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Castino's Output On PAPSA 5

The document outlines the vision and mission of Bohol Island State University, emphasizing quality education for sustainable development. It details the author's experiences as a math teacher, illustrating the application of classical conditioning, experiential learning, operant conditioning, and social learning in the classroom. Each teaching method is shown to enhance student engagement, understanding, and collaboration in mathematics.

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Mhel Ann Castino
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19 views3 pages

Castino's Output On PAPSA 5

The document outlines the vision and mission of Bohol Island State University, emphasizing quality education for sustainable development. It details the author's experiences as a math teacher, illustrating the application of classical conditioning, experiential learning, operant conditioning, and social learning in the classroom. Each teaching method is shown to enhance student engagement, understanding, and collaboration in mathematics.

Uploaded by

Mhel Ann Castino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY


Candijay Campus
Cogtong, Candijay, Bohol

Vision
A premier Science and Technology university for the formation of a world class and virtuous human resource for sustainable
development in Bohol and the Country.
Mission
Committed to provide quality and innovative education in strategic sectors for the development of Bohol and the Country.

COLLEGE OF ADVANCED STUDIES


PAPSA 5
THEORY OF LEARNING

Name: __MARIA FE T. CASTINO___________ Course & Year: __MAED1____


Instruction: Your story of experience must have at least three paragraphs and this includes introduction,
body and conclusion. Thank you.

Classical Conditioning
As a freshly minted math teacher at a prestigious school, I was eager to make a lasting
impression on my students. Little did I know that my journey would echo the principles of classical
conditioning. In my first class, I incorporated a distinctive bell chime at the beginning of each lesson
to signify the start of our mathematical exploration. Initially, the sound merely served as a cue for the
class to settle down, but soon, it took on a more profound significance.

Over the following weeks, I noticed a fascinating shift in my students' behavior. The moment
the bell chimed, their focus sharpened, and an atmosphere of readiness enveloped the room. The
association between the bell and the start of our math lessons had become ingrained in their minds.
It was akin to Pavlov's dog, but instead of salivation, it invoked an eagerness to delve into the world
of numbers and equations.

As the school year progressed, the bell became synonymous with anticipation and enthusiasm
for learning math. My students began to exhibit an automatic response to the sound, showcasing an
eagerness to participate and engage with the subject matter. Witnessing this transformation was a
testament to the power of classical conditioning in shaping behavior and fostering a positive learning
environment.

In conclusion, my experience as a new math teacher at this esteemed institution highlighted


the potency of classical conditioning in the realm of education. The simple act of associating a bell
with the start of our lessons had a profound impact on my students' readiness to learn, showcasing
the significance of environmental cues in shaping behavior and fostering a love for mathematics.

Experiential Learning
Stepping into my role as a math teacher at a well-known school, I was determined to instill a
passion for numbers in my students. Embracing the concept of experiential learning, I devised a
creative approach to transform abstract mathematical theories into tangible experiences. I introduced
a project where students would design and construct geometric shapes using everyday materials.
This hands-on endeavor aimed to bridge the gap between theory and practice, allowing them to
visualize mathematical concepts in the physical realm.

As the project unfolded, the classroom buzzed with excitement and curiosity. Students
collaborated, measuring and constructing shapes, applying formulas they had learned in class.
Through this experiential journey, they encountered challenges that necessitated critical thinking and
problem-solving skills. Witnessing their perseverance and collaborative spirit was immensely
rewarding, as they not only grasped mathematical principles but also cultivated skills vital for real-
world applications.

In reflection, the impact of experiential learning was palpable. The project not only enhanced
their understanding of mathematics but also fostered a sense of ownership and enthusiasm for the
subject. Experiential learning proved to be a transformative tool, transcending the boundaries of
traditional teaching methods and nurturing a deeper appreciation for the practical relevance of math
in their lives.
In conclusion, Experiential learning, is a catalyst for cultivating a holistic understanding of
subjects like mathematics. Through hands-on experiences, students not only grasp concepts better
but also acquire invaluable skills that extend beyond the classroom, preparing them for the
challenges of the real world.

Operant Conditioning
As a newly hired math teacher, I delved into the world of operant conditioning to shape a
conducive learning environment. Implementing a system of positive reinforcement, I devised a
reward-based program where students earned points for active participation, problem-solving, and
helping their peers during math sessions. These points translated into various rewards, ranging from
extra credit assignments to small tokens of recognition, creating a framework of incentives to
motivate their engagement in class.

Over time, the effects of this operant conditioning approach became palpable. Students
exhibited heightened enthusiasm, eagerly participating in discussions, and assisting each other
without hesitation. The allure of earning points and the associated rewards became a catalyst for
their increased involvement in mathematical explorations. This positive reinforcement system not
only encouraged active participation but also fostered a supportive classroom community where
collaboration and encouragement thrived.

Reflecting on this experience, it was evident that operant conditioning had a significant impact
on shaping students' behaviors in the math classroom. The structured system of rewards provided
tangible incentives that motivated them to actively engage in the learning process. This approach
highlighted the effectiveness of positive reinforcement in cultivating a dynamic and participatory
atmosphere conducive to learning.

In conclusion, incorporating operant conditioning principles in the math classroom proved to be


a powerful tool in shaping student behavior and engagement. The use of positive reinforcement not
only encouraged active participation but also fostered a collaborative environment where students
supported each other's learning journeys. It reiterated the importance of structured incentives in
stimulating enthusiasm and active involvement in the realm of mathematics.

Social Learning
Entering the prestigious school as a new math teacher, I understood the pivotal role of social
learning in shaping students' educational journeys. Eager to harness the power of peer interaction, I
introduced collaborative group activities that encouraged students to solve complex mathematical
problems together. The classroom atmosphere transformed as students engaged in vibrant
discussions, exchanging ideas and approaches to tackle challenging equations.

As these collaborative sessions became a routine, I witnessed a remarkable evolution in my


students' learning process. Initially hesitant to voice their thoughts, they gradually gained confidence,
drawing inspiration from their peers' diverse problem-solving strategies. The camaraderie among
them fostered an environment where everyone felt empowered to contribute, regardless of their
initial apprehensions about math.

Reflecting on this social learning experience, it was evident that the interactions among
students had a profound impact on their mathematical prowess. The exchange of ideas and the
supportive learning environment not only bolstered their understanding of math but also honed their
communication skills and ability to work in teams—an invaluable asset beyond the realm of numbers.

In conclusion, the integration of social learning in the math classroom proved transformative.
Encouraging collaboration among students not only enhanced their mathematical abilities but also
nurtured essential interpersonal skills. It emphasized the significance of peer interaction in fostering a
positive learning environment where students thrive not only academically but also in their social and
collaborative capacities.

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