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Educ 6. Synchronous-and-Asynchronous-Session-Performance-Task

1. Students are assigned asynchronous and synchronous activities from October 20-23 to review and apply various learning theories in classroom situations. 2. The activities include researching learning theories, completing a KWHL chart, creating information sheets on specific learning theories, developing a graphical representation of what was learned, and reflecting on the significance and worth of the activities. 3. Students are expected to draw from various resources to gain an understanding of learning theories and apply different theories that could be used in their future teaching.

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28 views4 pages

Educ 6. Synchronous-and-Asynchronous-Session-Performance-Task

1. Students are assigned asynchronous and synchronous activities from October 20-23 to review and apply various learning theories in classroom situations. 2. The activities include researching learning theories, completing a KWHL chart, creating information sheets on specific learning theories, developing a graphical representation of what was learned, and reflecting on the significance and worth of the activities. 3. Students are expected to draw from various resources to gain an understanding of learning theories and apply different theories that could be used in their future teaching.

Uploaded by

tristanearl1262
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Synchronous and Asynchronous Sessions Performance Tasks / Activities

October 20 to 23, 2023

Deadline of Submission October 25, 2023.

In these activities you are expected to Review and apply various theories of learning in classroom
situation.

The following are the things to accomplish in this phase:

1. Each of you will have to squeeze every resource (traditional and non-traditional means) in
understanding various learning theories. To facilitate your research tasks and enrich your
understanding of this topic watch videos and research outputs related to learning theories.
2. Based on what you have read, what you have browsed in various internet-based resources,
printed materials and what you have reviewed in videos and interactive online materials,
perform/answer/ fill-out the KWHL Chart encode your thoughts, views and ideas in a A-4 size
coupon band, Font size 12 and font style Times New Roman, Single Space.

On Learning Theories
What I KNOW What I WANT to find HOW I can Learn What I have
out more LEARNED

3. Answer the following question (following an Information Sheet template).


The same instructions as stated in number 2 in coming up with the information sheets.
A. What are learning theories and discuss it. (behaviourism/associative Theory Approach,
Beliefs of Behaviourist Approach)
 Ivan Petrovich Pavlov Classical Conditioning, Features of Classical Conditioning
- Is a type of learning where a natural stimulus becomes associated with a
meaningful stimulus and produces a similar response. A learning involves
environment interaction. Ivan Pavlov discovered classical conditioning during his dog
experiments in the late 1890s. connecting a neutral stimulus with a positive one, such
as Pavlov’ dogs hearing a bell (neutral) and expecting food (positive). The learned
behavior is called a conditioned response. His seminal work on classical conditioning,
often called Pavlovian conditioning, laid the foundation for our understanding of
associative learning and its role in behavior modification. This knowledge can be
used to assist memory or increase the efficacy of learning. This knowledge is also
used in advertising and marketing.

 Phases of classical Conditioning


Classical conditioning has four phases. In the acquisition phase, a neutral
stimulus (CS) is paired with a naturally occurring stimulus (US) to create a
conditioned response (CR). During the extinction phase, the CS is presented
repeatedly without the US, causing the CR to weaken and eventually disappear.
Spontaneous recovery can occur when the CS is presented again after a period,
resulting in a weaker and shorter-lived CR. Generalization involves responding to
similar stimuli, while discrimination involves responding only to the specific CS.

 Principles of Learning in Classical Conditioning and its Implications


 Burrhus Frederic Skinner Operant and Reinforcement
 Types of Reinforcers
 Schedules of Reinforcement and cite examples.
 Types of reinforcement
 Principles of Learning in Operant Conditioning and give example (classroom
Situation-based) Tabular/ matrix presentation or form.
 Edward Lee Thorndike’s Connectionism

 Principles of Learning in Connectionism & it’s implications


o Multiple Responses
o Law of set and attitude
o Laws of Readiness
o Law of Exercise
o Law of effect
o Halo effect
 Cognitivism Approach
 Beliefs of Cognitivist Approach
 Edward Chance Tolman’s Latent Learning-Place Learning
 David Ausubel’s Meaningful Verbal Learning Theory
-Two Dimensions of Learning Process
 Jerome Bruners Discovery Learning Theory/ Inquiry Method/ Theory of Instruction.
 Wolfgang Kohler’s Insight Learning/ Problem Solving Theory
 George A. Millir’s Theory of Data Processing
 Three Main Elements of Information Processing
1. Information stories
 Sensory record
 Short-term memory
 Long term memory
 Semantic memory
 Recollectional memory
 Operational memory
 Cognitive Processes
 Attention
 Perception
 Repetition
 Coding
 Storing
 Retrieving
 Information Processing Model
 Executive Cognition or Cognition Information
 Richard Atkinson’s amd Richard Shiffirin’s Information Processing Theory
 Stages of Human Memory
 Three Components of Long term Memory (LTM) According to Tulong (1993)
 Episodic
 Procedural
 Semantic
 Causes of Forgetting
 Retrieval
 Decay Theory
 Interference Theory
 Guidelines to help Learners Effectively Process Information (Zhou and Brown, 2015) give
example for each guideline.
 Allan Palvio’s Dual-Coding Theory
 Robert Gagne’s Cumulative Learning
 Hierarchy of Learning
1. Signal Learning
2. Stimulus-response learning
3. Chaining/ motor-verbal response
4. Verbal Association
5. Discrimination Learning
6. Concept Learning
7. Principle Learning (Rule Learning)
8. Problem-solving
9. Events of Instructions (Enumerate and Briefly Explain)
 Types of Transfer of Learning
 Constructivism Approach
 Beliefs od Constructivism
 Jean Piaget’s Cognitive Constructivism
 Major Consideration when applying this Jean Piaget’s Cognitive Constructivism Theory
 Enumerate the elements that influence learners’ cognitive development according to Elliot
(2007)
 Lev Semanovich Vygotsky’s Social Constructivism
 4 Major Considerations when applying Social Constructivism by Vygotsky
 Albert Bandura’s Social learning Theory
 Classification of models according to Bandura
 Concept in Social Learning Theory according to Bandura
 4 Phases of Observational Learning According to Bandura
 Jean Love and Wenger’s Situational Learning
 Robert Sternberg’s Triarchic Intelligence
 Kinds of Intelligence by Robert Sternberg’s Theory
 Wilhelm Wundt’s Structuralism
 William James’Functionalism
 Kurt Lewin’s “Life and Space” and “Field theory”
 Daniel Goleman’s Emotional Intelligence
 David Kolb’s Experiential Learning
 Connectivism Approach

4. Create a graphical representation of the things you have learned on learning theories
(application of Education Technology I)
5. You may now express freely your thoughts, feelings and experiences in this activity by writing
or sketching (use 1 whole A4 size coupon bond)
6. Are you happy with your outputs? Why?
7. How significant these theories to your future teaching-learning engagement?
8. If you were already a teacher, will you adopt same theory/ies in your class? Why?
9. What are the skills you develop after these activities?
10. Do you find the activities worth doing? Why?

Submit to:

DR. ANA MARIA A. BONITO


Associate ProfessorV

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