Theorist Theory Implication to Education

Arthur Jensen Theory of Intelligence 1. Intelligence consists of two levels of

abilities. The Level I ability is associative
learning, which consists of Short-Term
Memory (STM), rote learning, attention and
simple associative skills. The Level II is
called cognitive learning, which consists of
abstract thinking, symbolic thought,
conceptual learning, and use of language
in problem solving.

2. Jensen on basis of his studies

believed that genetic factors are more
important than environmental factors for
one's intelligence.
 Theorist Theory Implication to Education

1.This theory claims to account for the fact that

children acquire language skills more rapidly
Noam Chomsky Language Acquisition Device than other abilities, usually mastering most of
the basic rules by the age of four. As evidence
that an inherent ability exists to recognize
underlying syntactical relationships within a
sentence, Chomsky cites the fact that children
readily understand transformations of a given
sentence into different forms-such as
declarative and interrogative-and can easily
transform sentences of their own.
2. Teachers should observed that first, the child
must have a technique for representing input
signals and, secondly, a way of representing
structural information about them. Thirdly,
there must be some initial delimitation of the
class of possible language structure hypotheses.
Fourthly, the child requires a method for
determining what each of these hypotheses
implies with respect to each sentence. Finally,
an additional method is needed by which the
child can select which hypothesis is compatible
with the PLD.
 Theorist Theory Implication to Education
1. Instruction must be appropriate to the level
of the learners. For example, being aware of the
Jerome Bruner Learning Theory on Teaching learners’ learning modes (enactive, iconic, and
symbolic) will help you plan and prepare
appropriate materials for instruction according
to the difficulty that matches learners’ level.
2. The teachers must revisit material to enhance
knowledge. Building on pre taught ideas to
grasp the full formal concept is of paramount
importance according to Bruner. Feel free to re-
introduce new vocabulary, grammar point,
topics now and then in order to push the
students to a deeper comprehension.
3. Students must be involved in using their
prior experiences and structures to learn new
knowledge.
4. Help students to categorize new information.
In order to able to see similarities and
differences between items.
5. Teachers must assist learners in building
their knowledge. This assistance should fade
away as it becomes unnecessary.
6. Teachers must provide feedback that is
directed towards intrinsic motivation. Grades
and competition are not helpful in the learning
process. Bruner states that learners must
“experience success and failure not as reward
and punishment, but as information”.
Theorist Theory Implication to Education
 Teachers and Early Childhood
Educators:
Marie Clay Emergent Literacy  Use developmentally appropriate literacy
practice that acknowledges children?s
development, interests, and literacy
knowledge.
 Read to children daily and allow them to
take turns "reading" the material to each
other.
 Use a wide range of literacy materials in
class. Allow children to experience a
variety of children's books, magazines, and
newspapers.
 Take time to listen to children to determine
their interests, language skills, and areas of
need.
 Use children's home cultures and languages
as literacy resources.
 Provide multiple rereadings of stories for
pleasure and exploration. Invite children to
join in the readings, honoring their
emergent reading behaviors.
 Create a literacy-rich classroom
environment. Provide appropriate literacy
activities for children, such as literacy
activities for day care and preschool
settings, literacy activities for kindergarten,
and literacy activities for first grade.
 Ensure that the school provides
appropriate writing materials for children.
 Encourage children to compose stories and
informational articles in emergent forms;
provide opportunities for children to read,
 Ensure that the school provides
appropriate writing materials for children.

 Encourage children to compose stories and

informational articles in emergent forms;
provide opportunities for children to read,
share, and display their writing.

 Provide opportunities for reading and

writing in a kindergarten classroom that will
benefit children at every phase of their
literacy development.

 Provide "writing experiences that allow the

flexibility to use nonconventional forms of
writing at first (invented or phonetic
spelling) and over time move to
conventional forms" (International Reading
Association & National Association for the
Education of Young Children, 1998, p.9).

 Use appropriate strategies for

teaching beginning reading.

 As children begin to read conventionally,

provide balanced reading instruction to
teach both skills and meaning and to meet
the reading needs of individual children.

 Share ideas with parents and caregivers on

creating an optimal environment to support
young children's literacy development.

 Participate in professional development

activities to increase understanding of
emergent literacy and appropriate teaching
practices.
 Theorist Theory Implication to Education

1. Work with community groups and

libraries to provide informational
Teale & Sulzby Early Literacy programs for parents regarding the
development of literacy skills in young
children.
2. Review research on reading and
young children, such as Beating the Odds
in Teaching All Children to
Read, Reading the Right Way, Beginning
Reading Instruction: Components and
Features of a Research-Based Reading
Program, Balanced Reading Instruction,
and Improving the Reading Achievement
of America's Children.
3. Become familiar with Learning to
Read and Write: Developmentally
Appropriate Practices for Young
Children (the joint position statement of
the International Reading Association and
the National Association for the
Education of Young Children), and the
Primary Literacy Standards developed as
part of the New Standards project.
4. Develop an understanding of
phonological terms.
5. Work with teachers to provide a
developmentally appropriate curriculum
in reading and writing that is
"challenging but attainable with
sufficient adult support" (International
Reading Association & National
Association for the Education of Young
Children, 1998, p. 8).
6. Develop strategies for preventing
reading difficulties in young children.
7. Ensure that the library or resource
center has extensive and varied
resources for younger students.
8. Ensure that appropriate screenings and
assessments are used to determine
intervention programs for children who
are experiencing reading problems and
children who are at risk of developing
reading problems.
9. Support teachers in implementing
developmentally appropriate literacy
practices in their classrooms.
10. Provide teachers with ongoing
professional development on topics
such as children's growth from
emergent literacy to conventional
literacy, literacy instruction, and
developmentally appropriate practice.
Theorist Theory Implication to Education

1. With teacher support they develop

personal interest in reading, and the
Gough Juel Three stages of Learning to Read motivation to read for a variety of
purposes. They develop an appreciation
of the ways reading, writing, speaking
and listening provide opportunities to
acquire knowledge, explore ideas,
express opinions and listen to the
opinions of others.
 Theorist Theory Implication to Education

Readers are actively engaged with the text;

Dr. Gail E. Tompkins Factors Affecting Development: Early they think about many things as they read
Language Stimulation, Literate to comprehend the text. Teachers should
Communities and Environment, Story help the learners on:
Reading
 Activating their prior knowledge
 Examining the text to uncover its
organization
 Making predictions
 Connecting to their own experiences
 Creating mental images
 Drawing inferences
 Noticing symbols and other literary
devices
 Monitoring their understanding
Theorist Theory Implication to Education

1. Implement activities based upon the

sensorimotor stage of Piaget's theory.
Jean Piaget Stages of Cognitive Development This stage occurs between birth and two
years, and is perfect for those who find
themselves working in early education.
During this stage, the child begins to
understand the difference between him or
herself and other objects in the room.
Working with building blocks and puppets
is a great way to incorporate this stage
into a teaching program.
2. Conduct activities based upon the
preoperational stage. This stage (ages 2
to 4) teaches that the child is beginning to
conceptualize better and classify objects
by physical appearance. During this time
period, educators can begin to teach
children the difference between certain
animals and other objects, living or
inanimate.

Read more: How to Implement Piaget's

Theory of Teaching |
eHow.com http://www.ehow.com/how_791
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teaching.html#ixzz205lYXZth
3. Work with the concrete operational
stage. This stage occurs between the ages
of 7 and 11, and is when a major part of the
child's cognitive development will occur.
During this time, children begin to
understand abstract concepts and "think for
themselves" much more easily. Educators
can teach children in this age group to be
more introspective and understand
concepts that may be considered abstract.
4. Form a lesson plan around the fourth
and final stage of Piaget's theory of
cognitive development, the formal
operations stage. This stage occurs when
children are between 11 and 15 years of
age, and is when their cognitive abilities
are thought to be fully formed. Children
become more like adults in that they are
able to use deductive reasoning and make
decisions for themselves without any form
of aid. Knowing this, educators can
challenge students with projects that
require a deeper and more reflective
thinking process.
Theorist Theory Implication to Education

Educators should observe the following:

Lev Vygotsky Socio-Cultural Theory of Cognitive

Development 1. Curriculum–Since children learn
much through interaction, curricula
should be designed to emphasize
interaction between learners and learning
tasks.

2. Instruction–With appropriate adult

help, children can often perform tasks
that they are incapable of completing on
their own. With this in mind, scaffolding–
where the adult continually adjusts the
level of his or her help in response to the
child’s level of performance–is an
effective form of teaching. Scaffolding not
only produces immediate results, but also
instills the skills necessary for
independent problem solving in the
future.
3. Assessment- Assessment methods
must take into account the zone of
proximal development. What children can
do on their own is their level of actual
development and what they can do with
help is their level of potential
development. Two children might have
the same level of actual development, but
given the appropriate help from an adult,
one might be able to solve many more
problems than the other. Assessment
methods must target both the level of
actual development and the level of
potential development.
 Theorist Theory Implication to Education

1. Educator should see many different

Uric Brofenbrenner Ecological Theory
influences that impact the lives of the
students, for each of them come from a
different microsystem, mesosystem, and
to a degree of their macrosystem

2. It will be important to understand

that each student will react in different
ways.
 Theorist Theory Implication to Education

Robert Sternberg Triarchic Theory of Intelligence 1. Training of intellectual performance

must be socioculturally relevant to
the individual
2. A training program should provide
links between the training and real-
world behavior.
3. A training program should provide
explicit instruction in strategies for
coping with novel tasks/situations
4. A training program should provide
expilicit instruction in both executive
and non-executive information
processing and interactions between
the two.
5. Training programs should actively
encourage individuals to manifest
their differences in strategies and
styles.
 Theorist Theory Implication to Education

1. Teaching alternative schemata to

children so that they are less likely to
Sandra Ruth Lipsitz Bem Gender Schema Theory build and maintain a gender schema.
Some examples include an individual
differences schema, where children learn
to process information on a person-by-
person basis rather than make wide
assumptions about groups based on
information from individuals. Also,
providing children with a sexism schema,
where children learn to process sex-typed
information through a filter that promotes
moral outrage when sexist information is
being promoted, can assist in providing
children with the resources to not only
keep from becoming sex-typed but also
promote positive social change.
 Theorist Theory Implication to Education

Howard Gardner Theory of Multiple Intelligence 1. Teachers should encourage students to

use their preferred intelligences in learning.

2. Teachers should use instructional

activities that should appeal to different
forms of intelligence.

3. Teachers should perform assessment of

learning that should measure multiple
forms of intelligence.
 Theorist Theory Implication to Education

1. Children's performance ratings

across seemingly unrelated school
Charles Spearman Psychometric Approach subjects were positively correlated, and
reasoned that these correlations reflected
the influence of an underlying general
mental ability that entered into
performance on all kinds of mental tests.
2. Mental performance could be
conceptualized in terms of a single
general ability factor, which he labeled g,
and a large number of narrow task-
specific ability factors.
3. Factor models of intelligence
typically represent cognitive abilities as a
three-level hierarchy, where there are a
large number of narrow factors at the
bottom of the hierarchy, a handful of
broad, more general factors at the
intermediate level, and at the apex a
single factor, referred to as the g factor,
which represents the variance common to
all tests.
Theorist Theory Implication to Education

Erik Erikson Psychosocial Theory of Human 1. To give us guidelines about the different
Development psychosocial development of individual and
to prevent further problem with dealing with
them and to construct appropriate methods
to solve it if disruptive.

2. To encourage initiative in young

children; children in preschool and early
childhood education programs should be
given a great deal of freedom to explore
their world. They should be allowed to
choose some of the activities they engage.
If their request for doing certain activities is
reasonable, the request should be
honored. Provide exciting materials that will
stimulate their imagination.
 Theorist Theory Implication to Education

1. Ideas of conditioning can still be used in

the classroom to help classroom
Albert Bandura Social-Cognitive Theory management; however, since teachers
cannot control the environment the
students encounter outside school,
teachers should also look into ways in
which they can help students build self-
efficacy. This requires a setting in which
individuals can succeed, but also an
environment in which individuals are
adequately challenged.
2. Teachers should use a multi-
dimensional approach to disseminating
knowledge to their students thus helping
students develop different cognitive
capabilities.
3. Teachers should also be models for their
students and be ready to explain
differences in their modeled behavior from
behavior that may be modeled in popular
media.
 Theorist Theory Implication to Education

1. Emotional intelligence -- which refers to

Daniel Goleman Emotional Intelligence Theory (EQ -
Emotional Quotient)
how you handle your own feelings, how
well you empathize and get along with
other people -- is just a key human skill.
But it also turns out that kids who are better
able to manage their emotions, for
example, actually can pay attention better,
take in information better, and remember
better. In other words, it helps you learn
better.

2. The problems kids face today are direr

than has been the case for a long time.
And those are the most obvious signs of an
underlying emotional malaise where kids
are not getting the key emotional and social
skills and competencies they need for life --
being able to handle anxiety and anger, to
empathize, to work things out. So they're
coming to school more troubled and they're
having more troubles at school. And school
is the natural place to help a kid whose life
is at school deal with these very perplexing
issues.
 3. Schools always have had a mission of
socializing our children or preparing them
for life. And that preparation is a very broad
spectrum. It includes being competent in
math and language, but if it doesn't also
teach kids how to manage themselves
better, how to handle their rocky emotions,
how to handle other people, how to
cooperate, how to get along, how to learn
given the perils that kids face today, it's as
though we cared more that kids could
manage their checkbooks than that they'd
be alive next week. We no longer can
ignore this range of learning.

4. Teachers are the crucial models for kids

in this domain. And that the teachers teach
it by their being, by how they handle it
when two kids are having a fight, how they
notice that one kid is being left out and
make sure that he's included, by how they
tune into the social dynamics that between
kids looms so large in kids' lives. So many
kids in elementary school are troubled by
issues such as, "the other kids won't play
with me," "my favorite friend likes this other
kid," and so on. And teachers can do very,
very much by showing that, yes, this is
important, and that we can think about it in
a lot of ways, that we can expand our
emotional-social repertoire of
understanding and reaction and that
children can learn this from them just by
observing them. Just by taking their
prompting, and their small urgings. Huge
lessons are taught in very subtle ways.
5. There are many kinds of learning that go
on in school. And there's the explicit
curriculum -- math, language, the content.
And there's the implicit curriculum -- learning
how to get along with other people, learning
how to motivate yourself, learning how to
persist, how to resist temptation and stay
fixed on a goal, how to work together toward
a common goal. These implicit lessons
actually over the course of life I believe turn
out to be even more important than whether
you know how to do quadratic equations.

6. Cooperative learning is a wonderful

natural laboratory for kids to acquire a set of
skills that are absolutely essential for life.
They're abilities that you could call emotional
intelligence -- how you manage yourself and
how you get along with other kids, with other
people. This includes things, for example,
like handling your anger. You can't blow up
in a group and get away with it. The group
exerts a pressure; it's a force for helping a
child want to learn how to get along better.

7. On average, American kids are getting

worse at cooperation, at being able to work
things out, at being able to handle their
temper, being able to negotiate, and being
able to listen well, and so on. These are
skills that are essential for life. And if families
aren't doing it the way they used to be, and
they seem not to be able to do it as well. If
children aren't getting these skills in life
outside of school, I think school is the only
place that we can be sure that every child
has a chance to learn it.
 Theorist Theory Implication to Education

Level 1. Preconventional Morality

Lawrence Kohlberg Cognitive Theory of Moral Development Stage 1 - Obedience and Punishment
The earliest stage of moral development is
especially common in young children, but
adults are also capable of expressing this
type of reasoning. At this stage, children
see rules as fixed and absolute. Obeying
the rules is important because it is a means
to avoid punishment.

Stage 2 - Individualism and Exchange

At this stage of moral development,
children account for individual points of
view and judge actions based on how they
serve individual needs. In the Heinz
dilemma, children argued that the best
course of action was the choice that best-
served Heinz’s needs. Reciprocity is
possible at this point in moral development,
but only if it serves one's own interests.
Level 2. Conventional Morality

Stage 3 - Interpersonal Relationships

Often referred to as the "good boy-good
girl" orientation, this stage of moral
development is focused on living up to
social expectations and roles. There is an
emphasis on conformity, being "nice," and
consideration of how choices influence
relationships.
Stage 4 - Maintaining Social Order
At this stage of moral development, people
begin to consider society as a whole when
making judgments. The focus is on
maintaining law and order by following the
rules, doing one’s duty and respecting
authority.

Level 3. Postconventional Morality

Stage 5 - Social Contract and Individual
Rights
At this stage, people begin to account for
the differing values, opinions and beliefs of
other people. Rules of law are important for
maintaining a society, but members of the
society should agree upon these
standards.

Stage 6 - Universal Principles

Kolhberg’s final level of moral reasoning is
based upon universal ethical principles and
abstract reasoning. At this stage, people
follow these internalized principles of
justice, even if they conflict with laws and
rules.
Theorist Theory Implication to Education

1. The identification of a domain of moral

cognition that is tied to the inherent
Elliot Turiel Moral Rules features of human social interaction means
that moral education may be grounded in
universal concerns for fairness and human
welfare, and is not limited to the particular
conventions or norms of a given community
or school district. By focusing on those
universal features of human moral
understanding, public schools may engage
in fostering children's morality without
being accused of promoting a particular
religion, and without undercutting the basic
moral core of all major religious systems. 2.
Educational research from within domain
theory has resulted in a set of
recommendations for what is termed
"domain appropriate" values education.
This approach entails the teacher's
analysis and identification of the moral or
conventional nature of social values issues
to be employed in values lessons.
 Such an analysis contributes to the likelihood that
the issues discussed are concordant with the
domain of the values dimension they are intended
to affect. A discussion of dress codes, for example,
would constitute a poor basis for moral discussion,
since mode of dress is primarily a matter of
convention. Likewise, consideration of whether it is
right to steal to help a person in need, would be a
poor issue with which to generate a lesson
intended to foster students' understandings of
social conventions. A related function of the
teacher would be to focus student activity (verbal or
written) on the underlying features concordant with
the domain of the issue. Thus, students dealing
with a moral issue would be directed to focus on
the underlying justice or human welfare
considerations of the episode. With respect to
conventions, the focus of student activity would be
on the role of social expectations and the social
organizational functions of such social norms.

3. On the basis of this kind of analysis teachers

are also better enabled to lead students through
consideration of more complex issues which
contain elements from more than one domain.

4. By being aware of the developmental changes

that occur in students' comprehension of the role of
social convention, and related changes in students
understanding of what it means to be fair or
considerate of the welfare of others, teachers are
able to frame consideration of complex social
issues in ways that will maximize the ability of
students to comprehend and act upon the moral
and social meaning of particular courses of action.
Theorist Theory Implication to Education

1. In her initial work, Gilligan emphasized

the gender differences thought to be
Carol Gilligan Theory of Moral Development associated with these two orientations. The
morality of care emphasizes
interconnectedness and presumably
emerges to a greater degree in girls owing
to their early connection in identity
formation with their mothers. The morality
of justice, on the other hand, is said to
emerge within the context of coordinating
the interactions of autonomous individuals.
A moral orientation based on justice was
proposed as more prevalent among boys
because their attachment relations with the
mother, and subsequent masculine identity
formation entailed that boys separate from
that relationship and individuate from the
mother. For boys, this separation also
heightens their awareness of the difference
in power relations between themselves and
the adult, and hence engenders an intense
set of concerns over inequalities.
Girls, however, because of their continued
attachment to their mothers, are not as
keenly aware of such inequalities, and are,
hence, less concerned with fairness as an
issue. Further research has suggested,
however, that moral reasoning does not
follow the distinct gender lines which
Gilligan originally reported. The
preponderance of evidence is that both
males and females reason based on justice
and care. While this gender debate is
unsettled, Gilligan's work has contributed to
an increased awareness that care is an
integral component of moral reasoning.

2. Educational approaches based on

Gilligan's work have emphasized efforts to
foster empathy and care responses in
students.
 In Partial Fulfillment of the Requirements in Educ-1

Matrix of Theorists, Theories, and Implications to Education

Submitted to: Mrs. Adora Zerrudo

Submitted by: Charibelle I. Inhambre