Republic of the Philippines

Commission on Higher Education, Region V

VERITAS COLLEGE OF IROSIN
San Julian, Irosin, Sorsogon
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Values Education III MajVED 15 (Teaching Approaches and Strategies in Values Education)
Modular Package of Learning, First Semester SY: 2022-2023
BSED 3 (Val Ed III)
]
Name of Student: _____________________________________ Address: ______________________________________

Subject: MODULAR CLASS ACTIVITY (EPISODE 3) Schedule/Date (Time Duration): Two weeks

Setember 11-17 and 18-24, 2022

l. Learning Outcome:

At the end of the lesson the students should be able to: To abreast and understand the aspect of the Teaching
Approaches and Strategies in Values Education. In particular they will be able to deal with on the following. To wit:

What is Approaches and Strategies? How It Helps in the Delivery of Learning?

(Note: Please refer to the Course Syllabus. The suggested book will serve as reference; however, it is encouraged to open other access like the net to make the learning process
more effective.)
II. Overview:

Over the years many theories have been developed to examine the processes involved in learning.  Most learning
theories concentrate on the significance for the way that learning is delivered. There are many different ways of learning both
formally and informally: as part of a group, such as in a classroom setting, one-to-one, such as in a mentoring or coaching
arrangement, and self-learning.  Furthermore, people learn differently at different times in their lives and in different circumstances.

lIl. Activity/Task:

This discussion examines the three main learning approaches.  Most learning theories fall into one or more of these
approaches. These learning approaches are:

The Behaviorist Approach which is concerned with learners responding to some form of stimulus.
The Cognitive Approach based on knowledge and knowledge retention.
The Humanist Approach based on explanations of individual experience.

Behaviorist Approach to Learning- This approach to learning is based on the idea that learners respond to stimuli in their
environment.  The role of the learning facilitator, therefore, is to provide relevant and useful stimuli so that the learner responds to
and gains the required knowledge or experience. The behaviorist approach to learning centers around the belief that appropriate
behavior can be taught through constant repetition of a task combined with feedback from the facilitator.  Positive feedback
encourages and reinforces success while negative feedback and immediate correction discourages the repetition of a mistake or
undesirable behavior. In 1927 Ivan Pavlov conducted a famous experiment with dogs. Pavlov 'taught' the animals to salivate on
hearing a ringing bell by linking the time of their feeding to the bell being rung.  Later he stopped feeding them in this way, but the
dogs continued to salivate when they heard the bell.  In other words, the learned behavior was a result of a sequence of events
experienced, rather than a conscious thought process.  Pavlov discovered what is now termed ‘classical conditioning’.
This kind of conditioning can be used to develop repetitive actions within training, for example looking in the mirror and putting your
seatbelt on before driving off in a car.

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 The association between stimulus-response can be made more effective by reinforcement.  It is this idea that underpins
the theory later developed by B.F. Skinner (1957).  Reinforcement can work in both positive and negative ways.  A positive
reinforcer is anything that strengthens the desired response.  In training, where the aim is learning, for example, this might be
stimulated by verbal praise, a good mark, or a feeling of achievement.  On the other hand, if verbal praise is withdrawn, this will
have a negative effect and motivation to learn will decrease.

One of the main ways to use the behavioral approach to learning in training and teaching is to specify clear behavioral objectives at
the start and then supply learning opportunities that ensure that the objectives are met.

The approach is also based on the view that there is one right way, one truth that the student needs to learn, and that knowledge is
the same for all learners.  For this reason, it emphasizes teacher or trainer control; the trainer employs external reinforcement to
motivate and encourage trainees to reach the stated objectives.

R. M. Gagné - Theory of Instruction A more recent proponent of the behaviorist approach can be found in the work of
Gagné.  In his theory of instruction, Gagné suggests that learning takes place in a hierarchical way.  He proposes an eight-stage
model, each stage of which is associated with a type of learning that influences the way that instruction is delivered.  Gagne says
that learning at one level is only possible if learning at a previous level has already taken place. 
Gagné’s eight types of learning are:

 Signal learning/recognition (recognizing that something is happening).

 Stimulus/response learning (learning the response to the stimulus).
 Motor chain learning (learning the sequence of actions necessary).
 Verbal chain learning (associating words in sequence).
 Multiple discrimination (choosing relevant responses to particular stimuli).
 Concept learning (making a common response to a class of stimuli).
 Acquisition of rules (concepts joining together to guide behavior)
 Problem solving (combining rules to form a new capability)
(Adapted from Gagné R M. The Conditions of Learning (1977). New York: Holt, Rinehart and Winston. Florida State University,
Tallahassee)

Social Learning Theory- The social learning theory is a development of early behaviorism theory.  It proposes that people can
learn, both directly and indirectly, by observing others.  In order that this learning becomes absorbed into their repertoire of
behaviors, it needs to be positively reinforced.

There are three stages in the sequence:

 Attention is focused using a model (e.g., a child and a parent).

 Learning takes place through observation of the model's behavior, and the consequences of this (e.g., the child watches the parent
use the telephone).
 The subject analyses and codes the learning.   If imitation of the model is possible, this will help in the reinforcement process (e.g.,
if the child can copy the parent's actions, the learning will be reinforced).
The social learning approach places great significance on learning with other people, through interpersonal interactions, either
face-to-face or in a team.  One problem of this approach is that people do not copy everything they see but, as individuals, tend to
be selective about what they choose to copy.  It is therefore important for others to demonstrate best practice while using this
approach to training and pick up on mistakes quickly.

Cognitive Approach to Learning- Behaviorist theories of learning essentially stress the importance of the assertiveness of
the tutor, and the passive participant who is not given a great deal of choice other than to respond in a predetermined way. In
contrast cognitive theories are concerned with the role of the active mind in processing learning opportunities and developing.  The
tutor (if present) and the participant both engage with knowledge; the role of the tutor is choosing the best method to convey
understanding.

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The work of two well-known classical cognitive theorists is summarized below:

John Dewey
Dewey (1938) believes learning involves 'learning to think'.  He says the process of learning is more than doing a task or activity; it
also requires reflection and learning from this.  To Dewey, the purpose of thought is attaining a state of equilibrium, enabling an
individual to solve problems and to prepare them for further inquiry. 

Often associated with 'progressive education', Dewey rejected traditional forms of education based on the reinforcement of
information where the student has a passive role, suggesting that this type of learning was superficial.  He said that learning only
occurs if the student plays an active role in the process.  For learning to take place it must be meaningful to each individual, with
students critically reflecting on information presented; they have to be able to 'experience' the information and the way to facilitate
this is to draw on past experience.  It could be argued, therefore, that Dewey was one of the foremost proponents of experiential
learning. 

Teachers or trainers employing Dewey's approach to learning play a key role in learner's development, but in a more indirect way
than that implied in the behaviorist model.  For example, planning sessions that encourage interaction with the material presented
and reflective thinking, as well as creating a climate whereby students or trainees can structure their own learning.

B. S. Bloom
Another theorist who developed the cognitive approach, Bloom, considered learning occurred in both the ‘ cognitive
domain’, that associated with memory and understanding, and the ‘affective domain’, how feelings or emotions change as a result
of learning.  Bloom suggests that parallel learning between the cognitive and the affective domains takes place in a cumulative way
depending of the degree of difficulty.  The degree to which learners use the cognitive and affective domains will depend on the
individual. 

Examples of each type include:

Cognitive Affective

Knowledge Receiving

Comprehension Responding

Application Valuing

Analysis-synthesis Conceptualizing

Evaluation Organizing

Bloom, B.S. (1965). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: David McKay
Company, Inc.

Humanistic Approach to Learning- The more recent humanist theories take into account the way that, in our society,
previously polarized views of right and wrong have dissolved into a variety of potentially equally valuable truths, i.e., a pluralistic
approach.  The stress on valuing diversity in many organizations and in society generally is a reflection of this ideology. 

An emphasis on active learning is at the core of these humanistic approaches to learning.  The terms 'andragogy' and 'pedagogy'
highlight the difference between earlier models of training and the more usual approach nowadays.

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 Pedagogy and Andragogy

Pedagogy and andragogy are terms derived from the Greek words meaning 'child' and 'man' respectively.

Pedagogy is essentially based on instruction; knowledge is transmitted formally from one who knows to one who does not know. 
This type of model has often been used in institutional settings, where it can be administratively easier to assume control of the
learning experience, while ignoring the ability or needs of the person to engage in self-directed learning – for example in schools
and other educational establishments.  Unfortunately, this model can engender resistance or rebellion, particularly in older children,
adolescents and adults.

It could be claimed that pedagogy actually misses the point: providing training or education does not necessarily mean that the
learner will enjoy or remember the experience, even less transfer it to useful settings. 

Andragogy, however, provides us with a process model in which the learner discovers knowledge at a pace to suit him/herself,
supported by a facilitator, perhaps a coach or mentor.

Andragogical theory is based on four assumptions that define its unique position, as against pedagogy or traditional learning
methods:

 The learner needs freedom to develop his/her own learning.

 The existing experiences of the learner are fundamental for understanding and new learning to take place effectively.
 The person needs to be ready to learn, as opposed to being motivated by fear or coercion.
 The orientation to learning is paramount: in other words, it is not subject-orientated but learner centered.
Informal individual support is important in andragogy theory, as is the development of a group environment that is both positive and
accepting.  Sharing experiences can deepen individual learning, not only for cognitive (intellectual) processes, but also affective
(emotional) processes.  Participative methods build on both individual and group experiences, aiding reflection, lengthening the
span of attention and increasing self-awareness.  Learning in this way is often referred to as 'experiential learning'.

David Kolb - The Experiential Approach

The experiential model of learning that David Kolb proposes, underpins much of the work of modern adult training providers.

Essentially, Kolb believes that learning is a dynamic process, in which we are constantly able to construct our own learning and
development by moving through the following cycle.

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Kolb’s four aspects of his learning cycle, in which experience is constantly reviewed and impressions challenged or confirmed, form
the basis of experiential learning theory. The sequence is explained in the following way: a person's life experiences form the basis
for his/her observation and reflection on what has been encountered encourages learning.  This in turn becomes assimilated into
what is already known, providing a new conceptual map on which further actions will be based, thus forming a new experience.  To
complete the cycle, people also need to be able to practice skills learned if the training is to have any true meaning for them.

In training terms, therefore, learning is facilitated if the course content and process key into participants' existing experience and
are so designed to encourage reflection and the formation of new concepts.

Bandura's Self Efficacy Theory

Albert Bandura was a key proponent of social learning who also popularized the notion of self-efficacy.

Bandura's theory takes into consideration how people perceive themselves or how they appraise their own level of competence in
the process of learning.  People low in self-efficacy will dwell on their perceived inadequacy and the difficulties of their situation. 
Conversely, people high in self-efficacy will see a situation as a challenge rather than a problem and focus on what needs to be
done.  They manage threats well and can apply their knowledge to different situations.

Self-efficacy can be defined as people's judgements of their capabilities to organize and execute courses of action required to
attain designated types of performance. Bandura suggests that the strength of an individual's convictions in his/her own
effectiveness determines whether he/she will even try to cope in difficult situations.  He points out that the level of self-efficacy may
influence a person's performance in the following ways:

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 The Amount of Effort and Persistence a Person puts into a Task: For example, if a person starts an activity with weak expectations,
or self-efficacy, but this is followed by positive experiences, they are more likely to persevere.  However, individuals who have
strong expectations will continue to persevere despite negative or dissuading experiences.
 The Actions or Tasks People Choose:  Individuals will be more inclined to undertake tasks in which they have strong expectations
and less inclined to do those linked to weak expectations.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Self-efficacy is derived from a number of sources which include:

 Performance Accomplishments:  These are the most dependable source of efficacy expectations because they are based on one's
own personal experience.  Successes raise mastery expectations and repeated failures lower them.
 Vicarious Experience: Watching others undertake feared activities without negative consequences can create more positive
expectations in observers. This is sometimes referred to as 'modelling'.
 Verbal Persuasion:  Individuals can be led to believe they can cope successfully. Expectations created in this way, however, tend
to be weak unless accompanied by an authentic experiential base.
 Emotional Arousal:  People partly rely on their physiological arousal to judge anxiety states.  High aversive arousal tends to
debilitate performance whereas with calm or low arousal, success is more likely.
The implications for training design are various and include setting realistic, but not too easy goals, in order that people can feel
they have achieved something, and ensuring that people have support and reward for their learning in either in workplace or in
other training and learning environments.

lII. Check Your Understanding:

A. State how approaches be given preference in line with the main consent of the following:

Area of Development as Designed by What is Approaches and Strategies? How It How Can Teacher Develop his/her teaching
Various Authors Helps in the Delivery of Learning? model cognizant to this approaches model?
The Behaviorist Approach which is
concerned with learners responding to
some form of stimulus.

The Cognitive Approach based on

knowledge and knowledge retention.

The Humanist Approach based on

explanations of individual experience.

B. Reaction and self -learning episode on the following learned theorists:

Area of Development as Designed by Highlight of their proposed learning theory Teacher Role Cognizant to the Proposed
Various Authors Theory Highlight
Cognitive theorists popularized by
Dewey and Bloom

The Experiential Approach

popularized by David Kolb

Self-Efficacy Theory popularized by

Bandura

C. Discussion:
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 Discussed and give highlight on the area of development as expounded by the varied authors:

Area of Development as Designed by

Various Authors
Cognitive theorists popularized by
Dewey and Bloom

The Experiential Approach

popularized by David Kolb

Self-Efficacy Theory popularized by

Bandura

(NOTE: THE ANSWERS OF THE ACTIVITY MUST BE WRITTEN IN ADDITIONAL SHEET AND ATTACHED TO THIS
MODULE.)

Submitted by: Noted:

Rodolfo M. Evasco, Jr. JOSE G. FORTES

Name and Signature of College Instructor Name and Signature of College Dean

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