HEIRARCHY OF LEARNING
HEIRARCHY OF LEARNING
= Signal Learning – responding to a signal; response is conditioned.
= Stimulus Reponse Learning – he learned the response voluntarily.
= Chaining or Motor – two or more separate motor or verbal responses can be combined chained to form a more complicated response.
= Discrimination Learning – students choose or define the response that fits the stimuli.
= Concept Learning – providing a common response to a whole class of stimulus.
= Principle Learning (Rule Learning) – it involves the integration and alignment of concepts.
= Problem Solving – considered the most complex condition leading to the discovery of higher order rules.
▪ MULTIPLE INTELLIGENCES
= built by HOWARD GARDNER
= LIGUISTIC – spoken and written; language learning ability or otherwise;
= LOGICAL / MATHEMATICAL – study problems logically, perform mathematical operations, and study issues with science.
= MUSICAL – performance skills, composition and appreciation of music patterns.
= BODY KINESTHETIC – using whole body or body parts to solve and deliver ideas.
= SPATIAL – identifying and using patterns in a vast space and more confined area.
= INTERPERSONAL – have the habit of mingling with other people. Ability to understand other people’s intentions, motives, and desires.
= INTRAPERSONAL – capacity to understand oneself, value feelings, fear and motive.
= NATURALIST – environmental or nature appreciation.
▪ FIELD THEORY
= compiled by KURT LEWINS
= View – focused on the psychological field of an individual’s living space.
= Life Space Concept – make an accurate conclusion by observing both exposure and non-exposure behavior.
= An individual should see things from the point of view on a given leap.
▪ ECOLOGICAL SYSTEMS THEORY/ENVIRONMENTAL CONTEXTS
= developed by URIE BROFENBRENNER
= Learning greatly affects the environment we have.
= Children understand the context of their environment. Environmental contexts are relatable.
● ENVIRONMENTAL CONTEXTS: MAJOR LEVELS
= Microsystem – the innermost layer – contains a structure with direct child interaction.
= Mesosystem – connections between the structure of the child’s microsystem.
= Exosystem – third level – social system that indirectly affects children.
= Macrosystem – the widest level by which all other systems are embedded such as the behaviors, customs, law, beliefs and resources of a culture or society.
= Chronosystem – this system includes changes or changes in human life.
▪ SOCIAL CONSTRUCTIVISM
= compiled by LEV PETROVICH VYGOTSKY
= it emphasizes how meaning and understanding grows in social encounters.
= Zone of Proximal Development (ZPD) – the area where a child cannot solve a problem alone, but can overcome it with the appropriate help from an adult or skilled peer.
= Scaffolding – the support or guidance offered by adult and where to build – scaffold – their own performance skills and abilities.