ACTIVITY #1
Summarize the five (5) learning theories and their impacts to EPP teaching using the
table below:
Behaviorism Constructivism Social Cognitivism Experientialism
Learning
Knowledge Behavioris Constructivism Social Cognitivism is a philosophical
is: m, also is the theory thatlearning "the theory that
known as says learners theory is psychology of experiences is the
behavioral construct a theory of learning which source of all
psychology, knowledge learning pr emphasizes knowledge not
is a theory of rather than just ocess human purely deductive,
learning passively take in and social cognition or formal, or
which states information. As behavior intelligence as tautological
all behaviors people which a special compare
are learned experience the proposes endowment empiricism.
through world and reflect that new enabling man
interaction upon those behaviors to form
with the experiences, can be hypotheses
environment they build their acquired by and develop
through a own observing intellectually"
process representations and (Cognitivism)
called and incorporate imitating and is also
conditioning. new information others. ... In known as
Thus, into their pre- addition to cognitive
behavior is existing the development.
simply a knowledge observation The underlying
response to (schemas). of concepts
environment behavior, le of cognitivism
al stimuli. arning also involve how we
occurs think and gain
through the knowledge.
observation
of rewards
and
punishment
s, a
process
known as
vicarious
reinforceme
nt.
Focus of Focuses on Focuses on Focuses on Emphasizes Emphasizes
learning is the idea that student the learning observational l direct action and
on: all behaviors questions and that occurs earning, or scientific control
are learned interests, they within a acquiring new as well as
through build on what social skills or methods and
interaction students already context information, or consequences.
with the know, altering old
environment. they focus on
behaviors by
This learning interactive learn
watching
theory states ing and are
that student- others rather
behaviors are centered, than overt, trial-
learned from teachers have a and-error
the dialogue with behavior.
environment, students to help
and says that them construct
innate or their own
inherited knowledge, they
factors have root in
very little negotiation, and
influence students work
on behavior. primarily in
groups.
Key learning -Classical -Two views of -General -Gestalt The Four
concept: Conditioning constructivism Principles of Principles Learning Styles
-Principles -Characteristics Social 1.Law of are:
Derived from of Learning Proximity
Thorndike’s Constructivism Theory 2.Law of 1. Diverging
Connectionis -Organizing -How the Similarity 2. Assimilating
m Knowledge Environment 3.Law of 3. Converging
-Principles -Making Reinforces Closure. 4.
Derived from Concept- and 4. Law of Good Accommodating
Skinner’s Learning Punishes Pragnanz.
-Experiential
Operant Effective the 5.Law of
learning
Conditioning - Schemas and Modeling? Figure/Ground
examples.
-Neo Script -Cognitive -Insight
-Benefits of
Behaviorism: -Applying Factors in in Learning
experiential
Tolman and Constructivism Social -Gestalt
learning.
Bandura in Facilitating Learning Principles and
-Tolman’s Learning -Educational the Teaching-
Purposive Implications Learning
Behaviorism of Social Process
-Tolman’s Learning
Key Theory
Concepts
Centered on: -CLASSICAL -idea that -Albert -Cognitive -Kolb's
CONDITIONI learners Bandura’s Perspective Experiential
NG construct Social Learning Cycle
-Pavlov also knowledge for Learning Model
had the themselves Theory
following
findings:
- Edward
Thorndike’s
Connectionis
m theory
-Experiment
on Albert
-Experiment
on Albert
-Neo
Behaviorism:
Tolman and
Bandura
EPP teaching Behaviorism Constructivist Has a great Cognitivists h Experiential lear
impact/s: as an teachers root in ave increased ning promotes
educational encourage encouraging our learning through
learning students to self-efficacy understanding critical reflection. ·
theory led to constantly by using of how humans reinforce
the assess how the constructive process and previously held
development activity is feedback. make sense of stereotypes or
of several helping them Students new misconceptions, ·
aspects of gain who get information, derive simple
instruction understanding. positive how we solutions to
and learning By questioning reinforceme access, complex
production, themselves and nt have interpret,
some of their strategies, more integrate,
which we still students in the confidence process,
use in constructivist in organize and
classrooms classroom themselves manage
today, ideally become and their knowledge,
including "expert abilities— and have given
direct learners." This this stands us a better
instruction, gives them ever- out in their understanding
lecture, broadening tools mind and of the
behavioral to keep learning. they want to conditions that
objective as With a well- repeat this affect learners'
classroom planned behavior. mental states.
management, classroom
behavioral environment,
reward the students
system, learn HOW TO
positive LEARN.
reinforcement
, and
individualized
instruction,
among other
notions.
ACTIVITY #2
Choose how 3 key concepts of Bandura’s social learning theory then state how you
apply the concept as you teach. Use the table provided for this purpose.
3 Key Concepts How I apply it in my teaching
of Albert
Bandura
1.Observational 1.1 By asking around you can often find who has that particular
strength and then go and ask if you can observe them.
learning
1.2 “People not only gain understanding through reflection; they
evaluate and alter their own thinking.” (Albert Bandura Social
Foundations of Thought and Action, 1986)
2.Imitation 2.1 Providing the learner with a model of the target behavior
2.2 Rewarding the learner for demonstrating the response
immediately after the model
3. Modeling 3.1 By showing them how to perform a skill while describing
each step with a rationale.
3.2 Provides students with both a visual and verbal example of
what they will be expected to do.
