experimenters. Like concrete
2. Experiential intelligence - This refers to sequential, they are based on reality, but
one’s accumulated knowledge and are willing to take more of a trial-and-
experience in different areas. error approach. Because of this, they
3. Reflective intelligence - This refers to often make the intuitive leaps necessary
one’s broad – based strategies for for true creative thought.
attacking problems, for learning, and for - They have a strong need to find
approaching intellectually challenging alternatives and do things on their own
tasks. way.
3. Abstract Random Thinkers
II. Learning Styles - They organize information through
reflection, and thrive in unstructured
A. Cognitive Styles people – oriented environments.
- refer to the preferred way individual - The ‘real” world for abstract random
processes information. thinkers is the world of feelings and
emotions.
 - Their minds absorb ideas, information, 4. Accommodating (doing and feeling)
and impressions and organize them - 'hands-on,' and relies on intuition rather
through reflection. than logic.
4. Abstract Sequential Thinkers. - These people use other people's analysis,
- They love the world of theory and and prefer to take a practical,
abstract thought. experiential approach.
- They like to think in concepts and - They commonly act on 'gut' instinct
analyze information. rather than logical analysis.
- They make great philosophers and
research scientists. UNIT 2: PROFILE OF A LEARNER-
- Their thinking processes are logical, CENTERED TEACHING
rational, and intellectual.
- How teachers behave and manage
C. Kolb’s Theory of Learning Styles learners is reflective of their attitude.
- Attitude - is a settled way of thinking or
1. Diverging (feeling and watching) feeling about someone or something,
- These people are able to look at things from typically one that is reflected in a person's
different perspectives. behavior.
- They are sensitive.
- They prefer to watch rather than do, Classifications of Teacher Attitude
tending to gather information and use
imagination to solve problems. 1) Attitude toward oneself.
- They are best at viewing concrete situations - If we have a positive view of ourselves,
from several different viewpoints. we radiate this in the classroom.
- These people perform better in situations - This can be achieved through self-
that require ideas-generation, for example, knowledge and self-mastery.
brainstorming. - Knowing our limitations and areas
needing improvement can enhance our
2. Assimilating (watching and thinking) self-efficacy.
- The assimilating learning preference
involves a concise, logical approach. 2) Attitude toward Learners
- Ideas and concepts are more important - Our treatment of learners reflects our
than people. attitude toward them.
- These people require good clear explanation - When we see them as co- learners and
rather than a practical opportunity. discover new ways of doing things or
- They excel at understanding wide-ranging when we do not feel threatened at all
information and organizing it in a clear, when they ask so many questions but
logical format. see these as signs of effective
- People with an assimilating learning style engagements then it may create a
are less focused on people and more welcoming atmosphere that makes
interested in ideas and abstract concepts. learners wanting always to be in our
class.
3. Converging (doing and thinking)
- can solve problems and will use their 3) Attitude toward Subject Matter
learning to find solutions to practical issues. - Our love for the subject matter can be
- They prefer technical tasks, and are less seen clearly by our learners.
concerned with people and interpersonal - The passion to teach the lesson drives us
aspects. to study and prepare and no matter how
 many years we teach, when we have the that may include but not limited to theories,
right attitude toward our lesson, we will concepts or principles of a specific
always feel the need to study further and discipline.
prepare well.
c. Technology Knowledge
4) Attitude toward Peers and Learners’
Parents TPACK - Technological Pedagogical Content
- It is said that one major 21st century skill Knowledge
is knowing how to collaborate.

Two Domains of Knowledge for Teaching QUIZ

- The figure depicts the Teacher Education 1. Which of the Following is NOT a
Program as having three distinct characteristic of behaviorism?
components namely:
- The principles of contiguity and
(1) Pedagogical and Subject Matter
reinforcement are central to
Knowledge
(2) Teacher Skills explaining the learning process.
(3) Attitude and Disposition. 2. Which of the following is an example of
operant conditioning?
A. General Dimensions of Teacher Knowledge - A dog is given a treat for sitting
- It includes principles on how learners are 3. Which of the following is a strength of
managed when learning, understanding behaviorism?
the instructional design to be planned - Behaviors are a result of their past
considering strategies believed to work experiences and the consequences of
and assessment principles that have to be those behaviors
considered.
4. How can the principles of behaviorism
- Another area of knowledge is our
be used to help student learn a new
understanding of learners and their
needs. Teaching requires that we know language?
how to deal with learners’ preferences to - All of the Choices
learn, their needs and readiness to learn. o Provide positive reinforcement for
correct responses
o Gradually increase the difficulty of
B. Content-Specific Dimensions of Teacher the task
Knowledge o Break down the learning into
smaller steps
a. Curriculum Knowledge 5. Do you think the principles of
- This refers to the school’s program of
behaviorism are still relevant in today’s
study for each level. The learning program
education environment?
includes the content to be covered, the
goals of teaching, instructional activities and - It depends on the specific learning
materials to be used in facilitating learning. situation
6. Which of the following is NOT a major
b. Content Knowledge and Knowledge on school of thought related to learners’
Pedagogy development?
- Content knowledge refers to the in-depth - Humanism
understanding of structures of knowledge
7. What is the main difference between o The teacher can provide students
behaviorism and constructivism? with opportunities to collaborate
- Behaviorism is more applicable to with each other to solve
teaching simple skills, while mathematical problems.
constructivism is more applicable to 13. What is the key behind Cognitivism in
teaching complex skills education and psychology?
8. How can the principles of constructivism - Learning involves mental processes
be used to help students learn a new such as memory, problem-solving,
concept? and understanding
- All of the choices 14. Which of the following teaching
o Provide opportunities for students strategies is most likely to help students
to explore the concept in a hands- make inferences?
on way - Asking students to draw conclusion
o Encourage students to ask based on what they have read or
questions and share their ideas heard
o Help students to make connections 15. Which of the following teaching
between new concept and their strategies is most likely to help students
prior knowledge connect concepts?
9. What are some of the challenges of - Asking students to create a mind
teaching in a constructivist way? map or concept map.
- It can be difficult to change the 16. Which of the following strategies is most
traditional teaching paradigm to one likely to help students develop creative
that is more constructivist in nature thinking skills?
10. Which learning theory is more - Encouraging students to think
concerned with how information is outside the box
processed in the brain? 17. Which of the following teaching
- Information Processing strategies is most likely to help students
11. Which of the following is NOT a assess their own understanding?
cognitive and metacognitive factor? - Having students ask themselves
- Motivational and emotional questions about the material they
influences in learning are learning
12. How can the principle on the 18. Which of the following teaching
construction of knowledge be applied in strategies is most likely to help students
a mathematics classroom? transfer their learning to new situations?
- All of the choices - Having students apply what they
o The teacher can provide student have learned to solve problems.
with opportunities to solve real- 19. According to attribution theory, which of
world problems that require them to the following is an internal factor that
apply the mathematical concepts students attribute their success to?
they are learning. - Ability
o The teacher can help students to 20. According to attribution theory, which of
connect new mathematical concepts the following is an external factor that
to their existing knowledge of students attribute their success to?
mathematics. - Luck
21. Which of the following strategies is
most likely to enhance student’s self-
efficacy?
- Providing students with feedback
on their progress
22. Which of the following is most
consistent with the goal theory of
motivation?
- Students are more motivated by
specific goals than general goals.
23. Which of the following is an example of
proximal goal?
- Getting a good grade on the test
24. Which of the following statement is the
most consistent with the choice theory
of motivation?
- Students are motivated by their
own needs and desires
25. Which of the following is an example of
a need according to choice theory?
- All of the choices
o The need for love and
belongingness
o The need for power
o The need for achievement
26. Which of the following statements is
most consistent with Maslow’s
hierarchy of needs?
- Needs are arranged in hierarchy,
with the most basic needs at the
bottom.
27. According to choice theory, which of
the following is a basic psychological
need that must be satisfied to be
emotionally healthy?
- Belonging and connecting
28. Which of the following is a
characteristic of a student with a
learning goal?
- They are motivated by the desire to
acquire additional knowledge or
master new skills.