Proponents

ACTIVITY NO.and
2 their Contribution toFOUNDATIONS
PSYCHOLOGICAL Teaching and Learning
OF EDUCATION
Contribution To
Proponents Teaching And How It Works Example
Learning
-There are three stages of classical The most famous
conditioning. At each stage the stimuli and example of classical
responses are given special scientific terms: conditioning was Ivan
-If you pair a neutral stimulus (NS) with an Pavlov's experiment
unconditioned stimulus (US) that already with dogs, who
triggers an unconditioned response (UR) that salivated in response
neutral stimulus will become a conditioned to a bell tone. Pavlov
stimulus (CS), triggering a conditioned showed that when a
1. PAVLOV Classical Conditioning response (CR) similar to the original bell was sounded each
unconditioned response. time the dog was fed,
the dog learned to
associate the sound
with the presentation
of the food.

Stage 1: Before Conditioning: a perfume (UCS)

could create a
In this stage, the unconditioned stimulus response of happiness
(UCS) produces an unconditioned response or desire (UCR).
(UCR) in an organism.

Stage 2: During Conditioning: a stomach virus

(UCS) might be
During this stage, a stimulus which produces associated with eating
no response (i.e., neutral) is associated with a certain food such as
the unconditioned stimulus at which point it chocolate (CS).
now becomes known as the conditioned
stimulus (CS).

Stage 3: After Conditioning: a person (CS) who

has been associated
Now the conditioned stimulus (CS) has been with nice perfume
associated with the unconditioned stimulus (UCS) is now found
(UCS) to create a new conditioned response attractive (CR).
(CR).
Any behavior that is followed by pleasant If you study and then
2. EDWARD LAW OF EFFECT consequences is likely to be repeated, and get a good grade on a
THORNDIKE any behavior followed by unpleasant test, you will be more
consequences is likely to be stopped. likely to study for the
next exam. If you
work hard and then
receive a promotion
and pay raise, you
will be more likely to
continue to put in
more effort at work.
 Skinner box, also known as an operant
conditioning chamber, is a device used to if when you were
3. BF objectively record an animal's behavior in a younger you tried
SkINNER compressed time frame. An animal can be smoking at school,
 rewarded or punished for engaging in certain and the chief
Operant Conditioning behaviors, such as lever pressing (for rats) or consequence was that
key pecking (for pigeons). you got in with the
crowd you always
Skinner identified three types of responses, wanted to hang out
or operant, that can follow behavior. with, you would have
• Neutral operants: responses from the been positively
environment that neither increase nor reinforced (i.e.,
decrease the probability of a behavior being rewarded) and would
repeated. be likely to repeat the
behavior.
• Reinforcers: Responses from the
environment that increase the probability of a If, however, the main
behavior being repeated. Reinforcers can be consequence was that
either positive or negative. you were caught,
caned, suspended
• Punishers: Responses from the environment
from school and your
that decrease the likelihood of a behavior
parents became
being repeated. Punishment weakens
involved you would
behavior.
most certainly have
been punished, and
you would
consequently be much
less likely to smoke
now.

Mediating processes occur between stimuli A student who is

4. ALBERT SOCIAL LEARNING & responses. praised for raising
BANDURA THEORY Behavior is learned from the environment their hand to speak
through the process of observational will more than likely
learning. repeat that behavior.
 In order to capture the full range of abilities A girl who has a great
5. HOWARD THEORY OF and talents that people possess, Gardner voice and was able to
GARDNER MULTIPLE theorizes that people do not have just an play piano has
INTELLIGENCES intellectual capacity, but have many kinds of musical intelligence.
intelligence, including musical,
interpersonal, spatial-visual, and
linguistic intelligences, logical, bodily
kinesthetic, intrapersonal and interpersonal.

According to the theory, successful

6. ERIK STAGES OF completion of each stage results in a healthy 1. trust vs mistrust
ERIKSON PSYCHOSOCIAL personality and the acquisition of basic 2. autonomy vs shame
DEVELOPMENT virtues. Basic virtues are characteristic 3. initiative vs guilt
strengths which the ego can use to resolve 4. industry vs
subsequent crises. inferiority
5. identity vs. role
Failure to successfully complete a stage can confusion
result in a reduced ability to complete further 6. intimacy vs
stages and therefore a more unhealthy isolation
personality and sense of self. 7. generativity vs.
stagnation
8. ego integrity vs.
despair

B. Discuss further the Gardner Multiple Intelligence (MI) its implications to the teachers and learners.

IMPLICATIONS TO THE
MULTIPLE INTELLIGENCE SIGNIFICANCE TEACHERS AND LEARNERS.

1. Visual-Spatial Intelligence People who are strong in visual- Pupils can Recognize patterns
spatial intelligence are good at easily and Interpret pictures,
visualizing things. These graphs, and charts well.
individuals are often good with
directions as well as maps, charts,
videos, and pictures
2. Linguistic-Verbal Intelligence People who are strong in Debate or give persuasive
linguistic-verbal intelligence are speeches and Enjoy
able to use words well, both when reading and writing.
writing and speaking. These
individuals are typically very
good at writing stories,
memorizing information, and
reading.
3. Logical-Mathematical People who are strong in logical- Have excellent problem-
Intelligence mathematical intelligence are solving skills and Can
good at reasoning, recognizing solve complex
patterns, and logically analyzing computations
problems. These individuals tend
to think conceptually about
numbers, relationships, and
patterns.
4. Bodily-Kinesthetic Intelligence Those who have high bodily- Enjoy creating things with
 kinesthetic intelligence are said to his or her hands and have
be good at body movement, excellent physical
performing actions, and physical coordination.
control. People who are strong in
this area tend to have excellent
hand-eye coordination and
dexterity.
5. Musical Intelligence People who have strong musical Enjoy singing and playing
intelligence are good at thinking musical instruments
in patterns, rhythms, and sounds.
They have a strong appreciation Recognize musical
for music and are often good at patterns and tones easily
musical composition and
performance.
6. Interpersonal Intelligence Those who have strong Communicate well
interpersonal intelligence are good verbally
at understanding and interacting
with other people. These Are skilled at nonverbal
individuals are skilled at assessing communication
the emotions, motivations, desires,
and intentions of those around See situations from
them. different perspectives

7. Intrapersonal Intelligence Individuals who are strong in Analyze their strengths

intrapersonal intelligence are good and weaknesses well
at being aware of their own
emotional states, feelings, and Enjoy analyzing theories
motivations. They tend to enjoy and ideas
self-reflection and analysis,
including daydreaming, exploring Have excellent self-
relationships with others, and awareness
assessing their personal strengths.

8. Naturalistic Intelligence Naturalistic is the most recent Pupils Are interested in

addition to Gardner’s theory and subjects such as botany,
has been met with more resistance biology, and zoology also
than his original seven good in Categorize and
intelligences. According to catalog information easily
Gardner, individuals who are high
in this type of intelligence are
more in tune with nature and are
often interested in nurturing,
exploring the environment, and
learning about other species.

C . Apply the concept of Educational Psychology to: a. Principle of Punishment b. Principle

of Reinforcement c. Factors of child development d. Classroom Management and Discipline.
1. Principle of Punishment

Punishment is a term used in operant conditioning psychology to refer to any change that occurs after a
behavior that reduces the likelihood that that behavior will occur again in the future. While positive and
negative reinforcements are used to increase behaviors, punishment is focused on reducing or eliminating
unwanted behaviors.

Punishment is often mistakenly confused with negative reinforcement. The difference:

Reinforcement increases the chances that a behavior will occur and punishment decreases the chances that a
behavior will occur.

2. Principle of Reinforcement

The principle of reinforcement is a psychological concept based on the idea that the consequences of an

action will influence future behaviour. Reinforcement is the process by which certain types of behaviours
are strengthened. It is the attempt to develop or strengthen desirable behaviour by either bestowing positive
consequences or with holding negative consequences.

For example, reinforcement might involve presenting praise (a reinforcer) immediately after a child puts
away their toys (the response). By reinforcing the desired behavior with praise, the child will be more likely
to perform the same action again in the future.

3. Factors of child development

Many factors influence child development: heredity, family, and community. Children's early experiences
will affect them now and in the future. Children must have their basic needs met, feel safe, and feel valued
in order to develop and learn.

4. Classroom Management and Discipline .

Classroom management is a term used by teachers to describe the process of ensuring that
classroom lessons run smoothly despite disruptive behavior by students. The term also implies the
prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers;
indeed experiencing problems in this area causes some to leave teaching altogether. It playa a very
important guiding significance. So as to improve the teaching efficiency and improve the teaching effect,
and avoid irreversible effects on the students’ psychology , teacher must sometimes consult and monitors
student behaviour and consider all the factors.

D. Discuss in detail the characteristics of a good teacher. Cite some situations that can
support your claims.
1. A good teacher is committed to their students.

Educators must remain actively engaged in studying how students learn best along with the ways in which
culture and socio-economics impacts students individually. A good teacher commit to lifelong learning and
commit to serving students personally.
Ex. Teacher serves his or her student holistically even in personal matter. We are dedicated in filling their
minds with good things and information.

2. Dealing with a wide range of student ability and challenges.

Much of what we do in early childhood classrooms naturally lends itself to individualizing learning, like
allowing children to choose which interest area to play in and how to play in it, deciding how they
participate in large-group meetings (some children sit with their legs crossed like pretzels, others choose to
lie on their bellies, while still others prefer to sit in a chair or stand nearby), and how they use art materials
to create. When you work to address a wide range of skills and abilities in your group, you consider and plan
for children’s individual differences. These differences include variations in gender, temperament, interests,
learning styles, life experiences, culture, language learning, and special needs.

Ex. Giving a different activity to know students individual inteligences and focuses on what child can do and
best in such area.

3. Understand their subjects and their students thinking.

As a teacher, you might think it’s obvious that you should get to know your students, but how well do you
really know the young people who are sitting in your classroom? Taking a bit of time and care to get to
know them as individuals can make you a more effective and impactful teacher. Beyond just finding out
your students' names, ages, friendship groups and family backgrounds, it’s important to dig a bit deeper and
discover their learning interests and strengths.

Getting to know who your students are as individuals can help you to provide an inclusive, respectful and
accepting classroom environment. This will not only help to keep your students highly engaged in learning,
but will also provide a safe space for them when navigating tough times that will encourage them to open up
and seek support when needed.

Ex. As the student is explaining their thinking or their answer, record the main key words they say in a word
bank of sorts. Then, restate to the student what you heard them say, and point to each word as you say it.
Finally, have them record their thoughts using some or all of the key words you recorded for them.

4. Using new technologies and techniques appropriately to accomplish important goals, not just
entertain the student.

Technology offers the opportunity for teachers to become more collaborative and extend learning beyond
the classroom. Educators can create learning communities composed of students; fellow educators in
schools, museums, libraries, and after-school programs; experts in various disciplines around the world;
members of community organizations; and families. This enhanced collaboration, enabled by technology
offers access to instructional materials as well as the resources and tools to create, manage, and assess their
quality and usefulness.

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to
expand learning opportunities for students, and increase student support and engagement. It also enables
teachers to improve their instruction methods and personalize learning.

Ex. For example, you can have digital scavenger hunts in the classroom by challenging students with fact
finding questions that they need to complete online. This is a great way to integrate technology into the
learning experience by making a game of it.

5. Taking good care of their students.

A great teacher care about their students. They want them to succeed and are committed to helping them
achieve their goals. Moreover, teachers care about their students’ happiness, well-being and life beyond the
classroom. Investing yourself in your students creates a positive atmosphere in the classroom that can
enhance your relationship with students and makes them feel important. A student is far more likely to
respond to a teacher who cares, and is therefore more likely to learn and engage. Connecting with your
students establishes trust, which is important to the students’ learning because it makes them comfortable
enough to participate, ask for help when needed, and pay closer attention to advice and encouragement.
Ex. Teacher gives all her effort to perform best in class. Gives all her best in every unexpected
circumstances like when a child’ s unexpectedly do number 2 or crying out loud. When that happens,
teacher give all her best to make the students more comfortable. Another situation is when our pupils get
hurt, we teacher are good in nursing them and taking care of them .