informal theme

south wind

where are you dear wind?
i thought i already found you.
u came.
but you left so soon.
too soon that
when i reached to feel you,
you were gone.

i never thought
i'd miss those stares
u cast me.
i never thought
i'd feel this uneasy
whenever i realized
that you're already nowhere.

it was so soon.
u came
and breathed...
but that was all.

i call you breeze
coz u brought movement
to my still heart.

u looked.
and left.

but u moved me.
yes, you did.
and it is only now
that i realized...
that i'm alone...

silly waiting
for a wind that's
never meant to be held...
never meant to be grasped...
never meant to be owned.

but can i just ask u 1 thing...
please come back
even if you're not gonna stay...
just return my heart
and i'll be okay.

take it all, Lord

today and onwards i have resolved to:
-worship Him 'til I drop
-praise Him in good times and in bad times
-trust Him even when I'm clueless
-sing even when I'm sad
-laugh especially when there's no reason not to
-live for JC and not just die for Him
-preach the gospel even if I am threatened
-fight even if i am sick
-understand even if I can't
-love even if it's not reciprocated
-forgive and forget even if it's hard
-grow and mature
-be loved (eeeekk)
-give until nothing's left
-care more
-remember landmarks (haha! poor me!)
-do all the things I have in mind (which are countless)
-think less
-surrender and rest
-direct all the praise to Jesus

life in motion

I was there standing in the midst of people working the challenges that Micah & Corie gave us tonight. Haah, you bet they were very exhausting... but rewarding as always! Haha.

Well, yeah, what I am suppose to write tonight? Nothing, except that I find myself continually happy that I am surrounded with skilled yet humble people who love to work hard and know how to be goofy at times... Truth be known, we hear people talk about how God has been using our youth group in different places especially our beloved Durian City. We have barely made a scratch though, but [some] lives are changing already. Yeah, some. 'Cause we believe for more.

Before we left the church tonight, we huddled on how to enjoy the coming camp and minister to the other leaders at the same time. We want to do something bigger. In the midst of a mushroom of sprouting youth groups, we want to make a mark. For what? Fame? Is that the plan? If God was tangibly standing there, we could have been all poked on that stupid idea. His plan is the plan. And it's not name. Or fame. (Whichever!) And besides, since when has this thing been in any way, shape or form reliant on whether WE could make things happen...NEVER.. and when did we start going some "where" without God's plan? We believe we have God's plan in our leaders' hands and is passed on to us.

It's His plan always. We write it down. We rely on Him even in the juicy details. We execute the plan. Minister through it. And most of the time, ministered also. We really enjoy every God-moment there is in a God-idea. A very good realization today, you agree? In all the team building activities, there's a goal and there's a plan. As a Christian family, there's only one plan. Salvation. The form changes. The strategy changes. But the mission is the same: Rescue.

Tomorrow's the last night of the Team Building sked we made. The first two had been great. And it surely is progressively grueling! (Good luck na lang!?) But in all significance, it captured our thoughts in random; our skills in diversity; our weaknesses in exposure; and potentials lying in wait. Ah, there's intrigue and character found in every corner of the building.

It's about celebrating lives in complete motion but geared in one direction: towards our Maker!

Discovery Learning and Thorndike's Theory of Connectionism compared

In my readings, Discovery Learning Theory is very much like Constructivism Approach in which humans construct meaning from current knowledge structures. Discover y Learning is that of a constructivist while Thorndike’s Theory of Connectionism touches lightly with that of a behaviorist because of the need for repetition. However, they are closely related to because both theories promote the need for the learner to be connected with the topic through previous interactions or experiences. They need an element in the lesson in which they can relate to—so basically, contextualization of the lessons is a prerequisite. Here are the details of my readings:

Discovery Learning Theory

Thorndike’s Connectionism Theory

-It views each learner as a unique individual with unique needs and backgrounds.

-The learner is also seen as complex and multidimensional.

- It values developmentally-appropriate facilitator-supported learning that is initiated and directed by the learner.

-It actually encourages, utilizes and rewards it as an integral part of the learning process

-Discover Learning encourages the learner to arrive at his or her own version of the truth, influenced by his or her background, culture or embedded worldview. Without the social interaction with other more knowledgeable people, it is impossible to acquire social meaning of important symbol systems and learn how to utilize them.

-the responsibility of learning should reside increasingly with the learner: Learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.

-Instructor’s Role: Instructors have to adapt to the role of facilitators and not teachers. A facilitator helps the learner to get to his or her own understanding of the content. A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners

-believes that Knowledge is thus a product of humans and is socially and culturally constructed; Knowledge should be discovered as an integrated whole

- stresses the need for collaboration among learners, in direct contradiction to traditional competitive approaches.

-Learning is contextualized: A constructivist learning intervention is thus an intervention where contextualised activities (tasks) are used to provide learners with an opportunity to discover and collaboratively construct meaning as the intervention unfolds. Learners are respected as unique individuals, and instructors act as facilitators rather than as teachers.

-involves engaging and challenging the learner

The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses.

- associations or "habits" become strengthened or weakened by the nature and frequency of the S-R pairings

- The hallmark of connectionism (like all behavioral theory) was that learning could be adequately explained without refering to any unobservable internal states.

Three Primary Laws:

1) Law of effect - responses to a situation which are followed by a rewarding state of affairs will be strengthened and become habitual responses to that situation

2) Law of readiness - a series of responses can be chained together to satisfy some goal which will result in annoyance if blocked

3) Law of exercise - connections become strengthened with practice and weakened when practice is discontinued.


- suggests that transfer of learning depends upon the presence of identical elements in the original and new learning situations

- the concept of "belongingness" was introduced; connections are more readily established if the person perceives that stimuli or responses go together


Learning requires both practice and rewards (laws of effect /exercise)

A series of S-R connections can be chained together if they belong to the same action sequence (law of readiness).

Transfer of learning occurs because of previously encountered situations.

Intelligence is a function of the number of connections learned.

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