EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan St. Sampaloc, Manila

REPORTER: SYLVESTER MCGRAY S. VILLARUEL
PROFESSOR: DR. CESAR H. GARCIA
SUBJECT: CURRICULUM DEVELOPMENT – MAED AS / SAT. 2:00 – 5:00
TOPIC: LEARNING THEORIES FOR CURRICULUM DEVELOPMENT
DATE: JULY 13, 2013

A. Multiple Intelligence
This theory of human intelligence, developed by psychologist Howard Gardner and known as Gardners' Multiple Intelligences Theory, suggests there are at least nine ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct 'intelligence' -- in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

Garners Multiple Intelligence Theory

Verbal-Linguistic -- The ability to use words and language
Logical-Mathematical -- The capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns
Visual-Spatial -- The ability to visualize objects and spatial dimensions, and create internal images and pictures
Body-Kinesthetic -- The wisdom of the body and the ability to control physical motion
Musical-Rhythmic -- The ability to recognize tonal patterns and sounds, as well as a sensitivity to rhythms and beats
Interpersonal -- The capacity for person-to-person communications and relationships
Intrapersonal -- The spiritual, inner states of being, self-reflection, and awareness
Existential -- Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
Naturalist -- Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).

B. LEARNING STYLES

Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn.

The Seven Learning Styles * Visual (spatial): You prefer using pictures, images, and spatial understanding. * Aural (auditory-musical): You prefer using sound and music. * Verbal (linguistic): You prefer using words, both in speech and writing. * Physical (kinesthetic): You prefer using your body, hands and sense of touch. * Logical (mathematical): You prefer using logic, reasoning and systems. * Social (interpersonal): You prefer to learn in groups or with other people. * Solitary (intrapersonal): You prefer to work alone and use self-study.

C. EMOTIONAL INTELLIGENCE

What is Emotional Intelligence?

Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions.

Characteristics of Emotional Intelligence

Daniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence:

Self-Awareness – People with high emotional intelligence are usually very self-aware. They understand their emotions, and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and don't let their emotions get out of control.

Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don't allow themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity, and the ability to say no.

Motivation – People with a high degree of emotional intelligence are usually motivated. They're willing to defer immediate results for long-term success. They're highly productive, love a challenge, and are very effective in whatever they do.

Empathy – This is perhaps the second-most important element of emotional intelligence. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships, listening, and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way.

Social Skills – It's usually easy to talk to and like people with good social skills, another sign of high emotional intelligence. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and maintaining relationships.

D. SOCIAL LEARNING ( Scaffolding & Zone of Proximal Development )

What is Social Learning Theory?

The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.

According to Social Learning theory, models are an important source for learning new behaviors and for achieving behavioral change in institutionalized settings. Social learning theory is derived from the work of Albert Bandura which proposed that observational learning can occur in relation to three models:

* Live model - in which an actual person is demonstrating the desired behavior * Verbal instruction - in which an individual describes the desired behavior in detail, and instructs the participant in how to engage in the behavior * Symbolic - in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio. This type of modeling involves a real or fictional character demonstrating the behavior.

An important factor of Bandura’s social learning theory is the emphasis on reciprocal determinism. This notion states that an individual’s behavior is influenced by the environment and characteristics of the person. In other words, a person’s behavior, environment, and personal qualities all reciprocally influence each other.

Bandura proposed that the modeling process involves several steps:

* Attention - In order for an individual to learn something, they must pay attention to the features of the modeled behavior. * Retention - Humans need to be able to remember details of the behavior in order to learn and later reproduce the behavior. * Reproduction - In reproducing a behavior, an individual must organize his or her responses in accordance with the model behavior. This ability can improve with practice. * Motivation - There must be an incentive or motivation driving the individual’s reproduction of the behavior. Even if all of the above factors are present, the person will not engage in the behavior without motivation.

The Zone of Proximal Development (ZPD), in Education refers to the distance between what a child can do on his/her own and what the child can complete with adult assistance.
Vygotsky believed during the learning process children first learn by imitating adults. In the beginning, children are unable to complete a particular task without assistance. Over time, this child may be able to complete more complex tasks with adult assistance.

Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals

E. BEHAVIOURAL LEARNING

Behaviorism

The term "behaviorism" was coined by John Watson (1878–1959). Watson believed that theorizing thoughts, intentions or other subjective experiences was unscientific and insisted that psychology must focus on measurable behaviors. For behaviorism, learning is the acquisition of a new behavior through conditioning.

Conditioning

There are two types of conditioning:

* Classical conditioning - where the behavior becomes a reflex response to stimulus. * Operant conditioning - where there is reinforcement of the behavior by a reward or a punishment.

Classical conditioning was noticed by Ivan Pavlov when he saw that if dogs come to associate the delivery of food with a white lab coat or with the ringing of a bell, they will produce saliva, even when there is no sight or smell of food. Classical conditioning regards this form of learning to be the same whether in dogs or in humans. Operant conditioning, or radical behaviorism, reinforces this behavior with a reward or a punishment. A reward increases the likelihood of the behavior recurring, a punishment decreases its likelihood.

F. BRAIN – BASED LEARNING

This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

The core principles of brain-based learning state that:

* The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. * Learning engages the whole physiology. * The search for meaning is innate. * The search for meaning comes through patterning. * Emotions are critical to patterning. * The brain processes wholes and parts simultaneously. * Learning involves both focused attention and peripheral perception. * Learning involves both conscious and unconscious processes. * We have two types of memory: spatial and rote. * We understand best when facts are embedded in natural, spatial memory. * Learning is enhanced by challenge and inhibited by threat. * Each brain is unique.

The three instructional techniques associated with brain-based learning are:

* Orchestrated immersion – Creating learning environments that fully immerse students in an educational experience * Relaxed alertness – Trying to eliminate fear in learners, while maintaining a highly challenging environment * Active processing – Allowing the learner to consolidate and internalize information by actively processing it

REFERENCES:
James, W.; Gardner, D. (1995). "Learning styles: Implications for distance learning". New Directions for Adult and Continuing Education 67.

http://www.learning-styles-online.com/overview/

http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm

http://www.youtube.com/watch?feature=player_embedded&v=Gcuz71or44w

http://www.mindtools.com/pages/article/newCDV_59.htm

http://en.wikipedia.org/wiki/Social_learning_theory

http://www.funderstanding.com/brain/brain-based-learning/