EXAMPLE OF THEORY OF CONSTRUCTIVIST

Teacher Jane gives a game to the children which is all about "SING WITH ME".
She gives a song which is 'doreme'.
She sings a 'doreme' song with loud and clear.
When she finished to sing she assigned the student to perform it to the class.
She said that the student will create a action in that song.
And she told the students that if whoever got the best performance will receive chocolate.

Hannah Pedelyn H. Gamo
BEED - II

EXAMPLE OF CONDITIONS OF LEARNING

Example Lesson: Be Inspired Using Kidspiration

Objective: Students will learn how to use the Kidspiration multimedia software program to create a diagram.

Event of Instruction	Lesson Example	Rationale
1. Gaining Attention	Teacher tells learners how she has used Kidspiration in the classroom. Shows an example diagram made using Kidspiration on projection screen/TV monitor. Asks learners questions about diagramming.	Giving background information creates validity. The use of multimedia grabs the audience’s attention. Asking questions in the beginning creates an interactive atmosphere.
2. Informing the Learner of the Objective	Teacher says, "Today I am going to show you how to use a multimedia presentation software called Kidspiration."	Make learners aware of what to expect so that they are aware and prepared to receive information.
3. Stimulating Recall of Prior Learning	For this particular group of learners, they have learned previously about Mind Mapping and Schemata. Teacher associates this knowledge with lesson at hand.	When learning something new, accessing prior knowledge is a major factor in the process of acquiring new information.
4. Presenting the Stimulus	Teacher gives students step-by-step tutorial on using Kidspiration and has installed Kidspiration software on their computers.	The goal is information acquisition, therefore, the stimulus employed is written content and the actual software program.
5. Providing Learner Guidance	Teacher demonstrates how to create a diagram on the video projection screen/TV monitor. Teacher shows students how to use Kidspiration tools to type in text, add links, add symbols, use sounds, etc. Learners are allowed to try the tools demonstrated in partners on their computers.	Teacher uses "discovery learning" because learners are adults and it gives them the freedom to explore. Teacher facilitates the learning process by giving hints and cues when needed. Since the audience are teachers with some basic level of technology skills and the software program is easy to follow and understand, guidance is minimal.
6. Eliciting Performance	Teacher asks students to demonstrate Kidspiration tools.	Requiring the learner to produce based on what has been taught enables the learner to confirm their learning.
7. Giving Feedback	Teacher gives immediate feedback to learners after eliciting responses.	Regular feedback enhances learning.
8. Assessing Performance	Assign a practice activity - Create a diagram that focuses on Farm Animals. Teacher checks work.	Independent practice forces students to use what they learned and apply it. Assessing such gives instructors a means of testing student learning outcomes.
9. Enhancing Retention and Transfer	Teacher asks learners to create activities using Kidspiration for 2nd grade students. Teacher also charges learner with teaching another learner how to use Kidspiration.	Applying learning in real-life situations is a step towards Mastery Learning.

Hannah Pedelyn H. Gamo
BEED-II

EXAMPLE OF SOCIAL LEARNING

I have a auntie that always saying a bad words,
If she is angry, she said "putrages" or "putang ina" words.
Until her youngest daughter, adopted her words.
When her daughter mad or angry she said a "putang ina" words like her mother.

Hannah Pedelyn H. Gamo
BEED - II

EXAMPLE OF PURPOSIVE BEHAVIORIST

When I entered my high school days,
I really want to have a cellphone.
I tell my mother that I want a cellphone,
but there have a condition.
The condition is, I must have a grade that not below to 82.
so, in order to satisfy my needs I study hard.
Until the grade given to us,
I'm happy because I don't have a grade that below 82.

Hannah Pedelyn H. Gamo
BEED - II

EXAMPLE OF GRAPHIC ORGANIZER

Example Cluster Map:
This cluster map was inspired by the Wave Spring Unit Plan.

Cluster Maps

These maps are a useful way to help students cluster and brainstorm ideas and information or show relationships. They can be used as a starting point before beginning a larger project or as a pre-writing activity to be checked by a peer or teacher. This visual representation helps all students to see their ideas on paper and then use these ideas to write essays, reports, or create multimedia presentations. From simple clusters to more complex ones, students at all levels and in all subject areas can use clustering strategies to generate ideas.

Hannah Pedelyn H. Gamo
BEED-II

EXAMPLE OF GESTALT

This is one of example of gestalt.
As you can see, there have a two faces were kissing which are black and white.
we can see also a two hand that embracing.

Hannah Pedelyn H. Gamo
BEED - II

gestalt images example

jun mark mofar
BSED-II

comment for gestalt video

It was very fun watching of gestalt video i really enjoy myself identify the different images that show. My mind was really functioning to locate the picture that is ask for and I'm so happy that i can identify it in order for me to know that it is functioning well and my mind is normal.

JUN MARK MOFAR
BSED-II

example purposive theory

there are two roads that you need to choose the short one and the other one is long but it both ends to your destination.the short road is muddy and the long road is cemented.
you are in a hurry.
and you choose a short road in order for you to go fast and you can make the things that you need to be done.

JUN MARK D. MOFAR
BSED-II

The concept of prime numbers appears to be more readily grasped when the child, through construction, discovers that certain handfuls of beans cannot be laid out in completed rows and columns. Such quantities have either to be laid out in a single file or in an incomplete row-column design in which there is always one extra or one too few to fill the pattern. These patterns, the child learns, happen to be called prime. It is easy for the child to go from this step to the recognition that a multiple table, so called, is a record sheet of quantities in completed multiple rows and columns. Here is factoring, multiplication and primes in a construction that can be visualized

• Instructional Objective: Recognize and define a prime number.
• Methodology:

1. Ask the student to get a handful of pennies, beans, or any other countable object.
2. Show the students 6 pennies. Show that six pennies can be organized into two groups of three, three groups of two, or one group of six.
3. Ask the student to count out 8 pennies and organize the pennies into as many EQUAL groups as they can.
4. Show answer.
5. Ask the student to count out 18 pennies and organize the pennies into as many EQUAL groups as they can.
6. Show answer.
7. Ask the student to count out 7 pennies and organize the pennies into as many EQUAL groups as they can.
8. Show answer.
9. Ask the student to count out 13 pennies and organize the pennies into as many EQUAL groups as they can.
10. Show answer.
11. 
    
State that 7 and 13 are prime numbers, while 6, 8, and 18 are not. Ask the following questions: What is a prime number? What is the rule or principle for determining whether a number is prime or not?
12. 
    
Explain the principle that when a certain number of pennies can only be grouped into one equal row or column, then that number is called a prime number.
13. Show a selection of numbers or examples of different groups of coins. Ask the student to identify which ones are prime.
14. Show answer.

JUN MARK MOFAR
BSED-II

The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective, Recognize an equilateral triangle:

1. Gain attention - show variety of computer generated triangles
2. Identify objective - pose question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit per formance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

jun mark mofar

bsed-II

example of bandura's theory

The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised.

JUN MARK MOFAR
BSED-II

Venn diagram is constructed with a collection of simple closed curves drawn in the plane. the same diagram. That is, the diagram initially leaves room for any possible relation of the classes, and the actual or given relation, can then be specified by indicating that some particular region is null or is not-null"

Venn diagrams normally comprise overlappin, the "principle of these diagrams is that classes be represented by regions in such relation to one another that all the possible logical relations of these classes can be indicated in rcles. The interior of the circle symbolically represents the elements of the set, while the exterior represents elements which are not members of the set. For instance, in a two-set Venn diagram, one circle may represent the group of all wooden objects, while another circle may represent the set of all tables. The overlapping area or intersection would then represent the set of all wooden tables. Shapes other than circles can be employed, and this is necessary for more than three sets. Venn diagrams do not generally contain information on the relative or absolute sizes

this is one of gestalt learning theory

jun mark d. mofar
bsed-II