Why Am I Losing My Posts?

I just hate it... I keep losing my posts...I just hate it that the spurt of my ideas was wasted because of some uncontrolled technical glitches...Hay...my discussion supposedly about Content-Based Instruction was a comprehensive one...but it was gone...gone...gone...

Integrative Teaching Strategies: Content-Based Instruction

Integrative Teaching Strategies: Content-Based Instruction

Integrative Teaching Strategies: Content-Based Instruction

Principles of Teaching: Integrative Teaching Strategies

I said on my previous post that I will just "copy-paste" some articles from the net. However, I was not satisfied by what I found especially about integrative teaching. Consequently, I'm back to giving my own perspective rather just "copy-pasting". And now let me present to you integrative teaching.

Integrative teaching is one of the emerging trends in education for the past years. It focuses on connections rather teaching isolated facts. For instance, a certain different subject may be integrated in teaching another subject (Like the content of Science be taught in teaching Language). With this, learners will be able to realize that subjects being taught to them are not separate and isolated field of knowledge, but are linked to each other in order to achieve understanding and concept attainment.

Furthermore, integrative teaching aims to connect what is learned in school to real life situations, thus it is more on developing problem solving and discussions of issues in the real world. Learners will learn to relate what they learn and apply it to their own daily lives.

In addition, integrative teaching involves consideration on the learners' individual differences. These include multiple intelligences and learning styles. The teacher therefore must present the lesson in various ways that can cater each learner's uniqueness.

Finally, when we say integrative teaching, we must remember the ABC domain of our objectives. The cognitive, behavioral and affective dimensions in teaching must be given balanced consideration. Values must be integrated in instruction across all subject areas. Through this, we are molding "integrated" learners, or well rounded individuals.

Examples of integrative teaching include Content-Based Instruction, Thematic Teaching, Focusing Inquiry and Generic Competency Model. Watch out for my post about these.

Problem with Browser

     As much as I want to post, I can't because there are some technical problems with my browser...You know I only use a trick in order for me to connect to the net but as for now the internet service provider is now shall I say, "clever". Maybe they are now trying to detect who are those who connect for free....hehehe...anyway I will just post some topics but forgive me if these are only "copy-paste"ed from the net...

Principles of Teaching

I would like to rest for awhile discussing educational psychology topics. For the past months since I started blogging, I only tackled about the psychological foundations of learning which are actually included in "Facilitating Learning" course for education students. Some people who have read my blog(again, as if...) might wonder or might ask about other courses like Principles of Teaching, The Teaching Profession, Assessment of Learning, etc. And now, this is the answer to your prayer(wehehehe). Since LET is about a month away, I will exert double effort to discuss the rest of the topics needed for one to pass the examinations. I hope that whoever among you who have read this blog and will be taking the LET, can share this with your friends, classmates, families and fellowmen.I thank you...bow...hehehe...

LET Tips: Sigmund Freud's Theory of Psychosexual Development

1. Teacher Sakura(for a change...hehehe) noticed that one of her students is fund of biting the tip of the ballpen. Which theory will best explain her student's behavior?
A. Piaget's Cognitive Theory
B. Pavlov's Classical Conditioning
C. Freud's Psychosexual Theory
D. Skinner's Operant Conditioning

2. Naruto, who is 5-years old, is fund of playing with his penis when he urinates. In which stage of Freud's theory can Naruto be considered?
A. Phallic
B. Genital
C. Anal
D. Latency

3. Latency stage is considered as the "calm" stage of psychosexual development. Which explains this condition?
A. Children have less energy on this stage
B. Children are not interested about their sex organs
C. The libido is blocked temporarily
D. Sexual energy is diverted to school and peer activities

4. When the daughter is competing with the mother for the father's attention, the daughter is said to be experiencing,
A. Oedipus Complex
B. Electra Complex
C. Fixation
D. Identity Crisis

5. Which will probably happen if a child failed to resolve the crisis of the anal stage?
A. The child may become sexually promiscuous
B. The child may have problems with trust
C. The child may become obesessed with cleanliness
D. The child may become a smoker

Answer Key: 1. C; 2. A; 3. D; 4. B; 5. C
Questions or clarifications about the answers are welcome. Feel free to post it on the comment box.

Applications: Sigmund Freud's Theory of Psychosexual Development

I forgot to include on my previous post that Sigmund Freud is the father of psychoanalytic psychology. This is the reason why his theory is also referred to as psychoanalytic theory of development. Psychoanalytic school of psychology by the way adheres to the existence of unconscious mental processes (i.e. Libido) which influence the individual's behavior in various indirect ways.

Going back to the applications of the theory in the classroom setting, I honestly find it hard to find how a sexually oriented theory be applied inside the classroom. For this reason, I will not list the applications like I usually do rather explain some of the aspects of the theory in relation to teaching.

Freud actually gave the idea about "inner conflicts" that can affect one's behavior. Some psychologists, like Erik Erikson (watch out for my post about him, he is also one of my favorites), adapted this idea but changed this from less sexual to more social in nature. The conflicts or crises are important in a sense that they must be solved in order to successfully and normally proceed to the next level of our development, and to avoid fixation or maladjustment.

For instance, our pupils/students may be categorized into Phallic, Latency or Genital stage of psychosexual development. Our role as teachers therefore, is to assist our pupils/students solve or go through their inner conflicts on these stages. We can actually help if we give them ample attention in their certain needs.

For example, play is an outlet among children where their sexual drive is being directed in the Latency Stage. If this will be suppressed, their will be a possibility for the child to fixate, or will continue to play even inappropriate for his/her age as an adult in the future.

Among our pubescent/adolescent students, let us be more responsible in discussing about topics regarding sexuality. We must be more sensitive and careful because we know that on this stage, our students are going through a lot of crises and confusion. Let us teach them to be sexually responsible by explaining to them the sexual changes they are going through, and the consequences of their actions. Let us teach them to be more critical and reflective to clarify their inner issues. Let us not forget to offer our hands if they need our advice or to collaborate with their parents. This is the so-called sex education.

As my conclusion, the application of Freud ideas to teaching and learning is that it gives us an explanation of some of our pupils/students' behavior that are manifested inside the classroom. However, the specific application of this theory in the teaching-learning process is not yet fully studied or experimented compared to other theories. What I presented here are just some of the aspects in which this theory can be applied. As teachers, the decision is still upon us on how will we use this knowledge to assist our students. If you can add more of the applications, I will greatly appreciate it.

Erratum

           I was reading my previous posts and I was a bit surprised as well as ashamed that there were some minor grammatical errors such as misspelled words or/and wrong word usage.hehehe...You know I am only using my cellphone when I post, and I use t9 to make my "texting" a bit faster. For this reason, I sometimes neglect or overlook some details...hehehe...Forgive me if you can see some mistakes. I know that as a teacher it is unforgivable to have these mistakes...but these are just typographical errors...and a bit of negligence on the part of the author...hoping for your kind consideration(so cliche...hehehe)

Sigmund Freud's Psychosexual Stages of Development

          This theory is one of my favorites. Hehehe... I don't know but I find this a bit bizarre yet it explains a lot about human personality.

          According to Freud, the libido, or the sex drive, energy, desire, whatever you may call it, causes us to seek pleasure in different parts of our body during the different stages of our development. Every stage can be characterized by being sensitive in an erogenous zone, or the part of the body the gives pleasure. If an individual develops normally through a certain stage, and have been successful in resolving conflict, little libido remains in each stage. However, if one failed in resolving the conflict in a certain stage, he/she will have the tendency to fixate, or to stay or focus on that certain stage of development.

There are five stages of psychosexual development:

Stage I: Oral Stage
          In this stage, the pleasure giving part is the mouth. Infants, for example, derive pleasure from their sucking reflex. This is important in developing trust and comfort between the infant and the caregiver.
The primary conflict is said to be the "weaning process". The issue is for the infant to become dependent or less dependent. If unresolved, he/she may have problems relating to dependency, aggression or gullibility. Individuals will tend to be fixated in this stage if there oral needs were not met. This will project in their later life as overeating, nail biting, smoking, fellatio/cunnilingus(wehehehe), etc.

Guilty uhuh?!...hehehehe...

Stage II: Anal Stage
          Erogenous zone is elimination of body wastes, both defecation and bladder elimination. The conflict is in toilet training and the resolution lies on how the parents handle the situation, whether they will take it positively or negatively.
          Too lenient parents will lead to anal expulsive personality characterized by being messy, wasteful, destructive, coprophilia(ewww), etc. On the other hand, too strict parent will lead to anal retentive personality characterized by obsession with organization, neatness and frugality.

Is this your room?...hehehehe...

Stage III: Phallic Stage
          The genitals are the pleasure giving parts in this stage as children become aware of their bodies and discover the difference between males and females.

This is Electra...she killed her mother to avenge her father...

          Boys experience Oedipus complex (the desire to posses the mother and replace the father) and girls experience Electra complex (sees mother as a rival of the father's attention). According to Freud, conflict among women is never fully resolved. This is the reason why women seek empowerment and equality with men. Of course, this is not acceptable on the part of women and have resulted to some controversy.

This is Oedipus... he killed his father and married his mother...

Stage IV: Latency Stage
          The erogenous zone in this stage is said to be latent or calm. This is because the libido is directed into school work, hobbies and activities with peer.

Play....play...play...

Stage V: Genital Stage
          The libido is now directed towards the other person. Its role is also for the purpose of reproduction. However, the drives are more developed since they allow symbolic gratification and are not only limited to physical gratification. Symbolic gratification includes love relationship and family, or acceptance of responsibility associated with adulthood.

Mwahuggsz!!!

images retrieved via google search...for those authors of specific websites where I got these images, please contact me if you want your photos to be removed...thanks...God Bless!!! hehehe

LET Tips: Information Processing Theory

1. Teacher Max wanted his students to be able to retain each day's lesson. Which of the following will least contribute to this?
A. Grouping ideas
B. Detailed notes
C. Providing hand outs
D. Mnemonic devices

2. Which is the first important step for the information to be processed?
A. Rehearsal
B. Sensory Register
C. Attention
D. Organization

3. Teacher Xena believes that in order to make her students learn effectively, the knowledge about short and long term memory is important. She adheres to which theory?
A. Information Processing
B. Operant Conditioning
C. Subsumption
D. Connectionism

4. Teacher Betty applies her knowledge on information processing among her learners. She can be considered as a/an,
A. Idealist
B. Behaviorist
C. Constructivist
D. Cognitivist

5. Learners can hold 3 to 7 chunks of information in the short term memory, what does this imply?
A. It is important to gain the learners' attention.
B. Teach the students to note important ideas.
C. Repeat and rehearse the information.
D. Play memory games.

Answer Key: 1. B; 2. C; 3. A; 4. D; 5. B

Applications: Information Processing Theory

          Information Processing Theory I must say, is one of those theories who can really be applied in teaching and learning. Sometimes, teachers are bothered about how will they make their students retain the topics that they teach. Through this theory, teachers may be able to present information based on how the mind works and to achieve long term learning.

1. Attention is very important. Get the class's attention before starting a lesson. You can have drills, energizers or routine signals. Also, you can move around the room while discussing or adjust the volume of your voice to gain learners' attention.

2. Relate prior knowledge to new learning. Learners can retain more the information in which they are familiar or can relate with. This is the reason why we have to review last day's lesson or relate the topic to our learners' experiences.

3. Learners' process 3 chunks of information the least. This means that we have to highlight important information. Teachers actually do this when they try to write on the chalkboard important words in their discussion or when they provide handouts.

4. Organize the information being presented. You can do inductive(specific-general)/deductive(general-specific) logic or simple-complex sequence. Graphic organizers can be used to clearly present these.

5. Teach the learners how to categorize, classify or group information. Try to look for similarities or differences among the concepts.

6. Utilize mnemonic device or memory aids like acronyms, mental imagery, keyword method, etc.

7. Drills, reviews, exercised that will provide repetition for learning are encouraged.

Information Processing Theory

     Information Processing Theory explains acquisition of knowledge in a step-by-step manner. Sometimes, this theory is said to be analogous to how a computer works. What is good about this theory is its being organized in presenting how information comes to our mind. It gives us a picture or a diagram about how we learn things and processes that take place inside our head.

The Three Primary Processes
I. Encoding. This when the information in our environment is being sensed, perceived or attended to.

II. Storage. After we encode the information, it is stored for either a short or long period of time depending on how we process or encode the said information.

III. Retrieval. The stored information is retrieved when needed in a certain task.

The Three Main Stages of Information Processing

1. Sensory Memory
          Human body perceives the environment through the senses. These sensations travel to the brain as electrical impulses or synapses. However, these electrical impulses or synapses must be translated in such a way that the brain can understand. This process is called transduction. Sensory Memory, the first main stage of information processing is affiliated with the transduction of energy.
In this stage, our mind holds the information for extremely brief period of time, since it receives a great amount of information more than it can hold or perceive. This is the reason why attention is very important on this stage. In order for the information to proceed to the next stage, that information must be attended to, or must be familiarized by the thinker. In addition, the duration is different among the senses, like auditory memory is more persistent than visual memory.

2. Short-Term Memory
          This memory is also called working memory because this refers to what we are thinking in a certain moment of time. This stage is created if we attend to an external information, a thought that popped in our head, or both.
The capacity of short term memory is said to be 5 plus-minus. This means that STM can hold 3 to 7 chunks or bits of information. The duration of the information while in the STM is dependent on how we organize or practice/repeat that information. Thus, organization and repetition, plus chunking or grouping, can help the information proceed to the next stage, that is the Long-Term Memory.

3. Long-Term Memory
          This is the final stage of memory wherein the information can be stored permanently until needed. Its capacity is limited and its duration is indefinite.


          Take note however that these stages are not like that of machines that once turned on, will do the process 1st step, 2nd step, 3rd step, so on and so forth. The processes are said to be controlled and regulated by an executive processing system, more popularly known as metacognition. Metacognition, in simpler terms, is "thinking about thinking"

photo credit: http://www.stephpalmer.co.uk/Cognitive/infomodel.gif

LET Tips: Theories of Moral Development

You may have wondered why I only have 5 items for my LET tips. To be honest it is hard to find specific questions about a certain topic/theory. As a matter of fact, a question relating to a certain topic/theory will only appear perhaps once, twice, and sometimes even never. Nonetheless, I hope that through these questions you now have acquired ideas about how topics in education are being asked in the LET and be able to answer these questions as correctly as possible.

1. During their examinations, Mia didn't cheat and avoided looking at her classmate's answer. She did this because of her worry that her classmates will call her "cheater" and "dishonest", if she will be caught by the teacher. In what stage of moral development can Mia be considered?
A. Universal Ethical Principle
B. Good Boy/Good Girl
C. Mutual Benefit
D. Punishment/Obedience

2. The child's concept of right and wrong is based on external criteria laid by adults during the level of preconventional morality. This is based on the ideas of,
A. Piaget
B. Kohlberg
C. Freud
D. Erikson

3. Democratic type of government gives chance for its citizens to make or break a law. Which stage of Kohlberg's moral development theory explains this?
A. Law and Order
B. Universal Ethical Principles
C. Social Contract
D. Punishment/Obedience

4. Kohlberg suggested that schools must give opportunity for the students to develop moral growth. Which of the following did he promote?
A. Equal Education
B. Just Community
C. Academic Freedom
D. Community Collaboration

5. If boys are more inclined to justice in their moral reasoning, girls are more inclined to,
A. Peace
B. Harmony
C. Order
D. Care

Answer Key: 1. B; 2. B; 3. C; 4. B; 5. D

Applications: Theory of Moral Development

We are always reminded that as teachers, we must mold holistic and well-rounded individuals. The applications of Kohlberg's and Gilligan's theory of moral development emphasize the affective side of our students to make them the kind of individuals we want them to be. Aside from molding the cognitive and behavioral sides of our students, the affective sides must also be developed. This will make us avoid producing "intellectual giants" but "emotional dwarfs" individuals.

1. Let the students realize that they are responsible for their moral development. Present them different anecdotes or examples that will inspire and teach them to be morally responsible with their own actions.

2. Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc. about certain issues. This will be more meaningful if the issues are related to the students' lives.

3. Discuss issues in a multicultural or global perspective. Present them how are certain issues tackled in other cultures. Through this, students can widen their understanding and learn to respect different views and beliefs.

4. Most elementary and secondary school students are said to be in the stages 1 and 4 of moral development. We can actually use this in maintaining classroom management, behavior modification and establishing routines inside the classroom.

5. Be an example to the students. We must walk our talk so to speak. Values are caught than taught. So as teachers, we must present values and attitudes worth emulating.

6. It is easier said than done. Moral development is useless if not put into action. One of the criticisms of Kohlberg's theory is that he emphasized more on the reasoning and not on the practicability of morality. This is where Gilligan comes in. Let us teach our student the value of care for other people, as well as for themselves.

Carol Gilligan's Theory of Moral Development (Feminist View)

           This is the first post in this blog featuring a woman psychologist, and she is no other than Carol Gilligan.

Carol Gilligan...

          Carol Gilligan provides an alternative theory of moral development. She was the first to consider gender differences in her research in the mental processes of males and females in their moral development. She noted that girls are more concerned with care, relationships and connections with other people than boys. Thus, she hypothesized that girls are more inclined toward caring and boys toward justice. She presented three levels of moral development:

I. Pre Conventional: Individual Survival
One learns to care for oneself.

II. Conventional: Self Sacrifice is Goodness
One internalizes norms about care for others and tends to neglect oneself.

III. Post Conventional: Principle of Non-violence
One becomes critical of the conventions adopted in the conventional stage and learns to balance caring for self and caring for others.

image source: http://www.drury.edu/nltimage/CarolGilligan2.jpg

Kohlberg's Theory of Moral Development

          Lawrence Kohlberg identified that there are three levels, with 2 stages each, of moral development. If Piaget used "Piagetian tasks", Kohlberg used "moral dilemmas" in order to interpret the moral reasoning of individuals. The most famous is the "Heinz Steals the Drug". To know the story of Heinz, just refer to wikipedia.hehehe...

This is Lawrence Kohlberg...He reminds me of a hollywood star or a director...i dont know...

   

Level I: PreConventional. Individuals judge the morality of an action based on its direct consequence.

Stage 1: Punishment/Obedience Orientation
          In this stage, individuals tend to focus on the direct consequence of an action. The consequence of an action tells what right or wrong is. When an action is punished, then that action is wrong, and if it is rewarded, that action is right.
Stage 2: Mutual Benefit
          Individuals have "what's in it for me?" thinking. Individuals act based on the self advantage or benefit that one may acquire doing the action.

Level II: Conventional. Individuals judge the morality of an action by the "conventions" or norms, views and expectations of the society.

Stage 3: Social Approval Orientation
          This stage is commonly called Good boy/Good girl orientation. Individuals act based on the approval or disapproval from other people, and because of their concern of how other people might see, think or say about them.
Stage 4: Law and Order
          Individuals act in order to maintain the law like following the rules, doing one's duty and respecting the authority. This is done for the prevalence of order and functioning of the society.

Level III: Post Conventional. Moral reasoning precedes the law or the convention of the society rather on the principles behind the law. Individuals may disobey rules if inconsistent with their own principle.

Stage 5: Social Contract
          Each person holds different opinions, rights and values and should be mutually respected. Laws that are wrong can be changed to meet the greatest good for the greatest number of people.
Stage 6: Universal Ethical Principle
         Moral reasoning is deeply internalized and is based on abstract reasoning using universal ethical principles. They act because it is right, and not because it is instrumental, expected or legal. This drives them to possess moral responsibility for societal changes.

image source: http://relong.myweb.uga.edu/index_files/image002.jpg

LET Tips: Constructivism

Note: Please answer first before scrolling down. The correct answers are found at the bottom of the post. I will not discuss further the correct answers so if there are any reactions or questions, feel free to comment.

1. It is the revisiting of topics in the curriculum in line with the learners' cognitive level.
A. Direct Teaching
B. Programmed Instruction
C. Spiral Curriculum
D. Hidden Curriculum

2. Which material will best present the concept of numbers in a 6-year old child?
A. Flashcards
B. Pictures
C. Beans
D. Numerals

3. Teacher Lea is a constructivist. She sees learners as:
A. a blank slate
B. full of experiences
C. respond to stimulus
D. empty vessel

4. Which is the aid given by the teacher for the student to accomplish a task that the latter can't accomplish independently?
A. Spiral Curriculum
B. Fade Away Technique
C. Zone of Proximal Development
D. Scaffolding

5. "Learning is an interactive and interpersonal activity." Which psychologist could have said this?
A. Lev Vygotsky
B. Jean Piaget
C. Jerome Bruner
D. Ivan Pavlov

Answer Key: 1. C; 2. C; 3. B; 4. D; 5. A

Applications: Lev Vygotsky's Social Cultural

Since Vygotsky promotes that social interaction is essential for learning, we, as teachers must think of various approaches that will follow the idea of learning as a social process. Here are some of the ways in which we can apply Vygotsky's theory. Again, you can add you own ideas, and feel free to add them in the comment box.(As if there are really people reading this blog, LOL)

1. Do more of cooperative learning. Activities that can make students share ideas and learn from one another. Perhaps one of these is group work in which students can help each other accomplish a task. Or peer tutoring that will give more knowleadgable peer/classmate the chance to help his/her less competent classmate.

2. Maintain an open dialogue among the students. Let them share what they think as well as realize the importance of listening to other people. Make them develop open mindedness and the idea that we learn from one another.

3. In order to understand more our students, take into account their sociocultural background: community and family environment, culture, socioeconomic status, etc. This way, we may be aware of factors that affect the behavior and the learning of our students. This will also help us think and initiate activities that will further enhance learning.

4. Talk to the parents about their roles in the development of their children. Collaborate with them and maintain open communication lines.

5. Use scaffolding in teaching new things especially new skills. Don't take all the chances away from the students or spoonfeed them. Give them the opportunity to do things on their own, but be ready with your assistance if needed.

6. As the students become masters of the task being taught to them, gradually minimize the aid that you give so that eventually, they can do or accomplish things independently and successfully.