THE

Learning
Process
 The learning processes
need to develop (HOTS)
considering that learning
is a consequence
THE of thinking.
Learning
Process
 Alternative Approaches
to Learning

1. AUTHENTIC - It assures that

students understand the materials
and that they can use them in real
world tasks (Tileston, 2004).
 Alternative Approaches
to Learning

is likewise used to distinguish between

the achievement of significant,
meaningful, and useful knowledge and
skills from those that are trivial and
unrelated to students' lives (Eby &
 Alternative Approaches
to Learning

2. MASTERY - The theoretical model

for mastery learning was inspired by John
Caroll's (1963) observation that students
with low aptitude for a particular subject
could still learn that subject, although it
will take them more time to do so.
 Alternative Approaches
to Learning

Mastery learning allows

students to actively learn
new materials and skills on
a continuous basis.
 Alternative Approaches
to Learning
The affective goal of mastery
learning programs is to help
students become independent
and self-directed learners (Eby,
Herrell, & Jordan,2006).
 Alternative Approaches
to Learning
3. EXPERIENCIAL - This form of learning is based on
three assumptions (Johnson & Johnson, 1994):
(1)that learners learn best when they are personally
involved in the learning experience;
(2) that knowledge has to be discovered by the learners
themselves if it is to mean anything to them; and
(3) that a commitment to learning is highest when
learners are free to set their own learning goals and
actively pursue them within a given framework.
 Alternative Approaches
to Learning

Carl Rogers (1994)

expounds that experiential
learning addresses the
needs and wants of the
 Alternative Approaches
to Learning

1. OBSERVATIONAL - This form

of learning is also called social
learning. According to Albert
Bandura (1986), its main tenet is
that one can learn a lot by
 Alternative Approaches
to Learning
Learners are most likely to model
after persons who are somewhat like
themselves and whom they perceive
as competent, warm, or powerful
(Cruickshank, Bainer, & Metcalf,
 Alternative Approaches
to Learning
1.Arends (2004) posits that much of what humans
learn come through the observation of others
through a three-step process as:
a.The learner has to pay attention to critical aspects
of what is to be learned.
b.The learner has to retain or remember the
behavior.
 Alternative Approaches
to Learning
1. HANDS-ON and MINDS-ON -
When students are made to process
information using hands-on and
minds-on learning, they are learning
by doing and are thinking about what
they are learning or doing
 Alternative Approaches
to Learning
Kellough emphasizes the two-fold instructional
tasks of teachers, which are (1) to plan hands-on
experiences, providing the materials and the
supportive environment necessary for students'
meaningful exploration and discovery; and (2) to
know how to facilitate the most meaningful and
longest-lasting learning possible once the learner's
mind has been engaged by the hands-on learning
 Alternative Approaches
to Learning

2. MEANINGFUL VERBAL - This

form of learning refers to the acquisition
of ideas considering that at any point, a
learner has an existing “organization” and
clarity of knowledge in a particular subject
mother field (Ausubel, 1963).
 Alternative Approaches
to Learning
It involves the study of how new
information can be most effectively
organized, structured, and taught so
that it might be used in problem
solving situations (Eggen &
Kauchak,2001).
 Educational Goals and
the Learning Domains
Eggen and Kauchak (2001) explain the
significance of the three learning
domains as follows:
- Cognitive domain
- Affective Domain
- Psychomotor Domain
 Educational Goals and
the Learning Domains
The goals of learning in the cognitive
domain center on the intellectual growth of
the individual. They include the acquisition of
basic skills such as reading, writing, and
mathematics, as well as higher-order goals,
such as the ability to solve problems, identify
relationships, examine cause and effect, and
 Educational Goals and
the Learning Domains
The affective domain considers
a student's self-concept, personal
growth, and emotional
development. It deals with
students' attitudes and values.
 Educational Goals and
the Learning Domains
The psychomotor domain learning is
concerned with the development of
muscular skill and coordination. This
area includes goals such as learning to
sew a buttonhole, or developing a
good tennis serve.
 THE
Levels of
Learning
 COGNITIVE DOMAIN
Level 1: Knowledge
Level 2: Responding
Level 3: Valuing
THE
Learning
Process
 COGNITIVE DOMAIN
Level 4: Analysis
Level 5: Synthesis
Level 6: Evaluation
THE
Learning
Process
 AFFECTIVE DOMAIN
Level 1: Receiving
Level 2: Synthesis
Level 6: Evaluation
THE
Learning
Process
 AFFECTIVE DOMAIN
Level 4: Organization
Level 5: Charactherized
by a value or
THE
Learning
Value Complex
Process
 PSYCHOMOTOR DOMAIN
Level 1: Fundamental Movement
Level 2: Generic Movement
Level 3: Ordinate Movement
Level 4: Creative Movement

THE
Learning
Process
 The Three-Phase
Learning Cycle
The three-phase learning cycle
guides teachers in understanding
the conceptual development of
lessons that is anchored on
Piaget's theory of learning.
 The Three-Phase
Learning Cycle
Presented below are the phases of learning cycle
(Kellough and Kellough, 2003).
1. Exploratory Hands-on Phase
2. Invention or Concept Development
3. Expansion or Concreate Application Phase
 Classification
of Learning Styles
Kellough and Kellough (2003), likewise,
posit that learning style is not an indicator
of intelligence, but rather provides an
indication of how a person learns. Bernie
McCarthy (1999) describes four major
learning styles in the following:
 Classification
of Learning Styles
The imaginative learner perceives
information concretely and processes
it reflectively. Imaginative learners
learn well by listening and sharing with
others, interpreting the ideas of others
with their own experiences.
 Classification
of Learning Styles

The analytic learner

perceives information
abstractly and processes
it reflectively.
 Classification
of Learning Styles

The common-sense
learner perceives
information abstractly
and processes it actively.
 Classification
of Learning Styles

The dynamic learner

perceives information
concretely and processes
it actively.
 THE
Principles/
Guidelines
 Principles of Learning
(Stephen F. Foster, 1986)
1. Learning by doing is a good advice
2. One learns to do what one does
3. The amount of reinforcement necessary for
learning is relative to the students' needs and
abilities
4. The principle of readiness is related to the
learners' stage of development and their
previous learning
 Principles of Learning
(Stephen F. Foster, 1986)
6. Teachers should provide opportunities for
meaningful and appropriate practice (rehearsal)
7. Transfer of learning to new situations can be
horizontal (across subject matter) or vertical
(increased complexity of the same object).
8. Learning should be goal-directed and focused.
9. Positive feedback, realistic praise, and
encouragement are motivating factors in the
teaching-learning process.
 Principles of Social/
Observational Learning
(Albert Bandura, 1986)
1.Use strategies to gain students' attention.
2.Ensure that observation is not too complex.
3.Link new skills to students' prior knowledge.
4.Ensure a positive attitude toward the new
skill, so students will be motivated to
reproduce or use the new behavior.
 Cognitivists’ Guiding Principles to
Gain and Hold Learnes’ Attention
Donald R. Cruickshank, Deborah L. Bainer, and Kim K. Metcalf, 1995)

1.Learning experiences should be pleasant and satisfying

as possible.
2.Whenever possible, lessons should take into account the
interests and needs of students.
3.The attention of learners can be gained and held longer
by making use of different sensory channels and through
movement.
4.Learners can attend for only so long, and they differ in
their abilities to attend.
 Cognitivists’ Guiding Principles to
Gain and Hold Learnes’ Attention
Donald R. Cruickshank, Deborah L. Bainer, and Kim K. Metcalf, 1995)

4. Since it is easier to maintain attention when

learners are alert, schedule work that requires
intense concentration during the morning and work
that may be more intrinsically interesting and/or
may require less concentration in the afternoon.
5. Distractions interfere with attention.
6. Learners can attend to only so much information
at any one time.
 Basic Principles of Classroom
Instruction and Learning
(Richard D. Kellough and Noreen G. Kello’ugh, 2003)

1. Although students differ in their styles of learning and their learning

capacities, each can learn.
2. Learning is most meaningful and lasting when it is connected to real life
experiences.
3. No matter what else you are prepared to teach, you are primarily a
teacher of literacy and thinking, social, and learning skills.
4. Physical activity enhances learning. It is advisable that every lesson
include, to some degree, activities involving the kinesthetic learning
modality.
5. Students must be actively involved in their own learning and in the
assessment of their learning.
 Basic Principles of Classroom
Instruction and Learning
(Richard D. Kellough and Noreen G. Kello’ugh, 2003)

1.Students need constant, understandable, positive, and reliable

feedback about their learning.
2.Students should be engaged in both independent study and
cooperative learning, and give and receive tutorial instruction.
3.To a great degree, it is the mode of instruction that determines
what is learned and how well it is learned.
4.You must hold high expectations for the learning of each student
(but not necessarily identical expectations for every student) and
not waiver from those expectations.
 THANK
for
Listening