FACILITATING LEARNERS -

CENTERED TEACHING

• Guthrie’s Contiguity Theory

• Sternberg Triarchic Theory of Intelligence
• Kohler’s Insight Learning Theory
• Bruner’s Constructivism and Discovery Learning
 FACILITATING LEARNERS -
CENTERED TEACHING
MEMBERS:

Magisa,
John Jayred

Dela Cruz,
Leean

Camua,
Christine Joy
 OBJECTIVES

Understand the Triarchic Grasp the idea that Guthrie’s

Theory of Intelligence Contiguity Theory is
proposing

Analyze the idea of Discover and learn the scope of Bruner’s

Kohler’s Insight Learning Constructivism and Discovery Learning
Theory
GUTHRIE’S CONTIGUITY
THEORY
 According to Dictionary, stimuli thing
STIMULI or event that evokes a specific
functional reaction in an organ or
tissue.
 Any process that results in a change in
RESPONSE IN state or activity of a cell or an
STIMULI organism.
EDWIN RAY GUTHRIE

Behavioral Psychologist
(1886-1959)
In general, most learning
theories can be thought of as
attempts to determine the rules
by which stimuli and responses
become associated.
 A combination of stimuli which has accompanied
a movement will on its recurrence tend to be
followed by the movement

THE Example: Teacher silencing the class.

Another way of stating the law of contiguity is to

LAW OF say that if you did something in a given situation,
the next time you are in that situation you will

CONTIGUITY tend to do the same thing.

In this kind of theory, punishments or rewards

have no remarkable effect in learning.
 RECENCY PRINCIPLE
ONE TRIAL LEARNING
The recency principle expresses that the current or
the last stimuli an individual remembers will form
A stimulus pattern that gains accompanying strength associations with an action or movement than the
on the instance of its first matching in response. previous stimuli or the first thing that an
individual studied.
Example:
A child touching a hot frying pan. Example:
A child memorizing a list of words.
FORGETTING HABIT FORMATION
Habits are learned behaviors in response to
Like one trial learning, forgetting also occurs in just
different kinds
one trial.
Of origin.
Guthrie states that forgetting completely blocks out
Example:
old information to learn something new
Vaping
 3 DIFFERENT METHODS OF
CHANGING HABITS/HABIT
BREAKING
HABIT BREAKING
1. Threshold
Edward Guthrie not only studied the concept of habit 2. Fatigue
formation but habit breaking as well. 3. Incompatible Response
 ROBERT STERNBERG

American Psychologist and

Psychometrician
(1949-present)
 THE TRIARCHIC THEORY OF INTELLIGENCE

ANALYTICAL
Academic problem solving and
computation

CREATIVE PRACTICAL
Imaginative and innovative problem Street smarts and common sense
solving
 ANALYTICAL
THE TRIARCHIC THEORY OF INTELLIGENCE
INTELLIGENCE

IS THE ABILITY TO ANALYZE,

CRITIQUE AND EVALUATE

EXAMPLE:
SOLVING A CHALLENGING MATH
PROBLEM
CREATIVE THE TRIARCHIC THEORY OF INTELLIGENCE
INTELLIGENCE

Is the ability to discover, invent and create

Example:
1. Ability to solve logical problems using a
variety of different approaches
2. Looking at things in new ways
To figure out how they work
PRACTICAL THE TRIARCHIC THEORY OF INTELLIGENCE
INTELLIGENCE

Is the ability to apply utilize and implement

Example:
1. ''Street smarts'' or practical problem-solving
2. Ability to juggle various tasks with good time
management
KOHLER'S INSIGHT
LEARNING
The Insight Learning Theory was
proposed by Wolfgang Kohler.
 WOLFGANG KOHLER

• Born in January 21, 1887 at Tallinn, Estonia and died in

June 11, 1967 at Enfield, New Hampshire, United States.

• A German psychologist and phenomenologist who

contributed to the Gestalt psychology with Max
Wertheimer and Kurt Koffka.
 It is a psychology which is a school of
GESTALT thought which looks at the human mind
PSYCHOLOGY and behavior as a whole.
What is Insight Learning
Theory?

• Insight learning is a sudden understanding of the

relationship between a particular problem and a
solution.

• In insight learning, the perceptual stimuli are

restructured in different ways and rely on
cognitive processes
Wolfgang Kohler’s Experiment

In one of Kohler's experiment, he caged a

chimpanzee named Sultan with two
different situation with a bunch of banana
hanging on the ceiling and a bunch of
banana on the roof.
CHARACTERISTICS OF INSIGHT
LEARNING THEORY
• Insight depends upon the arrangement of the problem situation. The
insight will come easily if the required materials and tools are
arranged in a perfect order to perceive the relationship.
• The solutions to problems once solved with insight can be repeated
and reused easily.
• Once a solution occurs with insight learning, it can be applied to new
solutions.
CHARACTERISTICS OF INSIGHT
LEARNING THEORY
• In insight learning, the whole situation appears to take on a new form, altering
the perception of an individual giving circumstances a meaningful and
attractive look.
• Age, past experience, familiarity, and keen observation facilitates insight
learning.
• Insight learning reduces learning time and develops a new relationship of the
learner to the problem.
• Insight is related to an intellectual level. Human beings have more insight
than lower animals.
 PROCESS OF INSIGHT LEARNING

1. Surveying relevant 2. Determining the instrumental

conditions of the presented value of a tool either object or
stimulus and seeking their information such as a means of
relationship. solving problem.

3. "Eureka"
Experience.
Bruner's Constructivism and
Discovery Learning
 Who is Jerome Bruner?

• Jerome Seymour Bruner was born in October 1, 1915 at

New York, United States and died in June 5, 2016 at
Manhattan, New York, United States.

• He was an American psychologist who made significant

contributions to cognitive learning theory in educational
psychology and human cognitive psychology.
 Who is Jerome Bruner?

• According to Simply Psychology, Bruner believed that

discovering a coding system rather than being told by a
teacher was the most effective way to develop one.

• Bruner (1966) was concerned with how knowledge is

represented and organized through different modes of
thinking (or representation).
Spiral Curriculum

Bruner believed that any subject

could be taught at any stage of
development in a way that fit the
child's cognitive abilities.
 PREDISPOSITION
TO LEARN

STRUCTURE OF
4 FEATURES OF KNOWLEDGE
BRUNER'S THEORY
OF INSTRUCTION MODES OF REPRESENTATION

EFFECTIVE SEQUENCING
 PREDISPOSITION
TO LEARN

4 FEATURES OF Desire to learn or undertake

problem solving could be
BRUNER'S THEORY activated by devising problems
activities in which students would
OF INSTRUCTION curiousity
 STRUCTURE OF
KNOWLEDGE

4 FEATURES OF A body of knowledge must be in

simple form for the learner to
BRUNER'S THEORY understand it and it must be in a
form of recognizable to the
OF INSTRUCTION student's experience.
 MODES OF REPRESENTATION

4 FEATURES OF
Using of visual, words, symbols
BRUNER'S THEORY and other modes of representation.
OF INSTRUCTION
 EFFECTIVE SEQUENCING

4 FEATURES OF
No one sequencing can fit any
BRUNER'S THEORY learner but in general it should be
OF INSTRUCTION in increasing in difficulty.
 Bruner's Three Modes of Representation

1. ENACTIVE (0 - 1 YEAR)

The very first type of memory. During the first year of life
(corresponding to Piaget's sensorimotor stage), this mode
is used. Thinking is entirely based on physical actions, and
infants learn through doing rather than internal
representation (or thinking).

It entails encoding and storing physical action-based

information in our memory. A baby, for example, may
remember shaking a rattle as a form of movement as
muscle memory.
 Bruner's Three Modes of Representation

2. ICONIC (1 - 6 YEARS)

Information is stored in the brain as sensory images (icons),

usually visual ones. Some people are aware of it, while others
claim they are not.

This could explain why, when learning a new subject, having

diagrams or illustrations to accompany the verbal information
is often beneficial.

Other mental images (icons) used in thinking include hearing,

smell, and touch.
 Bruner's Three Modes of Representation

3. SYMBOLIC (7 YEARS ONWARDS)

This comes last. This is where information, such as language, is

stored in the form of a code or symbol. This mode is acquired
between the ages of six and seven (corresponding to Piaget's
concrete operational stage).

Knowledge is primarily stored as words, mathematical symbols,

or other symbol systems, such as music, during the symbolic
stage. Symbols are adaptable in that they can be manipulated,
ordered, classified, and so on, freeing the user from the
constraints of actions or images (which have a fixed relation to
that which they represent).
“An investment in
knowledge pays the best
interest.”

— Benjamin Franklin
REFERENCES:
Cherry, K. (2022, September 28). What Is Gestalt Psychology?.
https://www.verywellmind.com/what-is-gestalt-psychology-2795808

Mcleod, S. 2019. Bruner - Learning Theory in Education, Simply Psychology. Retrieved from.
https://www.simplypsychology.org/bruner.html

Mina, B. 2022. Kohler's Insight Learning. Retrieved from.

https://www.youtube.com/watch?v=l6ZN83_oxOU

Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (n.d.). 7.4 what are intelligence and
creativity? - psychology 2E. OpenStax. Retrieved November 7, 2022, from
https://openstax.org/books/psychology-2e/pages/7-4-what-are-intelligence-and-creativity

Tyonote.(2022). An Easy Guide To The “Kohler’s Insight Learning Theory”. Retrieved from:
https://www.google.com/amp/s/tyonote.com/insight_learning/%3famp