This document describes several theories related to human development and behavior: - Activity theory, which considers entire work systems and how distributed units are coordinated through interactions. - Erikson's stages of psychosocial development, which describes 8 stages from infancy to late adulthood and how social and environmental factors impact personality. - Marcia's identity statuses, which extended Erikson's model to focus on adolescent identity development and choices. - Self-theories from Dweck, describing entity and incremental views of intelligence that shape thoughts and behavior. - Gibson's ecological psychology, which proposes that affordances in the environment directly lead to perceived possibilities for action.

2. •More of a descriptive meta theory or
framework than a predictive theory
•Considers entire work/ activity system just
one actor or user

4. LEVEL 1:
Activity towards an objective (goal) carried
out by the community

5. LEVEL 2:
Action towards a specific goal (conscious),
carried out by an individual or a group
possible goals and subgoals, critic goals

6. LEVEL 3:
Operation structure of activity typically
automated and not conscious concrete way
of executing an action in according with the
specific conditions surrounding the goal

7. OBJECT- ORIENTEDNESS
People live in a reality that is objective in a
broad sense

8. INTERNALIZATION/ EXTERNALIZATION
Distinction between internal and external
activities, because they transform to each
other

9. INTERNALIZATION
provides a means for a people to try
potential interactions with reality without
performing actual manipulation with real
objects

10. EXTERNALIZATION
often necessary when an internalized action
needs to be “repaired” or scaled.

11. MEDIATION
Emphasizes that human activity is mediated
by tools in broad sense

12. DEVELOPMENT
Activity Theory development is not only an
object of a study, it is also the general
research methodology

14. Originally created by scholars Latour, and
Callon as an attempt to understand process
of technological innovation and scientific
knowledge- creation

15. incorporates what is known as a principle of
generalized symmetry; that is, what human
and non- human
should be integrated into the same
conceptual framework and assign equal
amount of agency.

17. •Remembering;
•Memorizing;
•Recognizing;
•Recalling identification and
•Recall of information
-Who, what, when, where, how…?
-Describe

18. •Interpreting;
•Translating from one medium to another;
•Describing in one’s own word;
•Organization and selection of facts and
ideas
-Retell…

19. •Problem Solving;
•Applying information to produce some
result;
•Use of facts, rules, and principles
-How is… an example of?
-How is… related to…
-Why is… significant?

20. •Subdividing something to show how it is put
together;
•Finding the underlying structure of a
communication;
•Identifying motives;
•Separation of a whole into component parts
-What are the parts or features of…?
-Classify… according… to
-Outline/ Diagram
-How does… compare/ contrast with..?

21. •Creating a unique, original product that may be
in verbal form or may be a physical object;
•Combination of ideas to form a new whole
-what would you predict/ infer from…?
-what ideas can you add to…?
-how would you create/ design a new?
-what might happen if you combined?
-what solutions would you suggest for?

22. •Making value decisions about issues;
•Resolving controversies or differences of
opinion;
•Development of opinion, judgment or decisions
-do you agree…?
-what do you thing about…?
-what is the most important…?
-place the following in order of priority?
-how would you decide about…?
-what criteria would you use to assess?

23. Knowledge ― Remembering
Comprehension ― Understanding
Application ― Applying
Analysis ― Analyzing
Synthesis ― Evaluating
Evaluation ― Creating

24. • Students must responses to critical thinking
questions reveal the extent of their literal
understanding of the facts
• In addition, a student’s ability to apply and
transfer that knowledge in different context
can be assessed

25. • Student interest and motivation are
enhanced by questions that help students
relate what they are learning to their own
background knowledge, experience and
values
• Higher- order questions are also important
for modeling different ways to students can
interpret, apply, evaluate, and reflect on what
they are learning

26. • An effective way for teachers to replace
literal questions with critical thinking
questions involves the use of BLOOM’S
TAXONOMY OF THINKING
• Since the first two levels in taxonomy reflect
Literal- Level Thinking Questions should be
avoided
• Instead teachers should make their questions
can be classified as Higher Cognitive Level

27. • VERBS REPRESENTING COGNITIVE
TASKS IN BLOOM’S TAXONOMY are
useful in the formulation of questions and
learning objectives in demonstrating what
they have learned

28. • A TASK- ORIENTED QUESTION
CONSTRUCTION WHEEL can be used to
consider to both the verbs and task
associated with the higher- order levels of
thinking of Bloom’s Taxonomy

29. 1. Pose question first, before asking a
student to respond
2. Allow plenty of “think time” by waiting at
least 7- 10 seconds before expecting
students to respond

30. 3. Make sure you give all students the
opportunity to respond rather than relying
on volunteers
4. Hold students accountable by expecting,
requiring and facilitating their participation
and contributions

31. 5. Establish a safe atmosphere for risk taking
by guiding students in the process of
learning from their mistakes

33. a useful descriptive framework that
describes human work systems in
informational and computational terms

34. describe how distributed units are
coordinated by analyzing the interactions
between individuals, the representational
media used, and the environment within
which activity takes place

36. considers the impact of external factors,
parents and society on personality
development from childhood to adulthood

37. INFANCY (HOPE): Trust vs. Mistrust
During the first or second year of life, the major
emphasis is on the mother and father’s nurturing
ability and care for a child especially in visual contact
and touch. The child will develop optimism, trust,
confidence and security if properly cared for and
handled. If a child does not experience trust, he or
she develop insecurity, worthlessness, and general
mistrust to the world.

38. TODDLER (WILL):Autonomy vs. Shame
At this point, the child has an opportunity to build self-esteem
and autonomy as he or she learns new skills
and right from wrong. The well cared child is sure for
himself, carrying him or herself with pride rather than
shame. During this time for the terrible twos, defiance,
temper tantrums, and stubbornness can also appear.
Children tend to be vulnerable during this stage,
sometimes feeling shame and low self- esteem during
an inability to learn certain skills.

39. PRESCHOOLER (PURPOSE): Initiative vs.
Guilt
During this period, we experience a desire to copy the
adults around us and take initiative in creating play
situations. We also begin to use the wonderful word for
exploring the world ― Why?
If we are frustrated over natural desires and goals,
we may easily experience guilt.

40. SCHOOL (COMPETENCE): Industry vs.
Inferiority
During this stage, often called the Latency, we are able
of learning, creating and accomplishing numerous new
skills and knowledge, thus developing in a sense of
industry. If we experience unresolved feelings of
inadequacy and inferiority among peers, we can have
serious problems in terms of competence and self-esteem.

41. ADOLESCENT (FIDELITY): Identity vs. Role
Confusion
At this point of development now depends primarily upon
what a person does. An adolescent must struggle to
discover and find his or her own identity, while
negotiating and struggling with social interactions and
“fitting in”, and developing a sense of morality and right
from wrong.
Those unsuccessful with this stage tend to experience
role confusion and disturbance.

42. YOUNG ADULT (LOVE): Intimacy vs.
Isolation
At the young adult stage, people tend to seek
comparisons hip and love. Some also begin to “settle
down” and start families, although seems to have been
pushed back farther in recent years.
Young adults seek deep intimacy and satisfying
relationships, but unsuccessful, isolation may occur.

43. MIDDLE AGE (CARE): Generativity vs.
Stagnation
Career and work are the most important thing in this
stage, along with family. Middle adulthood is also the
time when people can take greater responsibilities and
control.
For this stage, working with establish stability and
Erikson’s idea of generativity ― attempt to produce
something that makes a difference to society. Inactivity
and meaningless are common fears to this stage.

44. LATE ADULT (WISDOM): Integrity vs. Despair
Erikson believed that much of life is preparing for the
middle adulthood stage and the last stage involves much
reflection. As older adults, some can look back with a
feeling of integrity ― that is. Others may have sense of
despair during this stage, reflecting upon their
experiences and failures.

47. Extended Erikson’s Model that primarily
focusing on adolescent development.
Addressing Erikson notion of identity crisis

48. IDENTITY DIFFUSION
the status in which the adolescent doesn’t
have a sense of having choices; he or she
has not yet made
a commitment

49. IDENTITY DISCLOSURE
the status in which the adolescent seems
have a sense of having relevant roles,
values, or goal for the future

50. IDENTITY MORATORIUM
the status in which the adolescent is current
in crisis, exploring various commitments
and is ready to make choices, but has not
made a commitment to these choices yet

51. IDENTITY ACHIEVEMENT
the status in which the adolescent has gone
through an identity crisis and has made a
commitment to sense of identity that he or
she has chosen

52. •Sexual Orientation
•A Set of values and ideas
•A Vocational Direction

54. a series of empirically- based studies that
investigate how people develop beliefs
about themselves and how these self
theories create their psychological world,
shaping thoughts, feelings and behavior

55. ENTITY VIEW (ENTITY THEORISTS)
this view treats intelligence as fixed and
stable

56. INCREMENTAL VIEW
this view treats intelligence as malleable,
fluid and changeable

58. Perception of the environment inevitably
leads to some course of action.
Affordances, or clues in environment that
indicate possibilities for actions, are
perceived in a direct, immediate way with
no sensory processing.

60. Refers to the preferred way an individual
processes information. They describe a
person’s typical mode of thinking,
remembering or problem solving

61. Individuals tend to gravitate toward one or
two types of sensory input and maintain a
dominance in other types

62. These learners must see their teacher’s
action and facial expression to fully
understand the content of the lesson

63. •Visual Iconic
•Visual Symbolic

64. Those who prefer this form of input are
more interpreted in visual imagery such as
films graphic display, or picture in order to
solidify learning

65. Those who prefer this form of input feel
comfortable with the abstract symbolism
such as mathematical formulate or written
word

66. They learn best through verbal lectures,
discussions, talking things through and
listening to what others have to say

67. •The Listeners
•The Talkers

68. This is the more common type. Listener’s
most likely do well in school

69. Persons benefit much from hands on
approach, actively exploring the physical
world around them

70. •Visual Learners
-Visual Iconic
-Visual Symbolic
•Auditory Learners
-The Listeners
-The Talkers
•Tactile/ Kinesthetic Learners

71. •Analytic Thinkers
•Global Thinkers

72. Tend toward the linear, step- by- step
processes of learning

73. Lean towards non- linear thought and tend
to see the whole pattern rather than the
particle elements

74. LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
Successive Hemisphere
Style
Simultaneous Hemispheric
Style
1. Verbal 1. Visual
2. Responds to word
meaning
2. Responds to tone of voice
3. Sequential 3. Random
4. Processes information
linearly
4. Processes information in
varied order
5. Responds to logic 5. Responds to emotions
6. Plans ahead 6. Impulsive

75. LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
Successive Hemisphere
Style
Simultaneous Hemispheric
Style
7. Recalls People’s Name 7. Recalls People’s Face
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less Punctual
10. Prefers formal study 10. Prefers sound/ music
background while studying
11. Prefers bright lights while
studying
11. Prefers frequently
mobility while studying

77. Intelligence as “ability or set of abilities that
allows a person to solve a problem or
fashion product that is valued in one or
more cultures”

78. Learning visually and organizing ideas
spatially

79. Learning through the spoken and written
word

80. Learning through reasoning and problem
solving

81. Learning through interaction with one’s
environment

82. Learning through patterns, rhythms and
music

83. Learning through feelings, values and
attitudes

84. Learning through interactions with others

85. Learning through classification, categories,
and hierarchies

86. Learning by seeing a big picture

88. 1. Without rehearsal or constant attention,
information remains in working memory for
only about 15 to 20 seconds. This implies the
need for memory aids.

89. 2. Learning is a process of building neural
networks. This network is formed through
concrete experience, representational or
symbolic learning, and abstract learning. The
three levels of learning are concrete,
symbolic, and abstract

90. … you see a small, furry, four legged animal
and your father tells you it is an animal called
dog. This experienced will be stored in your
brain in an actual physiological connection
between neurons. In your experience of dogs
in your neighborhood, you will realize that the
dogs come in many shapes, sizes, and
colors. All this information will be
incorporated into your dog network.

91. You are out for a walk. You see a small, furry, four
legged animal and you say it is a dog. Your father
laughs and tells you that that animal is not a dog, it’s
a cat. Your brain now has to begin forming a network
containing information about cats. Then you parents
bring you to the zoo. You are exposed t to large
number of creatures you have not seen before. Your
parents tell you that they are all animals. Your brain
takes all this information and begins to fit it into the
previously established animal network. With
experiences of animals your animal network will
become stronger
(CONCRETE LEVEL)

92. Now that you are older and your parent no longer
take you to the zoo or buy you a picture books you
have your way of expanding the neural network of
animals. Later you see pictures of animals in a book
that your mother reads to you. You quickly match the
name of the animal to its picture. Your repeated
exposure to the pictures in the animal book can
make the more exotic animals much more
meaningful than if you had never visited the zoo.
(SYMBOLIC LEVEL)

93. Now that you are older and your parents no longer
take you to the zoo or buy you books, what is your
way of expanding the neural networks of animals?
It’s probable that you can now discuss animals
you’ve never seen whether real or imaginary.
(ABSTRACT LEVEL)

94. 3. Our brains have difficulty comprehending
very large numbers because we have
nothing our experience to “hook” them to.

95. 4. The eyes contain early 70 percent of the
body’s sensory receptors and send millions
signals every second along the optic nerves
to the visual processing of the brain.

96. 5. There is little doubt that when information
is embedded in music or rhyme, Its recall is
easier than when it is in prose.

97. Involving Students in Real- Life or
Authentic Problem Solving
Involving Students in Real- Life or
Authentic Problem Solving
Simulations and Roleplays as Meaning
Makers
Classroom Strategies Using Visual
Processing

98. Songs, Jingles, raps
Mnemonic Strategies
Writing Strategies
Active Review
Hands- On- Activities

99. REPORTED BY: Dennis Jay G. Gumboc
BSIE- COED/ 3- J
PIE 5: Principles of Teaching 1