This document discusses different learning theories including meaningful learning, discovery learning, generative learning, and constructivism. It explains that meaningful learning assumes students have prior knowledge and are willing to make connections between new and existing knowledge. Generative learning involves students actively making meaning from experiences by recalling, integrating, organizing, and elaborating on information. Constructivism holds that knowledge is constructed based on interactions between new information and prior knowledge. Overall, the theories discussed emphasize that learning is most effective when students are active participants who make learning personally relevant and build on their existing understanding.

2. Meaningful
Learning
Discovery
Learning
Generative
Learning
CONCEPTU
AL

4. It assumes that:
 Students already have some
knowledge that is relevant to
new learning.
 Students are willing to
perform class work to find
connections between what
they already know and what
they can learn.

5. In the learning process, the learner is
encouraged to recognize relevant personal
experiences. A reward structure is set so
that the learner will have both interest and
confidence, and these incentives system
sets a positive environment
to learning. In the classroom, hands on
activities are introduced so as to stimulate
learning in everyday living.

7. is a technique of inquiry-based and is
considered a constructivist based
approach to education. It is supported by
the work of learning theorists and
psychologists Jean Piaget, Jerome
Bruner, and Seymour Papert. Although
this form of instruction has great
popularity, there is some debate in the
literature concerning its efficacy (Mayer,
2004).

8. Students perform tasks to uncover what is to
be learned.
New ideas and new decisions are generated
in the learning process.
Student become personally engaged and not
subjected by the teacher.

9. • In applying technology, the computer can
present a tutorial process by which the learner
is presented key concepts and the rules of
learning in a direct manner for receptive
learning.
For example:
The learner himself is made
to identify key concepts by
interacting with a responsive
virtual environment.

10. Generative
Learning

12. In generative learning,
we have active
learners who attend
to learning events and
generate meaning from these
experience and draw inferences
thereby creating a personal model
or explanation to the new
experience in the context
of existing knowledge.

13. Generative
Learning
Strategies
 Recall
 Integration
 Organization
 Elaboration

14.  Recall
It involves the
learner pulling
information from
long term memory.

15.  Integration
It involves the learner
to integrating new
knowledge with prior
knowledge.

16.  Organization
Involves the learner
relating prior knowledge
to new ideas and
concept in meaningful
ways.

17.  Elaboration
Involves the connection
of new materials to
information or ideas
already in the learner’s
mind.

18. is a theory to explain
how knowledge is
constructed in the
human being when
information comes
into contact with
existing knowledge
that had been

19. THE MOST ACCEPTED PRINCIPLES
CONSTRUCTIVISM ARE:
 Learning consists in what a person can
actively assemble for himself and not what
he can receive passively.
 The role of Learning is to help the individual
live/adapt to his personal world.

20. These two principles in turn
lead to three implications:
• The learner is directly responsible for learning.
• The context of meaningful learning consists in the
learner “ connecting “ his school activity with real
life.
• The purpose of education is the acquisition of
practical and personal knowledge, not abstract or
universal truths.

21. Summary
To review, there are common themes to these four learning
domains. They are given below:
Learners
 are active, purposeful learners.
 set personal goals and strategies to
achieve these goals.
 make their learning experience meaningful
and relevant to their lives.
 seek to build an understanding of their personal worlds so they
can work/live productively.
 build on what they already know in order to interpret and
respond to new experiences.

23. PRESENTED BY:
GROUP 6
• FLORES, ERNEL
• SANCES, MARGIE
• SUMAYO, MARICAR
• MARCOS, ERROL