BEHAVIORIST LEARNING THEORY

●​ Learning happens through stimuli ●​ Manipulates stimuli and

and reinforcement (reward or reinforcement to direct learning
punishment). and change behavior.
●​ Change the environment → ●​ Focuses on what is directly
Change behavior. observable (S-R models of
●​ Learners are passive and react to learning).
external conditions. ●​ Learning is a product of stimulus
●​ Motivation: Comes from reducing conditions (S) and responses (R).
discomfort or satisfying a need. ●​ To change behavior → Change the
●​ Transfer of learning: Practice in environment.
similar conditions helps apply ●​ Source of Motivation:
learning in new situations. ○​ Reduction in drive.
Example: A teacher gives a gold star for ●​ Learner Characteristics:
completing homework. Over time, ○​ Passive, reactive learner
students do homework consistently who responds to
because they associate it with rewards. environmental conditions
(stimuli and reinforcement).
●​ Transfer of learning:
○​ Practice similarity in
conditions and responses
between learning and new
situations.

COGNITIVE LEARNING THEORY

●​ Learning happens when we ●​ The educator structures

process and organize information experiences through organization
based on what we already know. and meaningfulness.
●​ Change thoughts → Change ●​ Learning involves perceiving
behavior. information and interpreting it
●​ Learners are active and structure based on prior knowledge and
their experiences to make sense of personal understanding.
information. ●​ To change behavior → Change
●​ Motivation: Comes from setting cognition.
goals, having expectations, or Assumption:
feeling a gap in knowledge. ●​ Active learner determines learning
Example: A student who learns patterns, strongly influenced by
multiplication understands it better when personal attributes.
they relate it to adding groups of Source of Motivation:
numbers, making learning meaningful. ●​ Goals
●​ Expectations
●​ Disequilibrium
 SOCIAL LEARNING THEORY

●​ Learning happens by watching ●​ Models behavior, encourages

others and copying behaviors (role perception of reinforcement, and
models). evaluates social messages in
●​ Change role models & learning materials.
reinforcement → Change behavior. ●​ Focuses on self-regulation and
●​ Learners observe, set goals, and learning through observation.
adjust behavior based on rewards ●​ To change behavior → Change role
or punishments. models, perceived reinforcement,
●​ Motivation: Comes from social and self-regulating mechanisms.
experiences, role models, and
personal feedback. Assumption:
●​ Transfer of learning: Happens ●​ Learners observe others and
when learners see behaviors in regulate decisions to reproduce
similar settings with similar role behavior.
models. ●​ Learners observe themselves, set
goals, and reinforce performance.
Example: A child sees their older sibling
reading every night and starts reading Source of Motivation:
too, wanting to be like them. ●​ Socialization
●​ Experiences
●​ Role models
●​ Self-reactive influence
●​ Transfer of learning: Similarity of
setting and role models’ behavior
promotes learning.

PSYCHODYNAMIC LEARNING THEORY

●​ Learning is influenced by ●​ The educator acts as a reflective

personality, past experiences, and interpreter, understanding learners’
emotions (often unconscious). personalities and motivations.
●​ Change interpretation & bring ●​ Uses questioning and listening to
hidden emotions to awareness → stimulate conscious awareness,
Change behavior. insights, and ego strength.
●​ Learners are shaped by their ●​ To change behavior → Change
emotional conflicts and defense interpretation.
mechanisms
●​ Motivation: Comes from internal Assumption:
struggles, self-concept, and the ●​ Learners’ lifestyle, past
desire for personal fulfillment. experiences, and emotional
conflicts influence learning and
Example: A student struggles with math memory.
because of a past experience where they ●​ To change behavior → Make
were embarrassed for answering unconscious motivations conscious.
incorrectly. With encouragement, they
gain confidence and start learning.
 Source of Motivation:
●​ Pleasure and reality principles
●​ Conscious and unconscious
influences
●​ Conflict development and defense
mechanisms
●​ Learners attempt to actualize
potential and conform to their
self-concept.

HUMANISTIC LEARNING THEORY

●​ Learning happens when people ●​ The facilitative educator

feel respected, free, and supported encourages self-growth, listens
in personal growth. empathetically, and respects
●​ Change feelings, self-concept, and learners’ freedom of choice.
needs → Change behavior. ●​ To change behavior → Change
●​ Learners are creative, feelings, self-concept, and needs.
spontaneous, and seek personal
meaning in learning. Assumption:
●​ Motivation: Comes from positive or ●​ Learners attempt to actualize their
negative feelings about oneself potential for positive self-growth
and the freedom to explore and and confirm their self-concept.
learn. ●​ Learners are spontaneous,
creative, and playful.
Example: A teacher allows students to
choose their own projects based on their Source of Motivation:
interests, making them more engaged ●​ Positive or negative feelings about
and motivated to learn. self.
●​ Freedom to learn promotes or
inhibits transfer of learning.
LEARNING STYLES

1.​ Right Brain / Left Brain Thinking

a.​ Left Brain

i.​ Analytical
ii.​ Prefers talking and writing
iii.​ Responds to verbal instructions and explanations
iv.​ Recognizes/remembers names
v.​ Relies on language in thinking and remembering
vi.​ Solves problems by breaking them into parts and approaching them
sequentially using logic
vii.​ Likes stability/adheres to rules
viii.​ Conscious of time and schedules
ix.​ Algebra is the preferred math
x.​ Controls emotions
xi.​ Not so good at interpreting body language

b.​ Right Brain

i.​ Thinking is creative and intuitive
ii.​ Prefers drawing and manipulating objects
iii.​ Recognizes/remembers faces
iv.​ Solves problems by looking at the whole and identifying patterns
v.​ Loose organizational skills
vi.​ Frequently loses track of time and schedules
vii.​ Good at interpreting body language
viii.​ Free with emotions

2.​ Field Independent / Field Dependent (By Witkin, Oltman, Raskin, and Karp)

a.​ Field-Independent Learners

i.​ Not affected by criticism
ii.​ Will not conform to peer pressure
iii.​ Less influenced by external feedback
iv.​ Learn best by organizing their own material
v.​ Place emphasis on applying principles
vi.​ Interested in new ideas or concepts for their own sake
vii.​ Provide self-directed goals, objectives, and reinforcement
viii.​ Prefer lecture method

b.​ Field-Dependent Learners

i.​ Easily affected by criticism
ii.​ Will conform to peer pressure
iii.​ Influenced by feedback (grades and evaluations)
iv.​ Learn best when material is organized
v.​ Have a social orientation to the world
vi.​ Place emphasis on facts
vii.​ Prefer learning to be relevant to their own experience
viii.​ Need external goals, objectives, and reinforcement
ix.​ Prefer discussion method
3.​ DunnLearning Styles (Five Elements)
a.​ Environmental: Sound, light, temperature, design
b.​ Emotional: Motivation, persistence, responsibility
c.​ Sociological: Learning alone, in pairs, or in teams
d.​ Physical: Mobility, sensory preferences
e.​ Psychological:
i.​ Global vs. Analytic: Big-picture vs. step-by-step learning
ii.​ Impulsive vs. Reflective: Quick decisions vs. deep thinking

4.​ Jung and Myers-Briggs Typology

a.​ Extraversion vs. Introversion: Outgoing vs. reserved learners
b.​ Thinking vs. Feeling: Logic-driven vs. emotion-driven learning
c.​ Judging vs. Perceiving: Structured vs. flexible learning styles

5.​ Kolb’s Experiential Learning

a.​ Learning comes from past experiences, genetics, and current environment
b.​ Knowledge is continuously created and re-created through experiences

6.​ VARK Learning Styles (Fleming & Mills)

a.​ Visual Learner: Prefers images, charts, and diagrams
b.​ Aural Learner: Learns best through listening and discussions
c.​ Read/Write Learner: Prefers written information
d.​ Kinesthetic Learner: Learns best through hands-on experiences
LEARNING THEORIES

Gardner’s Eight Types of Intelligence

●​ Howard Gardner proposed that intelligence is not a single ability but consists of multiple
intelligences.
●​ Each person has a unique combination of these intelligences.

Types of Learning

A.​ Verbal Learning – Learning through words, both spoken and written.
a.​ Serial Learning (learning in order)
b.​ Free Recall (remembering without order)
c.​ Associate Learning (linking concepts)
B.​ Concept Learning (understanding categories)
C.​ Principle Learning (grasping general rules)
D.​ Problem Solving (finding solutions)
E.​ Motor Skill Learning (learning physical tasks)

Principles of Learning

1.​ Learning is individual – People learn at different speeds and styles.

2.​ Learning is social – Interaction with others influences learning.
3.​ Emotions affect learning – Feelings impact how well someone learns.

Bloom’s Taxonomy (Hierarchy of Learning Levels)

●​ Developed by Benjamin Bloom, it categorizes learning into three major domains:

1.​ Cognitive (Knowledge-based Learning)

a.​ Focuses on thinking, problem-solving, and understanding information.
b.​ Levels of cognitive learning:
i.​ Recall Data – Remember facts.
ii.​ Understand – Explain concepts.
iii.​ Apply – Use knowledge in new situations.
iv.​ Analyze – Break down information.
v.​ Synthesize – Combine different ideas.
vi.​ Create – Develop new concepts or solutions.

2.​ Affective (Attitude and Emotional Learning)

a.​ Focuses on values, emotions, and motivations in learning.
b.​ Levels of affective learning:
i.​ Receive (awareness) – Notice and recognize information.
ii.​ Respond (react) – Show interest and participation.
iii.​ Value (understand and act) – Show commitment to learning.
iv.​ Organize personal value system – Prioritize values.
v.​ Internalize value system (adopt behavior) – Apply learned values in daily
life.
3.​ Psychomotor (Skill-based Learning)
a.​ Focuses on movement, coordination, and physical actions.
b.​ Levels of psychomotor learning:
i.​ Imitation (copying) – Follow an example.
ii.​ Manipulation (following instructions) – Perform with guidance.
iii.​ Develop precision – Improve accuracy and control.
iv.​ Articulation (combine skills) – Use multiple skills smoothly.
v.​ Naturalization (expert level) – Perform effortlessly and automatically.