FACILITATING LEARNING

PRINCIPLE OF LEARNING IN
OPERANT CONDITIONING
Principle of contracts.
The relevant behavior is identified, then the teacher and the learner decide on
the terms of the contract.
Examples:
 A learner is misbehaving in class.
 The teacher and learner devise a behavioral contract to minimize
distractions. Provision include that the learner will be punctual, will sit in
front of the class, will raise a hand when he or she has questions or
comments, and will not leave his or her seat without permission.
Principle of Consequences.
Consequences happen after the target behavior occurs. It could be:
• Positive or negative
• Expand or unexpected
• Immediate or long-term
• Extrinsic or intrinsic
• Material or symbol (a failing grade)
• Emotional/interpersonal; and
• unconscious
Example
 Smiling at the learner after a correct response
 Giving commendation to learners for their accomplishments
 Selecting learners for special task.
 Praising the learners’ ability to their parents.
Principle of Reinforcements.
Negative reinforcement increases the probability of a response that removes a prevents
an adverse condition.
Example:
 Obtaining a score of 80% of higher makes the final exam optional.
 Submitting all the assignments on time results in the lowest grade being drop.
 Perfect attendance is rewarded with “homework pass.”
Principle of Extinction.
Punishment involves presenting a strong stimulus that decreases the frequency of a
particular response. Punishment is effective in quickly eliminating undesirable behaviors.
Example:
 Learners involved in fighting are immediate referred to the principal.
 Late assignment are given a grade of “0”
 Three records of tardiness in attending class to dialogue with parents.
 Failure to do homework results in after-school detention (the privilege of going
home is removed).
Premark Principle or “Grandma Rule”
Less derived activities can be increased by looking at them to do more desired
activities.
Example:
 Learners can go home only after accomplishing the given task or tasks for
the day.
 Stress o the learners that there is time for play, study, and sleep.
Edward Lee Thorndike’s Connectionism.
It means selecting and connecting constitute learning. Prior to Skinner’s
operant conditioning, which reinforces behavior, Thorndike’s has classified the
concepts related to reinforcement -based leaning. Thorndike call this
connectionism instrumental conditioning, which explains that there is probability
for behavior to occur again when followed by a positive experience. This idea is
also explained in Thorndike’s main tenet, the “law of effect.” however, it should be
remembered that Skinner focused on the association between the response and
the reinforcement, while Thorndike focused on the connection between the
stimulus and the response.
 PRINCIPLE OF LEARNING IN IMPLICATIONS
CONNECTIONISM
Multiple responses. This refers to a variety A child tries multiple response to solve a
responses that would lead to a conclusion or certain problem.
arrival of an answer.
Law of Set and Attitude. This explain that Giving homework and advanced reading
prior instruction/experience affect a given prepares the child well in class.
task.
Law of Readiness. This law that interfering Asking a child to write the letter of the
with oral directed behavior causes alphabet when he or she does not yet know
frustration. It further explains that making the basic strokes of writing will only lead to
someone to do something that he or she frustration and disappointment.
does not want to do is also frustrating.
Below are the three tenets of the law of
readiness.
 When someone is ready to execute some
act, doing it is satisfying and results in a
feeling of happiness.
 When someone is ready to execute some
act, not doing it is annoying and
disappointing.
 When someone is not ready to execute
some act, getting forced to do it is
annoying and frustrating.
Law of effect. This law
explains that reward
reinforces a behavior,
whereas punishment
decreases its occurrence.
Halo Effect. This law
describes the ‘ physical
attractiveness stereotype”
and the “ what is beautiful is
good” principle. It means
that the teacher’s
impression influences how
he or she feels and thinks
about the learner’s
character
Teacher should recognize
the achievement of learners
and encourage others to
perform better.
Good looking and beautiful
learners are outright
perceived to be smart and
intelligent. Thus, teacher
should evaluate learners
according to their
performance and not on
their physical appearance.
 THANK
THANK YOU
YOU
GOD
GODBLESS US
BLESS US