Benjamin Bloom’s Taxonomy of Learning Objectives
Psychomotor- Anita Harlow
Cognitive
Knowledge- recall facts
Comprehension- understanding/ translating
information from one form to another
Application- apply information in concrete actions
Analysis- systematically examine facts in order to solve
problems / divide information (inductive, deductive)
Synthesis- putting together
Evaluation- apply standards to make judgment
Affective
Receiving- show willingness to attend
Responding- required active participation
Valuing- displays definite involvement/ commitment
Organization- integrated to his own value/ priority
system
Characterization by value- acts consistently according
to the value (firmly
committed)
Psychomotor
Reflex movements- involuntary response
Basic Fundamental movements- combination of reflex
movements
Perceptual abilities- translate stimulus received
through senses
Physical Abilities- basic movements
Skilled Movement- more complex movements
Nondiscursive communication- able to communicate
through movement
Three Level strategy- Charles E. Merill
Value
Concepts
Facts
Instructional Objectives
Cognitive- Benjamin Bloom
Affective- David Krathwohl
Mager’s Approach in Writing Objectives- Robert Mager
 Performance
 Condition
 Criterion of Success
Inductive (known-unknown)
 Specific to general
 Develop HOTS
 Engage in active leraning
Deductive (unknown-known)
 General to specific
Metacognition- John Flavell
Cognitive Development- John Piaget
Psycho-Social Theory- Erik Erikson
Psycho-sexual Theory-Sigmund Freud
Socio-cultural Theory- Lev Vygotsky
Moral Development Theory- Lawrence Kohlberg
Multiple Intelligences- Howard Gardner
Left Brain/ Right Brain Continuum- Roger Sperry
Classical Conditioning- Ivan Pavlov (stimulus
substitution)
Connectionism Theory/ S-R framework- Edward
Thorndike
Experiment on Albert and Mice- John Watson
Operant Conditioning- BF Skinner
Purposive Behaviorism (Sign Learning Theory)- Edward
Tolman
Social Learning Theory- Albert Bandura
Constructivist Theory- Jerome Brunner
Subsumption Theory- David Ausubel
Conditions of Learning- Gagne
Father of Creativity (Torrance test of creative
thinking)- Edward Paul Torrance
 Framework of Creative Thinking
o Fluency
o Flexibility
o Elaboration
o Originality
Law of Contiguity (close pairing of elements with
reinforcement)- Edward Guthrie
Inductive Method- Francis Bacon
Repetition to ensure mastery- Wolfgang Ratke
Aubis Sensualis Pictus
World of sensible things pictured John Amos
Use of visualization Comenius
Tabula rasa- John Locke
Pioneered in Women Education- Francis Fenelon
Emile/ social contract (democratic govt.)- Jean Jacques
Rosseau
Learning through observation- Johann Heinrich
Pestalozzzi
Herbatian Method- Johann Friedrich Herbart
Father of kindergarten- Friedrich Wilhelm August
Froebel
Survival of the fittest- Herbert Spencer
The Pedagogy of the Oppressed- Paolo Freire
Father of Existentialism- Soren Kierkegaard
MOTIVATION
 Attribution Theory- Bernard Weiner
 Locus (place)- internal/external
 Stability- stable/unstable
 Controllability-
controllable/uncontrollable
 Self Efficacy Theory- Albert Bandura
 Self Determination and self- regulation
 Choice Theory- William Glasser
 Maslow’s Heirarchy of Needs- Abraham
Maslow
 Goal Theory
 Two factor Theory/ Motivator-hygiene theory-
Herzberg Friedrich
LAWS
 1987 Constitution Art. 14
 RA 7722- CHED
 RA 7796- TESDA
 RA 9155- Dep Ed (Governance Act of Basic
Education)
 EO 356- Bureau of Non Formal Education (ALS)
 PD 6-A- Educational Development Decree No.
6-A
 RA 7784- Centre of Excellence
 Batas Pambansa 232- Educational Act of 1982
 Integrated System of Education
 RA 4670- Magna Carta for Public Teachers
 PD 1006- Professionalization of Teachers
 RA 7836- LET/ Philippine Professionalization
Act of 1994
 RA 7610- Special Protection of Children Against
Child abuse and exploitation and
Discrimination Act
 RA 7877- Act Declaring Sexual Harrasment
Unlawful in Employment, Education and
Training Environment
 RA 8990- National System for Early Childhood
Care

Law of Use and Disuse- Gates

Law of Frequency and Recency- Watson
Law of Intensity- Carr
Law of Forgetting- Ebbinghaus

Max Scheler’s Heirarchy of Values

 Pleasure values
 Vital values
 Spiritual values
 Values of the Holy

Assertive discipline- good behaviour is rewarded and

bad behaviour is dealt with accordingly.

We measure height, distance, weight

We assess Learning Outcome
We evaluate results in terms of some criteria or
objectives
 Middle Generativit Overextensio Rejectivity Caring
Adulthoo y vs. n
d stagnation
Late Integrity Presumption Disdain Wisdom
Adulthoo vs. despair
DEVELOPMENTAL THEORIES d

Jean Piaget- Cognitive Theory of Development

Lev Vygotsky’s Socio- Cultural Theory
Schema  Social interaction
Assimilation  Language
Accomodation  Scaffolding
Equilibration o Private speech
o Scaffold and fade away technique
I. Sensorimotor stage
a. Object Permanence Potential Level

II. Pre Operational Stage

a. Symbolic Function
b. Egocentrism Zone of
c. Centration Proximal Development
d. Reversibility Actual Level
e. Animism
f. Transductive Reasoning
Lawrence Kohlberg’s Moral Theory of Development
III. Concrete Operational Stage
a. Decentering  Pre-convential Level
b. Reversibility o Punishment/ Obedience
c. Conservation o Mutual Benefit
d. Seriation
 Convential
IV. Formal Operational Stage o Social Approval
a. Hypothetical Reasoning o Law Order
b. Analogical Reasoning
c. Deductive Reasoning  Post Conventional
o Social Contract
Erik Erikson’s Psycho-Social Theory of Development o Universal Principle

Stage Psychoso Maladaptat Malignanc Virtue  Just community Approach

cial crisis ion y
Infancy Trust vs. Sensory Withdrawal Hope
Mistrust maladjustme
nt (gullible) Ivan Pavlov- Classical Conditioning
Toddler Autonomy Impulsivenes Compulsive Will
vs. Shame s ness power/
and doubt determinat Meat-dog-bell experiment
ion
Preschool Initiative Ruthlessness Inhibition Purpose/
vs. Guilt without Courage  Stimulus generalization
mercy  Extinction
School Industry Narrow Inertia Competenc  Spontaneous Recovery
vs. virtuosity (Inferiority y
inferiority complex)  Discrimination
Adolesce Identity vs. Fanaticism Repudiation Fidelity  Higher-Order Conditioning
nce role (reject)
confusion
Young Intimacy Promiscuity Exclusion Love Edward Thorndike- Connectionism Theory (S-R Theory)
Adult vs.
Isolation
 Law of Effect
  Law of Exercises
 Law of Readiness

BF Skinner’s Operant Conditioning Types of Knowledge

 Reinforcement
o Positive Reinforcer  General vs. Specific
 Given/ added to increase  Declarative
response  Procedural
o Negative Reinforcer  Episodic
 Withdrawn/ removed to  Conditional- “knowing when and why”
increase response

IPT ( Information Processing Theory)

Edward Tolman’s Purposive Behaviorism
Sign Learning Theory
 Learning is acquired through meaningful
behaviour
 More of relationship b/w stimuli
 Organisms will select the shortest or easiest
path to achieve goal
 Latent Learning- learning that stays as
individual needs it
 Encoding-Storage-Retrieval
 Duration: 1-3 seconds of information
o Short Term Memory- working memory
 5-9 chunk of information
(7 +/- 2)
 18 seconds
o Long Term Memory- permanent storing house
 Unlimited

Jerome Bruner’s Constructivist Theory

Albert Bandura’s Social Learning Theory o Learning is an active process
 Learning by MODEL/ imitation/ OBSERVATION
 Learning can be seen without change in Representation
behaviou  Enactive Representation
 Iconic representation
 Attention  Symbolic Representation
 Retention
 Motor reproduction
 Motivation David Ausubel’s Meaningful Verbal Learning
(Subsumption Theory)

Gestalt’s Theory (Form/ Configuration)  Use of advanced organizing

 Knowledge is hierarchically organized
 Max Wertheimer
 Wolfgang Kohler (ape experiment- Sultan) o Subsumption- the process by which new
 Kurt Koffka material is related to relevant ideas in the
existing cognitive structure.
 Lawof Proximity
 Law of Similarity  Derivative subsumption
 Law of Closure  Correlative subsumption
 Law of Good Continuation  Superordinate Learning
 Law of Good Pragnanz  Combinational Learning (learning by
 Law of Figure/ Ground analogy)

 Learning takes place by discovery/ insight o Advanced Organizers

 Expository
 Kurt Lewin- expanded Gestalt psychology  Narrative
  Skimming
 Graphic
o Progressive differentiation

Gagne’s Conditions of Learning ULTIMATE TRUTH

I. Different instruction is required for different
learning outcomes NATURALISM
II. Learning hierarchies define what intellectual
skills are to be learned and a sequence of IDEALISM REALISM
instruction
BEHAVIORISM
III. Events of learning operate on the learner in
ways that constitute the conditions of ESSENTIALISM EXISTENTIALISM
learning.
PERRENIALISM PRAGMATISM
Nine Instructional Events (pragma- to do/practical)
1. Gaining attention Reception

2. Informing learners of Expectancy PROGRESSIVISM

the objective

3. Stimulating recall of Retrieval

prior learning

4. Presenting the Selective perception RECONSTRUCTIONISM

stimulus

5. Providing learning Semantic encoding

guidance

6. Eliciting performance Responding

7. Providing feedback Reinforcement SOCIETAL CHANGE

8. Assessing Retrieval
performance

9. Enhancing retention Generalization

and transfer