Continuing my blog…

I just finished another school year teaching primary 3 science.


In two years of teaching, I found it difficult to manage some of my classes especially those with few special cases. After taking PTC, I started to gain ideas and suggestions on how I can improve. Slowly, I noticed that the theories I’ve learnt really happens. I was amazed at first, thinking I know this by heart. I felt more confident and later on, I was able to go through my classes fairly well. As a prize for my hard-work, I was promoted to the next level. Whew. Thanks to all the learning. 🙂

Mentor Time

Mentor Time



Complex Learning

1. If you believe that we can teach complex learning (e.g., analytical, creative thinking), HOW can it be done? Be specific; your ideas must be doable. If not, what are the “insurmountable obstacles”?

Teaching complex learning can be done through a step by step process like Bloom’s Taxonomy. It starts with the most basic practice of remembering what has been taught and progresses until the student is able to make their own concept about the topic and create more thoughts by themselves.

In a classroom, teaching parts of the body, telling them about its parts, the functions and then continues by engaging them to activities in which they will be able to explore more about the human body, analyze and reason out. You can question them with increasing difficulty which might challenge them to create their own concept about the topic.

2. Which theoretical approach/es best align/s with complex learning? Conversely, which theoretical views tend to undermine high order thinking skills? Elaborate. What are the implications to curriculum development and classroom teaching? In other words, what are the implications of specific theoretical perspectives on the way we design curriculum and plan/ implement teaching, or even in the way students learn?

Constructivists best align with complex learning. It also aims for the student to make their own generalization and not only remembering information. Behaviorists, on the other hand, undermine HOT as it stresses on the ability of a person to respond to a certain stimulus and concerns about the motivating factor which will affect one’s behaviour in a certain situation.

Curriculums and teaching plans should be made considering different theories of learning. It should consider the different abilities of students and the needs that they have. It would be challenging but this could be a big leap for our students.

3. How do you imagine might learning theory affect the progress and development of a community or a nation? As an individual with such awareness, what commitment/s, if any, can you make?

If we would give attention in these learning theories and try to adopt it in daily lives, we would see progress. I know not all of it would be effective. They have different intrinsic worth and criticisms, but if a person would be aware of how he learns better, then that would bring forth confidence and increased self-esteem.

As an individual with such awareness, I share such knowledge with my colleagues. I am a novice in teaching profession and I wanted my co-teachers who are also new to have an idea of what to do and what theory to use during certain situations. It is much helpful and I find it easier since I learnt about these theories.


Constructivist Theories

I.      Define assimilation, accommodation, and equilibration by example.

  1. How is accommodation “better” than assimilation?
  2. When / How is equilibrium attained?
  3. How does disequilibrium contribute to learning?

Riding bus for the first time, Ana recognizes the things she needed to do. She receives a ticket, she pays, then she calls the attention of the driver to stop the bus and go down. Learning this, she rides the bus again confidently as she knows what to do. (assimilation)

The next day, Ana rode a different bus. This time, the passengers don’t call the driver’s attention but rather press the button beside the window. She starts to worry. (Disequilibrium) Ana, seeing her stop is near, presses the button. The driver stopped the bus and she went down. She was able to go down at the right stop. (Equilibration)

Ana realizes that there are different ways to call the attention of the driver for the bus to stop and that different bus has different styles. The next time she rides a bus, she knows that she can either call the driver or press the button. (Accommodation)

Accommodation is better than assimilation as it offers you a chance to alter one’s ideas based on new experiences. It opens up the mind of a person about different opinions and not only allows us to add information but to change it according to how we think it would fit us. If Ana, in the situation above, would only assimilate, she would not be able to realize that there are several ways that she can do when she rides the bus which might cause her to worry every time. Assimilation sure adds information but wouldn’t adding too much can clog our brain? Why not accommodate such ideas or information and have a new thought about something. Accommodation would help us use these assimilated ideas to generate new schemas.

Equilibrium is attained when a person was able to seek balance in a certain situation. A person will be able to reach equilibrium if he was able to accommodate information and fit this into his schema. He feels comfortable with the new challenge.

Disequilibrium could contribute to learning as it motivates a person to seek for equilibration and allows a him to accommodate information.










McLeod, S. A. (2009). Jean Piaget | Cognitive Theory – Simply Psychology. 

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