MODULE 11

Let us see Gagne's principles.

GAGNE’S CONDITIONS OF
LEARNING Gagne's theory deals with all aspects of learning.
However, the focus of the theory is on
In his theory, Gagne specified several intellectual skills. The theory has been utilized to
different types or levels of learning. He stressed design instruction in all domains. In the earlier
that different internal and external conditions version of the theory, special attention was given
are needed for each type of learning, thus his to military training settings. Later, Gagne also
theory is called conditions of learning. He also looked into the rule of instructional technology
provided nine instruction events that serve as in learning.
basis for the sequencing of instruction.
Gagne's Principles

GAGNE’S CONDITIONS OF LEARNING 1. Different instruction is required for

different learning outcomes.

Gagne's theory asserts that there are

Categories of learning several different types or levels of learning.
9 Events of Instruction
Furthermore, the theory implies that each
Verbal information different type of learning calls for different types
Event 1
Gaining Attention of instruction.

Intellectual Skills Event 2 Gagne named five categories of learning:

Informing the learner of verbal information, intellectual skill
Cognitive Strategies the objectives
cognitive strategies, motor skills and
Event 2 attitudes. Distinct internal and external
Stimulating Recall of Prior
Attitudes conditions are required for each type of learning.
Learning
For instance, for cognitive strategies to be
Event 4 learned, there must be an opportunity for
Motor Skills Presenting the Stimulus
problem solving: to learn attitudes, the leaner
Event 5
must be exposed to credible role model or
Providing Learner Guidance arguments that are convincing and moving.
Event 6
Eliciting Performance

Event 7 Below are the categories of learning with

Giving Feedback corresponding learning outcomes and
conditions of learning:
Event 8
Assessing Performance

Event 9
Enhancing Retention and
Transfer
 Higher Order
Rules: Applying a
CATEGORY EXAMPLES OF CONDITION new combination
OF LEARNING S OF of rules to solve a
LEARNING OUTCOMES LEARNING complex problem,
Verbal Stating previously 1. Draw e.g., generating a
Information learned materials attention to balanced budget
such as facts, distinctive for a school
concepts, features by organization
principles and variations in 1. Describe or
procedures, e.g., print or Cognitive Employing demonstrate
listing the 14 speech. Strategies personal ways to the strategy.
learner-centered 2. Present guide learning, 2. Provide a
psychological information so thinking, acting variety of
principles that it can be and feeling, e.g., occasions for
made into constructing practice using
chunks. concept maps of the strategy.
3. Provide a topics being 3. Provide
meaningful studied informative
effective feedback as to
Context for the creativity
encoding of or originality of
information. the strategy or
4. Provide cues outcome.
for effective
recall and Attitudes 1. Establish an
generalization Choosing personal expectancy of
of information. actions based on success
Discrimination 1. Call internal states of associated with
Intellectual s: Distinguishing attention to understanding the desired
Skills objects, features distinctive and feeling, e.g. attitude.
Discrimination or symbols, e.g., features. deciding to avoid 2. Assure
s, Concrete distinguishing an 2. Stay within soft drinks and student
Concepts, even and an odd the limits of drinking a least 8 identification
Defined number working glasses of water with an
Concepts, Concrete memory. everyday admired
Rules, Higher Concepts: 3. Stimulate human model.
Order Rules Identifying classes the recall of 3. Arrange for
of concrete previously communicatio
objects, features learned n or
or events, e.g., Component demonstration
picking out all the skills. of choice of
red beads from a 4. Present personal
bowl of beads verbal cues to action.
Defined the ordering or 4. Give
Concepts: combination of feedback for
classifying new Component successful
examples of events skills. performance;
or ideas by their 5. Schedule or allow
definition, e.g., occasions for observation of
noting "she sells practice and feedback in the
sea shells' as spaced review. human model.
alliteration 6. Use a variety Motor Skills 1. Present
Rules: Applying a of contexts to Executing verbal or other
single relationship promote performances guidance to
to solve a class of transfer. involving the use cue the
problems, e.g., of muscles, e.g., executive
computing doing the steps of subroutine.
average monthly the singkil dance. 2. Arrange
income of a repeated
company practice.
3. Furnish
immediate
 feedback as to (9) enhancing retention and transfer
the accuracy of (generalization).
performance.
4. Encourage
Study the two examples of teaching sequences
the use of
mental below. They reflect the events of instruction
practice.
Example 1: Lesson: Equilateral Triangles

2. Learning hierarchies define what Objective: For students to create equilateral

intellectual skills are to be learned and a triangles
sequence of instruction.
Target group: Grade 4 pupils
Gagne suggests that learning tasks for
1 Gain attention - show variety of computer-
intellectual skills can be organized in a hierarchy
generated triangles
according to complexity: stimulus recognition,
response generation, procedure following, use of 2. Identify objective- pose question: "What is an
terminology, discriminations, concept formation, equilateral triangle?"
rule application, and problem solving. The primary
3. Recall prior learning - review definitions of
significance of the hierarchy is to identify triangles
prerequisites that should be completed to facilitate
learning at each level. Prerequisites are identified by 4. Present stimulus - give definition of equilateral
doing a task analysis of a learning/training task. triangle
Learning hierarchies provide a basis for the 5. Guide learning - show example of how to create an
sequencing of instruction. equilateral triangle

3. Events of learning operate on the learner 6. Elicit performance - ask students to create 5
in ways that constitute the conditions of different examples
learning.
7. Provide feedback - check all examples as
These events should satisfy or provide the correct/incorrect
necessary conditions for learning and serve as the 8. Assess performance - provide scores and
basis for designing instruction and selecting remediation
appropriate media. The theory includes nine
instructional events and corresponding cognitive 9. Enhance retention/transfer - show pictures of
objects and ask students to identify equilaterals
processes:
EVENT OF LESSON RATION
(1) gaining attention (reception) INSTRUCT EXAMPLE/COND ALE
ION ITIONS OF
(2) informing learners of the objective (expectancy) LEARNING
(3) stimulating recall of prior learning (retrieval)
1. Gaining Teacher tells learners
Attention how she has used Giving
(4) presenting the stimulus (selective perception)
Powerpoint in the backgroun
classroom. Shows an d
(5) providing learning guidance (semantic
example of a informatio
encoding) powerpoint. n
Asks learners creates
(6) eliciting performance (responding)
questions about validity.
using powerpoint, The use of
(7) providing feedback (reinforcement)
multimedi
a grabs the
(8) assessing performance (retrieval) audience's
attention.
 Asking
questions 5. Providing
in the Learner Teacher Teacher
beginning Guidance demonstrates how to uses
creates an create a presentation. "discovery
interactive Teacher learning
atmospher moves around and because
e. shows students how learners
to use the tools to are adults
2. Informing type e in text, add and
the Learner Teacher says, "Today Make links, add symbols it gives
of the we are to going to learners and clip art, insert them the
Objective work on using a aware of videos and a freedom to
multimedia what diagrams, use explore.
presentation to expect sounds, etc. Learners Teacher
software, Microsoft so that are allowed to try the facilitates
Powerpoint they are tools demonstrated the
aware and in partners on their learning
prepared computers. process by
to recevel giving
informatio hints
n. and cues
when
3. needed.
Stimulating For this particular When Since
Recall of group of learning the
Prior learners, they have something audience
Learning learned new are pre-
previously about accessing service
Microsoft prior with
Windows, knowledge some basic
particularly is a level of
Microsoft major technolog
Word. Teacher factor in y
associates this the skills and
knowledge with process of the
lesson at hand. acquiring software
new program
informatio is easy to
n. follow and
understan
4. d
Presenting Teacher gives The goal is guidance
the Stimulus students hands-on, informatio is
step-by-step tutorial n minimal.
on using Microsoft acquisitio
Powerpoint n, 6. Eliciting
therefore, Performanc Teacher asks Requiring
the e students to the learner
stimulus demonstrate produce
employed Powerpoint tools. based on
is written what has
content been
and taught
the actual enables
software the learner
program.
 to confirm
his/her
learning.
Regular
feedback
enhances
learning.

7. Giving Teacher gives

Feedback immediate feedback
to learners after
eliciting responses.
8. Assessing
Performanc Assign a practice Independe
e activity - Create an nt practice
electronic story book forces
using Microsoft students
powerpoint. to use
Teacher checks work. what they
learned
and apply
it.
Assessing
such gives
instructor
s a means
of testing
student
learning
outcomes.

9.
Enhancing Teacher asks learners Applying
Retention to create activities learning in
and Transfer using PowerPoint real-life
presentation for 6th situations
grade pupils. is a step
Teacher also assigns towards
learner to teach Mastery
another learner how Learning.
to make powerpoint
presentations
CPE 104 Meaningful Learning can take place through four
processes:
Module 12 Ausubel’s Meaningful Verbal
Learning / Subsumption Theory 1. Derivative Subsumption
- This describes the situation in which
the new information you learn is an
example of a concept you already
learned.
2. Correlative Subsumption
- This describes the accommodation of
new information by changing or
expanding the concept.
3. Superordinate Learning
- Superordinate learning is when you
knew a lot of examples of the
concept, but did not know the concept
itself until it was taught to you.
David P. Ausubel was born in 1918 and grew up in 4. Combinatorial Learning
Brooklyn NY. He was an American psychologist. - It describes a process by which the
His most significant contribution was to the fields of new idea is derived from another idea
educational psychology, cognitive science, science that is neither higher or lower in the
education, developmental learning and research on hierarchy, but at the same level (in a
"advance organizers". different, but related, "branch").

The main theme of Ausubel's theory is that Advance Organizers

knowledge is hierarchically organized; that new The advance organizer is a major
information is meaningful to the extent that it can be instructional tool proposed by Ausubel. Advance
related (attached, anchored) to what is already organizer is an instructional unit that is used before
known. He proposed the use of advance organizers direct instruction, or before a new topic this is
as a tool for learning. sometimes called a hook set induction or anticipatory
Focus of Ausubel's Theory set.

1. The most important factor influencing Two Benefits of Advance Organizers:

learning is the quantity, clarity and
• You will find it easier to connect new
organization of the learner's present
information with what you already know
knowledge. It comprises his/her cognitive
about the topic.
structure.
• You can readily see how the concepts in a
2. The way to strengthen the student's cognitive
certain topic are related to each other.
structure is by using advance organizers that
allow students to already have a bird's eye Types of Advance Organizers
view or to see the "big picture" of the topic to
1. Expository - describes the new content.
be learned even before going to the details.
2. Narrative - presents the new information in
Subsumption form of a story to students.
3. Skimming - is done by looking over the new
- A process by which new material is
material to gain a basic overview.
related to relevant ideas in the
4. Graphic organizer - visual to set up or outline
existing cognitive structure.
the new information. This may include
 pictographs, descriptive patterns, concept
patterns, concept maps.
Application of Principles
1. The most general ideas of a subject should be
presented first and then progressively
differentiated in terms of detail and
specificity. He called this progressive
differentiation. According to Ausubel, the
purpose of progressive differentiation is to
increase the stability and clarity of anchoring
ideas.
2. Instructional materials should attempt to
integrate new material with previously
presented information through comparisons
and cross-referencing of new and old ideas.
 knowledge. It is largely based on Piaget’s theory.
Proponents of this type choosed child-centered and
MODULE 14
discovery learning. They believe the learners should
Constructivism: Knowledge be allowed to discover principles through their own
Construction/Concept Learning exploration rather than direct instruction by the
teacher.
2. Social Constructivism
• Behaviorism focused on the external, observable
behavior. This view emphasizes that “Knowledge exists in a
social context and is initially shared with others
• Constructivism focuses on knowledge instead of being represented solely in the mind of an
construction. individual”. It is based on Vygotsky’s theory. Here,
• Learning is explained as a connection between the construction of knowledge is shared by two or more
stimulus and the response. people. According to social constructivists, the
opportunity to interact and share among learners
• Reinforcement is the key to learning. help to shape and refine their ideas. Knowledge
construction becomes social, not individual.

★ Behavioristic views of learning

★ Characteristics of Constructivism
Behaviorists saw learning as a change in behavior
brought about by experience with little Whether one takes the individual or social view of
acknowledgement of the mental or internal aspects constructivism, there are four characteristics that
of learning. these two views have in common. According to
Eggen and Kauchak, these are:
★ Cognitive views of learning
1. Learners construct understanding
- The cognitive view focuses on the internal
processes. Learning is an active process. Learners As discussed earlier, constructivists do not view
initiate experiences, search information to solve learners as just empty vessels waiting to be filled up.
problems and reorganize what they already know to They see the learners as active thinkers who
come up with new insights. interpret new information based on what they
already know. They construct knowledge in a way
• “Filling up the pail”. that makes sense to them.
Is more linked to rote in learning and behaviorism. It 2. New learning depends on current
connotes that teaching is dominated by the teacher understanding
and the learners are passive receivers of
knowledge. Background information is very important. It is
through the present views or scheme that the learner
• “Lighting the fire”. has that new information will be interpreted.
Is related to the cognitive perspective and 3. Learning is facilitated by social interaction
constructivism. It signifies that teaching involves
giving opportunities for learners to explore and Constructivists believe in creating a “community of
discover. Learners construct their own meaning. learners” within classrooms. Learning communities
Learners generate insights and are “enlightened”. help learners take responsibility for their own
learning. Learners have a lot of opportunities to
cooperate and collaborate to solve problems and
★ Two views of constructivism discover things. Teachers play the role of a facilitator
rather than an expert who has all the knowledge.
1. Individual Constructivism
4. Meaningful learning occurs within authentic
This is also called cognitive constructivism. It learning tasks.
emphasizes individual, internal construction of
An authentic task is one that involves a learning species. Once learners have their own concept
activity that involves constructing knowledge and prototypes, the new examples that they see are
understanding needed when applied in the real checked against this existing prototype.
world. Example, a writing activity where six-year olds
prepare a checklist of things they need to do in
school is a more an authentic activity than for them • Concepts as Exemplars
to be working only on tracing worksheets with dotted
lines. Exemplars represent a variety of examples. It
allows learners to know that an example under a
concept may have variability. Example, a learners
concept of vegetable may include a wide variety of
★ Organizing Knowledge
different examples like cauliflower, kangkong,
• Concepts cabbage, string beans, squash, corn, potatoes.
When he encounters a new type of vegetable like
Is a way of grouping or categorizing objects or “bitsuelas”, he would search from the exemplars he
events in our mind. A concept of “teach” includes a knows and looks for one that is most similar, like
group of tasks such as model, discuss, illustrate, string beans.
explain, assist, etc. In your life as a student you
would learn thousands of concepts, some simple
ones, others more complicated that may take you to
★ Making Concept-learning Effective.
learn them more gradually. The concepts you learn
are also revised as you learn more and experience As a future teacher, you can help students learn
more. concepts by doing the following:
• Provide a clear definition of the concept
• Concepts as Feature Lists • Make the defining features very concrete and
prominent
Learning a concept involves learning specific
features that characterize positive instance of the • Give a variety of positive instances
concept. Included here are defining features and
correlational feature. A defining feature is a • Give negative instances
characteristic present in ALL instances. Example, a • Cite a “best example” or a prototype
triangle has three sides. Having three sided is a
defining feature of a triangle because ALL triangles •. Provide opportunity for learners to identify
should have three sides. If one doesn’t, then it is not positive and negative instances
a triangle. A correlational feature is one that is
• Ask learners to think of their own example of
present in many positive instances but not essential
the concept
for concept membership. For example, a mother is
loving. Being loving is a feature commonly present • Point out how concepts can be related to each
in the concept mother. But a mother may not be other.
loving. So “being loving” is only a correlational
feature, not a defining one.
★ Schemas and scripts

• Concepts as Prototypes • Schema

A prototype is an idea or a visual image of a Is an organized body of knowledge about

“typical” example. It is usually formed based on the something. It is like a file of information you hold in
positive instances that learners encounter most your mind about something. Like a schema of what
often. Example, close your eyes now and for a a teacher is.
moment think of a cat. Picture in mind what it looks
• Script
like. You probably thought of the an image of the
common cat we see, rather than some rare breed of
Is a schema that includes a series of predictable Learning to get along with classmates in
events about a specific activity. Examples would preschool helps the child adjust and relate well
include knowing the series of steps done when we with classmates in the “big” school, or even
visit a doctor, or what transpires at the beginning of playing highly competitive on-line computer
the class when the teacher arrives. games might even make one a better strategic
thinker in politics or business.

★ Applying Constructivism in Facilitating Frequently, the circumstances of learning ( class

Learning rooms workbooks, tesis, drills) differs
significantly from the situations when what is
• Aim to make learners understand a few key
learned is to be applied( in the home, on the job,
ideas in an in-depth manner, rather than taking
within complex tasks). As a result, the
up so many topics superficially
educational goals are not met until transfer
• Give varied examples occurs.
• Provide opportunities for experimentation Types of Transfer
• Provide lots of opportunities for quality
Positive transfer. Positive Transfer occurs
interaction
when learning in one context improves
• Have lots of hands-on activities performance in some other context.
• Relate your topic to real life situations Example : A speaker of Spanish would find it
easier to learn Mexican language than Japanese.
• Do not depend on the explanation method all
the time Negative transfer. Negative transfer occurs
when learning in one context impacts negatively
on performance in another.
MODULE 15
Example : Learners commonly assimilate a new
Transfer of Learning language’s phonetics to crude approximations
in their native tongue and use word orders
carried over from their native tongue. There
may be a tendency for a Visayan- speaking child
Introduction to frequently interchange the /e/ and /i/ sound
Teachers want their students to apply the when speaking in English. With experience
knowledge and skills they learn in class to other however, learners correct the effects of negative
situations. When one recognizes a situation as transfer.
something similar in a way to what he has Near transfer. Near transfer refers to transfer
experienced before, his tendency is to use the between very similar contexts. This is also
knowledge and skills he has learned to this new referred to as specific transfer
situation. This is what transfer of learning is
about. Example: when students answer types of
algebra word problems in an exam which are
similar to what they had in their seat works. Or
Transfer of Learning when a student is learning to use a new cell
phone that is somehow similar to the one she
Transfer of learning happens when learning in had before.
one context or with one set of materials affects
performance in another context or with other Far transfer. Far transfer refers to transfer
related materials. between context that, on appearance, seem

For example
remote and alien to one another. This is also instructi few
called general transfer. on, the topics in
greater depth
Example: Stephen Covey applied the lesson of the rather
the Aesop’s fable of “The Goose That Lays the probabili than
Golden Eggs” to managing corporations. He ty of many
said we should take care of the goose rather than transfer topics
kill it. tackled
in
Conditions and Principles of Transfer shallow
manner
These principles are based on the factors that
Variety of learning Exposure Illustrate
affect transfer of learning. experiences to many new
Conditions/Factor Principl Implica and concepts
s affecting e of tion varied and
transfer of transfer examples principle
learning and s with a
Similarly between The more Involve opportun variety of
two learning
similar students ities for examples
situations the two in practice . Plan
situation learning encourag activities
s are the situation e transfer that
greater s and allow
the tasks that your
chances are learners
that similar as to
learning possible practice
from one to the their
situation situation newly
will be s where learned
transferr they skills
ed to the would Context for Transfer Relate a
other apply the learners of topic in
situation tasks. experience learning one
Degree of Meaningf Rememb is most subject to
meaningfulness/r ul er to likely to topics in
elevance of learning provide happen other
learning leads to opportun when subjects
greater ities for learners or
transfer learners discover discipline
that rote to link that what s. Relate
learning new they it also to
material learned real life
to what is situation
they applicabl s
learned e to
in the various
past. contexts
Length of The To Focus on Principle Zero in
instructional time longer ensure principles rather s transfer on
the time transfer, than tasks easier principle
spent in teach a s related
 than to each
facts topic
together
with
strategies
based on
those
principle
s
Emphasis on Student Encourag
metacognition reflection e
improves students
transfer to take
of responsi
learning bility for
their own
learning,
and to
reflect on
what
they
learned.
 Module 16 FACILITATING LEARNING and BLOOM’S TAXONOMY of OBJECTIVES

BLOOM’S TAXONOMY VERB WHEEL

Six question categories by Bloom of each level. •ANALYSIS

•subdividing something to show how it is put together;
•KNOWLEDGE •finding the underlying structure of a communication;
•remembering; •identifying motives;
•memorizing; •separation of a whole into component parts
•recognizing; >What are the parts or features of…?
•recalling identification and >Classify… according to…
•recall of information >Outline/diagram
>Who, what, when, where, now…?
>Describe •SYNTHESIS
• creating a unique, original product that may be in verbal
•COMPREHENSION form or may be a physical object;
• problem solving; • combination of ideas to form a new whole
• applying information to produce some result; >What would you predict/infer from…?
• use of facts, rules, and principles >What ideas can you add to…?
>How is…an example of…?
>How is…related to…? •EVALUATION
• making value decisions about issues;
• APPLICATION • resolving controversies or differences of opinion;
•problem solving; • development of opinions, judgements or decisions
• applying information to produce some result; >Do you agree…?
•use of facts, rules and principles >What do you think about…?
>How is…an example of…?
HOW TO DEVELOP THE HABIT OF ASKING 2.Allow plenty of “think time” by waiting at least 7-
HIGHER-ORDER QUESTIONS. 10 seconds before expecting students to respond.

1.Instructors should avoid literal -level questions •Ask students to refrain from responding until you
in favor of those requiring higher-order thinking. ask for a volunteer or identify someone.

•student responses to critical thinking •Since most teachers wait only 1-3 seconds before
questions reveal the extent of their literal expecting a response, the increased wait time can
understanding of the facts. seem like an eternity and feel very uncomfortable at
first.
•a students ability to apply and transfer that
knowledge in different context can be assessed. •To help students adjust to an extended wait time, use
the time to repeat and rephrase the question; also
2. By using questions requiring higher-order suggest that students use the time to write down the
thinking, teaches questioning moves beyond an responses they compose.
assessment tool and becomes a valuable
instructional tool as well. 3.Make sure you give all students the opportunity to
respond rather than relying on volunteers.
•Student interest and motivation are enhanced by
questions that help students relate what they are •Create a system to help you keep track of who you
learning to their own background knowledge, call on.
experience, and values. •If you call on a student who is not ready to respond
3. Teachers should classify their questions or does not know the answer, allow the student to
according to the kinds of thinking required for “pass” and then give her/ him another opportunity
students to respond. later.

•the first two levels in taxonomy reflect literal- 4. Hold students accountable by expecting,
level thinking, questions classified as Knowledge requiring, and facilitating their participation and
or Comprehension should be avoided contributions.

•Instead, questions can be classified as • Never answer your own questions!

APPLICATION, ANALYSIS, SYNTHESIS, and/or •Do NOT accept “I don’t know” for an answer.
EVALUATION
•Allow additional think time.
4.Use verbs associated with higher-order thinking
tasks. •Offer hints or suggestions to guide students in
formulating quality response.
• use verbs representing cognitive task in
Bloom’s taxonomy •If a student is unable or unwilling to formulate a
response, then offer two or more options and let the
5.Also important for consideration are the student-choose one.
learning products associated with higher-order
thinking task. 5. Establish a safe atmosphere for risk taking by
guiding students in the process of learning from
• A task oriented question construction their mistakes.
wheel can be used to consider both the verbs and
tasks associated with the higher-order levels of •ALWAYS “dignify” incorrect responses; public
thinking in Bloom’s Taxonomy. embarrassment only confirms apprehensions about
class participation.
EFFECTIVE QUESTIONING TECHNIQUES
•When students make mistakes, build their
1.Pose the question first, before asking a student confidence and trust by asking follow-up questions.
to respond.
•Admit your own mistakes and “think aloud”
•When you call on a student before posing the examples of a reflection process that demonstrates
question, the rest of the class is less likely to listen increased awareness, new insights, concept
to the question, much less formulate a response. clarification, etc.
•Posing the question before identifying someone to
respond lets students know they will be held
accountable and should be prepared to answer
MODULE 17 4. PRACTICAL SKILLS—
STERNBERG’S SUCCESSFUL Enable a person to apply what one has learned.
INTELLIGENCE THEORY AND WICS It also allows one to carry through or implement
MODEL a plan.

ROBERT J. STERNBERG Sternberg believed that traditional views of

intelligence focused heavily on memory and
Is a cognitive psychologist who is currently
analytical skills.
the Provost and Professor of Psychology at the
Oklahoma State University. He did an extensive Memory and analytical skills are very much
work in the field of intelligence. As a youngster, necessary. Being able to recall information or
he had difficulty with intelligence tests. This have knowledge is needed to begin thinking
might have fueled his interest in the field that creatively. He also emphasized creative and
led him to come up with the Triarchic Theory of practical intelligence creativity is what moves
Intelligence in the 1980’s. Over the years, his people forward. It gives birth to new and better
theory evolved from the more complicated, solutions to problems. Without creativity we
componential Triarchic Theory to the simpler, will get trapped in things and ways that don’t
successful Intelligence theory. More recently, in work anymore. Practical intelligence makes
collaboration with other prominent us apply what we learned. It gets us to actually
psychologists, he proposed the WICS (Wisdom, do what needs to be done.
Intelligence, Creativity, Synthesized) Model. It
is an alternative paradigm to deliver more
relevant admission, instruction and assessment According to Sternberg Successful
in education. Intelligence is “the ability to succeed in life,
given one’s own gials, within one’s
environmental contexts”. It is maximizing
SUCCESSFUL INTELLIGENCE THEORY it’s one’s own strengths not only to adapt to
one’s environment, but to also contribute
significantly to society.
The four skills included in the theory are
described below:
Theory of successful intelligence points
1. MEMORY SKILLS—
“that some students who do not do well
Help us recall facts and pieces of information. It unconventional courses may, in fact,
helps us retain the knowledge we acquire. have the ability to succeed, if they are
taught in a way that better fits their
2. ANALYTICAL SKILLS— patterns of abilities”.
Help the person determine if a certain idea is
good.
It is vital that we remember what we learn
3. CREATIVE SKILLS— (memory) use critical thinking to evaluate the
Allow a person to come up with a new idea, things we learn (analytical); be innovative in
usually to answer a need or solve a problem. It finding better ways of doing things and solving
makes one flexible and able to adjust to changes problems (creative); and apply and put to action
in one’s situation. what we learn (practical).
THE WICS MODEL APPLYING THE WICS MODEL

Intelligence is viewed as a set of fluid The uses of the WICS model include
abilities to learn from experience and to adapt admission, instructions and assessment.
one’s surroundings. Individuals possess
abilities that can be nurtured into
competencies and further cultivated into TEACH ANALYTICALLY? Make your
expertise. The WICS is a more recent model students use critical thinking. Design tasks and
of how humans thinks and reason that can help activities that provide opportunity for your
us understand how students will learn most learners to;
effectively. It aims to develop basic abilities to
true expertise. 1. Analyze
2. Critique
WICS stands for Wisdom, Intelligence, 3. Judge
Creativity, Synthesized. Sternberg 4. Compare and contrast
(2010)—the basic idea is that citizens of the
5. Evaluate
world need creativity to form a vision of where
6. Assess
they want to go and cope with changes in the
environment. Analytical Intelligence to TEACH CREATIVELY? It is important for
ascertain whether the creative ideas are good you to encourage and sustain your students
ones, practical intelligence to implement their creative ideas. Design tasks and activities that
ideas and to persuade other of the value of their help students to;
ideas and wisdom in order to ensure that the
ideas will help achieve some ethically- based
common good, over the long and short terms, 1. Create
rather than just what is good for them and their 2. Invent
families and friends. 3. Discover
“Your role as a teacher is not to educate the 4. Imagine if..
mind alone, but to educate the soul as well”. 5. Suppose that…
Accept this not just as a job but embrace it as a 6. Predict
mission.
TEACH PRACTICALLY? Have in mind real
Sternberg proposed that while education life situations where students can use what they
develop analytical and practical intelligence as learn to meet their own and also others’
well as creativity, wisdom should be an integral practical needs. Design tasks and activities that
part of the whole process. Whatever topic you allow your students to;
will be teaching, it is important to integrate
questions, tasks or activities that target the
development of wisdom. You should also come 1. Apply
up with creative ways for your learners to put 2. Use
together or synthesized intelligence, creativity 3. Put into practice
and wisdom.
4. Implement
5. Employ
6. Render practical what they know
TEACH FOR WISDOM? One of the goal is for a problem. It is unfortunate that these are not
learners to learn to see and understand the point adequately taught in the classroom.
of v of others. It is important for your learners
to balance one’s own needs wi the needs of other
people and also that of the world or the Edward Paul Torrance known around
environment. It is developing your learners to the world as the "Father of Creativity for his
nearly 60 years of research that became the
constantly act based on positive ethical values.
framework for the field of gifted education. He
You teach for wisdom when you are able to move
was professor emeritus of educational
your students to; psychology, invented the benchmark method.
for quantifying creativity and arguably created
the platform for all research on the subject
1. Try to find a common good since. The "Torrance Tests of Creative Thinking
2. See things from others’ points of view helped shatter the theory that IQ tests alone
were sufficient to gauge real intelligence. The
3. Balance your own interests with those of
tests solidified what heretofore was only
others and of institutions conceptual namely that creative levels can be
4. Look at the long term as well as the short scaled and then increased through practice.
term
5. Reflect about how one can base his every
decision on positive ethical values
6. Appreciate that in life what is seen as true
and effective may vary over time and place.

The WICS Model has been use not only for

instructions but also for admission and
assessment. Sternberg and his colleagues
proposed, tried out and studied creative ways of
doing student admission as well as assessing
students’ learning. Based on their studies, the Torrance Framework for Creative Thinking
WICS Model was successful for teachers and
their learners because it (1) celebrated the A common framework for creative thinking
processes is described by Torrance (1979).
differences of learners through a supportive
Each aspect is defined below, along with ways
learning environment (2)made students to facilitate the respective aspect by using key
remember what they learned, (3)build on the words and application activities.
strengths of the learners, and (4) strengthened
the motivations of learners. Fluency
Fluency refers to the production of a great
number of ideas or alternate solutions to a
MODULE 18 PROBLEM problem. Fluency implies understanding, not
just remembering information that is learned.
SOLVING AND CREATIVITY
Flexibility
Flexibility refers to the production of ideas
INTRODUCTION
that show a variety of possibilities or realms of
Problem solving and creativity go hand in thought. It involves the ability to see things
hand. You need to be creative in order to solve from different points of view, to use many
different approaches or strategies.
Elaboration 1. Stage 1: Mess finding: Sensitise yourself
(scan, search) for issues (concerns, challenges,
Elaboration is the process of enhancing ideas opportunities, etc.) that need to be tackled.
by providing more details Additional detail and
clarity improves interest in, and • Divergent techniques include 'Wouldn't It Be
understanding of, the topic. Nice If...' (WIBNI) and 'Wouldn't It Be Awful If...'
(WIBAI) - brainstorming to identify desirable
outcomes and obstacles to be overcome.
Originality • Convergent techniques include the
Originality involves the production of ideas identification of hotspots (Highlighting),
that are unique or unusual. It involves expressed as a list of IWWMs ('In What Ways
synthesis or putting information about a topic Might...'), and selection in terms of ownership
back together in a new way criteria (e.g. problem- owner's motivation and
ability to influence it) and outlook criteria (e.g.
urgency, familiarity, stability).
Creative Problem Solving CPS
Creative Problem Solving (CPS) is an 2. Stage 2: Data finding: Gather information
intentional process for solving problems and about the problem.
discovering opportunities. It espouses the use
of creativity in coming up with solutions which • Divergent techniques include Five Ws and H
are not only novel but practical as well. In the (Who, Why, What, When, Where and How) and
1950’s Alex Osborn described the process in listing of wants, sources and data: List all your
his book, Applied Imagination. Osborn opened information 'wants' as a series of question; for
the process in the public domain which meant each, list possible sources of answers; then
anyone can use it. Over the years countless follow these up and for each source, list what
people have utilized the CPS in various fields you found.
and endeavors. • Convergent techniques again include:
Osborn's Checklist, the origin of Classical identifying hotspots (Highlighting); Mind-
Brainstorming is the root of creative problem mapping to sort and classify the information
solving (CPS). There are a variety of general gathered; and also restating the problem in the
structures: define problem, generate possible light of your richer understanding of it.
solutions, select and implement the best which
can be found extensively, in several different
academic traditions. 3. Stage 3: Problem finding: convert a fuzzy
statement of the problem into a broad
statement more suitable for idea finding.
In its most extended and formalized form it has • Divergent techniques include asking 'Why?'
the six stages shown below, each with a
etc. questions and Five W's and H. the
divergent and a convergent phase. However, repeatable
more recent publications seem more interested
in focusing on procedure and technique issues, • Convergent techniques include highlighting
with less weight on the full elaboration of this again, reformulation of problem-statements to
structure. meet the criteria that they contain only one
problem and no criteria, and selection of the
most promising Statement (but NB that the
The following, based on Van Gundy (1988's) mental 'stretching' that the activity gives to the
description, is a very brief skeleton of a very participants can be as important as the actual
rich process, showing it in its full '6 x 2 stages' statement chosen)
form:
4. Stage 4: Idea Finding: generate as many
ideas as possible
1. Identify the problem.
• Divergence using any of a very wide range of
2. Define the problem through thinking about
idea-generating techniques .The general rules
it and sorting out the relevant information
of Classic Brainstorming (such as deferring
judgement are likely to underpin all of these. 3. Explore solutions through looking at
alternatives, brainstorming, and checking out
• Convergence can again involve hotspots or
different points of view.
combining of different ideas, and the
shortlisting of the most promising handful, 4. Act on the strategies.
perhaps with some thought for the more
obvious evaluation criteria, but not over- 5. Look back and evaluate the effects of your
restrictively. activity.

MODULE 19

5. Stage 5: Solution finding: Generate and Theories on Factors Affecting

select obvious evaluation criteria (using an Motivation
expansion/contraction style) and develop
(which may include combining) the short-listed
ideas from Idea Finding as much as you can in
the light of these criteria. Then opt for the best ● Attribution Theory
of these improved ideas (e.g. using Comparison
tables) - This theory explains that we attribute
our successes or failures or other
events to several factors. For
6. Stage 6: Acceptance finding: How can the instance, you attribute your
suggestion you have just selected be made up popularity to your popular parents or
to standard and put into practice? Shun to your own sterling academic
negativity, and continue to apply deferred
performance. Or attribute the poor
judgment - problems are exposed to be solved,
economic condition you are in to the
not to dishearten progress. Action plans are
Land Reform of the Philippines
better developed in small groups of 2-3 rather
than in a large group (unless you particularly government ( your lands were
want commitment by the whole group). subjected to reform land) or the vices
Particularly for 'people' problems it is often of your father.
worth developing several alternative action
plans. Possible techniques include Five W's and
1. Lucos (Place)- Internal versus external. If
H, Implementation Checklists, Consensus
your student traces his good grade to his
Mapping, Potential-Problem Analysis (PPA)
ability and to his hard work, he attributes his
good grade to internal factors. If your
student, however, claims that his good grade
is due to the effective teaching of his teacher
on the adequate library facilities, he
attributes his good grades to factors external
to himself.
2. Stability- Stable versus unstable. If you
attribute your poor eyesight to what you have
Other Model for Problem Solving
inherited from your parents, then you are
attributing the cause of your sickness to
something stable, something that cannot
Bransford's IDEAL Model
change because it is in your genes. If you
 attribute it to excessive watching of tv, then will be greater and lesser people than
you are claiming that your poor eyesight is yourself.
caused by unstable factors, something that 4. Be sure errors occur within an overall
can change. context of success. (Ormrod,2004) there
3. Controllability - Controllable versus will always be errors or mistakes as we
uncontrollable. If your student claim his learn, as we go through life.
poor academic performance is due to his
teacher’s ineffective teaching strategy, he
attributes his poor performance to a factor ● Self- Determination and self regulations
beyond his control. If, however , your student theories
admits that his poor class performance is due -Students are more likely intrinsically
to his poor study habits and low motivation, motivated when they have a sense of self-
he attributes the event to factors which are determination-when they believe that they
very much within his control. have some choice and control regarding the
things they do and the direction their lives
● Self -efficacy theory take.
- A sense of high self-efficacy means
a high sense of competence. Self
Some suggestions from motivation theorist to
efficacy is the brief that one has the
enhance students sense of self-determination
necessary capabilities to perform a
about school activities and assignments:
task, fulfill role expectations, or meet
a challenging situation successfully. ● Present rules and instructions in an
When your students believe that they informational manner rather than
are intrinsically motivated to do such controlling manner.
learning activities. ● Provide opportunities for students to make
choices.
● Evaluate students' performance in a
1. Make sure students master the basic skill.
controlling fashion.
2. Help them make noticeable progress on
difficult tasks.
3. Communicate confidence in students What are the indicators of self-regulation? They are
abilities through both words and actions. the abilities to:
4. Expose them to successful peers
1. Set standards for oneself
2. Monitor and evaluate one’s own behavior
Other recommendations from motivations theories against such standards, and
are: 3. Impose consequences on oneself for one’s
successes or failure (Ormrod,2004)
1. Provide competence-promoting feedback.
Communicate to your students that they
can do the job. They have the ability to How does self-regulation relate to motivation?
succeed.
A student who is capable of self-regulation is
2. Promote mastery on challenging tasks.
more likely to be more intrinsically motivated
Don't give your students extremely difficult because he sets his goals and standards, he
nor extremely difficult easy tasks. monitors his progress, and evaluates his own
3. Promote self comparison rather than performance.
comparison with others. Desiderata says: if
you compare yourself with others, you will A student who is capable of self-regulation, is
become vain and bitter. For always there not only capable of regulating his behavior, he is
also capable of regulating his own
learning.(Ormrod,2004) cites the following
processes involved in self-regulated learning.

1. Goal setting- self regulated learners know

what they want to accomplish when they
read or study.
2. Planning - self-regulated learners determine
ahead of time how best to use the time they
have available for learning.
3. Attention control - self-regulated learners
try to focus their attention on the subject
matter at hand and clear their minds of
potentially distracting thoughts and
emotions.
4. Self monitoring- self regulated learners
continually monitor their progress toward
their goals and they change their learning
strategies or modify their goals, if
necessary.
5. Application of learning strategies - self-
regulated learners choose different learning ● Goal theory
strategies depending on the specific goal - Learning Goals versus Performance
they hope to accomplish. Goals. The goals we set for ourselves
6. Self evaluation- self-regulated learners affect our levels of motivation.
determine whether what they have learned
is sufficient for the goals they have set. Learning Goals- Desire to acquire additional
knowledge or master new skills.
● Choice theory Performance Goals- Desire to look good and receive
- Bulb Sullo (2007), writes; The choice favorable judgement from others or else look bad
theory is a biological theory that and receive unfavorable judgement.
suggests that we are born with
specific needs that are genetically
instructed to satisfy. All of our Self-determined goals
behavior represents our best
Personally relevant and self determined goals
attempt at any moment to satisfy enhanced a student’s motivation.
our basic needs or genetic
instruction. Goal setting

Major elements:
4 Basic Psychological needs 1. Goal acceptance
1. Belonging or connecting 2. Specificity
2. Power or competence 3. Challenge
3. Freedom 4. Performance monitoring
4. Fun 5. Performance feedback

Lesson Objectives must be SMART

S- specific
M- measurable
A- attainable
R- result oriented
T- time-bound