TYPES OF LEARNING

UNDERSTANDING
Sensory Learning - Involves understanding the
LEARNING AND external world through senses and muscle.

KNOWLEDGE Cognitive Learning - Concerned with the

development of ideas and concepts and
ACQUISITION situation in which the learner attempts to
associate work with their meaning or form
METHAPORS OF LEARNING association between symbols.
Metaphor is a figure of speech use to Affective Learning – Involves feelings and
give meaning in a symbolic manner. Meaning is emotions, assimilation of values, mental
transferred from one object to another on the understanding, pleasure and satisfaction.
basis perceived similarities.

 Learning is the sea.A learner is a ship.

THEORIES OF LEARNING
Because knowledge is boundless like the sea
and a learner is a ship sailing in the sea. Behaviorist Perspective

 Learning is farming and a learner is a The term “behaviorist” was coined by

farmer. John B. Watson (1913). He insisted that the
theory, the focus should be on the mesurable
Because the harvest, as well as the study is and observable behaviors.
based on effort.
Bahaviorism is a school of thought of
 Learning is music and a learner is a psychology based on the assumption that
composer. learning occurs through interactions with the
Because the harvest, as well as the study is environment.
based on effort. The principles of the behaviorist theory
 Learnerning is a music and a learner is a largely came from Ivan Pavlov, Edward
composer. Thorndike and Burrhus F. Skinner.

The reason is that learning looks easy, but when

one digs into it, there is a huge world.

 Learning is an exploration, a learner is an Classical Conditioning of Ivan Pavlov

explorer.
One of the best-known
Because as a learner, there is always something aspects of the behavioral
new waiting for you, every learner should be an theory is classical
explorer to prepare well and to learn new conditioning. Discovered by
things. the Psychologist Ivan Pavlov,
classical conditioning is a
 Learner is a buds,
learning process tha occurs
Which will grow up extremely fast if you give through between an environmental stimulus
enough sunshine and water. and naturally occurring stimulus.
Russian associations Classical conditioning is smell, the sound would eventually trigger the
where the behavior becomes a reflex response conditioned response.
to an antecedents stimulus. This was notice by
The Conditioned Response (CR) – This is
Pavlov when he saw that a dog came to
learned response to the previously neutral
associate the delivery of food with a white lab
stimulus.
coat or with the ringing of a bell by salivation
even when there is no sight or smell of food.

Classical conditioning regard this form of Principles of Classical Conditioning

learning to be the same whether in dogs or in
humans. In the school, the learner is sometimes In Ivan Pavlov’s experiment using the
conditioned to associate particular object with dog and the bell to make the dog salivate, he
the teacher. So when they encounter the also had the following findings:
object, they are also reminded of the teacher. Stimulus Generalization - Once the dog learned
to salivate at the sound of the bell, it will
salivate at the other similar sounds.

Extinction – If you stop pairing the bell with the

food, salivation will eventually stop in response
to the bell.

Sponteneous Recovery – Re-emergence of a

response that have been previously
conditioned.
In order to understand more about classical
Discrimination – The dog could learn to
conditioning works, it is important to be familiar
discriminate between similar bells and discern
with the basic principles of the process.
which bell would result in the presentation of
The Unconditioned Stimulus (US) – This is food and which would not.
unconditionally, naturally, and automatically
Higher-Order Conditioning – Once the dog has
triggers a response. For example, when you
been conditioned to associate the bell with
smell one of your favorite foods, you may
food, another unconditioned stimulus, such as a
immidiately feel very hungry.
light may be flashed at the same time that the
The Unconditioned Response (UR) – This is bell rings.
unlearned response that occurs naturally in
response to the unconditioned stimulus.
Operant Conditioning of Burrhus F. Skunner
The Conditioned Stimulus (CS) –
Previously neutral stimulus that, after becoming Operant conditioning is a
associated with the unconditioned stimulus, method of learning that occurs
eventually comes to trigger a conditioned through rewards and
response. In our earlier example, suppose that punishments of behavior.
when you smelled your favorite food, you also Through operant
heard the sound of a whistle. While whistle is conditioning, an association is
unrelated to the smell of food, if the sound of made between a
the whistle was paired multiple times with the behavior and a
consequence for that behavior. Edward Lee Thorndike (1898) formulated the
Skinner used the term operant to refer to any theory of connectionism also called
“active behavior that operates upon the stimulus response theory. The learning
environment to generate consequence” (1953). theory of thorndike represents the original S-
R framework of behaviorist psychology.
Learning is the result of associations forming
between stimuli and responses. Such
association or “habits” become strengthened or
weakened by the nature and requency of the S-
R pairing.

Thorndike expresses the principles of

connectionism in the following of learning:
Components of Operant Conditioning

Reinforcement – is any event that strengths or  Law of Effect – When a connection

increases the behavior it follows. The goal of between the stimulus and response is made
this is to incresed desired behaviors. and is followed by a satisfying experience
the connection is strengthened. If the
Positive Reinforcement – Any stimulus that are
connection is followed by an annoying
given or added to increase the response. For
result, the connection is weakened.
example when mother promises a vacation trip
for her kids if they get good grades at the end of Implies that, a person tends to repeat life
the semester. experiences that has been satisfying, and tends
to avoid what has been dissatisfying.
Negative Reinforcement – Any stimulus that
results in the increased frequency of a response  Law of Readiness – States that when a
when it is withdrawn or remove. A negative person is prepared to respond or act, giving
reinforce is not a punishment but a reward. the respond is satisfying, and being
prevented from doing is annoying.
Punishment – is a consequence intended to
result in reduced responses. The goal is to Reminds that a learner must not be forced
decrease undesirable behaviors. beyond the present level of
readiness to avoid acquiring
Positive Punishment – Sometimes referred to
some undesirable attitudes that might affect
as punishment by application, it involves the
learning capabilities.
presentation of an unfavorable event or
outcome in order to weaken the response it Implies that teacher must either wait or accept
follows. the present level of readiness
of the learner, but should
Negative Punishment – Also known as
apply motivational learning activities.
punishment by removal, occurs when a
favorable event or outcome is removed after a  Law of Exercise – Law of exercise means
behavior occurs. that drill or practice helps in increasing
efficacy and durability of learning.
Thorndike’s Connectionism
According to Thorndike’s S-R bond theory,
the connections are strengthened with trial
or practice and the connection are
 weakened when trial or practice is  Symbolic Model – Which involves real of
discontinued. Repetition or practice is fictional characters displaying behaviors in
valuable in learning. books, movies, television programs, or
 Law of Use online media
 Law of Disuse
➢Mental States are Very Important to
Learning
Social Learning Theory of Albert Bandura Bandura noted that external, environmental
reinforcement was not the only factor to
According to Albert
influence learning and behavior. He
Bandura (1977), people
described intrinsic reinforcement as a form of
learn observing others’
internal reward, such as pride, satisfuction and
behavior, attitude and the
a sense of accomplishment.
outcomes of behaviors. He
believes that most of ➢Learning does not Necessarily Lead to a
human behavior is Change in Behavior
observationally through
from observing others, one forces an idea of While behaviorist believe that learning leads to
how new performed these learned permanent change in behavior, observational
modeling ;behavior. learning.

LEARNING/THINKING
Concept of Social Learning Theory
STYLES
People can learn through observation
 Refers to the preferred way of individual to
In his famous “Bobo doll” studies, Bandura process information.
demonstrated that children learn and imitate  They describe a person’s typical mode of
behaviors they have observed in other people. thinking, remembering or problem-solving.
The children in Bandura’s studies observed an
adult acting violently toward a Bobo doll. When Sensory Preferences
the children were later allowed to play in a Individuals tend to gravitate toward one
room with the Bobo doll, they began to or two types of sensory input and maintain a
imitate the aggressive actions they had dominance in one of the following types:
previously observed.
 Visual Learning
Bandura identified three basic models of  Tend to learn better when a variety of
observational learning: visual aids are used.
 Live Model – Which involves an actual o Visual-Iconic – refers to those who
individual demonstrating or acting out a are more interested in visual imagery
behavior. such as film, graphic display, and
 Verbal Instructional Model – Which pictures.
involves descriptions and explanations of a o Visual-Symbolic – refers to those
behavior. who feel comfortable with abstract
 symbols such as mathematical to social and cultural differences rather
formula or thw written word. than biological ones. The term is also used
 Auditory Learners more broadly to denote a range of
 Received information best by listening. identities that do not correspond to
o Listeners – they remember things established ideas of male and female.
said to them and make the
Ethnicity
information their own.
o Talkers – they are one who prefers to  An ethical group or an ethnicity, is a
talk and discuss. (auditory-verbal category of people who identify with
processors) each other based on similarities such as
 Tactile/Kinesthetic Learners common ancestry, language, history,
 They tend to prefer learning by society, culture or nation. Ethnicity is
doing/experiencing things. usually an inherited status based on the
society in which one lives.
CHARACTERISTICS OF TACTILE
Age
LEARNERS:
 Good at sports  The length of time that a person has
 Can’t sit still for long lived or a thing has existed.
 Not great at spelling
 Does not have great handwriting Socioeconomic Status
 like science laboratory  Socioeconomic status is the social
 studies with loud music on standing or class of an individual or
 like adventure books and movies group. It is often measured as a
 like role playing combination of education, income and
 involved in martial arts and dance occupation.
 fidgety during lectures
How Student Diversity enriches Learning
Global-Analytic Continuum Environment?
 Analytic – they tend toward the linear,  The students’ self-awareness is enhance by
step-by-step process of learning. (tree diversity.
seers)  Students diversity contributes to cognitive
 Global – they lean towards non-linear development.
thought and tend to see the whole “The classroom is peculiarly the
pattern rather than particle elements. marketplace of ideas” – William J. Brenann
(forest seers)
 The students diversity prepares learners for
their role as responsible member of society.
INDIVIDUAL DIFFERENCES “The classroom can provide more than just
theory given by the teacher in a lecture. With
Gender the student diversity, the classroom becomes a
 Social role ‘public place’ where the community can
 Either of the two sexes (male and female), practice.” – Suzanne Morse
especially when considered with reference
 The students diversity can promote classification, meaning that there exists the
harmony. broad scope of inherent mental abilities.

Some Tips on Students Diversity There are many ways to be intelligent that are
not necessarily measurable with either of the
 Encourage learners to share their personal
three named dimensions.
history and experiences.
 Integrate learning experiences and activities His theory of multiple intelligences
which promote students’ multicultural and differentiates intelligence into specific
cross-cultural awareness. “modalities”, rather than seeing intelligence as
 Integrated learning experiences and dominated by a single general ability.
activities which promote students’
Howard Gardner describes 9 general areas in
multicultural and cross-cultural awareness.
which people can be proficient.
 Communicate high expectations to students
from sub-groups. 1. Naturalist Intelligence
 Use varied instructional methods to
accommodate students diversity in learning In our modern, city oriented life, people with a
styles. high natural intelligence can be good at
 Vary the examples you use to illustrate distinguishing between different kinds of
concepts in order to provide multiple clothes, cars, phones, or estimated distance and
context that are relevant to students from weight.
diverse backgrounds. This is a sort of ecological receptiveness that is
 Adapt the students’ diverse backgrounds deeply rooted in an ethical and holistic
and learning styles by allowing their understanding of the world, including the role
personal choice and decision making of humanity within the ecosphere.
opportunities concerning what they will
learn it. Can be :
 Diversity your methods of assessing and Taxonomists
evaluating students learning.
 Purposely, from small-discusiion groups of Ecologists
students from diverse background. You can
Veterinarians
form groups of students with different
learning styles, different cultural
background, etc.
2. Musical-Rhythmic and Harmonic
Intelligence

Intensivity to sounds and music.

9 TYPES OF INTELLIGENCE
3. Logical-Mathematical Intelligence
YOU’LL BE SURPRISED TO Things to do with:
LEARN ABOUT. Logic
American psychologist Howard Gardner thought Abstractions
of an IQ value as of a one-dimensional
Reasoning
Numbers People with a high spatial intelligence are good
at things that require mental manipulations of
Critical Thinking
physical perspectives.
4. Existential intelligence
Spatial Reasoning, image manipulation and
 Clergy
even graphic and artistic skills are often well
 Philosophers
developed in people with a high special
5. Interpersonal Intelligence
intelligenc.
Characterized by their sensitivity, moods,
feelings, temperaments, and motivations.
Intelligences that can od could be added to the
Garners believes that careers that suit those
list.
with high interpersonal intelligence includes:
 Teaching-Pedagogical Intelligence
Sales persons

Politicians

Managers

Teachers

Lecturers

Counselors

Social workers

6. Bodily-Kinesthetic Intelligence
 Good in physical activity
Sports
Dance
Acting
Making things
7. Verbal-Linguistic Intelligence
 Public speaking
 Journalism
 Teaching
8. Intrapersonal Intelligence
This has to do with in interospective
and self-reflective capacities and refers
to having a rpofound understanding of
the self:
Strengths
Weaknesses
9. Visual-Spatial Intelligence