Philippine Normal University The National Center for Teacher Education College of Teacher Development Faculty of Behavioral Sciences

and Social Sciences

In Partial Fulfillment of the Requirements in Professional Education 4-C (Principles in Teaching)

Submitted by: Consultado, John Francis Gil, Korjal M. Perez, John Christopher III-27 BS Psychology

Submitted To:

Dr. Peter Howard R. Obias, M.D., Ph.D Prof. Armina B. Mangaoil

S.Y. 2013 - 2014

Philippine Normal University The National Center for Teacher Education College of Teacher Development Faculty of Behavioral Sciences and Social Sciences

A DETAILED LESSON PLAN ON MENTAL PROCESSES (Metacognitive Strategy)

In Partial Fulfillment of the Requirements in Professional Education 4-C (Principles in Teaching)

Submitted by: Consultado, John Francis Gil, Korjal M. Perez, John Christopher III-27 BS Psychology

Submitted To:

Dr. Peter Howard R. Obias, M.D., Ph.D Prof. Armina B. Mangaoil

S.Y. 2013 2014

Objectives: At the end of the lesson, the students should be able to: Cognitive: - identify the three forms of mental processes - discriminate sub-forms of each mental process from each other - synthesize information to create a sound decision or solution - evaluate oneself through strengths and weaknesses Affective: - recognize the importance of developing skills in mental processes - reflect on own strategies used to win the games - develop appreciation in outcomes of using various strategies Psychomotor: - list possible solutions and answers on problems given - list own strengths and weaknesses

Subject Matter: Topic: Mental Processes - concept formation: association, analysis, critical thinking - problem-solving: decision-making, creative thinking - metacognition: executive control, projective thinking Abstract: - what is a mental process? - what are the forms of mental processes? - what are the areas comprising concept formation, problem-solving, metacognition - how are strategies used in the different forms of mental processes in classroom setting? Reference: Gines, A. Et. Al. (2003). Mental Processes. General Psychology (Ed.). (p. 270-285). Manila, Philippines: Rex Bookstore Nael, M. (2013). Developing Skills. Philosophical Analysis: Logical Skills for Every Juan. (pp. 16, 18, 20, 33). Philippines: Michael Molina Nael Metacognitive Skills (n.d.). Metacognitive Skills. Retrieved from: http ://education.purduecal.edu/Vockell/EdPsyBook/Edpsy7/edpsy7_meta.htm Instructional Materials: - LCD projector, laptop, whiteboard marker, prizes

Lesson Proper: Teachers Activity Routine Activity (5 mins.) Greeting Good morning class! Prayer Let us pray Organizing the classroom Please pick up the pieces of paper under your chair and put your seats in proper alignment. Checking of attendance (this will be asked on the secretary of the class) Activity (Mood Setting/Ice Breaker) (10 mins.): (The teacher will ask some paradoxical questions for the students to answer in any way they like. The whole class will judge if they like it or not. The participant will be given a prize if the class like.) Let us start our day with these very easy questions I prepared. Anyone of you can answer but your answer depends whether the class likes it or not. Class, say Havey if it is good. Waley if its not. Okay? Just vote for the real good Yes, Sir! one. (The teacher asks very sarcastic questions) Question no. 1: What is Victorias Secret? Her secret is... Good morning teacher/s Students Response

(one student would pray) Yes, Sir (the students will pick up the pieces of paper and arrange their seats)

(the student would tell who is/are absent)

(This continues, until 3 participants are being (The class responds... Havey/ Waley) liked. After, the discussion starts. A prize will be given to the winner

Presentation of Lesson (60 mins) (The teacher presents the lesson with the aid of a LCD Projector, laptop, and speakers. The use of PowerPoint presentation will be employed.) *note: the instructor will only be regarded as one though three are present in actual presentation Good day, morning class. Have you wondered how we respond to things around us? Well, for instance, someone touches me... there is an impulse created as a signal Yes/No that will travel through my sense organs, then my nerves, then the nerve fibers, then spinal cord, then to the brainstem, then to the brain... an then back forth... but Im not going to teach you all about that. Today youll learn what happens in our brain as well, when these things happen. What we are talking about is called mental processes. Mental processes are anything what we can do with our mind as we manipulate words and images. They can be in forms judging, thinking, problem solving, decision- making... Actually, what you have done earlier with the tricky questions makes you use mental processing. Look at our session outline. Familiarize with the concept map for our lesson will be on of this only. (The teacher shows the session outline and starts with concept formation.) Lets start the first mental process concept formation; the basis of mental processing is through the properties common to objects or ideas presented. We also try to see how one concept is related to other concepts. (The teacher shows pictures and will be asked ( The student will answer, if asked by

to students to categorize) Lets have these, in general, how do we call them? Nokia 3310 and Samsung Galaxy S4... Nokia 3310, Samsung Galaxy S4, Laptop... Nokia 3310, Samsung Galaxy S4, Laptop, letter mail... Nokia 3310, Samsung Galaxy S4, Laptop, letter mail and people... There are principles as of what concept formation may look like. In association, we try to know things on features they share with other concepts, our experience with them, or perhaps with what situation the concept is associated. For instance, the term mouse may be understood as an animal of as a computer device. We must know first the context where it is used for us to associate with and be able to define it. The second area would be on analysis. In here, we try to breakdown the material part by part and try to see the relationships existing with the other set of part. This needs a higher form of thinking than that of association where we only try to define things according to how we perceive it. Ill give you some examples where we can see various kinds of relationships. (The teacher sites different examples and give its corresponding relationships. The teacher might asked the student as well)

the teacher, on the relationship existing on the examples)

phones gadgets message sender communicators

So what relationship/s can you find in here opposites, same number, rhymes, class? etc., ( The teacher give the corresponding name for the analytic relationships)

Lastly, as the highest form, critical thinking in which we try to analyzed and see the logic on things to correct our assessments. I want you to answer if these statements are valid or not. Class, what do you think you did do to know the relationships among the examples I have given? Yes, what do you think? Good, aside from that? I see patterns first I read the whole thing

Take note of the strategies you used. You Yes, Sir be using not only in our last game but for your whole life/ ( The teacher starts an activity to emphasize the use of concept formation through Rebus puzzles) Before proceeding with our next discussion, I want you to think what these puzzles mean. If youre lucky to guess, youll earn a prize. Okay. Lets start! Puzzle number one... (The teacher then calls his students) Yes, lets see what you got. Correct. For that, youll earn this prize (The teacher will give the prize) Another round? ( These activity will be done as soon as the 10 puzzles prepared are finished) In our next discussion, we see how mental processes work when we try to solve our daily problems. Problem-solving is a cognitive process Yes! Without U in the picture! Thanks, Sir! Yes, Sir

through which information or concepts are used to reach a goal that is sometimes blocked some kind of obstacle. This information is collected to form a solution which results to the goals as you can see here (teacher points on the presentation). Problems-solving is much different with association in terms on how we see things. If in association we try to break down things, in problem- solving, we collect and synthesize concepts we have and use it to reach a goal. We use several strategies as well when solving problems. Ill show various events where different kinds of styles and techniques can be found. Perhaps you could use some. (The teacher shows video clips/ trivia images of different examples and gives its corresponding nature. The teacher might as well asked about what the subject has done in the clip) In making decisions and thinking creatively, we also use the problem- solving skills. In decision making, we try to collect all the pertinent information we have to judge our decision. In creative thinking, we try to uniquely solve problems by broadening our minds capacity and formulate a lot of solutions to choose from. (The teacher presents the next game in accordance with problem- solving.) For our next game, Ill group you first into four. You have to know what are the functions of these things that Ill show to you. Write your answers o sheet of paper. Give at least 20. There is no repetition, or (The students, if asked by the teacher, will indicate own idea on what the subject on the video clip has done to solve a problem)

else you will not be able to win a prize. Think fast. First group to finish wins a big prize. (The teacher shows a picture of a pencil into to the 4 groups The first group who could finish listing will be given a prize.) Class what do you think are the uses of (The student lists.) these pencils? Group X finishes first. This is your big Yehey! prize! (After, the activity, teacher presents the next lesson.) Our last mental process is said to be a great skill to develop ourselves. By simply reflecting on what we can do, what we feel, what we believe in, what are the outcomes of what we do, we are able to evaluate ourselves. This helps us to become better persons in our ways of thinking and behaving. This is called metacognition. In metacognition, you develop how to make your strategies. As you can see, you really have a lot of strategies. There are two ways of where we can practice metacognition. One is executive control where we try to control our behaviours to achieve a goal; and through projective thinking where we encourage ourselves to think for the future. Both of these affect the likely outcome of our activities.

Activity Proper (10 mins) (The teacher starts the last game.) Yes, Sir

For our last game, Ill give you topics to (The student chooses a topic and choose from. List your strengths and reflects on own capabilities)

weaknesses and base your solution to that. These are the topics you can choose from: How to study my style? How to spend time with my crush? How can I contribute to world peace? How to forgive someone? How would I stop computer addiction? How can I save money? On first column write your strengths; on the second column, write your weaknesses; on third one, what can you do then? List these on a sheet of paper. (After a minute. The teacher will ask who can share his/her work. This will be given a prize)

Generalization (5 mins) We all see how the three forms of mental processes are done distinctively. Concept formation is what we use when we try to know things using part by part approach; problem-solving which is done in collectively with ideas to solve conflicts; and metacognition, where we try to reflect ourselves to become better in our activities. Before having our quiz, let s have some recap (The teacher would give a short review in topics ( The students will answer or asked discussed) questions on the teacher) Evaluation (10 mins) (The teacher gives a short quiz) Lets see class what we have learned for (The students identifies the today. You have to answer this short quiz for corresponding answer) around 10 minutes. You dont need to copy for its very easy.

Quiz in Mental Processes Name: _________________________________________Section______ Date:_______ Multiple Choice. Encircle the letter of the best answer. (1pt.) each 1. This mental process helps one identify concepts among words. a. Association c. Metacognition b. Concept formation d. Problem-Solving 2. What sub-form of concept formation uses common properties among objects or ideas? a. Association c. Critical thinking b. Creative thinking d. Metacognition 3. What kind of mental process is used in analogy (e.g. Dog is to puppy as cat is to kitten)? a. Analysis c. Executive control b. Creative thinking d. Making decision 4. What concept formation process is used in breaking down concepts? a. Analysis c. Critical thinking b. Creative thinking d. Projective thinking 5. What is highest form of concept formation where we correct our logical thinking? a. Analysis c. Making Decision b. Critical thinking d. Mental processes 6. What mental process helps us solve conflicts through collection or synthesis of data? a. Analysis c. Projective thinking b. Problem-solving d. Metacognition 7. What type of problem solving skill is used when we try to choose between things? a. Creative thinking c. Making decisions b. Critical thinking d. Projective thinking 8. What type of problem solving area is involved when we try to give possible solutions to problems using our own unique ways? a. Creative thinking c. Making decisions b. Critical thinking d. Projective thinking 9. What type of problem solving area is involved when we think that playing, swimming, dancing, etc., are all possible ways not be bored? a. Creative thinking c. Making decisions b. Critical thinking d. Projective thinking

10. What form of mental process is we involved when we try to reflect with our capabilities, feelings, behavior, etc.? a. Analysis c. Projective thinking b.Problem-solving d. Metacognition 11. What type of metacognition area is used when we try to control our behaviors to achieve our goals? a. Creative thinking c. Problem-solving b. Executive Control d. Projective thinking 12. To be able to win, you have reflected on your skills and manipulated it to your desire to be the champion. What type of metacognition area was used? a. Analysis c. Executive Control b. Association d. Projective thinking 13. What type of metacognition area is used when we think of the outcomes of the things we do? a. Analysis c. Executive Control b. Association d. Projective thinking 14. Through metacognition, what is the most likely thing you will do to teach effectively in your class? a. assess your strengths and weaknesses to pattern your skills in teaching b. give the students more time to learn the subject c. let the good students help those who are unable to learn d. identify who are not good in class and adapt your teaching style to theirs 15. In teaching grade school with vocabulary, it is an essential for them to learn the concepts of words first through, of course, concept formation. In what ways can you teach them? a. teach them to use words in communication regardless if they knew it or not b. teach the strategies they can use to learn their own c. teach using antonyms and synonyms d. teach using group discussion

APPENDICES Psychological Implications

APPENDIX A Abstract Mental Processes Thinking Areas Association - identify common features and form a definition or concept from common characteristics Analysis1 - breakdown material into constituent parts and detect the relationship of parts Critical thinking - assessing statements using analysis and logic Strategies Sternbergs model of Solving Analytical Problems (1981)2 - read entire analogy problem - note parts of speech used - examine primary relationships Logical Reasoning (Aristotle)3 - use syllogism to validate arguments - deductive/ inductive reasoning

Concept formation - the basis of mental processing is through the properties common to objects or ideas presented

Problem- Solving - a cognitive process through which information or concepts are used to reach a goal that is sometimes blocked by some kind of obstacle4

Making decisions - collection of information Common Problemfrom which careful analysis Solving Strategies becomes the basis of decision - trial and error Creative thinking - using insight - broadening of the minds - intuition capacity to create and - using algorithms formulate ideas, processes, - using heuristics experiences and solutions to 5 problems

Metacognition6 - automatic Executive control awareness of own - control own behaviors to knowledge and achieve goals ability to understand, - determines own strategies control, and Projective thinking manipulate own - thinking about the future cognitive processes

Strategies for learning - setting goals - monitoring effort - evaluating outcomes

Main Source: Gines, A. Et. Al. (2003). Mental Processes. General Psychology (Ed.). (p. 270-285). Manila, Philippines: Rex Bookstore
1 2 3

Bloom, B.S., (1956). As cited from Gines, A. Et. Al. (2003). Mental Processes. General Psychology (Ed.). (p. 270-285). Manila, Philippines: Rex Bookstore Sternberg, R., (1981)., Ibid. Aristotle, Ibid. 4 Sdorow, L. M., (1980)., Ibid. 5 Nael, M. M., (2011)., Developing Skills. Philosophical Analysis: Logical Skills for Every Juan. (pp. 16, 18, 20, 33). Philippines: Michael Molina Nael 6 Metacognitive Skills (n.d.). Metacognitive Skills. Retrieved from: http://education.purduecal.edu/Vo ckell/EdPsyB ook/Edpsy7/edpsy7_meta.htm

APPENDIX B Metacognitive Strategy Overview Definition (Metacognition) - thinking about ones own thinking - meta (beyond, after, self) and cognition ( thinking) - refers to learners' automatic awareness of own knowledge and ability to understand, control, and manipulate own cognitive processes Significance in Education - help students become more efficient and powerful in own learning - teach students how to learn on own - prepares children to be lifelong learners

Two Distinct Areas Metacognitive knowledge - awareness of ones thinking - has three kinds of awareness (Flavel, J., 1979): - knowledge (what one knows, what one does not know, and what one wants to know) - thinking (understanding cognitive task and the nature of what is required to complete) - thinking strategies (understanding approaches directing to learning) Metacognitive regulation - ability to manage ones own thinking process - has three ways (Brown, A. et. al., 1983): - planning approaches to task (identifying the problem, choosing strategies, organizing our thoughts, and predicting outcomes) - monitoring activities during learning (testing, revising, and evaluating the effectiveness of our strategies) - checking outcomes (evaluating the outcomes against specific criteria of efficiency and effectiveness) Strategies for Learning - predicting outcomes Most often seen in mathematics or science classes, predicting helps students understand what kinds of information might be needed to

successfully solve a problem. Prediction also helps students compare their initial thoughts with the final outcomes of a problem or experiment. - evaluating work Student reviews ones work and determine where the strengths and weaknesses are in own work and thinking. - questioning by the teacher The teacher asks students work. What are you doing now? Why are you doing it? How does it help you? (Schoenfeld, 1987). - self-assessing Student reflects on own learning and determine how well has been learned on something or how are skills have developed. - self-questioning Commonly taught for use in reading tasks, but also useful in writing and problem-solving of all kinds, students use questions to check their own knowledge as on learning. When students learn to ask questions while in work, the thinking and clarification is directed intentionally where assistance is needed. - selecting strategies Student decides which strategies are useful for a given task. Strategy selection may depend on understanding ones own learning style and strengths as well as understanding the features of a problem. - using directed or selective thinking Student chooses consciously to follow a specific line of thinking or structured approach in order to find an answer. - using discourse Student discusses ideas with each other and the teacher. This process makes thinking more concrete and helps students learn to ask questions, identify gaps in own knowledge, and learn from others thoughts and ideas. - critiquing Student provides feedback to other students about own work in a constructive way. This process allows students giving feedback to practice verbalizing own thinking and students receiving feedback to improve own thinking process and performance. - revising Students return to work after receiving feedback. This opportunity allows students to update own thinking and check own use of learning strategies.

APPENDIX C Taxonomy of Objectives on Mental Processes Cognitive Domain (Blooms, 1956) Knowledge - Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology specifics - terminology, specific facts. - The learner was been able to know the different kinds of mental processes and how it works. Identification of the strategies used and conditions of the problems faced was also been present. Comprehension - Understands the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. - Metacognition eventually comes out as soon the student was been able to understand the likelihood of ones strengths and weaknesses to be able to solve a problem. The influence of the strategy to be used is well part of this cognitive behaviour. Application - Uses a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace. - As soon as the student plans and uses the strategy in order to reach an aim, application is practiced. Analysis - Separates material or concepts into component parts so that its organizational structure may be understood; distinguishes between facts and inferences. - Being able to discriminate and select a strategy suited to ones interest (of the student) and the condition at hand implies the use of critical thinking. Still, logical basis of responses must then be evaluated. Synthesis - Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. - The integration of personal strengths or capabilities and the parameters of the probable solution of the student are essential to the foundation of the strategy to be used. The influences of all the factors are hence combined by the learner.

Evaluation - Presents and defends opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Judgments in terms of internal evidence and external criteria - Thorough assessment of the technique used is a significant factor if similar problems and conditions are again faced by the student. It is predicted then for a more favourable outcome.

Affective Domain (Krathwol, 2001) Receiving - The lowest level; the student passively pays attention. Without this level no learning can occur. Receiving is about the student's memory and recognition as well. - When the principles learned from mental process are applied to everyday life, there is a likelihood the learner demonstrates fondness in listening when there is a need for higher order thinking. Responding - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding - The learner responds to cope up with problems faced through usage of strategies learned to enhance mental processes. Demonstration of confidence is also present. Valuing - The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. - By accepting new concepts or ideas, the learner would more likely be attentive (shows devotion) and seeks for more kinds or style (of strategies) or, even new experiences to improve oneself. Organizing - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values; integrating a new value into one's general set of values, giving it some ranking among one's general priorities. - The individual, at this level, is expected to help others by sharing ones idea on strategies can be used to enhance mental skills. Conducting activities related for this cause can also be displayed.

Characterization - Has a value system that controls the behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment. - The learner would frequently be critical and discriminative on decisions or acts. People may have the notion of the individual being very confident, clever and wise at any conflicts faced.

Psychomotor Domain (Simpson, 1972; Dave, 1970; and Harrow, 1972) Observing - The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. - Through factual observation, the learner would first analyze the ideas being departed by the activity presented. Vital information gained through the process would be basis or certain mental process. Imitating - The learner observes and then imitates an action. These behaviors may be crude and imperfect. The expectation that the individual is able to watch and then repeat an action is a part of this domain - Certain strategies and techniques obtained and understood to be beneficial in mental processing would be imitated to achieve desired results or outcomes in confronting problems. Practicing - Tries a specific physical activity over and over. Adequacy of performance is achieved by practicing. - Exercising the said strategies and techniques, the learner would now acquire mastery on the concept and be able to do it much more easily and properly. Moreover, repetition of practicing event may lead to discovery of other forms of strategies one can use. Adapting - High level of proficiency is necessary. The behavior is performed with the least expenditure of energy, becomes routine, automatic, and spontaneous. - The habitual employment of effective strategies used in mental processes results in faster, productive and operative thinking. When applied on everyday life, the individual tends to make living much more convenient. Aside, when the individual surpasses conflicts with mastery of this skill, it is more likely the one develops confidence and determination other situations.

APPENDIX D Table of Specifications on Quiz in Mental Processes Time Spent (min) % of emphasis (85 mins) No. of items (max 15) Item Placement
*item format: multiple choice

Instructional Objectives

Cognitive Domain

- identify the three forms of mental processes - discriminate sub-forms of each mental process from each other - concept formation* - association - analysis - critical thinking - problem-solving* - decision-making - creative thinking - metacognition* - executive control - projective thinking - synthesize information to create sound decision and solution - evaluate oneself through strengths and weaknesses application synthesis evaluation 85/85* 99.96% 100% 15
*upon teacher's discretion

knowledge comprehension analysis

5 9 11 5 5 9 10 5 11 5

5.88% 11.76% 11.76% 5.88% 5.88% 11.76% 11.76% 5.88% 11.76% 5.88%

0.882 1 1.764 1* 1.764 2 0.882 1 0.882 1 1.764 1* 1.764 2 0.882 1 1.764 2 0.882 1

1 2 3-4 5 6 7 8-9 10 11-12 13

10

11.76%

1.764 2

14-15

Total
* major topics

*5 mins. for routine activity; reduced from original 90 mins

APPENDIX E Developmental Tasks * student group: 16-18 years old Developmental theory Psychoanalytic (Sigmund S. Freud) Developmental Tasks Lesson Appropriateness Aside from simply memorizing, students must develop higher order thinking skills. These are in forms of critical and creative thinking. Lesson is thus capable for the students to understand. The half-way of genital stage and maturity was the assumed stage for this age group. The mode of thinking human behavior is is said to be shifting from deterministic since sexual lower order of thinking into a and aggressive drives are higher form of thinking as evident consciousness to ones desire is present. Identity vs. Role Confusion; Psychosocial Stages of As young adults, the Development individual seeks (Erik H. Erikson) independence from parent achieve physical maturity an extension of and are concerned about psychoanalysis suggesting what kind of persons they are that an individual passes a becoming. specific psychosocial struggle that contributes Virtue: Fidelity to the formation of his Ritualization: Ideology personality Ritualism: Totality Cognitive Development ( Jean William F. Piaget) development of specific forms of cognition is dependent on developmental period The age group is assumed to be on the Formal Operation Stage. Individuals can test things logically before making conclusions to proceed systematically in search of truth.

The lesson is said to be influenced by the individuals ideology which is strengthened by own fidelity. This implies a more self- concerned use of strategies to solve problems.

As the students are able to learn higher order thinking skills. The lesson is thus appropriate. For instance, to achieve a good conclusion, an individual is aided with his capability on critical thinking skills.

Moral Development (Lawrence Kohlberg) focuses on the emergence, change, and understanding of morality from infancy through adulthood

In Stage IV, decisions are made according to the established rules and laws where one lives. This is the assumption.

As students aim to satisfy the rules and laws of the society, the ideal way of thinking is thus influenced by these norms. There is no question on appropriateness, yet the value of reasoning is still on the average.

APPENDIX F Learning Theories Theory of Instruction (Jerome S. Bruner) - Focuses on the problem of what people do with the information to achieve generalized insights or understanding. - Consistency of the learners perspective is given emphasis as various strategies were thought. This helps the student to decide on whatever ways one can implore in solving problems. Field Theory (Kurt Z. Lewin) - The incorporation of various influences or life space factors are should be of given value. These conditions the student on whatever behaviour is likely produced. - The understanding of ones strengths and weaknesses (internal field) was a vital factor to be able to know what strategy fits best on problems faced (external field). Cumulative Learning Theory (Robert M. Gagn) - Learning skills are hierarchically arranged, where there is a progression form developing simple stimulus response association to concepts and principles and problem- solving - The three mental processes: concept formation, problem-solving, and metacognition are more likely to be involved in the cumulative learning process. If the latter was critically analyzed, the stages can be deduced into the former. Classical Conditioning (Ivan P. Pavlov) - Individual learns when a previously neutral stimulus is paired with an unconditioned stimulus until the neutral stimulus evokes a conditioned response - The aim of the strategies used in mental processes is for the students to generalize and associate learned techniques (unconditioned response) in classroom activities and in real life contexts (unconditioned stimulus. Continuous practice is hence needed to achieve conditioning. Insightful Learning (Wolfgang Khler) - Gaining insight is gradual process of exploring, analyzing and restructuring perceptions until a solution is arrived - Understanding basic relations among conditions in the problem faced and the possible solutions to use is the main attribute of insightful learning. This responds to logical and creative mental thinking as the student is repetitively engaged with problems requiring deepened cognitive analysis and evaluation.

APPENDIX G Multiple Intelligences (Howard E. Gardner) Intrapersonal Metacognition focuses on the importance of assessing ones strength and weaknesses as the basis personal strategy to be used (by the student) under various circumstances faced. Interpersonal As thorough interaction with other classmates is exhibited through simple asking of what personal strategies where done to answer given problems, interpersonal skills was been partly developed. Naturalistic The awareness of the natural forces let the student be able to adopt with the disturbances and conflicts that may interfere ones goals. Verbal- Linguistic Critical analysis of words is a significant part for concept formation. Through practice of this mental process, comprehension and analysis of language is enhanced. This will be further used in logical and creative thinking. Math- Logical As the main foundation of mental processes, math-logical is above all developed. Concept formation, problem-solving and metacognition require the same cognition as what is used in this intelligence. Musical In the sub-form of mental processes, analysis has a constituent part that involves phonetic relationships. This can aid the learner to be able to categorize the different genre of music and be familiar on the tone encountered. Kinesthetic With the proper use of mental processes the mind and body would most likely be relaxed and calmed on doing mental and kinesthetic activities. Bodily performance is more precise and alert on various conditions. Visual Spatial Some strategies used in mental processing help the learner imagine what to do. Formation of mental images is an aspect of projective thinking where behaviour is aligned to the desired goals.

APPENDIX H Brain- Based Management Left Hemisphericity Factual The student is likely to find relevant facts over irrelevant facts; facts over opinions. Derives principles from examples and determines whether or not a set of statistical data is relevant or properly used. Responds to Logical Appeal This involves principled thinking and correct assessing of statements (using analysis and logic). Grasping first the meaning of a statement and judging it whether there is ambiguity in a line of reasoning. Logical Problem-Solving The flow of ideas may either be in deductive or inductive manner rather than that of disorganized pattern. Dependent on meaning of words As analysis requires extensive break down of concepts into several parts, relationship among mental languages are given emphasis. This trains the individual to be more dependent of meanings of words. Inclined to lyrics Lyrics from musical pieces are also areas for enhancing use of strategies in mental processing. This thus in turn, developed.

Right Hemisphericity Creativity Creative thinking, as a form of problem-solving skill, practices ones creativity. The number and quality of possible solutions made has likelihood to increase. Experience/Experiment It is the very basic and commonly used way of solving a problem - trial and error strategy. This challenges the intuitive skills of the individual.

APPENDIX I Personality Theories Individual / Trait Theory (Gordon W. Allport) - The propium (real self, as Allport suggests) has to be recogniszed and must be consistent through sense of bodily self, self identity and self esteem. - Students, understanding and practicing mental processing develops the awareness of own selves. This makes the real self prominent and conformity to societal beliefs and attitudes are partly neglected. The individual also learns to identify ones purposes and goals. This makes the real self sustainable. From this notion, students are more likely to be psychologically healthy which are largely motivated by the conscious process; as in metacognition. They might as well relate to others more warmly and have a more realistic perception of the world. The former is an outcome of the adaptive virtue learned from strategies used in every problems faced. Person Centered Theory (Carl R. Rogers) - The non directive approach is used where the individual is thought to see own potential to solve problems. This it is in a form of actualizing potentials. - An individual who learned to actualize potentials through habitual use of strategies in reaching goals, maximizes the relative benefits (psychological motivations: emotions and feelings, inner drives, etc.) while reducing the impacts of necessary costs (such as the effort/s and time compensated). Students would learn not be more defensive since the confidence taken from usual assessment of problems helps the goals identifiable and easier to penetrate. These are only the results if the student was able towards completion or fulfilment. Social Psychology (Alfred W. Adler) - Through metacognition, the principal principle on uniqueness (creative self and style of life which should be dynamic) in order to attain ideal goals or perfection is practiced. This was been influence by the urges a student face in his social environment and the present perceptions of the past and present expectations of the future. - As soon the individual mastered to use own strategies in various contexts, the potentiality of the creative self to identify the uniqueness of the subject flourishes not only in the conscious self but is reflected to the shown image to others. Moreover, the creativeness shown into the classmates will possibly increase as this is influenced through social facilitation.

Psychoanalytic Theory (Sigmund S. Freud) - The awareness of own wants or needs is essential to be guided by the strategy as it is used in order to solve problems in personal convenience. Reducing the impacts of inner tensions and drives develops a healthier individual. - Perhaps the metacognitive skill of the student is the result of being conscious and usual application of identifying own needs and wants. Creating a barrier between inner drives and social expectations makes the individual more decent and disciplined as compared to others who were encapsulated by the former forces. By showing this attitude of reflectivity and discipline, the individual may adapt the skill to repress unwanted tensions and drives and unconsciously prevent it to reach the consciousness or even create unnecessary behaviours influenced by the release of the id. Social Learning Theory (Julian B. Rotter) - Rests on the assumption that cognitive factors such as: expectancies, subjective perceptions, values, goals, and personal standards help shape how people will react to environmental forces. - The contribution of the skills developed in different mental processes creates individuals with unique patters on solving various problems coming from the environment, may it be internal or external ones. Furthermore, the value or worth of the expected reward/s (perhaps on solving a problem, or the strategy to be used, or even the direct answer) will determine the amount of behaviour (effort produced) that has a high probability of variation among individuals. These deviations from uniqueness and effort help the subject to learn identifying oneself and build a stronger foundation of personality.

Biospheric System Theory (Andres Angyal) - This involves the interaction of the environment and the self (of the student). As the external surrounding affects the individual, the latter must be able to adapt. This could be done through the use of personal strategies. - Through usual understanding of the context and environment the individual is most likely to face as own problem is resolved, the development of character strengths such as being flexible or adaptive, is lead to greater performance. Likewise, the individual learns to balance the influences given by the internal and external environments. Another emphasis would also be given on the understanding of relationships existing between all the elements found with the two environments. If the individual learns to see these hidden relational values (e.g. functions played by plants to organism or vice versa; impacts created the existing terrain, people surrounding the individual, etc.), naturalistic intelligence is more or less developed as well.