BEHAVIORISM -A child will only learn if it is ready
-to modify or shape behavior is the main concern of
behaviorism as a learning theory.
- it emphasize that behavior is mostly learned through
conditioning and reinforcement.
CLASSICAL CONDITIONING
It posits that when a naturally occurring stimulus and an
environmentally stimulus are paired the environmental
stimulus will eventually elicit similar response to the
natural one.
IVAN PAVLOV
-the result of the experiment about the dog, the bell,
and about the food.
JOHN B. WATSON
-famous for his study: LITTLE ALBERT an infant and
conditioned him to fear furry animals (rat, rabbit)
-according to him fear, love and hate and other
emotions can be learned or unlearned.
STIMULUS-a thing or event that evokes a specific
reaction
RESPONSE- a reaction to a specific stimulus
STIMULUS GENERALIZATION
EXTINCTION
SPONTANEOUS RECOVERY
DISCRIMINATION
HIGHER ORDER CONDITIONING
CONNECTIONISM
-Intelligence is a function of the number of connections
learned
-Learning through trial and error with
reinforcement(STRENGTHENING)
APPLICATION
-Thorndike was interested in the application of his
theory to education including: MATHEMATICS,
SPELLING, READING, MEASUREMENT OF INTELLIGENCE
AND ADULT LEARNING
EDWARD LEE THORNDIKE
-father of EDUCATIONAL PSYCHOLOGY
3 PRIMARY LAWS
1. LAW OF EFFECT/LAW OF USE & DISUSE
-The greater the satisfaction the stronger the
motivation to learn
2.LAW OF EXERCISE/ LAW OF USE & DISUSE
-Practice makes perfect
3.LAW OF READINESS/ LAW OF ACTION TENDENCY
-Learning takes place when action tendency is aroused
OPERANT CONDITIONING
-Also known as INSTRUMENTAL CONDITIONING
-Based upon the notion that learning is a result of
change in behavior
BURRHUS FREDRICK SKINNER
-known for developing the theory of BEHAVIORISM
-SKINNER BOX AKA OPERANT CONDITIONING CHAMBER
A device used to record an animal’s behavior in a
compressed time frame and it can be rewarded or
punished for a certain behavior
REINFORCEMENT-the key element to explain why and
how learning occurs
REINFORCER- anything that strengthens the desired
response
PRINCIPLE OF REINFORCEMENT-it refers to an increase
in the frequency of response
NEUTRAL OPERANTS-
POSITIVE REINFORCER-any stimulus given to increase
response
NEGATIVE REINFORCER-it is not a punishment, it is any
stimulus that results in increased response when
remove
NEO-BEHAVIORISM
-It bridges the gap between BEHAVIORISM AND
COGNITIVE THEORIES.
PURPOSIVE BEHAVIORISM
-a.k.a. SIGN LEARNING THEORY
-theory of TRIAL & ERROR
Proponent is EDWARD CHANCE TOLMAN
-According to him learning is always purposive and goal
directed.
-He reputes SKINNER, saying that reinforcement is not -
needed for learning.
-Through learning we develop a cognitive map.
-Reinforcement not essential for learning
- Behavior is more than and different from the sum of
its psychological parts.
It is often see as the link between BEHAVIORISM AND
COGNITIVE LEARNING THEORY
The animal used in his theory was a RAT put in a MAZE.
REWARDED
DELAYED
NO-REWARD

PURPOSIVE BEHAVIORISM
1.GOAL DIRECTED
2.COGNITIVE MAPS
3.LATENT LEARNING-kind of learning that stays and can
exist even without reinforcement.
4.INTERVINING VARIABLES-motivation/determinant of
behavior
SOCIAL LEARNING THEORY
proponent is ALBERT BANDURA
-BOBO DOLL EXPERIMENT
-Emphasize the importance of observing, modelling and
imitating behaviors of others.
OBSERVATION-act of watching somebody to learn
IMITATION-act of copying somebody
MODELLING-a person or thing considered excellent
Conditions necessary for effective modelling to occur
1.ATTENTION- mimicking, observing, focusing
2.RETENTION-remembering behavior
3.MOTOR REPRODUCTION-ability to replicate
4.MOTIVATION
GENERAL PRINCIPLES
1. People can learn by observing behaviors
2. Learning can occur without change in behavior.
3. Cognition plays an important role in learning.
4. Social learning theory is considered as a bridge
to Cognitive Learning theory.
COGNITIVE LEARNING THEORIES
THEORY OF COGNITIVE DEVELOPMENT/
SOCIOCULTURAL THEORY
-emphasize the importance of adult instruction and
guidance.
Proponent: LEV VYGOTSKY
HIS BASIC ASSUMPTIONS
-Brain maturation play a role in cognitive development
1.Through both informal education and informal
schooling, adults convey to children the ways in which
their culture interprets and respond to the world.
2.Every culture passes along physical and cognitive tools
that make daily living more productive and efficient.
3.Thought and actions became increasingly
interdependent in the first few years of life
SELF-TALK or PRIVATE SPEECH
4.Complex mental process begin as social activities and
gradually evolve into eternal mental activities that
children can use independently.
INTERNALIZATION-
5.Children appropriate their culture tools in their own
idiosyncratic manner
APPROPRIATION
6.Children can accomplish more difficult task when
assisted by more advanced and competent individuals
M.K.O.-MORE KNOWLEGEABLE OTHERS
7.Challenging tasks promote maximum cognitive
growth.
Z.P.D.-ZONE OF PROXIMODISTAL DEVELOPMENT-
8.Play allow children to stretch themselves cognitively
GESTALT PSYCHOLOGY
Considered as the forefront of COGNITIVE PSYCHOLOGY
GESTALT german word meaning FORM OR
CONFIGURATION
PROPONENTS:
MAX WERTHEIMER
Father of gestalt psychology
WOLFGANG KOHLER
key figure in development of gestalt psychology
Conducted experiments on apes
KURT KOFFKA
They believed that;
1.Learners are not passive but rather active.
2.We do not simply record data but actively gather and
interpret it on our own in order to make sense of it.
Sometimes it can be subjective and can be influence by
our past experiences.

GESTALT THEORY 6 LAWS OF LEARNING
1.LAW OF PROXIMITY-elements closer together
2.LAW OF SIMILARITY-elements that are similar will be
percieved as the same part of the same form
3.LAW OF CLOSURE-we enclose a space by completing a
contour and ignoring gaps in the figure
4.LAW OF CONTINUATION-
5.LAW OF PRAGNANZ-the less complicated the better
the student learn.
6.LAW OF FIGURE AND GROUND-nagiging interesting
ang bagay if it displays 2 diff figures.
INSIGHT LEARNING/DISCOVERY LEARNING
WOLFGANG KOHLER
LIFE SPACE
KURT LEWIN
-father of MODERN SOCIAL PSYCHOLOGY
-his theory LIFE SPACE is adhered on GESTALT
PSYCHOLOGY
-believed that six gestalt principles not influenced
perceptions but they also have impact on learning.
INNER FORCES-includes own motivation, attitudes and
feelings +
OUTER FORCES- attitude and behavior of the teacher
and classmates = PERCEPTION & LEARNING
INFORMATION PROCESSING THEORY
PROPONENTS
WENDELL GARNER
GEORGE MILLER
TYPES OF KNOWLEDGE & EXAMPLES
General-Information about the upcoming
brgy. election
Specific-knowledge about political theories
Declarative-factual knowledge
Conditional-knowing when and why
Procedural-making a lesson plan
Episodic-graduation day of high school
STAGES IN IPT
Encoding-information is sense and
perceived
Storage-information is stored
Retrieval-information is brought back
EXECUTIVE CONTROL PROCESS
-involved metacognitive skills that guide the
flow of info
FORGETTING-inability retrieved or access
info
DECAY-information FADES AWAY
INTERRFERENCE-new or old info blocks
access
METHODS FOR INCREASING RETRIEVAL OF
INFORMATION
Rehearsal-repeating info verbatim
Meaningful Learning-new info and prior
knowledge
Organization-making connections among
various pieces of info
Elaboration-connecting new info to old
Visual Imagery-forming a picture
Generalization-things we produce are easier
to remember
Context-remembering situation
Personalization-making info relevant to
individual
OTHER MEMORY METHODS
SERIAL POSITION EFFECT-recency / primary
PART LEARNING-chunking
DISTRIBUTED PRACTICE-pahinga sapag aaral
MNEMONIC AIDS-memory techniques
SENSORY REGISTER
DURATION:1-3 SECS
SHORT TERM MEMORY/ WORKING
MEMORY
there is a need to do rehearsal and
chunking
CAPACITY: 5-9 CHUNKS
DURATION-18 SECS OR LESS
LONG TERM MEMORY
-permanent storing house
CAPACITY-unlimited
DURATION-infinite
SUBSUMPTION THEORY
GRAPHIC ORGANIZERS
DAVID PAUL AUSUBEL
SUBSUMPTION
-Suggest that our mind has a way to
subsume or create new interpretations or
meaning.
FOCUS ON HIS THEORY
-The most important factor influencing
learning is QUANTITY, CLARITY &
ORGANIZATION
DERIVATIVE SUBSUMPTION-new info you
learn is an example of what you have
already learned
CORRELATIVE-higher level concept of
thinking
SUPERORDINATE-already familiar with
things but did not know concept itself
COMBINATORIAL LEARNING-newly acquired
combines with prior knowledge
ADVANCE ORGANIZER
1. You will find it easier to connect new
info with what you already know.
2. You can see how the concepts are
related to each other.
EXPOSITORY-describes new content
NARRATIVE-presents info in a form of story REINFORCEMENT-rewards and punishment

SKIMMING-done by looking over new

CATEGORIZATION
material IDENTITY CATEGORIES-categories based on their
GRAPHIC ORGANIZER attributes and features

CONSTRUCTIVIST THEORY EQUIVALENT CATEGORIES-

JEROME SEYOUR BRUNER

CODING SYSTEM-categories that serve to recognize
-American psychologist and educator who develop
sensory input
theories on perception , learning, memory and other
aspects of cognition.
The principle of Bruner launch the idea that people
interpret the world mostly in terms of similarities and
ENACTIVE REPRESENTATION- physical objects (biking,
differences.
tasting apple )
ICONIC REPRESENTATION-pictures
SYMBOLIC REPRESENTATION-language & mathematical
notation

SPIRAL CURRICULUM
-the mastery of concepts because they are revisited
again and again.
DISCOVERY LEARNING
-obtaining knowledge for oneself.

THEORY OF INSTRUCTION
PREDISPOSITION TO LEARN
-readiness for learning

STRUCTURE OF KNOWLEDGE-
Body of knowledge that can be structured so that it can
be easily grasped by the learner

EFFECTIVE SEQUENCING-lesson presented in increasing

difficulty
MODULE II / LESSON I In a learner centered teaching student’s are:

NATURE AND CHARACTERISTICS OF a.) Active participants in learning

LEARNER CENTERED TEACHING
Facilitating-making things easier.
Learning- a change in behavior or capacity acquired
through experiences
b.) Be able to make decisions by themselves about
how and what they would learn
c.) Constructing new knowledge and skills
d.) Working in collaboration
e.) Monitoring in collaboration.

Teaching-an organize instructional methodologies CHARACTERISTICS OF LEARNING-

Learner Centered Teaching-an approach that places the
learners at the center of learning.
a.) Acquisition of knowledge and info
b.) Development of skills
c.) Cultivation of value and attitude
It is learner centered if the teacher considered these
factors;
1.student’s interest
CENTERED TEACHING
1. Learner-centered teaching engages students in the
hard, messy work of learning.
2. Learner-centered teaching includes explicit skills
instruction.
3. Learner-centered teaching encourages students to
reflect on what they are learning and how they are
learning it.

2.student’s mental abilities 4. Learner-centered teaching motivates students by

giving them some control over learning processes.
3.teacher should be gender sensitive
5. Learner-centered teaching encourages collaboration.
4.economic background

5.cultural background

6.student’s needs

7.learning style

8.teaching style

LEARNER CENTERED INSTRUCTION-teaching method

focuses in students engaging in hard-work, reflecting on
their process, and learning independently or
collaboratively.