The importance of epistemological beliefs

Epistemology, as defined, is the study of knowledge. It is quite important to know the dimensions of personal epistemology for it greatly affects comprehension and academic performance outcomes.

Schommer (1998) presented evidence that elaboratedness of a person’s system of epistemic beliefs has many substantial implications for learning:

• Students, who believe that learning occurs quickly, tend to read texts more superficially.
• Students, who believe that knowledge is certain, tend to learn facts by heart rather than understanding the meaning of the to-be-learned.
• Students, who believe that learning capabilities are determined by innate abilities, show less interest in activities designed to master complex challenges.
• Students who trust authorities do not tend to challenge the sources of information.

Looking at my own beliefs of knowing, I consider learning through a gradual process. I usually take time to understand the concepts presented, find correlation between the new information and prior experiences, and make careful analysis and evaluation of such – whether I chose to welcome the idea and add to my repertoire of knowledge, or disregard the thought.

As to the belief that knowledge is certain or changing, I think it depends on the situation. For example, there are facts that are certain. These cannot be changed and hold validity over the course of lifetime. Universal facts like knowing that there are 24 hours in a day, or we have the sun and moon, day and night will never be changed. On the other hand, there are some information acquired that needed to be updated, or changed as necessary. Like for example, in the workplace, there are instances where a new process or methodology deemed to be more effective will be employed. This can either be an enhancement to the current process, or an entirely different approach. There are also instances when we make an effort to know something out of our own volition, and sometimes, we learn because we are required to do so. We opt to know and understand what we are passionate about and there are times we are forced to learn things for compliance.

I am more likely to believe that our learning ability can be acquired through experience, as compared to innate abilities. The notion adults have that they tend to know more because they are older and have acquired a lot as they grow is somehow true. This is subjective of course, as I also acknowledge the individual differences of people, their cognitive processes, and perceptions. I think our learning abilities are continuously enhanced as we mature and thus, develop deeper understanding of the things around us.

The last point highlighted can be attributed to the teaching preference of the giver of information. If he/she is considered to be a subject-matter expert of the field, chances are, the recipients of information will trust the ideas conveyed. In the classroom, it happens when students perceive the teacher as formal authority.

The study of knowledge is very important most especially for the educators for this will guide our daily activities. Our perception on what seems to be important for our students – that which will add value to their existence and lead to personal development, the decisions that we make upon applying our pedagogy, and continuous evaluation of the outcomes will all be based on our own understanding of knowledge. We often share what we believe is valuable for us, thus, we can say, we reflect ourselves on our teachings. 🙂

Reference:

How Epistemic Beliefs Influence e-Learning in Daily Work-life. by Harteis, C., Gruber, H., & Hertramph, H. (2010). Retrieved March 31, 2015 from http://ifets.info/journals/13_3/18.pdf

My Learning Experience on EDS 103

Photo retrieved March 31, 2015 from
https://www.pinterest.com/shiftelearning/learning-quotes/

Looking back four months ago, I remember myself so happy and thrilled knowing that I got accepted for the PTC program. I have always dreamt of being a teacher just like my parents, and now I’m making it a reality. Late last year, I decided to enroll at UPOU with the following courses: EDS 111 Principles of Teaching and EDS 103 Theories of Learning.

I must admit though, that I got a little scared at first. The distance-learning education is quite new to me and I was used to the traditional classroom learning approach. Some of the questions that popped up my mind include: Will this work for me? How can I balance the demands of my work and school? Am I ready for new challenges?

As days went by, I found myself totally immersed on the topics and modules provided. I was able to learn about the teaching profession, the important roles that teachers and students play, and most especially, I got to know myself more. One of the topics that I found interesting the most is the different learning styles.

Photo retrieved March 31, 2015 from http://www.loving2learn.com/Goals/Charts/LearningStyles.aspx

I have realized that in order for us to teach effectively, we have to center our efforts to our students. We should be able to acknowledge differences on personality, learning styles and preferences, behaviors, and experiences. With this, I have come to realize that a “one-size-fits-all” approach will not work thus the need to use multiple strategies and methodologies as we deliver our content.

Being a student, I have come to know that I am more of a verbal/visual learner, thus making this type of learning successful. I prefer to see words and visual representations (images, concept map, graph) upon knowing and understanding the content. I have taken some personality tests too during the course and justified that I learn best using this method.

Also, I find the different learning theories helpful enough to understand a student’s behavior. I have realized that among all other things, motivation plays an important part in learning. We tend to exert effort to learn the things that we find interesting and add value to our existence. It is true that sometimes, we are motivated by external factors such as rewards and recognition. I think, however, that nothing beats intrinsic motivation. The inner desire to learn things without expecting to receive anything but the knowledge itself cannot be undervalued.

Then and now, I define learning, in reference to the cognitive approach:

Cognitivism refers to the study of the mind and how it obtains, processes, and stores information (Stavredes, 2011). Information comes in as input, the mind processes the information for the time being, and the information is stored away to be retrieved later (Learning Theories, 2011b).

The information that we receive on a daily basis undergoes certain cognitive processes – should we welcome this information or disregard such? If we allowed its entry, did it justified pre-existing knowledge or changed it entirely? Apart from the mental processes that we apply, social factors also affect our learning. By observing other people, we tend to learn from their experiences. We look up to our parents, teachers, and experts as good sources of information.

Having understood the modules presented in the course, my view on teaching and learning deepened. Before, I used to believe that teaching is just easy – we just have to refer to the curriculum and teach students the things they need to know. I have realized after this course that teaching involves a lot of considerations. It entails continuous decision-making – what learning goals and objectives to set, the mode of instruction to use, the metrics to be used for evaluation, etc.

The most significant lesson I have learned would be the importance of using student-centered approaches. I used to be an advocate of the traditional approach where the teacher gives a lecture to students. As a trainer in the work place, we used to have classroom sessions where mostly, I do the talking. I have learned that in order to achieve effective teaching, we must encourage critical thinking among students. We should inspire them to speak up and voice out their opinions and views. With this, I would like to make a shift from the traditional expert/formal authority type to a supportive facilitator or delegator.

The course may have ended, but I know that learning does not end here. It is in fact, the beginning of many more learning experiences I aim to have. 🙂

Reference:

Behaviorism, Cognitivism, Constructivism & Connectivism. Retrieved March 31, 2015 from http://ci484-learning-technologies.wikispaces.com/Behaviorism,+Cognitivism,+Constructivism+%26+Connectivism

The Six Critical Questions

While I was doing the Jo-Hari window (a model used to better understand one’s self by reflection and feedback from others), I remember a friend telling me I used to think way too deep that I tend to complicate things. With this, I have come to realize that I have developed my critical thinking skills and apply it actually on a daily basis. I am usually curious with the things around me and asks a lot of questions.

The below questions can guide us digest the information presented and develop deep understanding:

Photo retrieved Mar 21, 2015 from http://www.knowledgereform.com/2015/01/14/critical-thinking-6-critical-questions-to-think-about/

WHO – Most of the time we give weight and importance as to who is our source of information. Is he/she credible enough to make us believe the things he/she is saying? This depends primarily on the context of information that we are about to receive. In the school setting, the most credible person in the eyes of the learners is no other than the teacher. In the workplace, it might be the top management or subject-matter-experts (SME) for technical knowledge. At home, it might be our parents or our older siblings. Good personal relationship between the giver of information and its audience can also help achieve effective knowledge transmission. As a senior analyst and trainer, my colleagues have considered me as their “go-to” person in times of uncertainty. I have noticed that people would tend to believe from tenured analysts and those with higher ranks as compared to new joiners.

WHAT – This question is indeed one of the most critical as it pertains to what information is being transmitted. Here, we have to pay attention as to what type of information they are giving. Are these plain facts, opinions, or point-of-views? We have to distinguish as these information will be later on processed in our respective cognitive faculties. If what have been communicated are merely opinions and point-of-views, we have to evaluate as to whether these are strong enough to be adopted, or disregarded if not. Usually, before making decisions, I ask for the opinions of people around me. I believe that welcoming ideas from people would widen our options and thus arrive to better decisions. It’s always good to hear different perspectives as it’s not all the time that what we thought or believed to be the best way is actually the best. Sometimes I will find myself amazed and would say “why didn’t I consider that?” Two heads are better than one, as they say.

WHERE – The physical setting where the transmission of knowledge took place also plays an important role. Was it in a formal learning environment like the classroom or training room or done elsewhere? In our classroom management topic, we have tackled the importance of physiological setting to help achieve effective teaching. We must be able to provide a healthy physical environment that is conducive to learning – the lights, room temperature, seating arrangements, visibility, noise, etc. From my own experience, I learn best when it’s quiet and the room is properly lit. I am easily distracted by people talking so I opt to listen to music while I am reading my modules.

WHEN – The time when sharing of information took place should also be considered. Was it before, after or during an event, first thing in the morning or at night? For decision-making situations, I usually seek advice before I arrive into a final decision. I talk to my peers and gather information through research that could help me think critically. On the other hand, for evaluations and reflections, I ask for feedback during or at the end of the learning activity. I have noticed also that I am more productive in the morning than at night. With the demands of my work and school, it’s very difficult to squeeze everything with limited time. I have to work for extended hours, allot some time for travel and then read my modules. As the pattern is quite different from the way I perceive to learn best, I took naps and rest for a while so my mind will be conditioned before I study my notes.

WHY – This refers to the purpose of giving information and is related to the type of information being transmitted (WHAT). For trainers like me, the purpose would always be to teach something not known to learners. It may cover trainings on the daily operations needed to be acquired or workshops that could contribute to their own personal development. There are instances also when sharing of information takes places in an informal environment. A good example would be when my friends and I are talking about a particular topic over lunch. Here, different ideas are being shared and exchanged, without the formal intent of learning or acquiring information.

HOW – This question answers the way information is delivered to recipients. Was it through a lecture, read from a printed material, or watched from a television? The medium used for sharing the information could also impact learner’s understanding. For example, using a language not known to all may hinder the delivery of message. In order to avoid this, we should use subtitles that translate the information to the language that can be easily understood. Knowledge of the English language would serve as an advantage as this is almost understood by all. In the workplace, I also provide trainings across different countries. I can say that the geographical and language barriers impact the learning experience. With trainings done over the phone, it’s quite difficult and challenging as compared to providing trainings via face-to-face in a classroom setting. The time to learn and acquire everything is much longer as compared to my trainees in Manila. There are times when there are technical issues like phone lines are not audible enough or the remote computer screens are not functioning properly.

The above-mentioned are just few of the basic questions one can ask once a new information has been presented. These, together with the learner’s preferred learning styles, personalities and behaviors shape the overall learning experience. I believe that interests also play an important role. When we are passionate about something, we are motivated enough to learn and immerse ourselves into the experience. Intrinsic motivation, for me, is more powerful than those driven by external factors. We are doing things because we love to, and not because we are required to do so or we are just after the reward we might get. When these things are taken away, there is nothing to look forward to anymore.

Nothing beats doing your heart’s desire. 🙂

Photo retrieved Mar 21, 2015 from http://imgkid.com/finding-your-passion-quotes.shtml

The Constructivist Paradigm

I remember how I used to define the learning process during the first few days of classes, have I not realized I am thinking the constructivist way.

In my simple words, I define learning by acquiring new information from the environment, understanding its meaning and relating to own experiences. These learnings either add up to the pre-existing knowledge that I have in mind, re-affirm its validity or poses challenge to its relevance.

This is quite similar as to how Jean Piaget, the first psychologist to make a systematic study of cognitive development, has defined on how people acquire information. He viewed intellectual growth as a process of adaptation (adjustment) to the world and happens through assimilation and accommodation.

Image retrieved Mar 3, 2015 from http://ms-dizon.blogspot.com/2013/05/assimilation-vs-accommodation.html

The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. From this, people actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective.

An important question popped up my mind though: “What if the mental representations that the learner have in mind were not right and he/she is basing incoming information to that prior knowledge? Will it lead to all information retained as inaccurate?”

If the learner strongly believe that the pre-existing information are all correct, I think yes. That’s why continuous learning should be undertaken. The more information that they acquire, the more likely it will validate or contest the knowledge obtained. I think in order to avoid misconceptions, one should keep an open mind and welcome changes as necessary.

This is where teachers play an important role. Even if the learning process relies heavily on the learner’s ability to process information, the teachers should be able to guide them in the correct way of thinking and understanding the information being acquired. In order to facilitate this, teaching pedagogy should be adjusted to present the learnings in a more meaningful way. Like for example, instead of the traditional approach where lectures are given by the teachers, it can be the other way. The topics can be distributed to class and let the students present in the way they understood it. Group activities and lively discussions can also be initiated so as to know each and everyone’s point of view of the matter.

Based on observation, people tend to explain things with relation to their own experiences. By letting them do the talk, we will be able to understand the point one is taking, and have an idea to his/her repertoire of knowledge. During group discussions, there will be a large pool of ideas coming in from students – differing ideas perhaps. I believe this is a perfect time for everyone to open up their minds and welcome ideas as it may arise. However, it is still dependent on the learner whether or not he/she has chosen to adopt the new learnings into his/her pre-existing knowledge. Therefore, as in the constructivist perspective, knowing is an active, ongoing process, not just a constant or fact to know or memorize. Teachers must challenge the student by making them effective critical thinkers and not being merely a “teacher” but also a mentor, a consultant, and a coach.

References:

Constructivism Learning Theory. Retrieved Mar 3, 2015 from http://www.teach-nology.com/currenttrends/constructivism/

Constructivism. Retrieved Mar 3, 2015 from http://www.learning-theories.com/constructivism.html

Simply Psychology. Retrieved Mar 3, 2015 from http://www.simplypsychology.org/piaget.html

Overview: Student-Centered and Constructivist Approaches to Instruction. Retrieved Mar 3, 2015 from http://wps.ablongman.com/ab_slavin_edpsych_8/38/9953/2548032.cw/index.html

A Close Look at the Cognitive Approach

Every day, people are bombarded with too much information. It’s a fact. Without proper management of such, it would be impossible to maintain sanity. Thus, I find it important to have a deep understanding on how we do actually process information.

This is one interesting topic the cognitivist approach has covered. First, let us define what cognitive learning means:

Cognitivism refers to the study of the mind and how it obtains, processes, and stores information (Stavredes, 2011). Information comes in as input, the mind processes the information for the time being, and the information is stored away to be retrieved later (Learning Theories, 2011b).

In this theory, learners are considered to be active participants in their learning, and the mind functions like a computer processor.

A computer’s function includes: encoding of new information, processing the new information into the database and storing to different folders or drives for retrieval. Human beings also process the same way through the use of cognitive processes. As we encounter new information that is usually picked up by our senses (sight, smell, sound, taste and touch), this is either processed to the next level or disregarded – depending on the content’s relevance to one’s familiarity and personal experiences. Those information that passed our senses and considered as relevant, will be put into what we call the “short-term” or “working memory”. We can perhaps call this as the active state of mind. This is where you put all your thoughts at that given moment. The information will then be deeply processed using some executive functions before moving to the “long-term” memory. This is where we store all the information learned for retrieval. The Atkinson and Shiffrin’s stage theory model best illustrates the concept discussed:

The comparison between how computers and human beings process information are pretty much the same except that humans have emotions and subject to physical and mental exhaustion that could affect the cognitive processes. I have experienced this most of the time as I read my modules after a long day at work. During this time, I am already tired and weary and was not able to fully understand what I was reading. Because of this, some information were disregarded and did not move forward to deeper processing. To address this, I usually take a nap first before studying to freshen up my mind. As I wake up, I feel energized and motivated to learn – which is the best time to study as attention is at its best. This is also true in the classroom setting. Usually, students focus on the teacher with the intent to learn at the start of the day.

The primacy/recency effect supports the idea of prime and down times. New and difficult learnings should be presented first (prime-time-1), followed by some practice exercises during the down-time and then a quick summary at the end (prime-time-2). This concept was suggested in order to maximize the student’s attention span.

Looking back, I thought it was better to start the day by recalling previous lessons as it was the case for most of my school years. My teacher would either give us a pop quiz, call names for oral recitation or would provide a summary lecture. After reading the module, I have realized that it shouldn’t be the case. We have to utilize time and take the opportunity to deliver instruction when students are most eager to learn. We can also employ some of the best teaching principles like rehearsal/repetition, chunking/clustering, and priming. These strategies can help on delivering the content that result to effective learning.

To sum it up, information is everywhere – and it is up to us on how we choose to process these information. As educators, it is quite important to understand how cognitive processes work as information serves as our main tool for our profession. These are what we provide, and it is imperative that we best know how to deliver those. 🙂

References:

Behaviorism, Cognitivism, Constructivism & Connectivism. Retrieved February 23, 2015 from http://ci484-learning-technologies.wikispaces.com/Behaviorism,+Cognitivism,+Constructivism+%26+Connectivism

Information Processing Theory. Retrieved February 23, 2015 from http://psysc613.wikispaces.com/Information+Processing+Theory

Sousa, D. Primacy/Recency Effect. Retrieved February 23, 2015 from http://www.lancsngfl.ac.uk/secondary/math/download/file/How%20the%20Brain%20Learns%20by%20David%20Sousa.pdf

How do we learn?

“By observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”
-Albert Bandura, Social Learning Theory, 1977

The above statement supports the idea that our actions are sometimes guided by other people’s actions. It is worth to note, however, that although we may perceive information based on observation, it does not guarantee that such actions will be applied on one’s own behavior. It is still based on the discretion of the person whether such behaviors will be adopted. Usually, we consider someone as our model if we think there is a similarity between behaviors, or probably he/she is someone that we look up to.

Observational learning happens when one acquires information by merely observing actions done by others. People try to watch on how things were done and try to imitate them. Bandura and his colleagues were able to support the idea through the Bobo doll experiment. Here, adult “models” were asked to punch a doll with children as observers. After a while, children began punching the doll – the same way models did. This experiment highlights the idea that we do things the way we saw things were done.

Vicarious learning takes place when we adjust our own behavior based on the consequences of other people’s actions. There are four types of vicarious learning:

1. Modeling effect – occurs when we duplicate their behaviors. For example, I have probably adopted the way my mom prepares the table for breakfast. She will put the mat first, and then the plates, followed by utensils. Here, I have copied the exact way she does things.
2. Eliciting effect – occurs when we perform the behavior observed, but in a slightly different way. For example, I have observed from my sister how she does her make-up. I might use the same kit but the way I apply my eyeliner would probably be different.
3. Disinhibitory effect – occurs when we decide to do things that we were doubtful at first because we saw that no negative consequences were received. A good example would be when we are driving and we are not sure if there are no left/right turns allowed. If we don’t see any sign, and have seen that cars in front turned left without being caught, most likely, we will do the same.
4. Inhibitory effect – occurs when we stopped doing things because of fear of punishment or negative consequences. For example, in a class, one student got reprimanded for chewing a gum or talking while the teacher was discussing something. Other students will refrain doing the same behavior to refrain from punishment.

Apart from the modules directed by the school, and the instructions received from the teachers, I think it is also important to consider the learning environment of the class. It is not just the content that the teacher is trying to impart, but also behaviors and attitudes. With this, teachers should be aware that any action that they do, or any word that they say, might have an impact on the student’s behavior. For example, if a teacher uses sarcasm upon replying to a student, chances are, that student will also use sarcastic words towards him/her.

I have realized that being in this profession is not an easy task. We need to have a considerable amount of patience in order to manage stressful situations. Teachers usually deal with large, diverse group of students and we need to recognize and acknowledge their differences. We should also learn how to manage our own self because students look up to us. If we ourselves are displaying bad and undesirable behaviors, what more can we expect from our students?

With this, I believe change (in a good and positive way) should start from us. We have to walk our talk and practice what we preach. 🙂

References:

Kendra, C. (n.d.). Social Learning Theory. How People Learn By Observation. Retrieved from http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm

Vicarious learning. Retrieved from http://education.purduecal.edu/Vockell/EdPsyBook/edpsy12/edpsy12intro.htm

Models and Mentors in My Life

Posting here the E-journal activity for the models and mentors in my life. 🙂

My Models and Mentors
List the most important role models and mentors in your life. Then describe what their positive modeling and mentoring have meant to your development.

Role Models and Mentors	Their Contributions
Edna Talplacido – Mother	Parents, as our first role models, have made a considerable impact in our lives. They are the ones who taught us the basics in life – from uttering our first words, how to eat properly, how to dress up, how to take a bath, how to write your name, and almost everything that we need to know. I consider my mom as the greatest influencer of my thoughts and actions. She stressed that faith, patience, humility, and hard work will take us wherever we are destined to be. She helped me realize that struggles, challenges, and obstacles will always be there but that shouldn’t stop us from achieving our goals. She was always there to support when I stumble and fall. She believed on me even during those times I doubted myself. She has, and will always have, a big impact on my life and decisions.
Bonifacio Talplacido – Father	My father has influenced me to always look at the brighter side of life. He was able to turn things up by his humor. With this adopted to my life, I was able to take things lightly and overcome difficulties. Whenever I face stressful situations, I always try to look at the positive side instead of dwelling into the negatives. It takes considerable amount of effort to develop this, but has really helped me cope up with every day challenges. He also stressed that during tough times, we need to compose ourselves and look for solutions. Thinking about the problem will not solve nor fix anything – we need to act on it.
Michael Talplacido – Brother	I look up to my brother so much that I always wanted to become an exact replica of him. He is independent, rational, ambitious, and driven. He knows what he wants and strives hard to achieve it. I am quite a fickle-minded person and my brother would always advise that I need to focus and take things one step at a time. He always tries to help me figure out things and suggests on ways of improvement. He thinks clearly and presents all options along with the corresponding implications. I believe we all need this kind of support most especially during uncertainty.
Monica de Leon – Guidance Counselor	When I was still in college, I have gone through a difficult time – problems with studies and personal life. Ma’am Monica was one person that really helped me overcome this challenging phase on my life. I studied in the city and my family is in the province making it hard for me sometimes to deal with everyday problems. She was there to listen, help clear my thoughts, and care just like my own mom. She suggested different learning strategies that helped me with my studies and often have quick meet-ups to talk about personal stuff as well. She served not just a counselor, but also a friend and family.
Lia Eugenio – Manager	I have developed good working relationship with my boss and I say this is one thing we should all establish. It’s not every day that things work smoothly – there are deadlines that we need to meet, tensions, and stressful situations that we need to overcome. Not to mention our own personal problems as well. Having someone to understand what you are going through and the struggles that you face help us survive. My manager never fails to provide support and encouragement most especially during those times I wanted to give up. She was there to listen patiently and helped me decide on things that matter. She was able to provide all the assistance that I need, both personally and work-related. We had coaching sessions and enrolled me to different trainings in order to develop personal and technical skills.

The Type of Role Model I Want to Be for My Students.
Describe which characteristics and behaviors you believe are the most important for you to model for your students.

1.      Respect for people’s feelings. Teachers deal with diverse, large group of students. An effective teacher knows how to respect each and every student’s thoughts, point of views, and feelings to develop harmonious relationships. He/she should be able to have deep understanding as to why a child behaves in certain ways and further direct all his/her efforts in providing the support needed.

2.      Patience. We should teach our students to have patience as I believe nothing ever comes easy and we all have to work hard to achieve something. We should develop this skill as this helps us to move towards our goals and objectives.

3.      Humility. I believe one attitude that we should possess is humility. People fail sometimes not because they lack the skills and abilities, but mainly because of their attitude. We should always remember where we come from, and not forget the people that helped us reach where we are now.

4.      Ability to manage stress. Life is not a smoothly-paved road and there are a lot of bumps, challenges, and obstacles along the way. Having the ability to manage stress can help us overcome any roadblocks and take us to where we are supposed to be.

5.      Optimism. We should always opt to look at the brighter side and maintain a happy disposition on life. In order for us to survive, we should learn how to choose our battles. Consider things that are worth it and take things lightly. If we will immerse ourselves with all the stress life brings, we won’t be able to accomplish anything.

How I Will Incorporate Models and Mentors in My Classroom?
Describe a systematic plan for bringing models and mentors into your students’ lives in one or more domain(s) you plan to teach, such as math, English, science, music, and so on.

As I plan to teach preschoolers in the future, I think that would cover the basics – reading, writing, counting, and some arts. I believe one of the most important teacher characteristic to have is patience. One should have the patience and passion to teach young kids all the things they ought to know. Children usually at this stage are active and the teacher should find ways on how to keep them engaged. Being creative on presenting the instruction is deemed necessary to ignite interest.

One way to model patience would be showing them how to make an art craft. Showing them how to put things together, properly color materials, build blocks patiently, and the like will help develop their skills and abilities. The teacher can also try to read and spell out words over and over again until grasped correctly by the child. It is through constant reinforcement that children absorb and retain information.

Who Will Be My Education Mentor? What Would My Ideal Education Mentor Be Like?
Do you have someone in mind who might serve as an education mentor when you become a teacher? If so, describe the person. What would your ideal education mentor be like?

My mom, who is also a teacher, is probably the best person I can think of. She supports and guides me on all my decisions and I believe she is indeed a great help as I pursue this field. People look up to her and I am very fortunate enough to have her always by my side. Teaching for almost 40 years, she has considerable experience and mastery of the field. She knows exactly what works well and what won’t. She is sensitive enough to realize the individual differences of her students and tries to deliver individualized instruction. She employs different strategies and techniques to cater to each and everyone’s learning needs. She is passionate and committed to the things she do and displays a happy disposition on life. She never gives up and learns from her mistakes. She always strives to be better and continuously looks for improvement. She is warm, caring and understanding. I believe these are some of the qualities needed for an effective teacher.

Portfolio-style activity template available at http://www.mhhe.com/socscience/education/edpsych/santrocked02/ch07a_sa.html

Behavioral Theories of Learning

“Learning is any relatively permanent change in behavior that occurs as a result of experience (Robbins, 1998).”

In my own words, learning occurs when we acquire new knowledge, mentally process added information, understand its relevance to own self, and make some realizations as whether these justified existing knowledge or presented some challenges regarding its validity. We see changes in our behaviors as we learn things. In our day-to-day lives, we do things in a manner we were taught, or by finding out through experience. For example, with my study habits, I have learned from experience that my mind works well after taking a nap, or if I read the modules in the morning. With this realization, such behaviors were adjusted accordingly.

It is also quite important to note that behavior is a response of an individual to its environment. This refers to the reactions that we exhibit as we deal with internal and external stimuli.

Merriam-Webster defines conditioning as “a simple form of learning involving the formation, strengthening, or weakening of an association between a stimulus and a response”. Conditioning usually occurs through our interaction with the environment.

There are two types of conditioning namely: Classical and Operant Conditioning.

Classical Conditioning

Ivan Pavlov noted in his studies that classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.

The specific model for classical conditioning is:

1. Unconditioned Stimulus (US) elicits > Unconditioned Response (UR)
2. Neutral Stimulus (NS) —> does not elicit the response of interest
3. The Neutral/Orienting Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).
4. The NS is transformed into a Conditioned Stimulus (CS); that is, when the CS is presented by itself, it elicits or causes the CR (which is the same involuntary response as the UR; the name changes because it is elicited by a different stimulus. This is written CS elicits > CR.

From the above, we can see that by associating the NS to the US, we can elicit a desired response. In the real world classroom setting, a good example perhaps would be the association of an effective teacher and the subject taught. Students develop a positive attitude towards the subject matter through the teacher. Even if the subject was a little difficult, if the teacher was able to explain thoroughly, we can elicit a positive response. We remember that learning is fun because the teacher made us feel that way. As this attitude was adopted by the students, we can arrive at a conclusion that they will still like the subject, even without the teacher’s aid.

Operant Conditioning

The second type of conditioning refers to the association between behavior and consequences. Major theorists such as B.F. Skinner, Edward Thorndike, and John Watson highlighted the role of reinforcements and punishments upon determining behavior.

Components of Operant Conditioning:

1. Reinforcement – strengthening or increasing the behavior.
   1. Positive reinforcement – when favorable outcomes are presented after the behavior. (a good example would be parents giving rewards to their children who got high grades, motivating them to study hard and excel)
   2. Negative reinforcement – removal of outcomes after the behavior. (students will not incur deduction on points for on-time submission of projects)
2. Punishment – weakening or decreasing the behavior.
   1. Positive punishment – present unfavorable outcome to weaken response. (noisy students will have their names posted in the board)
   2. Negative punishment – present favorable outcome (time spent on playing computer games will be minimized for low grades)

Here we can see that the consequences drive the behavior of students. More often than not, actions that bring pleasant or positive consequences will be repeated, while unpleasant consequences will be stopped. These are the driving forces that dictate as to what course of action will be done and later on developed as “habits”.

The teacher, however, should be careful upon finding the right approach to conditioning. We know that a “one-size fits all” approach doesn’t work in the classroom as students have diverse personalities, and learning styles and might need a varying degree of support. What works well for a student might be viewed as offensive to other. They should be able to use or employ different sets of strategies to cater to all student’s needs and achieve maximum success.

Upon reading this module, I have realized that it is imperative for teachers to know and understand the different behavioral theories. They should be aware of the underlying effects of their decisions as these will have a great impact on the student’s behavior and well-being. This also highlighted the importance of environment upon shaping the student’s learning.

Reference:

Chowdhury, M. (2006). Human Behavior In The Context of Training: An Overview Of The Role of Learning Theories as Applied to Training and Development. Retrieved (January 31, 2015) from http://www.tlainc.com/articl112.htm

Cherry, K. (2005). How It Works and a Few Examples of It In Action. Retrieved (January 31, 2015)  from http://psychology.about.com/od/behavioralpsychology/a/classcond.htm

Huitt, W., & Hummel, J. (1997). An introduction to classical (respondent) conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved (January 31, 2015) from http://www.edpsycinteractive.org/topics/behavior/classcnd.html

Am I intelligent?

Intelligence. Such a strong word. Impressive, striking, impactful.

We all want to be branded as an “intelligent” person or someone with “high intellect”. But, do we actually understand what this is all about?

I became very familiar with this word. My parents are both professors and my siblings were always on top of the list every end of the school year. Even at an early age, and without formal education yet, I knew what this word implied – greatness. When I was still a kid, I tend to believe that it was something inherited or so people say. Intelligence runs in the blood and our family is one living example.

As I grow up, I’ve realized that inherited knowledge is not enough. It may be an important factor but not the only source. There are a lot of external stimuli that affect our way of thinking, actions, behaviors, and experiences. We also apply different learning strategies and styles that best suit our personalities. I was very amused with the tests found in the modules because I was able to get to know more about myself. The results justified the way I opt to learn things. I prefer reading modules, taking down notes, using colored pens and highlighters, creating tables and graphs – as these help me remember and have that “photographic memory”.

Learning for me is a continuous process. It never stops. It’s a cycle where we usually acquire knowledge from different ways (formal, informal, non-formal) and purposes (incidental, intentional), followed by careful analysis and evaluation on how this actually relates to one’s experience. Most of the time, we usually retain information that has value and meaning. Probably something that justified our existing repertoire of knowledge, or in the contrary, presented an impact that questioned its validity.

I also enjoyed reading Carl Jung’s Model and Myers Briggs Type Indicator (MBTI). I have realized that I exhibited the INTP (Introverted iNtuitive Thinking Perceiving) personality. I usually deal with things rationally and logically. One drawback that I notice however is we might not “realize the value of attending to other people’s feelings” because we tend to “think” rather than “feel”. This is one thing I’d like to address because as individuals, we are trained to follow our own intuitions and be independent, but at the same time, needs to conform to society as well.

Howard Gardner’s view on Multiple Intelligence also made me reflect where I belonged. I think, all of us have the inclination to all of these but we have one or two types that are most dominant. The “nature vs. nurture” topic also gained my interest. As I was reading the different theories presented in the module and the responses posted in the discussion forum, I was able to arrive at the conclusion that the meaning of intelligence is highly subjective. How I view intelligence is probably different from the rest. And with this, I think there is no general measurement as well. We view someone as intelligent by looking at our own set of criteria and judgment. We also have our own preferences on what skills to develop and the approach to use for achieving such.

Upon completing this module, I asked myself, “Am I really intelligent?”

I say, we all are – but with different levels and varying degree. 🙂

Reference:

Learning Style Test http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml?event=results&A=6&V=9&T=5

Portrait of an INTP http://www.personalitypage.com/INTP.html

Howard Garner on Multiple Intelligence http://www.institute4learning.com/multiple_intelligences.php

Taking my first step to “Learning”

I must say, the first step is usually, the scariest – we are moving forward to an unfamiliar way, embracing challenges and difficulties.

I am a Senior Analyst in a multinational firm and I handle real-time pricing information update, fundamentals content, news stories and articles publication, trainings and seminars, and day-to-day operations maintenance. Last year, I decided to follow my passion and enrolled at UPOU taking six units (EDS 111 and EDS 103) despite of my very hectic schedule.

This is my first time to enroll in a DE program and I have realized that it’s no easy task. At first, I thought, it’s easier compared to the traditional face-to-face classroom setting. We would be able to manage our time – knowing where and when to study, identify the pace of learning, avoid the hassle of travel and going to school, and cope with the demands of work.

With my first week of learning, I was overwhelmed and amazed at the same time. I have realized that in order to benefit from this, I should know that “Learning is more than just the desire to learn and devoting time and effort. You also have to utilize effective learning strategy.” (Stephen Chow on How to Get the Most Out of Studying: A Video Series http://www.samford.edu/how-to-study/)

I enjoyed the video series the most as it helped me understand the different learning strategies people use. Chow was able to highlight the difference between shallow and deep level processing and how this affect our understanding of the learnings presented. In order for us to maximize the learnings, we should start processing our thoughts and ideas in a deeper level. He states that “What you think about while studying is the most important factor in successful learning.” This holds much truth as I have realized in my own personal experience that I often find myself re-reading certain portions if I am distracted with other things. We should learn how to focus and read with comprehension. It would also be a good help to know the different learning styles and determine the most suitable for your learning needs.

As an online learner, I have realized that one of the greatest challenge is expressing your thoughts well in writing – as this is the only medium of communication possible. The written material we submit serves as the basis whether we fully understand a topic or not. There are instances wherein we perfectly understood the topic but finds difficulty relaying the same. With this, I know the DE learning program will not just deliver the course, but will also help develop one’s communication and analytical skills.

I am very excited and nervous at the same time but with the help of the different learning materials provided in the site, together with my professor and classmates’ support, I know, I will be able to achieve my goals.

Wish me luck and looking forward to more learnings ahead!  🙂