Unit5: Behavioral Learning Theories and Approaches to Learning

Objectives:
At the end of this module, yoUMUst be able to:

a) compare various approaches to learning and describe how they are

manifested
in the classroom.

b) apply behavior analysis in teaching child and

adolescent learners across
Curriculum areas.
c) make connections, Using knowledge on Current research literature, between
behavioral learning theories and developmentallý appropriate teaching
approaches suited to learners' gender, needs, strengths, interests and
experiences.

A. What is Learning?
Theorists within the learning perspective argued that development was the result
of learning, a relatively long-lasting change based on experience or
adaptation to the
environment.

Learning theoists were not interested in the inner working of the mind becauUse
those processes could not be directly observed. Because behavior is observable and
COuntable and confers great objectivity, this was the focUs. In the opinion of proponents
of thisview, terms could be defined precisely, and theories could bè tested scientificaly
in the laboratory, thus lending psychology greater legitimacy and respectability.
Psychologistsat the time also viewed the mindas tabula rasa, a blank slate upon
which experience could be written. In this view, everything a person becomes
dependent upon experience. Thus, anyone, no matter what race or whatever individual
characteristics might be present, could be anything. This implied that the ills of the world
could be fixed if psychologists could just figure out the right way to raise children. While
the child-rearing strategies proposed by behaviorists eventually fell out of favor, the idea
that people were fundamentally the same helda powerful moral attraction.
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 B. Approaches to Learning
1) Behaviorism
Behaviorism is a learning theory that emphasizes the
vironment in causing observable behavior. predictable role of
regctive and continuoUs. They hold that
Behaviorists consider development as
human beings of all ages learn about the
the same way other world
organisms do by reacting to conditions or
environment that they findpleasing. painful, or aspects of their
on associative learning, in threatening. Behavioral research focUses
which a mental link is formed
of associative learning are
between two events. Two kinds
classical conditioning and operant
discussed under conditioning part of the lecture. conditioning. This will be

2) Social Cognitive Theory

Social cognitive theory is acognitively oriented
learning theory that emphasizes
the role of observational learning in
determining behavior.
Bandura's (1989) updated version of social learning theory is
social cognitive
theory. The change of name reflects a greater
emphasis on cognitive prOcesses as
central to development. Cognitive processes are at
work as people observe models,
learn chunks of behavior, and mentally put the
chunks together into complex new
behavior patterns. Rita, for example, imitates the toes-out walk of her dance
teacher but
models her dance steps after those of Carmen, a slightly more advanced
student. Even
So, she develops her own style of dancing by putfing her observations
together into a
new pattern.
Through feedboack on their behavior, children gradually form standards for judging
their actions and become more selective in choosing models whodemonstrate those
standards. They also begin to develop a sense of self-efficacy, or confidence in their
abilities. Self-efficacy is the sense of one's capability to master challenges and achieve
goals.

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 cognitive theorists see children as activye. Children intentionally seek out or
Social
create environments inwhich reinforcers are available.
The child with artistic ability may

by taking art lessons and byimitating her art teacher.

develop her skills
in doing so, she creates an environment of social reinforcement in the form of
prgise from others. This reinforcement, in turn, influences the child's view of herself as a

go0d artist. Observational learning accounts for much human learning. It occurs when
children observe how parents cook, clean,or repair a broken appliance. It takes place
whenchildren watch teachers solve problems on the blackboard or hear them speak a
foreign language. Observational learning does not OccUr because of direct
reinforcement. It occurs so long as children pay attention to the behavior of others.

3) Information Processing
The information-processing approach seeks to explain cognitive development by
observing and analyzing the mental processes involved in making sense of incoming
information and performing tasks effectively: such processes as attention, memory,
planning strategies, decision making, and goal setting. The information-prOcessing
approach is not asingle theory but a framework that supports a wide range of theories
and research.

Some information-processing theorists compare the brain to acomputer: there

are certin inputs (such as sensory impressions) and certain outputs (such as behaviors).
Information-processing theorists are interested in what happensin the middle. Whydoes
the same input sometimes results in different outputs? In large part, information
processing researchers use observational data to infer what goes on between a stimulus
and aresponse.
For example, they may ask a person to recall alist of words and then obseve any

difference in performance if the person repeats the list over and over before being asked
to recall the words or is kept from doing so. Through such studies, some information
processing researchers have developed computational modets or flowcharts that

PRINCIPLES
EDUC 123:CHILD AND ADOLESCENT LEARNERS AND LEARNING PAGE 3
 analyze thespecifiC steps people go through in gathering, storing, retrieving, and using
information.

Ioformation-processing theorists view development as continuous. They note age

loted increases in the speed, complexity, and
efficiency of mental processing and in
the variety of material that can be stored in
memory. However, they do not consider
those porocesses to be fundamnentally
different at different ages, just more sophisticated.
The information-processing approach has
practical applications. By assessing certain
aspects of infant information processing, researchers can
estimnate an infant's later
intelligence. It enables parents and teachers to help children learn by making
them more
aware of their mental processes and of strategies to ernhance them.
The most obvioUS applications of information
processing occur in teaching. For
example, information-processing models alert teachers to the
sequence of steps by
which children acquire information, commit it to memory, and
retrieve it to solve
problems. Teachers who understand this sequence can provide experiences that give
students practice with each stage.

4) Cognitive constructivism
ConstrUctivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we Construct our own understanding of the world we live

in (Piaget, 1967).
Coanitive constructivism views learning as the process of constructing meaning; it
is how people make sense of their experience. Cognitive construUctivists are still
concerned with mental representations of learners: however, the overall purpose of
education is not only to acquire knowledge, but also to enable learners to create new
knowiedge, building on prior knowledge from past experiences.
Because knowledge is dctively constructed, learningis presented as aprocess of
active discovery. The role of the teacher is to facilitate this discovery by providing the
necessary resOurces and by guiding learners as they attempt to assimilate new
knowledge to the old, and to modity the old fo dccommodate the new. Teachers must

Ee
FDUC 123:CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPL PAGE 4
onsider the knowledge that the learner currenfly possesses, their stage of conh

development, their cltural background, and their personal history when deciding how
to constructthe curiculum and how to present, sequence, and structure new material.
In other words, teachers should facilitate learning by providing opportunities for
students to explore and interact with the material, encouraging students to reflect on
their own learning process, and creating opportunities for students to collaborate with
others.
Key theorists for cognitive constrUctivism are Jean Piaget(1896-1980) and John

Dewey (1859-1952). Since Jean Piaget has already been disCUSsed under Unit 3:
Cognitive Development, the focus of the discUSsion will be on John Dewey.
John Dewey was an American philosopher and educator who rejected the notion

that schools should focUS on repetitive, rote memorization and proposed a method of
directed livingwhere students would engage in real-world, practical workshops in which
they would demonstrate their knowledge through creativity and collaboration. He
emphasized the importance that previous experience and prior knowledge play in the
development of new understanding.
Dewey not only re-imagined the way that the learning process should take place,
but also the role that the teacher should play within that process. He pushed for the
creation of practical classes that could be applied outside of aschool setting. He also
thought that education should be student-oriented, notsubject-oriented. He emphasizes
that materialshould be provided in a way that is stimulating and interesting to the student

since it encourages original thought and problem solving.

5) Social constrUctivism
Social constructivism is the view that leaning occurs through social interaction
and the help of others, often in a group. Social constructivism posits that the
understanding an individual develops is shaped through social intergction
 The theory of social constructivism was developed by Soviet psychologist Ley
Vwaotsky (1896-1934). At the foundation of this theory is the belief that knowledge is not
a copyof an objective reality but is rather the result of the mind selecting and making
sense of and recreating experiences. This means that knowledge is the result of
interactions between both subjective and environmental factors.

In this view, the processing of new knowledge involves three steps:

1. Construction -building an understanding of a new concept by drawing on
many separate pieces of knowledge.

2. Storage -the mentalprocess of putting new information into memory.

3. Retrieval - finding and using information already stored in memory.
Retrieval sounds simple but is a step where erors can oCCUr. Specifically, a learner

may make areconstruction error. Reconstruction errors occur when there is a gap in one's
understanding. The tendency is to fill the gap with thoughts that are logical but may be

incorrect. A learner makes a reconstruction error when retrieving information from long
term memory to constrUct a logical but incorrect idea.
Social constructivism has implications for teaching and curriculum design.
Teachers should create opportunities for students to interact with others, engage in

dialogue and debate, and reflect on their own learning process: Curriculum should be
designedto reflect the cultural background and experiences of learners, and to provide
opportunities for students to explore diverse perspectives and worldviews.

In summary, social constructivism is a learning theory that emphasizes the role of

social interaction and cultural context in the development of knowledge and
understanding.This approach suggests that learning is a collaborative process in which
individuals construct knowledge through interactions with others and the world around
them Tegchers should create opportunifies for students to interact with others, engage
in dilogue and debate, and reflect on their oWn learning process, while curriculum
should reflect the cultural background and experiences of learners.
 C. Edward Lee Thorndike's Connectionism
Connectionism theory is based on the principle of active learning and is the resuit
of the work of the American psychologist Edward Thorndike. This work led to Thorndike's
Laws. According to these Laws, learning is achieved when an individual can form
associations between aparticular stimulus and a response, which he called an "S-R
bond". These associations become strengthened or weakened by the nature and
frequency of the stimuli-responses pairings. This means that an organism will repeat the
behavior if it obtains a pleasant or satisfying stimulus after first demonstrating it. He
therefore postulated that learning in an organism involves the act of selecting the most
appropriate response and associatingit with specific problems or stimuli. Thorndlike then
described this type of theory as learning by "trial and error" or "irial and success".
In ariving at this theory, a cat was put in a puzzle box, with food outside it. The
logic was that the cat must escape before it could get the food. There was a release
mechanism inside which the cat would operate before it could get outside. In the
process, the cat made aseries of efforts to get outside. Eventually. it succeeded in
operating the mechanism, which paved the way for its escape and obtaining the food.
On the subsequent attempt, the random movement was reduced, and the cat
concentrated much on the direction of the release mechanism until it was able to
escape again. The help of the release mechanism" made it possible for the cat to
SUCCeed in its escape.

In line with the experiment performed above, Thorndike came up with a set of laws
which are believed to be responsible for learning in organisms. These are the laws of
readiness, exercises, and effect.
)) Law of Readiness: This law emphaizes the desire/zeal of an organism to perform
an action. It is the physiological condifion of an individual to embark on a task.
This implies that "Individuals learn best when they are physically, mentaly, and
emotionaly ready to learn, and do not learn well if they see no reason for
learning". Since someone has been motivated to carry out an action, doing it ot
that point satisfies the actor and does not discourage him.

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 2) Law of Exercises: This refers to strengthening or weakening of an event. Thorndike
explained that repetition promotes learned asociations, (Stimulus and response).
This implies that "students learn best and retain information longer when they have
meaningful practice and repetition" Constant practice is necessary if an action is
to be strengthened. The practice here should be meaningful and followed by
feedback. Lack of practice may weaken an event because it is through practice
that learning coninues.
3) Law of Effect: It is the outcome of a response. Responses toasituationwhich are
followed by arewarding situation will be strengthened and become habitual
responses to that situation.

CLASSROOM IMPLICATIONS OF THORNDIKE'S THEORY

a) The teacher should know that the students learn better when their needs and
interests are considered, hernce the teacher should ensure that the learning
activities revolve around the students.

b) Readiness is a prerequisite for learning: the teacher is therefore advised to consider

the merntal or cognitive capability of the leamers when planning the curriculum or
instructional contents.

c) The teacher should recognize the fact that the students would like to
repeat the
actions for which they received positive regards. Hence, the teacher should
always USe varioUS motivational strategies to sustain the interest of the
students in
the claSsroom.

d) The teacher should always present

his/her materials in a logical and more
coherent way. This is the major way of arresting and sustaining the
interest of the
learners in pedagogical activities.
el The teacher should Consider fhe
use of punishment as a last option in
reducing
undesirable behavior in his /her classroomn. This is because the
gddress the problem, it rather makes the
punishment cannot
students to be more violent in the
classroom.

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LEARNING PRINCIPLES
2023/05/17 PAGE
 ‘) The teacher should recognize the importance of exercises or practice in the
learning process. Learningmay not occur unless practice is reinforced. This means
that the teacher should engage his/her students in assignment or homework if
meaningful learningmust be achieved.

D. Conditioning
1) Classical Conditioning
Classical conditioning is learning based on associating astimulus that does not
ordinarily elicit aresponse with another stimulus that does elicit the response.
which
The Russian physiologist van Pavlov (1849-1936) devised experiments in
feeding time. These
dogs learned to salivate at the sound of a bell that rang at
experiments were the foundation for classical conditioning, in which aresponse (in this
association with a
Case, salivation) to a stimulus (the bell) is evoked after repeated
stimulus that normally elicits the response (food).
Pavlov put a dog in harness and set up an apparatus in SUch a way as to

accurately measure how mUch saliVa it secreted. When meat pOwder was put on the
tongue of the dogthat has not been fed for hours, if salivated. The unlearned response

of salivation is called the UR (unconditioned response).

Next, a bellwas rung just before the meat powder was placed on the tongue. The
bell eventualy gave rise to salivation even if the meat powder was not presented. The
bellisthe learned stimulus and is called the conditioned stimulus. The dog somehow had
Glregdv been conditioned to asSOCiate fhe ringing of the bellwith the meat powder. The
transfer of response from one stimulus (meat powder) to another stimulus (ringing of the
bell) is called conditioning.
The American behaviorist John B. Watson (1878-1958) applied such stimulus
response theories to children, Claiming that he could mold any infant in anywoy he
chose. In one of the earliest and most famous demonstrations of classical conditioning in
human beings (Watson &Rayner, 1920). he taught an ll-month-old baby known as itle
Albert" to fear furry white objects.

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PAGE9
 In this study. Albert was exposed to a loud noise when he started to stroke a rat.
The noise fightened him, andhe began to cry. After repeated pairings of the rat with the
loud noise, Albert whimpered with fear when he saw the rat. Albert also started showing
fear responses to white rabbits and cats, and the beards of elderly men. The study,
although unethical, demonstrated that fear could be conditioned.
Classical conditioning occurs throughout life. Food ikes and dislikes may be a
result of conditioned learning. Fear responses to objects like a car or a dog may be the
result of an accident or a bad experience.

2) Contiguous Conditioning
ContiguoUS conditioning is an approach developed by Edwin Guthrie. It states
that a stimulus that caUSeS a response will cause the same response if the stimulus is
experienced agin. In other words, a behavior (response) will be repeated if the same
situation (stimulus) is experienced again.
For example, if a teacher provides a stimulus of "be quiet in the classroom" and
the students' response is silence every single time they are in the classroom then this is
considered contiguoUs Conditioning. Every time the students hear the words "be quiet in
the classroom", the studentsdevelop anassociation betweensilence and the classroom.
One influential aspectof Guthrie'swork was in habits. Habitsare learned behaviors
in response to various cues. Continuing with the be quiet example, if the teacher tells the
st udents to be quiet in the classroom, library, and
hallway, students develop the habit of
being duiet in many different settings. Ihe stimulus is now leading to
responses in variouS
contexts developing an overall habit.

Habit Breaking
Ctbrie did not only study habit formation but also
habit breaking. He devised
three methods of breaking habits: fhreshold, fatigue, and
incompatible response

EDUC 123:CHILD AND ADOLESCENT LEARNERS/BIPI5AObS PrNGIBOS

1) Threshold

To breaka habit, a person introduces a weak stimulus and gradually increasing

the strength right to the point of the person's tolerance. For example, if students cannot
sit stilltostudy (bad habit), then the teacher might gradually increase the amount of time
students have tosit stilland study (weak to strong stimulus)from five minutes to eventually
30 minutes. By moving incrementally, the students slowiy break the bad habit of
restlessness and replace it with the habit of diligent study.

2) Fatigue
This approach works by forcing an individual to repeat an unwanted response in
the presence of a stimulus. Continuing with our restless student example, if students
cannot sit still (boad habit), the teacher would make them run around nonstop until they
are exhausted (stimulus until fatigue). Even though students love to play, the possibility of
fatigue from over exposure changes their behavior.

3) Incompatible Response
This method involves the presence of a stimulus but having the person make a
response that is incompatible with the unwanted response. Using the same example of
restless students (bad habit/response). a teacher might have students write a story
(incompatible response). Since it is difficult to write and talk at the same time. it helps to
encourage the desired behavior of silence (desired response). The response of writing
and talkingare incompatible with each other. This friction leads to the silence thot the
teacher desires.
Cuthrie'swork seems to have been forgotten in education. It is common to
speak
of classical and operant but rarely of ContigUOUS
Conditioning. Guthrie's work
discourages punishmenf while encouraging tne replacement of bad habits with good
Thic isgdvice thatmany teachers Whoare Strugging withclassroom
management showd
Consider.

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PAGE 11
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 4) Operant Conditioning
Operant condifioning is learning based on association of behavior with its
Consequences. It is amnethod of learning that employs rewards and punishments for
behavior. ThroUgh operant conditioning, an association is made between abehavior
and aconsequence (whether negative or positive) for that behavior. It is sometimes
referred to as instrumental conditioning. It is also occasionally refered to as Skinnerian
conditioning since itwas first described by B.F. Skinner. He used the term operant to refer
to any "active behavior that operates upon the environment to generate
Consequences." Skinner's theory explained how we acquire the range of learned
behaviors we exhibit every day.
The best way to understand operant conditioning is to examine the experimental
chamber, often called the Skinner box where a hungry rat is placed in a SqUare box, the
sides and top of which are made of clear plastic. A lever protrudes from one side and
there is a tube that empties into the food cup next to the lever. The experimenters simply
wait while that rat explores the cage. Since there aren't many things to do in a Skinner
box, the rat eventualy presses the lever. A pellet of food (reinforcing stimulus)
immediately drops down the tube into the food cup.
The act of pressing the bar releases a food pellet which acts as reinforcement to
the pressing behavior. Thus, the rat will keep on pressing that bar, this time, no longer

"accidentally but intentionally". Thus, in operant conditioning. the organism plays an

gctive role in the learning process. Responses seem to be modified by reward or

Dunishment. A response that is punished fends fo be avoided. If the reinforcement

extinction.
ceases, the operant response undergoes
Operant conditioning relies on a simple premise: Actions that are followed by

reinforcement will be strengthened and more lIikely fo oCCur again in the future. If vOutel
thot
afunny story in class and everybody ldugns, yOU WIl probably be more likely to tell
story again in the future.
If vOU raise your hand to aska quesTION and your teacher praises your polite
or
behavior, you will be more likely to raise your nand the next time you have a question

PRINCIPI FS
ADOLESCENT LEARNERS AND LEARNING PAGE 12
FDUC 123:CHILD AND
 the behavior was followed by reinforcement, or a desirable
Because
Comment.
strengthened,
outcome, the preceding action is
undesirable consequences will be
Conversely, actions that result in punishment or
future. If you tel the same story again in
weakened and less likely to ocCuragain in the
class but nobody laughs this time, you will be less likely to repeat the story again
another
you, then you
the future. If you shout out an answer in class and your teacher scolds
in
again.
might be less likely to interrupt the class
conditioning has several implications for education, particularly in terms
Operant
teachers can use it to shape and reinforce desired behaviors in their students.
of how
Some of these implications include:
positive reinforcement toincrease the
a. Using positivereinforcement: Teachers can use
classroom. For example, teachers
likelihood of desired behaviors ocCurring in the
who participate in class discUssions or
might offer praise or rewards to students
Complete their homework on time.
operant conditioning to teach
b. Providing clear consequences: Teachers can use
example, if a student is
students about the consequences of their actions. For
as
Consistently disruptive in class, the teacher might implemnent a consequence, such
removing them from the class or assigning extra work.
undesirable
C. Avoiding punishment: While punishment can be effective in decreasing
behaviors, it can also have negative consequences, such as causing anxiety or
resentment. Instead, teachers can focus on reinforcing positive behaviors and
providingclear Consequences for negative behaviors.
d. Using shaping techniques: Shaping is a process in which desired behaviors are
aradually reinforcedover time. Teachers can Use shaping to encourage students to
learn new skills or behaviors. For example, a teacher might provide positive
reinforcement for students who make progress towards a difficult math problem.
e. Individualizinginstruction: Operant conditioning suggests that different students may
respond differentily to different reinforcement schedules. Teachers can use thie

EDUC 123: CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLEs

PAGE 13
 mtormation to tailor their instruction and reinforcement strategies to meet the

individual needs of fheir students.

E. Behavior Analysis in Education

Behavior analysis in education is asystematic approach to understanding how
students learn and how their behavior can be shaped and modified through
environmental foactors. It involves the use of principles and techniques derived from the
field of psychology to design,implement, and evaluate educational programs.
It has been used to improve teachingand increase learning across content areas,
grade levels and student populations for over 60 years. It provides a scienfific approach
to designing, implementing, and evaluating instruction based on analyzing interactions
between what the teacher does and student leaning.
Behavior analysis focuses on the relationship between behavior and the
environnment. It assumes that all behavior is learned, and that the consequences of
behavior play a crucial role in determining whether the behavior is repeated or not. The
goal of behavior analysis in education is to identify the specific environmental factors
that influence student behavior, and to design interventions that modify those factors to
improve student learning outcomes.

Behavior analysis techniques can be used to address avariety of educational

challenges, such as improving academic performance, reducing disruptive behavio,
and increasing social skills.These techniques may include reinforcement, which involves
providing rewards or positive consequences for desired behaviors, and punishment.
which involves providing negative consequences for undesired behaviors.
In summary, behavior analysis in education involves Using principles and
technigues derived from psychology to understand and modify student behavior
through environmental factors. Ihis approach Can be used to improve academic
performance, reduce disruptive behavior, and increase social skills in students

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PAGE
 F. Gestalt-Insight Learning

Wolfgang Köhler was a German psychologist who would become one of the
leadersin the
development of Gestalt psychology. In 1909 Köhler earned his PhD and
came to knowMax
.orked atthe psychological institute of Frankfurt-am-Main where he
friendship and a fateful
Wertheimer and Kurt Koffka, with whom he formed a life-long
them were able to set up the
intellectual companionship. Together the three of
nmeans the "unified or meaningful
foundoation for Gestalt psychology. The word Gestalt
whole".
an
learning, also known as insight, is a type of learning that occurs when
Insightful
grasps asolution to aproblem that waspreviously unclear or puzzling.
organism suddenly
Gestalt psychologist Wolfgang Kohler, who stUdied animal
The term was coined by the
early 20Oth century.
learning and problem-solving in the

Experiments by Kohler:
and hung a
Kohler put a chimpanzee (Sultan) inside a cage
In one experiment, tried to
cage. A boX Was placed inside the cage. Sultan
banana from the roof of the
could not SUCceed. Suddenly, he got an idea and
but
reach the bananaby jumping
platform by placing it just below the hanging banana.
Used the box as ajumping difficult. Now it required
experiment, Kohler made this problem more
In another over the
placing of one box
to reach the banana. Moreover, the
two or three boxes
specific arrangements.
other required different of the
banana was placed outside the cage
the
In another experiment, cage. One
larger than the ofhers, were placed inside the
chimpanzee. Two sticks, one longer stick.
that the ofher stickcould be thrust into it to form a
WOs hollow at one endso sticks.
ifcould not be picked up by one of the
kept that
Thebonana was so Suddenly, he
but failed.
chimpanzee first tried these sticks one after another
The banana. In
animal joined thetwo sticks together and reached the
idea. The
got a bright Sultan, who was the most
Kohler Used many different chimpanzees.
these experiments,

PAGE 15
AND LEARNING PRINCIPLES
ADOLESCENT LEARNERS
EDUC 123: CHILD AND
 chimpanzees
intelligernt of Kohler's chimpanzees, could solve all the problems. Ofher
Couldsolve the problems only when they saw Sultan solving them.
his apes
With such experiments, Kohler concluded that in the solutionof problems,
solve their problem
did not resort to blind trial and error mechanisms. They could
intelligently. Kohler used the term "Insight" to describe the learning of his apes.
Overall, the use of insightful learning in education can help students develop
important skills that are highly valued in today's world, sUch as problem-solving, creativity,
critical thinking, and motivation. By providing students with opportunities to engage in
active, challenging problem-solving, educators can help students develop the skills and
Confidence they need to sUCceed in school and beyond.

G. David Kolb's Experiential Learning Theory (ELT)

David Kolb's Experiential Learning Theory (ELT) is a holistic model of learning that
emphasizes the importance of personal experience and reflection in the learning 02
process. ACCOrding to Kolb, learning involves a cyclical process of four stages: concrete
experiernce, reflective observation, abstract conceptualization, and active

experimentation. This model suggests that learning occurs when individuals actively
engage in a process of reflection on their experiences and take actions based on their
insights.
Concrete experience is the first stage of the ELT cycle. This stage involves engating
in aparticular experience, such as participating in a group activity or working on a
proiect. In this stage, learners gather intormation through their senses, feelings, and
perceptions.
Thesecond stage of the ELT Cycle is reflective observation, In this staae, learners
observeand reflecton the experience they had in the first stage. They may analyze what
hanpened, describe their emotions and feelings, and evaluate the outcome of the
experience.

LEARNING PRINCIPLES
FDUC 123:CHILD AND ADOLESCENT LEARNERS AND PAGE 16
 their
abstract conceptualization. In this stage, learners use
The third stage is draw
form generalizations and concepts. They may
Absevations and reflections to
develop theories based on their experiences.
and
conclusions, make connections,
active experimentation. In this stage, learners
ELT Cycle is
The final stage of the This stage
by acting and trying out new approaches.
learned
apply what they have based on the knowledge
new strategies
and implementing
involves planning, testing,
stages.
insights gained from the previous
and

education, management, and other fields.

Kolb's ELT model has been influential in experience
process that involves both personal
learming is a continuous experimentation, the ELT model
It suggests that active
reflection. By emphasizing the importance of learning
and their own unique
risks, try new things, and develop
encourages learners to take

style. disCUSsed per topic accordingly.

Note: Pedagogical Implications were
REFERENCES
York:
Development 14th Edition. New
(2021). Experience Human
Papalia, D. & Martorell, G.
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