After discussing all the lesson on the

chapter, student should be challenged to:

1. Expound the social and cultural
influence on the cognitive and
motivational processes of learning.
2. Criticize the theories of situated
learning
3. Justify the use of teaching strategies that
address the socio-cultural dimensions of
learning.
Socialand cultural
influence on the cognitive
processes occur when our
emotion, opinions, or
behaviours are influence
by significant others.
 CULTURAL
INFLUENCES
Situated learning
SOCIAL
INFLUENES Teaching
strategies to
Conformity address Socio-
Identification cultural
dimensions
Internalization

SOCIAL
CULTURAL
INFLUENCES
COMFORMITY
IDENTIFICATION
INTERNALIZATION
SELF-EFFICACY
VERBAL PERSUASION
Occurs when we want to obey
rules.
IDENTIFICATION
Happens when we are
influenced by someone who
is most liked and respected.
Occurs when we adapt
beliefs, values, and
attitudes of others either
consciously or
unconsciously.
 In collaborative study we
conducted about Self Efficacy
Vis-avis Academic Motivation,
which was presented in an
international convention last
December 2012, we found out
that;
• Self-efficacy and motivation are
important variables known to influence
human behaviour, vicarious
experiences, and emotional state are
significantly correlated to the student
participants’ academic performance or
grades in Principle of Teaching 1.
• Verbal persuasion as one of the
sources of self-efficacy, also correlates
with academic performance.
Learning is influenced by
various social and cultural
factors. To fully understand
how learning occurs, some
theories are introduced:
The belief that learning is
embedded in or connected to
the context in which
knowledge are developed.
The assumption is twofold:
a. Learning is made meaningful when
it is anchored on the realistic context.

b. Traditional forms of classroom

learning and instruction are largely
decontextualized in the sense that what
students learn is good only for taking tests
and performing other classroom tasks. This
condition leads to a condition that has
been referred to as inert knowledge.
 Active Teaching
 CriticalThinking
 Discussion Strategy
 Case story Teaching
 Social Networking
 Interdisciplinary Teaching
 Experiential learning
 Reflective Teaching
 THEORIES OF
INTELLIGENCE
1. Explain the role of the theories of
intelligence in classroom teaching and
learning.
2. Describe how these theories help teacher
design the learning environment that
accommodates differences.
3. Explore the various theories of intelligent
4. Compare and contrast each of the theories
of intelligence.
Spearman’s two factor Theory
Thorndike’s multifactor
theory
Thurstone’s theory
Triarchic theory of
intelligence
David perkin’s theory
G factor(general)- refers to
inborn ability.
S factor(specific)- influenced
by the environment.
He forwarded these characteristics of
intelligence:
 LEVEL-refers to the degree of difficulty
 RANGE –Is for the quantity of tasks at
certain level of difficulty.
 AREA- Means the overall quantity of tasks
at each level.
 SPEED –Is the rate of movement for each
level.
His perspective is centered on the
following mental abilities:
 Verbal comprehension
 Reasoning
 Perceptual speed
 Numerical ability
 Word fluency
 Associative memory
 Spatial visualization
It specified 3 components of
intelligence:
Analytic intelligence
Creative intelligence
Practical intelligence
 Involves the idea of measuring
intelligence.
3 important components of analytic
intelligence
 Metacomponents- higher order thinking
skills(HOTS).
 Performance components- lower order
thinking skills(LOTS).
 Knowledge acquisition- process of
developing, storing, and retrieving
information.
 Also known as
experimental intelligence.
Concerned on how we used
our insights and creative
power to solve problem. This
idea is associated with the idea
of automaticity.
 Also known as contextual
intelligence. Deals with the
way we adapt ourselves to
the specific environment in
which we can use such
knowledge.
Propose that intelligence is
learnable.
He postulated that individuals’ IQ
has at least three components
Neutral intelligence
Experimental intelligence
Reflective intelligence
 - all human problem-solving
skills are governed by one
underlying mental ability. This is
called general intelligence(g).
- this theory emphasizes the
idea that there are 8 types of
intelligences.
 Linguistic Intelligence
Thisis our ability to use
written or spoken
languages in the
expression of feelings
and information.
It
deals with our
ability to
manipulate abstract
symbol.
The ability to move freely
from here to there and the
ability to reason spatial
relations is known as
spatial Intelligence.
This
is our ability to
compose and
understand music.
This intelligence allows
us to establish an
important link between
the mind and body.
Itaccounts for our
ability to relate with
ourselves and draw
insight from
reflection.
This
is the ability to
understand people and
how we relate well with
them.
Our ability to observe
and understand the
patterns in nature is
called naturalist
intelligence.
 TYPES OF
INTELLIGENCE
 Rational Intelligence
- It deals with the mental functions our
necessary for conceptual and rational
thinking.

 EmotionalIntelligence
- Another form of intelligence lies at our
emotion.
They proposed five characteristics of
emotional intelligence:
 The ability to recognized an emotion.
 The ability to handle interpretation.
 The ability to use emotions to motivate
oneself.
 The ability to recognize emotions in
others.
 The ability to manage one’s emotion.
The following principles are essential for creating the right
attitudes:
 Do not wait for things to happen
 Do not fight to get things
 Take our time
 Learn to let go
 Accept ourselves as who we are
 Be nice to ourselves
 Be pragmatic
 Treat all our problem as opportunities
 Avoid worries
 Stop comparing ourselves with others
 Structure of the
Intellect

Operations Contents Products

-cognition -visual -units
-memory -auditory - Classes
-divergent -relations
thinking -symbolic
-systems
-convergent -semantic -
thinking - transformations
evaluation behavioural -implications
Thefollowing are several
ways through which can
assess intelligence:
Stanford-Binet Intelligent test
Wechsler Scales
 - is the modern version of test
designed to assess intelligence of
children and adults from ages two
to twenty-four. There are questions
intended for the people with
different age brackets.
- the result of this test is
transformed into IQ score.
 - one of the most widely used test
of general intelligence. There are
three main scales;
Wechsler Adult Intelligence
Scale(WAIS)
Wechsler Intelligence Scale for
Children(WISC)
Wechsler Preschool and Primary Scale
of Intelligence(WAIS)
 The Wechsler Scales involves two
subsets.
 Performance Subsets- composed of
abilities such as matrix, reasoning, digit
symbols, block design, picture
agreement, symbol search, and picture
completion.
 Verbal Subset- includes abilities that
require test takers to answer general
verbal information such as general
comprehension, arithmetic, and
vocabulary.
Thank you