MEYCAUAYAN COLLEGE

MacArthur Hi-way, City of Meycauayan, Bulacan

GRADUATE SCHOOL PROGRAM

COMPILATION OF DIFFERENT
LEARNING THEORIES
IN
EDUC 201
(FOUNDATION OF EDUCATION)

Submitted by:
JUDY-ANN R. CERCADO

Submitted to:
LUZVIMINDA BRITANICO, Ph.D
CONTENT
 I. Behaviorism Learning Theory
a. Introduction of Behaviorism
b. Personality Involve in Behaviorism
c. Behaviorism
d. Links to other Theory
e. Critiques in Behaviorism
f. Behaviorism in Classroom
II. Constructivism Learning Theory
a. Introduction of Constructivism
b. Personality Involve in Constructivism
c. Constructivism
d. Links to other Theory
e. Critiques in Constructivism
f. Constructivism in Classroom
III. Cognitive Learning Theory
a. Introduction of Cognitive Learning Theory
b. Personality Involve in Cognitive Learning Theory
c. Cognitive Learning Theory
d. Links to other Theory
e. Critiques in Cognitive Learning Theory
f. Cognitive Learning Theory in Classroom
IV. Social Learning Theory
a. Introduction of Social Learning Theory
b. Personality Involve in Social Learning Theory
c. Social Learning Theory
d. Links to other Theory
e. Critiques in Social Learning Theory
f. Social Learning Theory in Classroom
V. Experiential Learning Theory
a. Introduction of Experiential Learning Theory
b. Personality Involve in Experiential Learning Theory
c. Social Learning Theory
d. Links to other Theory
e. Critiques in Experiential Learning Theory
f. Experiential Learning Theory in Classroom

Behaviorism Learning Theory

I. Introduction
 Behaviorism is an area of psychological study that focuses on observing and analyzing
how controlled environmental changes affect behavior. The goal of behavioristic teaching
methods is to manipulate the environment of a subject — a human or an animal — in an effort to
change the subject’s observable behavior. From a behaviorist perspective, learning is defined
entirely by this change in the subject’s observable behavior. The role of the subject in the
learning process is to be acted upon by the environment; the subject forms associations between
stimuli and changes behavior based on those associations. The role of the teacher is to
manipulate the environment in an effort to encourage the desired behavioral changes. The
principles of behaviorism were not formed overnight but evolved over time from the work of
multiple psychologists.

II. Name of Author

A basic understanding of behaviorism can be gained by examining the history of four of
the most influential psychologists who contributed to the behaviorism: Ivan Pavlov, Edward
Thorndike, John B. Watson, and B.F. Skinner. These four did not each develop principles of
behaviorism in isolation, but rather built upon each other’s work.
Ivan Pavlov is perhaps most well-known for his work in conditioning dogs to salivate at
the sound of a tone after pairing food with the sound over time. Pavlov’s research is regarded as
the first to explore the theory of classical conditioning: that stimuli cause responses and that the
brain can associate stimuli together to learn new responses. His research also studied how certain
parameters — such as the time between two stimuli being presented — affected these
associations in the brain. His exploration of the stimulus-response model, the associations
formed in the brain, and the effects of certain parameters on developing new behaviors became a
foundation of future experiments in the study of human and animal behavior (Hauser, 1997).
Edward Lee Thorndike is regarded as the first to study operant conditioning, or learning
from consequences of behaviors. He demonstrated this principle by studying how long it took
different animals to push a lever in order to receive food as a reward for solving a puzzle. He
also pioneered the law of effect, which presents a theory about how behavior is learned and
reinforced.
John Broadus Watson was a pioneering psychologist who is generally considered to be
the first to combine the multiple facets of the field under the umbrella of behaviorism. The
foundation of Watson’s behaviorism is that consciousness — introspective thoughts and feelings
— can neither be observed nor controlled via scientific methods and therefore should be ignored
when analyzing behavior.
Skinner was a psychologist who continued to influence the development of behaviorism.
His most important contributions were introducing the idea of radical behaviorism and defining
operant conditioning.

Unlike Watson, Skinner believed that internal processes such as thoughts and emotions
should be considered when analyzing behavior. The inclusion of thoughts and actions with
 behaviors is radical behaviorism. He believed that internal processes, like observable behavior,
can be controlled by environmental variables and thus can be analyzed scientifically. The
application of the principles of radical behaviorism is known as applied behavior analysis.

III. Discuss the theory

Behaviorism or the behavioral learning theory is a popular concept that focuses on how
students learn. Behaviorism focuses on the idea that all behaviors are learned through interaction
with the environment. This learning theory states that behaviors are learned from the
environment and says that innate or inherited factors have very little influence on behavior. A
common example of behaviorism is positive reinforcement. A student gets a small treat if they
get 100% on their test. In the future, students work hard and study for their test in order to get the
reward.
According to the theory of behaviorism, learning occurs by linking stimuli and responses.
Knowledge is independent, and it becomes cemented by way of punishments and rewards. These
ideas of positive and negative reinforcement, which may be natural consequences or
implemented by another, are effective tools for learning and behavior modification. Behaviorism
focuses on observed actions, the conditions under which they are performed, and the
reinforcement of desired behaviors. A change in performance is evident after the learning
process, and the outcome is measured in terms of being able to demonstrate a specific new
behavior.
Behaviorism is a study of how controlled changes to a subject’s environment affect the
subject’s observable behavior. Teachers control the environment and use a system of rewards
and punishments in an effort to encourage the desired behaviors in the subject. Learners are acted
upon by their environment, forming associations between stimuli and changing behavior based
on those associations.
There are principles of behaviorism that are still accepted and practiced today, such as the
use of rewards and punishments to shape behavior. However, behaviorism may oversimplify the
complexity of human learning; downplay the role of the student in the learning process;
disregard emotion, thoughts, and inner processes; and view humans as being as simple as
animals.

IV. Links with other theory

Behaviorism is more about explaining things through one’s outward behavior or
something that can be observed. Cognitivism is more based around cognitive processes like
decision making and memory. These two perspectives are important when a teacher is
deciding the methods of teaching styles are working or not. The students will have different
learning behaviors between students and grades, so it is important as an educator to use these
methods to best fit your class.
 The relationship of behaviorism and cognitivism is that the student learned in stages thru
social, the student is in charge of learning.

V. Critiquing the theory

While behaviorism is a great option for many teachers, there are some criticisms of this
theory. Behaviorism is best for certain learning outcomes, like languages and math, but aren’t as
effective for analytical and comprehensive learning. Behavioral learning say that the theory
doesn’t encompass enough of human learning and behavior, and that it’s not fully developed.
Other theories have come forward that take behaviorism further, implying that there are many
additional factors to consider when evaluating behavior.
The role of the learner is to be acted upon by the teacher-controlled environment. The
teacher’s role is to manipulate the environment to shape behavior. Thus, the student is not an
agent in the learning process, but rather an animal that instinctively reacts to the environment.
The teacher provides input (stimuli) and expects predictable output (the desired change in
behavior). More recent learning theories, such as constructivism, focus much more on the role of
the student in actively constructing knowledge.
Behaviorism also ignores internal cognitive processes, such as thoughts and feelings.
Skinner’s radical behaviorism takes some of these processes into account insofar as they can be
measured but does not really try to understand or explain the depth of human emotion. Without
the desire to understand the reason behind the behavior, the behavior is not understood in a
deeper context and reduces learning to the stimulus-response model. The behavior is observed,
but the underlying cognitive processes that cause the behavior are not understood. The thoughts,
emotions, conscious state, social interactions, prior knowledge, past experiences, and moral code
of the student are not taken into account. In reality, these elements are all variables that need to
be accounted for if human behavior is to be predicted and understood accurately. Newer learning
theories, such as cognitivism, focus more on the roles of emotion, social interaction, prior
knowledge, and personal experience in the learning process.

VI. Applying the theory in the classroom

Teachers can implement behavioral learning strategy techniques in their classroom in
many ways, including:
Drills. Teachers may practice skills using drill patterns to help students see the repetition
and reinforcement that behavioral learning theory uses.
Question and answer. Teachers can use a question as a stimulus and answer as a response,
gradually getting harder with questions to help students.
Guided practice. Teachers can be directly involved in helping students go through
problems to give them the reinforcement and behavior demonstration you want them to follow.
 Regular review. Reviews are important to behavioral learning theory. Going back over
material and giving positive reinforcement will help students retain information much better.
Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly.
This can be in the form of verbal reinforcement and praise, reward systems, added privileges,
and more.
In the classroom, the behavioral learning theory is key in understanding how to motivate
and help students. Information is transferred from teachers to learners from a response to the
right stimulus. Students are a passive participant in behavioral learning—teachers are giving
them the information as an element of stimulus-response. Teachers use behaviorism to show
students how they should react and respond to certain stimuli. This needs to be done in a
repetitive way, to regularly remind students what behavior a teacher is looking for.
Motivation plays an important role in behavioral learning. Positive and negative
reinforcement can be motivators for students. For example, a student who receives praise for a
good test score is much more likely to learn the answers effectively than a student who receives
no praise for a good test score. The student who receives no praise is experiencing negative
reinforcement—their brain tells them that though they got a good grade, it didn’t really matter,
so the material of the test becomes unimportant to them. Conversely students who receive
positive reinforcement see a direct correlation to continuing excellence, completely based on that
response to a positive stimulus.

Constructivism Learning Theory

I. Introduction
Constructivism is a learning theory which holds that knowledge is best gained through a
process of reflection and active construction in the mind (Mascolo & Fischer, 2005). Thus,
knowledge is an intersubjective interpretation. The learner must consider the information being
taught and - based on past experiences, personal views, and cultural background - construct an
interpretation. Constructivism is split into two main camps: radical and social. The first form
radical (or cognitive) constructivism proposes that the process of constructing knowledge is
dependent on the individual's subjective interpretation of their active experience. The second
form social constructivism affirms that human development is socially situated, and that
knowledge is constructed through interaction with others.

II. Name of Author

There are three foundational psychologists of constructivism. Jean Piaget falls into the
radical constructivism camp. Lev Vygotsky, on the other hand, concentrates on the social aspects
of learning through experiences. John Dewey straddles the line between the two perspectives and
has many ideas that match with each side. The common ground that united these psychologists
under the umbrella of constructivism is that all three believed that the learning theories (e.g
behaviorism and humanism) at the time did not adequately represent the actual learning process.
In addition, their ideas were rooted in experiences in the classroom instead of experiments in a
lab (compared to behaviorism).
Jean Piaget is known as one of the first theorists in constructivism. His theories indicate
that humans create knowledge through the interaction between their experiences and ideas. His
view of constructivism is the inspiration for radical constructivism due to his idea that the
individual is at the center of the knowledge creation and acquisition process. The vast majority of
Piaget’s theories develop through working with children where he would challenge the idea that
children are inferior thinkers compared to adults. His work provides evidence that children are
not cognitively inferior to adults. He proves that children develop differently by establishing a
theory involving cognitive stages.
Lev Vygotsky’s work contains a central scope focused on the social aspects of acquiring
knowledge. He suggests that one learns best through interacting with others. Through the process
of working with others, learners create an environment of shared meanings with peers. By being
immersed in the new environment, the learner is able to adapt subjective interpretations to
become socially accepted. Vygotsky especially emphasizes that culture plays a large role in
cognitive development. He believed infants were born with basic abilities to develop cognitively.
Those basic abilities are then enhanced through interaction with others and eventually grow into
more sophisticated mental processes. For example, a child is born with the basic ability to
memorize. As the child interacts with its environment and peers, the methods of remembrance
adapt. If the child is in a learning setting that emphasizes flashcards, the child will use similar
methods of repetition to improve memory.
 John Dewey’s perspective melds Piaget’s focus on the cognitive aspect of constructivism
with Vygotsky’s focus on social learning. Susan J. Mayer (2008). Dewey’s emphasis on inquiry
sustaining learning is sparked best by ensuring a synthesis of environment. Many teachers at the
time insisted on keeping school separate from the rest of the children’s lives. Dewey did not
adhere to the pressure of separation. His research insists that learners need to connect real life
experiences with school activities in order to make learning possible.

III. Discuss the theory

A basic understanding of constructivism requires a clear vision of what it means to allow
a learner to connect their own experiences to new knowledge. Throughout the learning process,
the learner is expected to consider the information being taught and construct an interpretation.
The interpretation is constructed based on past experiences, personal views, and cultural
background. Following the interpretation, the learner is expected to reflect on the new
knowledge. Radical and social constructivism generally regard the nature of the learner in a
similar fashion. Due to the nature of constructivism, the instructor must adapt a more hands-on
approach instead of the traditional lecture style.
The environment of the classroom should be supportive of According to the social
constructivist approach, instructors have to adapt to the role of facilitators and not teachers
(Bauersfeld, 1995). A facilitator helps the learner to get to his or her own understanding of the
content instead of simply explaining a principle. In the latter scenario, the learner does not
participate definitively, and in the former scenario, the learner is actively engaged. The goal is
thus to turn the emphasis away from the instructor and the content and towards the learner
(Gamoran, Secada, & Marrett, 1998). As the emphasis switches to a more active teaching
process, the facilitator must act in a different way than a teacher would (Brownstein 2001) each
individual learner’s thinking and encourage a constant challenge.
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
(Rhodes and Bellamy, 1999).

IV. Links with other theory

Constructivism and cognitivism are both student-centered approaches. The learners are
active participants in the construction of knowledge and the role of the teacher is to facilitate
learning. But, in constructivism, the learner’s new information is linked to prior knowledge while
in cognitivism the mental process of the student is redefines the prior knowledge.
V. Critiquing the theory
 The biggest criticism of constructivist learning is its lack of structure. Some students need
highly structured and organized learning environments to thrive, and constructivist learning
focuses on a more laid-back method to help students engage in their own learning. Grading is
often removed from constructivist classrooms and places more value on student progress, which
can lead to students falling behind and not meeting standardized grading requirements. The
biggest disadvantage is its lack of structure. Some students require highly structured learning
environments to be able to reach their potential.
Because the nature of constructivism is more abstract and applicable, it is difficult to
know if the observed learning outcomes account for everything. Outcomes are generally
measured through some form of a rote test and thus do not often incorporate the application and
extrapolation of the learning. This could be a limitation of constructivism if the mode of
measurement is not conducive to reflection.
Another possible limitation of constructivism is the time required during implementation.
Operating under the constructivist framework, instructors are expected to spend more time
engaging the learner. In order to engage the learner, the instructor needs to spend more
preparation time out of the classroom thinking about new activities. The instructor also carries
the role of allowing time for reflection. Effectively using time can prove to be a problem of
constructivism, but it can be fixed through thoughtful implementation.

VI. Applying the theory in the classroom

The primary responsibility of the teacher is to create a collaborative problem-solving
environment where students become active participants in their own learning. From this
perspective, a teacher acts as a facilitator of learning rather than an instructor. The teacher makes
sure he/she understands the students' preexisting conceptions and guides the activity to address
them and then build on them (Oliver, 2000). Scaffolding is a key feature of effective teaching,
where the adult continually adjusts the level of his or her help in response to the learner's level of
performance. In the classroom, scaffolding can include modeling a skill, providing hints or cues,
and adapting material or activity (Copple & Bredekamp, 2009).

1) To provide experience with the knowledge construction process (students determine how they
will learn).
2) To provide experience in and appreciation for multiple perspectives (evaluation of alternative
solutions).
3) To embed learning in realistic contexts (authentic tasks).
4) To encourage ownership and a voice in the learning process (student centered learning).
5) To embed learning in social experience (collaboration).
6) To encourage the use of multiple modes of representation, (video, audio text, etc.)
7) To encourage awareness of the knowledge construction process (reflection, metacognition).
 Cognitive Learning Theory
I. Introduction
Cognitive learning theory seeks to understand how the brain learns. This theory tries to
explain the various mental processes, both internal and external, that affect how the
individual learns. There are two main components to cognitive learning theory, social
cognitive theory, and cognitive behavioral theory. Theorist Jean Piaget was instrumental in
developing cognitive learning theory, demonstrating that children think in very different
ways from adults. This led to the notion that cognition is a lifelong development. Cognitive
learning theories focus on the ability of students to guide their own learning using mental
strategies.
Familiarity with subject matter is not enough for teachers to engage in effective and
pedagogically meaningful instructional practices. This is because professionalism in teacher
education and development demands that teachers have not only a disciplinary knowledge
base related to their subject but also a strong command of learning theories and their
applications for instructional practices in the classroom. In other words, teachers should
possess both subject-matter knowledge and pedagogical-content knowledge and skills to be
able to effectively accomplish their subject’s goals.

II. Name of Author

Jean Piaget is perhaps the most famous cognitivist in the field of education. Piaget
developed a four-stage theory of intellectual development that is based on the physical
maturation of the individual. Piaget would argue that human beings cannot learn certain
concepts until they have the physical brain capacity to do so.
David Ausubel, an American psychologist, and advocate of cognitive learning, believed
that for learning to be effective and permanent, it had to be meaningful. He made a clear
distinction between meaningful learning and rote learning, where the material is learned as a
series of facts in isolation. Or simply learned off by heart and no deliberate attempt is made
to demonstrate its value or relevance to the learner. He believed that relatable material, which
fitted in closely with what the learner already knew, was meaningful and therefore effective.
He emphasizes the difference between meaningful (connected to some other concept in a
person’s cognitive structure) and rote learning. Ausubel would argue that new learning must
somehow relate to the learner in order to be made significant.
Jerome Bruner, a psychologist who studied cognitive learning in children, suggested that
instead of simply feeding students information, we should allow them to discover it for
themselves. In contrast, would argue that a person can only learn by discovering new
knowledge for him or herself, that the learner must reassemble the knowledge.

III. Discuss the theory

 Cognitive learning theory explains how internal and external factors influence an
individual’s mental processes to supplement learning. Delays and difficulties in learning are
seen when cognitive processes are not working regularly. These processes are such as
attention, observation, retrieval from long-term memory, and categorization.
Several researchers have made significant contributions to this theory. Jerome Bruner
focused on how mental processes are linked to teaching. Another researcher by the name
Jean Piaget recognized that the environment plays a huge role and also focused on changes
that take place in the internal cognitive structure. Cognitive learning theory is dominant in
psychology. It is broken down into two categories.
Social Cognitive Theory this theory helps us understand how people are influenced and
their influence on the environment. One of the major components of social cognitive theory
is observational learning. It is the process of learning others’ desirable and undesirable
behaviors through observation. It is a quick way of acquiring information when you
individually take action. A person who demonstrates behavior for another person is known as
a model. These may be real people such as teachers, our peers, and supervisors, or symbolic
models, also known as fictional characters, that influence an observer’s behavior.

Observational learning teaches people both positive and negative behaviors. For example,
a manager within a company can teach the employees how they are supposed to behave
ethically and be socially conscious when interacting and dealing with rude customers.
Moreover, the manager can also train his/her employees on the different procedures that they
can take in case of fire or other low probability hazardous scenarios.

Cognitive Behavioral Theory this theory mainly refers to our mental processes, such as
our thoughts and interpretations of life events. It explains how the thoughts, feelings, and
behavior of a person interact with each other. Thoughts lead to particular emotions, which in
turn lead to specific behavioral responses. When we change our thoughts, we can change our
emotions and then our behaviors. It also works in reverse where changing how we behave
leads to changes in our feelings and, ultimately, our thoughts.

Cognitive Learning Theory explains how we process information when we learn.

When we think back to our school days, many of us will remember being taught in this way:
a teacher stood at the top of the classroom and lectured us on a subject. Almost every teacher
used this method for almost every subject. And in the vast majority of cases, a student’s
success was measured by how much they could remember on exam day.

IV. Links with other theory

 Cognitivism and connectivism are related with each other, they both focus on social and
cultural contexts matter. The knowledge and learning are not in a vacuum. Interpersonal
interaction is key: more so than traditional teachers.

V. Critiquing the theory

The cognitive approach to psychology studies internal information processes such as
perception, attention, language, and memory. Cognitive psychologists study these internal
processes and how they affect our emotions and behavior. Whilst cognitive psychology has
been very useful in developing new theories and finding out more about how the mind works.
The main criticism of cognitive psychology is that it is not directly observable. Another
criticism, like other psychological approaches, is that this approach ignores other reasons for
behavior other than cognitive. For instance, a behavior could be due to cognitive and social
reasons. There are some limitations to this approach.

VI. Applying the theory in the classroom

Cognitive Learning Theory, on the other hand, suggests that the learner is an active
participant in the process. They come to the table with their own skills, knowledge, memories
and relevant information they’ve learned in the past. When learning something new,
individuals process and construct their own understanding of a topic based on their past
experiences and knowledge.
Learner-centered approach- learning is cumulative and relative to each individual.
When we’re learning, we start with a baseline of knowledge and go from there.
The cognitive learning approach gives students the chance to reflect on what they are
learning and how it applies to other material. This helps students develop problem-solving
skills they need to create new connections between what they are learning.
IMPROVES COMPREHENSION
Cognitive learning encourages students to take a hands-on approach to learning. This
allows them to explore the material and develop a deeper understanding.
DEVELOPS PROBLEM-SOLVING SKILLS
The cognitive learning approach teaches students the skills they need to learn
effectively. This helps students build transferable problem-solving and study skills that they
can apply in any subject.
PROMOTES LONG-TERM LEARNING
 Developing cognitive skills allows students to build upon previous knowledge and
ideas. This teaches students to make connections and apply new concepts to what they
already know.
IMPROVES CONFIDENCE
With a deeper understanding of topics and stronger learning skills, students can
approach schoolwork with enthusiasm and confidence.
INSTILLS A LOVE OF LEARNING
Giving students the chance to actively engage in learning makes it fun and exciting.
This helps students develop a lifelong love for learning outside of the classroom
 Social Learning Theory

I. Introduction
Learning is defined as “A persisting change in human performance or performance
potential as a result of the learner’s interaction with the environment” (Driscoll, 1994). lbert
Bandura’s social learning theory (SLT) suggests that we learn social behavior by observing and
imitating the behavior of others.
Bandura realized that direct reinforcement alone could not account for all types of
learning, so he added a social element to his theory, arguing that people learn by observing
others (Nabavi, 2012).His theory is regarded as the bridge between behaviorist and cognitive
learning theories, encompassing attention, memory, and motivational processes (Muro & Jeffrey,
2008)
The SLT states that in response to observation, imitation, and modeling, learning can
occur even without changing behavior (Bandura, 1965).
II. Name of Author
Albert Bandura, born in 1925 in Alberta, Canada, became interested in psychology while
studying biological sciences at the University of British Columbia. Graduating with a degree in
psychology, Bandura continued his studies and in 1952 was awarded a PhD in Clinical
Psychology from the University of Iowa. He was elected president of the American
Psychological Association in 1974 and awarded the Outstanding Lifetime Contribution to
Psychology in 2004 (Nabavi, 2012).
In the 1960s, Bandura became known for his social learning theory (SLT). His approach
recognized reinforcement and the importance of observing, modeling, and imitating the
emotional reactions, attitudes, and behaviors of others in learning (Bandura, 1977a).
In 1986, the SLT developed into the social cognitive theory, incorporating the idea that
learning takes place in a social context, “with a dynamic and reciprocal interaction of the person,
environment, and behavior,” and a cognitive context that considers past experiences that shape
engagement in behavior (LaMorte, 2019).
Because of his continuing research, Bandura became known among academics as the
father of cognitive theory (Nabavi, 2012).

III. Discuss the theory

 Learning is about interacting with the environment and making a permanent change in
knowledge or behavior that improves human performance (Driscoll, 1994).
According to Bandura’s SLT, we learn from interacting with others in a social context.
We observe, assimilate, and imitate others’ behavior when witnessing positive or rewarding
experiences. Bandura agreed with the behaviorist learning theories of classical conditioning and
operant conditioning yet, crucially, added the following:
Mediating processes take place between the stimuli and response.
Behavior is learned through observation of the environment.
As a result, both environmental and cognitive factors combine to influence human
learning and behavior. The SLT states that we acquire behaviors through a combination of
reinforcement and imitation, where “imitation is the reproduction of learning through
observation”
Bandura’s social learning theory provides a helpful framework for understanding how an
individual learns via observation and modeling.
Cognitive processes are central, as learners must make sense of and internalize what they
see to reproduce the behavior. Psychological processing is required to match cognition and
behavior between the observation and the performance.
The SLT suggests that we learn from one another throughout our lives via the following
processes:
 Observation- We observe other people’s behavior.
 Imitation- Following observation, we assimilate and imitate the observed behavior.
 Modeling- We are more likely to imitate behavior modeled by people we perceive as
similar to ourselves.

While behaviorists claim learning must result in a permanent behavior change, social learning
theorists demonstrated the importance of cognition, recognizing that learning can occur in the
absence of behavior (Bandura, 1965).

IV. Links with other theory

Social learning theory suggests that social behavior is learned by observing and imitating
the behavior of others. Psychologist Albert Bandura developed the social learning theory as an
alternative to the earlier work of fellow psychologist B.F. Skinner, known for his influence on
behaviorism. While behavioral psychology focuses on how the environment and reinforcement
affect behavior, Bandura put forth that individuals can learn behavior through observation. Social
learning theory expands the ideas found presented by behaviorism. Like behaviorism, social
learning attempts to explain why people behave the way they do; however, social learning says
that behavior is based on a combination of observable stimuli, and internal psychological
processes.

V. Critiquing the theory

While social learning theory has been praised for offering us a different perspective on how
learning occurs, it is not without its flaws and has attracted criticism from those that feel it has its
limitations. Many theorists feel that it offers too narrow a view, disregarding important
environmental influences and factors such as socio-economic status. Social learning theory
suggests that a person’s actions and behavior are determined by society and fails to take into
consideration individual accountability. It also fails to take into account the influence of
biological factors such as genetics, with biological theorists arguing that some behaviors are in
fact partly inherited.
The SLT does not consider the aspect of accountability in actions. The theory suggests that
how a person behaves is primarily down to context rather than how they process information.
The SLT ignores developmental milestones. Such development stages typically occur
irrespective of the environmental setting.
The SLT does not account for behavior when there is no role model.
Negative behavior such as criminal activities can occur without prior exposure to such
behavior.

VI. Applying the theory in the classroom

As teachers, we want our students to be successful and to learn to the best of their ability.
The way we teach and the strategies we employ, as well as our classroom environment, all have
an impact on teaching and learning. Good classroom management is key to successful teaching
and learning. Without it, chaos can ensue, and this will hinder both the teacher and the students.
Social learning theory can be used to encourage and teach desirable behaviors in the classroom
through the use of positive reinforcement and rewards.
One the prerequisites for observational learning to be successful is that the observer’s
attention is focused on the behavior. Therefore, before demonstrating or modelling something to
our students, it is paramount that we have their full attention. Ensuring that lessons are level
appropriate and as engaging as possible will help sustain students’ attention. Retention of the
behavior or information modelled is also key to successful learning. As we know, individual
students learn in a variety of ways. One of the ways we can help our students to retain
information and behaviors is to incorporate as many different activities into our lesson as
possible. A multisensory approach to learning helps to increase retention.
Studies show that teachers who are enthusiastic and passionate when teaching can motivate
students to learn as they are likely to imitate their teacher. Teachers can motivate students
extrinsically through positive reinforcement and rewards. They can also help boost a student’s
intrinsic motivation and self-efficacy through verbal persuasion, positive reinforcement and
constructive feedback.
Learning also takes place through observing their peers which is why using pair work and
group work in the classroom can have many benefits. For example, pairing a higher ability
student with a student that is struggling allows for peer coaching to occur.

This is a very useful and effective strategy used in classrooms today. Students are often more
likely to pay attention to their peers than to another adult. When facilitating group work, a
teacher may place a less motivated student in a group with a highly motivated student with the
intention that their influence will motivate the other student to take on some responsibility,
helping the unmotivated student learn. Each member of the group can act as a model and
members of the group can learn through observing the behaviors and attitudes of their peers.
 Experiential Learning Theory
I. Introduction
Learning by doing. This is the basis for the experiential learning theory. Experiential
learning focuses on the idea that the best ways to learn things is by actually having experiences.
Those experiences then stick out in your mind and help you retain information and remember
facts.
For teachers, creating opportunities for students to have experiences based on the things
they are learning about is key. Teachers can help create environments where students can learn
and have experiences at the same time.
If you’re a current teacher, or studying to become one, it’s important to get a degree that
will give you qualifications and knowledge for your career and help prepare you to be licensed.
Additionally, it’s key to understand how different students learn and understand how different
learning theories impact education. Teachers who understand learning theories can better
optimize their classroom and help more students learn in ways that work for them. Being a
successful teacher means focusing on how best to help students succeed.

II. Name of Author

David Kolb is a psychologist and educational theorist who is perhaps best known for his
theory of experiential learning. In addition to developing a theory that outlined how
experiential learning takes place, Kolb is also known for his learning style inventory that
remains quite popular among educators today. His main contributions to the field of
psychology include Experiential learning theory, Kolb's learning styles, and Kolb's learning
style inventory.
David Kolb was born in 1939. He earned his undergraduate degree in 1961 from Knox
College. He then went on to earn his Ph.D. in social psychology from Harvard University.
Today, he is Emeritus Professor of Organizational Behavior in the Weatherhead School of
Management at Case Western Reserve University.
David Kolb is best known for his work on the experiential learning theory or ELT. Kolb
published this model in 1984, getting his influence from other great theorists including John
Dewey, Kurt Lewin, and Jean Piaget.
 III. Discuss the theory

The theory’s four main concepts are experiencing, reflecting, thinking, and acting upon
an experience. These concepts address the stages of ELT, which starts with learners having a
new experience. After having a “real” experience, learners can reflect on the experience and then
move to the next stage, thinking of possible ways to accommodate the experience. After having
the chance to reflect and think, learners can transfer their thoughts into actions that result in the
construct of learning and / or create new experiences, leading them to go through the process
again.
The experiential learning theory works in four stages—concrete learning, reflective
observation, abstract conceptualization, and active experimentation. The first two stages of the
cycle involve grasping an experience, the second two focus on transforming an experience. Kolb
argues that effective learning is seen as the learner goes through the cycle, and that they can enter
into the cycle at any time. Concrete learning is when a learner gets a new experience or interprets
a past experience in a new way. Reflective observation comes next, where the learner reflects on
their experience personally. They use the lens of their experience and understanding to reflect on
what this experience means. Abstract conceptualization happens as the learner forms new ideas
or adjusts their thinking based on the experience and their reflection about it. Active
experimentation is where the learner applies the new ideas to the world around them, to see if
there are any modifications to be made. This process can happen over a short period of time, or
over a long span of time. Kolb went on to explain that learners will have their own preferences
for how they enter the cycle of experiential learning, and that these preferences boil down to a
learning cycle.
The experiential learning cycle rests on the idea that each person has a specific type of
learning tendencies, and they are thus dominant in certain stages of experiential learning. For
example, some learners will be more dominant in concrete learning and reflective observation,
while others will be dominant in abstract conceptualization and active experimentation.

The four learning styles are:

Diverging. The diverging learning style is full of learners who look at things with a
unique perspective. They want to watch instead of doing, and they also have a strong capacity to
imagine. These learners usually prefer to work in groups, have broad interests in cultures and
people, and more. They usually focus on concrete learning and reflective observation, wanting to
observe and see the situation before diving in.
Assimilating. This learning style involves learners getting clear information. These
learners prefer concepts and abstracts to people and explore using analytic models. These
learners focus on abstract conceptualization and reflective observation in the experiential
learning style.
 Converging. Converging learners solve problems. They apply what they’ve learned to
practical issues and prefer technical tasks. They are also known to experiment with new ideas,
and their learning focuses on abstract conceptualization and active experimentation.
Accommodating: These learners prefer practicality. They enjoy new challenges and use
intuition to help solve problems. These learners utilize concrete learning and active
experimentation when they learn.

IV. Links with other theory

Experiential learning is a constructivist learning theory defined as ‘learning by doing’.
The learner is an active participant in the educational process, and learning is achieved through a
continuous cycle of inquiry, reflection, analysis, and synthesis. David A. Kolb described
experiential learning as “the process whereby knowledge is created through the transformation of
experience. Knowledge results from the combinations of grasping and transforming the
experience.” By participating in experiential learning, students are engaged in authentic learning
experiences that position them as active participants in their learning. They develop the ability to
bridge the gap between theory and practice and integrate learning beyond the classroom.
Experiential learning can increase student engagement, improve learning effectiveness and
enhance work and life skills.

V. Critiquing the theory

The experiential learning theory does not adequately address the role that non-reflective
experience plays in the learning process. While the theory is good at analyzing how learning
occurs for individuals, it does little to look at learning that occurs in larger social groups.

VI. Applying the theory in the classroom

Experiential Learning is the process of learning by doing. By engaging students in hands-
on experiences and reflection, they are better able to connect theories and knowledge learned in
the classroom to real-world situations. Experiential learning opportunities exist in a variety of
course- and non-course-based forms and may include community service, service-learning,
undergraduate research, study abroad/away, and culminating experiences such as internships,
student teaching, and capstone projects, to name a few.
When students participate in experiential education opportunities, they gain:
 A better understanding of course material
 A broader view of the world and an appreciation of community
 Insight into their own skills, interests, passions, and values
 Opportunities to collaborate with diverse organizations and people
 Positive professional practices and skill sets
 The gratification of assisting in meeting community needs
 Self-confidence and leadership skills