FACILITATING LEARNING HANDOUT

I. Concept of Learning
 PRINCIPLES/LAWS OF LEARNING
1. Principle of Readiness
2. Principle of Exercise
3. Principle of Effect
4. Principle of primacy
5. Principle of Recency
6. Principle of Intensity
7. Principle of Freedom
 PRINCIPLES OF TEACHING
1. Create an active learning environment
2. Focus Attention
3. Connect Knowledge
4. Help students organize their knowledge
5. Provide timely feedback
6. Demand quality
7. Balance high expectations with student support
8. Enhance motivation to learn
9. Communicate your message in variety of ways
10. Help students to productively manage their time
 STAGES OF LEARNING
1. Acquisition
2. Fluency
3. Generalization
4. Adaptation
II. DOMAINS OF TAXONOMIES OF LEARNING

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three
domains of educational activities:
Cognitive : Mental skills (Knowledge)
Affective : Growth in feelings of emotional areas (attitudes)
Psychomotor : Manual or Physical skills ( Skills)
COGNITIVE DOMAIN:
1. Bloom’s Cognitive Domain
 2. ANDERSEN’S TAXONOMY
Anderson's taxonomy was developed directly from Bloom's Cognitive taxonomy, with three important differences:
1. Bloom uses nouns, and Anderson uses verbs. This is important because it affects the way we demonstrate these
abilities as things we perform.
2. The Anderson taxonomy introduces the idea of creativity, and puts it at the very top, the highest form of learning.
3. There is some relatively minor reshuffling of taxonomic levels.
AFFECTIVE DOMAIN
• Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to
tolerate them.
Examples include: to differentiate, to accept, to listen (for), to respond to.
• Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively
responding to them.
Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
• Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to
increase measured proficiency in, to relinquish, to subsidize, to support, to debate.
• Organization is to relate the value to those already held and bring it into a harmonious and internally consistent
philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
• Characterization by value or value set is to act consistently in accordance with the values he or she has internalized.
Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.
PYCHOMOTOR DOMAIN
Simpson (1972) built this taxonomy on the work of Bloom and Others:
• Perception - Sensory cues guide motor activity.
• Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
• Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better performance.
• Mechanism - The intermediate stage in learning a physical skill. Responses are habitual with a medium level of
assurance and proficiency.
• Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a high level of
assurance they will be successful.
• Adaptation - Movements can be modified for special situations.
• Origination - New movements can be created for special situations.
III. LEARNING THEORIES
A. BEHAVIORIST(Classical, Operant, Connectionism, Social Learning and purposive)
1. Classical Conditioning Theory (Ivan Petrovich Pavlov) is a conditioning process where learning occurs through
association of unconditioned stimulus and neutral stimulus thereby creating a conditioned response.
Types od Stimulus and Response:
 Neutral
 *Unconditioned
 Conditioned
Principles Derived from Classical Conditioning:
1. Generalization- the tendency for a conditioned stimulus to evoke similar responses after the response has been
conditioned.
2. Extincion- Tendency of a conditioned response to disappear without continuous conditioning/practice.
3. Spontaneous recovery- tendency of the lost conditioned response to comeback.
4. Discrimination- the ability to differentiate almost similar stimulus.
5. Higher Order Conditioning
6. Adhesive principle
7. Principle of Excitation
2. Operant Conditioning Theory/ Instrumental Conditioning (B.F. Skinner)

Types of Behaviour
1. Respondent- conscious behavior
2. Operant- automatic behavior

Types of Reinforcement:
Positive- Giving/ providing pleasant things to reinforce behavior(smile, reward,token,food)
Negative- Removing something unpleasant to reinforce behaviour
3. Social Learning Theory ( Albert Bandura) is a theory that suggests that learning happens through observation
and imitation.
• Attention: The degree of awareness of the behavior.
• Retention: remembering behavior.
• Reproduction: behavior performance.
• Motivation: The will to emulate the behavior.
4. Purposive Learning Theory (Edward Tolman) suggests that human behaviours are anchored at certain human
goals and objectives.
 B. COGNITIVIST- Cognitivist are those believe in cognitivism. They suggests that Learning is an Internal Mental
Process. (Meaningful Learning Theory, Cognitive Development, Schema Learning Theory, Gestalt, Insight, Ipt,
Cumulative Learning Theory).
1. Meaningful Learning Theory. Happens when students relate the new knowledge with prior knowledge/experiences.
Ausubel advocated that the most important factor in learning is that which the learner already knows.
“Meaningful learning occurs when the learner interprets, relates, and incorporates new information with existing
knowledge and applies the new information to solve novel problems”-David Ausubel
2.Cognitive Development Theory.- Jean Piaget

3. Schema Theory - states that all knowledge is organized into units. Within these units of knowledge, or schemata, is
stored information.

4. Gestalt Theory by Wolfgang Kohler, Max Wertheimer and Kurt Koffka - refers to a community of practice that
investigates the role of human mind in relation to perception and interpretation.
5.Insight Theory(Wolfgang Kohler). Insight Learning refers to the sudden realization of a solution to a problem
sometimes termed as Eureka or Aha Moment.
Sultan- the intelligent ape used by Kohler in his experiment

6. Information processing Theory(Miller) generated from Stage Theory (Richard Shiffrin and Richard Atkinson)- is a
theory which explains the inner workings of the human mind through making a Computer as its metaphor.
The Main Components of the Memory Model:
• Sensory Memory- to process and recall what you see.
• Short Term Memory 'STM'- is the information that a person is currently thinking about or is aware of.
• Long Term Memory 'LTM'- is the storage of information over an extended period.