2. The following are metamorphic
assumptions about learning:
o Learning as a need.
The moment we are born we are
capable of learning. With the aid of our
inborn reflexes, such as the moro and
3. startle, rooting, sucking, babinski,
palmar and plantar grasping, or
stepping reflexes, we can perform
social expectations inherent within a
certain period of development.
4. oLearning as a process
memory.
Learning is viewed as a process.
The word process means a series of
actions; it is a series of natural
occurrences. A process is said to be
5. dynamic and moving in an ever
changing world. Learning is a process
of “being” and of “becoming” because it
is a dynamic process of acquiring
knowledge and information.
6. o Learning as a product of
memory.
Learning can also be viewed as a
product of one’s cognition. It holds the
idea that as we continue to thrive, we
undergo the process of learning. As
7. our memory works for our own
advantage , we clearly see that we
become the recipients of that process.
To determine whether learning has
taken place, there must be some
concrete products of learning.
8. oLearning as a reflection of
effective teaching.
Teaching and learning are two
important processes. They are
inseparable from each other. As such,
learning is immaterial without the aid of
9. an experience, text, or a teacher.
Effective teaching leads to effective
learning and poor teaching leads to poor
learning.
10. oLearning as a change in behavior.
Learning equates with the change in
behavior. A change in behavior is
manifestation of learning. Learning should
be manifestation in an overt behavior.
11. oLearning as a guided
performance.
The learners feet at ease if they
are well guided in every learning task.
To learn effectively, there must be a
12. guide on the side who is always willing
to help in any possible way. The
modern paradigm shift in education has
provided the idea that the teacher is no
longer a “sage on the stage” but a
“guide on the side”.
13. oLearning as a active making
meaning process.
The brain learns when it is trying to
make sense. One thing so marvelous
about the brain is that it has plasticity,
which means that the physical structure
14. of the brain allows for some changes
as a result of experience. It is
believed that the brain will change if
stimulated through interactions with
people in the environment.
15. The Different Metaphors of
Learning
Learning as Key Words
Need Reflexes, requirement for
survival, companion tool for
growth
Process of memory Process of being and becoming,
active and dynamic, information
processing and retrieval,
strategies used to process and
retrieve information
16. Learning as Key Words
Product of memory Cognition, tangle proofs of
learning, symbolic
representations, concrete
products of learning
Reflection of effective teaching Knowledge-based, repertoire of
teaching techniques,
recognition of individual
differences, multiple
intelligence, learning styles and
preferences
Change in behavior Change in behavior, classical
conditioning, operant
conditioning
17. Learning as Key Words
Guided Performance Network of social relationship,
coaching, teamwork,
collaboration, synergy,
mentoring, instructional scaffolds
Active process of making
meaning
Schema or prior knowledge,
transfer of learning
18. The Metaphors from Three
Learning Theories
Learning Theories Metaphors of
Learning
Implications for ID
Behavioral Theory Learning as
response
acquisition
•Individual progress
•Content sequencing
•Analysis of learning
task
•Assessment keyed
to behavior
19. Learning Theories Metaphors of
Learning
Implications for ID
Cognitive Theory Learning as
knowledge
acquisition
•Structure activity
•Support expert
development
•Learning strategies
•Organizers
•Assessment keyed
to performance on
activity
20. Learning Theories Metaphors of
Learning
Implications for ID
Constructivist
Theory
Learning as
knowledge
construction
•Share control with
students
•Emergent
understandings
•Authentic activity
•Peers and adults
assist learner
•Assessment includes
self-reflection and
learner’s
responsibility.
