The document discusses various aspects of facilitating learning, including reflexes in newborns, bilingual language development, and theories of learning, such as Jerome Bruner's discovery learning and Robert Gagne's conditions of learning. It also reviews principles of Gestalt psychology, types of reinforcement schedules, and classroom management techniques that influence student behavior. Key concepts related to intelligence, locus of control, and metacognition are also covered, highlighting the importance of the teacher's role and different forms of power in the classroom.

1. FACILITATING LEARNING

2. Prepared by:
Joy Marie D. Blasco
BEED-ENGLISH BATCH 2016
MSU-IIT
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3. 1. Root reflex
2. Suck reflex
3. Moro reflex
4. Tonic neck reflex
5. grasp reflex
6. Babinski reflex
7. step reflex
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Newborn Reflexes

4. BRAIN DEVELOPMENT
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The brain’s ability to change from
experience is known as

5. Factors Affecting Development
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6. Biligual Language Development
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Sequential Biligualism
Simultaneous Biligualism

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Jerome bruner’s three learning models

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believes that it is best for learners
to discover facts and relationships
for themselves.
he learner draws on his or her
own past experience and existing
knowledge to discover facts and
relationships and new truths to be
learned
-by Jerome Bruner
Discovery Learning

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Conditions of Learning Robert Gagne
This theory stipulates that there are several different types
or levels of learning. The significance of these classifications
is that each different type requires different types of
instruction.

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Conditions of Learning Robert Gagne
Gagne identifies five major categories of learning:
• verbal information
• intellectual skills
• cognitive strategies
• motor skills
• Attitudes
Different internal and external conditions are
necessary for each type of learning.

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Gestalt Principles
Closure (Reification): Preferring complete shapes, we
automatically fill in gaps between elements to perceive a
complete image; so, we see the whole first.

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Gestalt Principles
Common Fate: We group elements that move in the same
direction.

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Gestalt Principles
Common Region: We group elements that are in the same
closed region.

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Gestalt Principles
Continuation: We follow and “flow with”
lines.

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Gestalt Principles

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Gestalt Principles
Proximity (Emergence): We group closer-together
elements, separating them from those farther apart.

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Gestalt Principles
Figure/Ground (Multi-stability): Disliking uncertainty, we look
for solid, stable items. Unless an image is truly ambiguous, its
foreground catches the eye first.

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Insight, in learning theory, immediate
and clear learning or understanding that
takes place without overt trial-and-error
testing. Insight occurs in human learning
when people recognize relationships (or
make novel associations between objects
or actions) that can help them solve new
problems.
-Wolfgang Kohler
Insight Learning

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To learn meaningfully,
students must relate new
knowledge (concepts and
propositions) to what they
already know.’
- By David Ausubel
Meaningful Learning

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Intelligence Quotient
IQ=MA/CA * 100,
where “MA” is your mental
age
“CA” is your chronological
age.

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The Memory Process

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Locus of control is an
individual’s belief system
regarding the causes of his
or her experiences and the
factors to which that person
attributes success or failure.
Locus of Control Theory

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This concept is usually divided into two categories:
internal and external. If a person has an internal locus of
control, that person attributes success to his or her own
efforts and abilities. A person who expects to succeed will
be more motivated and more likely to learn. A person with
an external locus of control, who attributes his or her
success to luck or fate, will be less likely to make the effort
needed to learn. People with an external locus of control
are also more likely to experience anxiety since they
believe that they are not in control of their lives.
Locus of Control Theory

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Intermittent Schedules of Reinforcement

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30. Intermittent Schedules of Reinforcement
• Fixed Ratio:
In a fixed ratio (FR) schedule, a specific or “fixed”
number of behaviors must occur before you
provide reinforcement. Example: You provide
Jane with praise (“good job”) every fifth time Jane
says “please.”
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31. Intermittent Schedules of Reinforcement
Variable Ratio: In a variable ratio (VR) schedule,
an average number of behaviors must occur
before reinforcement is provided. There is no
fixed number of behaviors that must occur; the
behaviors can vary around an average. Example:
You provide Jane with praise (“good job”) about
every 3, 4, or 5 times Jane says “please.:
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32. Intermittent Schedules of Reinforcement
Fixed Interval: In a fixed interval (FI) schedule, the
first behavior is reinforced after a specific or
“fixed” amount of time has passed. Example: You
provide Jane with praise (“good job”) the first
time she says “please” after 60 minutes have
passed.
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33. Intermittent Schedules of Reinforcement
Variable Interval: In variable interval (VI)
schedule, the first behavior is reinforced after an
average amount of time has passed. Example:
You provide Jane praise (“good job”) the first time
she says “please” after about every 55, 60 or 65
minutes.
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End of Facilitating
Learning Set 1

35. KEY TERMS IN DISCIPLINE
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36. With-it-ness
• The teacher knows
what is going on in the
classroom at all time
• Not necessarily that the
teacher knows what is
going on—it is what the
students believe she
knows
• Eyes in the back of
his/her head
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37. Hawthorne Effect
• It refers to
improvements in
productivity or
quality resulting
from the mere fact
that workers were
being studied or
observed.
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38. Pygmalion Effect
• Students
performed better
than the other
students simply
because they were
expected to do so.
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39. Placebo Effect
• A patients’ syndrome
can be alleviated by an
otherwise ineffective
treatment, apparently
because the patient
believes it will work.
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40. John Henry Effect
• An experiment may spur
competition between
groups, precisely
because they are
conscious of being part
of an experiment.
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41. Halo Effect
• people to be biased in their
judgments by transferring their
feelings about one attribute of
something to other, unrelated,
attributes.
• Our overall impression of a
person influences how we feel
and think about his or her
character.
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42. Ripple Effect
• The "ripple effect" occurs
when the teacher corrects a
misbehavior in one student,
and this positively
influences the behavior of
other nearby students.
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43. Antiseptic Bouncing
• This technique is used to prevent
behavior from escalating. You remove
the student from the classroom setting
when you notice that the student is
becoming frustrated or
agitated, before inappropriate behavior
occurs.
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44. Proximity Control
• simply refers to standing in close
proximity to any student that
causes, or is about to cause, a
class disruption.
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45. Direct Appeal
The teacher simply states,
"Stop this behavior
because...", or "Thank you
for not doing... because".
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46. I Messages
This is ‘a teacher delivered
message’ that
communicates how the
teacher feels as a result of
a student behavior.
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47. Signal Interference
The teacher uses non-
verbal language to signal
inappropriate behavior.
Ex: the ‘look’, finger snap,
pause, etc.
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48. Planned Ignoring
This technique works for
minimal off-task behavior
that is designed to get your
attention. It includes
behaviors like rocking,
tapping a pencil, annoying
hand waving, etc.
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49. Interest Boosting
Teacher shows interest in
student’s work, thereby
bringing the student back
on-task (walking over and
checking how work is
going, asking student to
share work).
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50. Mistaken Goals of
Misbehavior
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57. Power in the
Classroom
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58. 1. Expert Power
• Expert power is the knowledge and
experience a teacher brings with them
into the classroom. Teachers with this
form of power not only know their
"stuff" but also can express it in a way
that is clear to the students.
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59. 2. Referent Power
• Referent power is a measure of how
much students like and respect a
teacher. This form of power can be
developed through being fair and
concerned about students. Not only
does a teacher need to have expertise
but they also must show warmth and
care for their students.
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60. 3. Legitimate Power
• By just being a teacher, a person has a
certain amount of authority over their
students. However, this form of power
does not last long with children. As
they become comfortable, the students
will begin to test the teacher unless he
or she develops other forms of power
such as expert and or referent power.
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61. 4. Reward Power
• Reward power is the ability to provide
approval, privileges, or some other form
of compensation. Reward power can
be connected with operant conditioning
in that rewards could be given when
the student demonstrates appropriate
behavior.
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62. 5. Coercive Power
• Coercive power is in many ways the
opposite of reward power. In this form
of power, students are given
punishment instead of rewards. Any
book on conditioning will indicate that
punishment will stop misbehavior for a
time but will normally not work in the
long run.
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Metacognition- John Flavell
“thinking about thinking”.
3 categories of Metacognitive Knowledge
Knowledge of Person variables refers to general knowledge about how
human beings learn and process information, as well as individual’s
knowledge of one’s own learning processes.

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Metacognition- John Flavell
“thinking about thinking”.
3 categories of Metacognitive Knowledge
Knowledge of Task variables include knowledge about the
nature of the task as well as the type of processing demands
that it will place upon the individual.
Knowledge of Strategy variables include knowledge about
both cognitive and metacognitive strategies, as well as
conditional knowledge about when and where it is
appropriate to use such strategies.