Lesson 8

 MULTIPLE INTELLIGENCE
  - the theory of multiple intelligence (MI) was first described by Howard Gardner in Frames of mind (1983).

• Visual/ Spatial ( Picture Smart)- involves the potential to recognize and use the patterns of wide space and more confined areas.
• VERBAL/ LINGUISTIC (word smart)-

           THE ABILITY TO use spoken or written words.

• LOGICAL-MATHEMATICAL

           Inductive and deductive thinking and reasoning abilities, logic, as well as the use

of numbers and abstract pattern recognition.

• BODY-KINESTHETIC

         The wisdom of the body and the ability to control physical motion.

• MUSICAL-RHYTHMIC

        The ability to master music as well as rhythms, tones and beats.

• INTERPERSONAL

      The ability to communicate effectively with other people and to be able to develop relationships.

• INTRAPERSONAL

      The ability to understand one’s own emotions, motivations, inner states of being, and self-reflection.

• NATURALIST ( Nature Smart)

      learning through classification, categories, and hierarchies.

• EXISTENTIAL ( Spirit Smart)

      this intelligence seeks connection to real world understanding and application of new learning.

MY REFLECTION:

 Lesson 12
Topic: Gestalt Psychology
   Reporter: Jenila Moradas



*GESTALT PSYCHOLOGY
  - is a German word meaning "form' or "configuration".
  - school of psychology founded in 20th century.
  - foundation for the study of perception.
*GESTALT THEORY
 - emphasize that "the whole is greater than sum of its part".
                                FOUNDERS OF GESTALT PSYCHOLOGY  


                                                  

                                              MAX WERTHEIMER

                                              Born: April 15, 1880
                                              Died: October 12, 1943
                      
                          - Is one of principal proponents of gestalt psychology emphasized higher-order cognitive process in the midst of behaviorism.



                                           

                                                   KURT KOFFA

                                          Born: March 18, 1886
                                          Died: November 22, 1941

                       - He published the Principles of Gestalt Psychology in 1935.

My Reflection

In this lesson I've learned that the perception of every one have higher and have different perception on the problem that we encounter. like for examples the Visuals that have been presented in the lesson it will improve our critical thinking and understand the gaps.

Lesson 13    
Topic: INFORMATION PROCESSING
   Reporter: LUZVIMINDA GAYAK

*Information Processing
    -is a cognitive theoritical framework that focus on how knowledge enter and is stored in and is retrieved from our memory.

*Information Processing Theory
  - describe how the learner receive information (stimuli ) from the environment through the senses and what take place in between determines whether the information will continue to pass through the sensory register.

                    TYPES OF KNOWLEDGE

A. General vs. Specific
 - this involves whether the knowledge is useful in task or only in one.

B. Declarative
  - refer to factual knowledge. They relate the nature of how things are in the form of a word or an image.

       STAGES IN INFORMATION PROCESSING THEORY


1. Encoding- information is sensed, perceived and attended to.
2. Storage- the information is stored for either a brief or extended period of time. 
3. Retrieval- is brought back at the appropriate time and reactivated.

                           SENSORY REGISTER 


CAPACITY
 - receives a great amount of information but it is more than what our minds can hold or perceived.

DURATION
- the sensory register only hold the information for an extremely brief period.

                     THE ROLE  OF ATTENTION

* To bring information into concioussness.
* Getting through this attentional filter.
* Before information is perceived, it is known " precategoral information".


                   KINDS OF MEMORY

A.) Sensory Memory 
     - refers to the initial, momentary storage of information lasting only for an instance.
* Iconic Memory
    - storage of visual information.
* Echoic Memory
   - disappear within 3 or 4 seconds.
B.) Short-term Memory
     - maintains for a limited time.
Duration: around 18 seconds or less.
C.) Long-term Memory
      - is the final or permanent storing house of memory information. 
Capacity: LTM has unlimited capacity.
Duration: is the LTM is indifinite.

                     IMPROVING MEMORY 

* CHUNKING- is a meaningful groupings of items together.
* MNEMONIC- a formal technique for organizing materials.
* REHEARSAL- is the transfer of information from short-term memory.

                  MEASURING MEMORY 

1. RECALL
2. RECOGNITION
3. RE-LEARNING
4. ROLE-MEMORY
5. FLASHBULB

My Reflection

This lesson wanted to emphasize the advantage of technique's for us to be easily learned from different subject areas. This lesson also implied us the importance of experiences for us to have a concrete understanding on the particular topic that we wanted to learned.

Lesson 7

         KOHLBER DESCRIBE 3 PROPERTIES OF INSIGHT LEARNING

1. Based on the animals perceiving the solution to the problem.
2. Learning insight is not depending on rewards.
3. Once a problem has been solved, it is easier to solve a similar problem.

      Topic:  THEORIES OF STYLES
     Reporter: Nasser Sangaban and
                      Princess Joy Simbulan

*COGNITIVE STYLES
    - preferred way an individual processes information.
    - describe as a personality dimension influences attitudes, values and social interaction.
                

                                        OTHER COGNITIVE STYLES

 A. SCANNING- differences in the extent and intensity of attention receiving is a variation in the vividness of experience and the form of awareness.
 B. LEVELING vs. SHARPENING- remembering that pertain to the distinctiveness of memories and the tendency to merge similar events.
C. REFLECTION vs. IMPULSITY- individual consistencies in the speed and adequacy.
D. CONCEPTUAL vs. DIFFERENTIATION- tendency to categorize perceive similarities among stimuli in terms of experience concepts or dimensions.

CONTENT FEATURES IN GUILFORD'S SI:

A. VISUAL
B. AUDITORY
C. SYMBOLIC
D. SEMANTIC
E. BEHAVIOR

PRODUCTS FEATURES IN GUILFORDS SI:

A. UNITS- items of knowledge.
B. CLASSES- sets of units sharing common attributes.
C. RELATIONS- opposites or in a social.
D. SYSTEMS- interrelated compromise structure.
E. TRANSFORMATION- changes, sequences or analogues.
F. IMPLICATIONS- predictions, inferences, consequences, anticipation of knowledge.

OPERATION FEATURES IN GUILFORDS SI:

A. COGNITIVE- ability to understand, comprehend, discover and become aware of information.
B. MEMORY RECORDING- the ability to encode information.
C. MEMORY RETENTION- to recall information.
D.DIVERGENT PRODUCTION- ability to generate multiple solutions to problem.
E. CONVERGENT PRODUCTIONS- ability to deduce a single solutions.
F. EVALUATION- ability to judge whether or not information is accurate.

LEARNING STYLES
- speaks to the understanding that every students learns differently.
UNDERSTANDING VASK
- one of the most accepted understanding of learning styles.

           3 CATEGORIES ( Educational Theorist  Heirl Fleming )

* VISUAL LEARNING
* AUDITORY LEARNING
* KINESTHETIC LEARNING                 

                      7 MAJOR LEARNING STYLES

1.VISUAL
2. PHYSICAL
3. AURAL
4. VERBAL
5. LOGICAL
6. SOCIAL
7. SOLITARY

CONTENT THEORIES
- focus on the factor within the person that energize, direct sustain and stop behavior.
PROCESS THEORIES
- provide a description and analysis.
REINFORCEMENT                   
EXPECTANCY                                   
EQUITY
GOAL SETTING THEORIES
 - have been supported by how researched studies and are viewed as the most helpful application.
EXPECTANCY AND EQUITY
-a part of compensation curricular considered in the design of compensation plans. 
EXPECTANCY AND EQUITY THEORIES
-researched as reinforcement and goal setting theories.
REINFORCEMENT THEORIES
-build on the consumption that behavior is influenced by its consequences.
POSITIVE REINFORCEMENT
-the strength of response includes repetition of the behavior that proceed the reinforcement.
NEGATIVE REINFORCEMENT
-increases the frequency of response.
PUNISHNENT
-undesirable consequence of particular behavior.
EXTICTION
-response rate due to non-reinforcement.
BEHAVIORAL MODEL

-
-behavioral approach to systems theory and control theory.
EXPECTANCY MODEL
- looks at how likely it is performance  and outcome will occur.
EQUITY THEORY
- taking up that employers compare their efforts and rewards.
GOAL SETTING THEORY
- restrictive and incomplete to be useful for general application.
- developed by J. Stacey Adams. 

 MY REFLECTION

This lesson emphasize the goodness of making a goal in life, it because it will help us  to become a better person of our own. This stated that we must to set our goals than we expect because the more you expect you expect the more you get hurt.

Lesson 15

Topic: Motivation
    Reporter: Rasmia Kabalo

What is MOTIVATION?

-It gives the reason for people's actions, desires, and needs. Motivation can also be defined as one's direction to behavior, or what causes a person to want to repeat a behavior and vice versa.KI

KINDS OF MOTIVATIONS

A.) Intrinsic Motivation
     -is one that causes people to participate in an activity for their own enjoyment.
Example: Mrs. Santos after retiring from teaching, she joined the Glee Club for Senior Citizens for socializing and to enjoy herself.

B.) Extrinsic Motivation
    - which cause people to participate in an activity for a tangible awards.
Example: Tommy is a good athlete, joins the football tournament for the MVP ( Most Valuable Player ) cap.



                            ABRAHAM MASLOW'S HEIRARCHY OF NEEDS  



              
                       

MY REFLECTION

In this lesson  I've learned that motivation is not only the reason to become a successful but without this motivation we can't drive our mind to become a better person.

Lesson 19

  Topic: 5 DIMENSIONS OF STUDENTS DEVELOPMENT
 Reporter: Pearl John V.  Magsipoc

1.) Confidence and Independence
    - we see growth and development learners confidence and independence become congruent with their actual abilities and skills, content knowledge, use of experience and reflections about their own leaning.

2.) Skills and Strategies
   - skills and strategies represents "know-how" aspect of learning, when we speak of "performance" or "mastery" we generally mean that learners have developed skills and strategies to function successfully in a certain situations.

3.) Knowledge and Understanding
  - refers to the "content" knowledge gained in particular subject areas. It is the most familiar dimensions, focusing on "know-what" aspect of learning.

4.) Use of Prior and Emerging Experience
  - the use of prior and emerging experience, involves learners abilities to draw of their own experience and connect it on their own experience.

5.) Critical Reflection
    - refers to the developing awareness of the learners own learning process as well as more analytical.


Topic: Differences of Young Children
           Adolescents and Adult learners
Reporter: Jerick Lapurga

YOUNG CHILDREN:

•  They can learn through talking about themselves, families and their lives.
• They are curios to learn and discover new concepts on their own.
•  They like to use their imagination and to discover things.
•  They naturally need to touch, see, hear, and interact to learn.
•  Because their attention span is limited, they need engaging and entertaining activities in order to not lose interest.
• They like to cooperate and work in groups.
• They need support and encouragement while leraning.
•  Teachers need to work their students individually because they need to be guided.

ADOLESCENTS:

•  They are in search for personal identity.
•  They are in need of activities that meet their needs and learning expectations.
•  They become disruptive when they lose interest in the lesson or feel bored.
•  They need help and support to the teachers and to be provided with constructive feedback.
•  They can draw upon a variety of resources in the learning environment, including personal experience, the local community and the internet.
•  They need the teachers to build bridges between the syllabus and their world of interests and experiences.
•  They can learn abstract issues and do challenging activities.
•  Their personal initiative and energy are moved into action through meaningful involvement with relevant and current content.

ADULT LEARNERS:

• Adults are more disciplined than adolescents.
• They have a clear understanding of their own learning objectives.
•  They need to be involved in choosing what and how to learn.
• They prefer to rely on themselves and work on their own pace.
• They come to the classroom with a wide range of knowledge, expectations and experiences.
•  They are able to do a wide range of activities.
•  They come into the classroom with diverse experience, opinions, thoughts, and beliefs which need be respected.
• Adults learn at various rates and in different ways according to their intellectual ability, educational level, personality and cognitive learning styles.

My Reflection

 In this lesson we can classify the differences of the individual not only in their age but also on their behaviors and how they overcome all of those challenges when theirs a lot of difficulties. But whatever challenges comes we can learn and gather more learning that we want to become mature enough and we can use it in the future.

Lesson 6.
INTELLIGENCE

The ability to learn facts and skills and apply them.

• THURSTON                                                                                                                           intelligence is both general ability and a number of specific abilities.  
• STAGNER                                                                                                                               intelligence is the learning ability and the ability to see new situation.
• FIELDMAN                                                                                                                               intelligence in the general capacity of person to adjust consciously  his thinking to a new requirement.
• HUMAN INTELLIGENCE
• ARTIFICIAL INTELLIGENCE                                                                                                                                                                                                                     

 THEORIES OF INTELLIGENCE           

• HOWARD GARDNER                                                                                                            MULTIPLE INTELLIGENCE

1. VERBAL-LINGUISTIC INTELLIGENCE
2. MATHEMATICAL INTELLIGENCE
3. MUSICAL INTELLIGENCE
4. VISUAL-SPATIAL     INTELLIGENCE
5. BODILY-KINESTHETIC INTELLIGENCE
6. INTERPERSONAL INTELLIGENCE
7. INTRAPERSONAL INTELLIGENCE
8. NATURALIST INTELLIGENCE
9. EXISTENTIAL INTELLIGENCE
10. SPIRITUAL INTELLIGENCE
11. MORAL   INTELLIGENCE                                                                                                                                     

 ROBERT STENBERG  TRIARCHIC THEORY OF INTELLIGENCE

1. COMPONENTIAL- the ability assessed by intelligence test.

2. EXPERIMENTAL- the ability to adopt to new situations and to produce new ideas

3. COTEXTUAL- the ability to function effectively in daily situation.

4. PRACTICAL- related to overall success in living rather than intelligence in academic performance.       

    EMOTIONAL INTELLIGENCE
1. Facilitating emotions
2. Perceiving emotions
3. Understanding emotions
4. Managing emotions            

• Charles Spearman Fluid Intelligence

          -is the ability to deal with the new problem and situation.It is also the ability to draw inferences              and understand the various concepts, independent on acquire knowledge.

• Crystallized Intelligence                                                                                                                  -this is the store of information, skills and strategies what people have acquired through their experiences and the use of fluid intelligence.

MY REFLECTION

   This intelligence have a broad explanation or wide understanding but it depends on us on how we discover or develop it for us to become easily engaged in the skills that we want to be or continue to explore our critical thinking. And what we call intelligence it depends on how we improve or develop this for us to be more knowledgeable.