Learning Theories and

their Impact to EPP

Teaching
COMPLIED BY: ANGELICA T. ORDINEZA
Behaviorism

 Behaviorism is the theory that human or animal psychology can

be objectively studied through observable actions (behaviors.)
This field of study came about as a reaction to 19th-century
psychology, which used self-examination of one’s thoughts and
feelings to examine human and animal psychology.
 Behaviorism’s influential figures include the psychologists John B.
Watson and B.F. Skinner, who are associated with classical
conditioning and operant conditioning, respectively.
Classical Conditioning vs. Operant
Conditioning

 Behaviorists believe humans learn behaviors through

conditioning, which associates a stimulus in the environment,
such as a sound, to a response, such as what a human does
when they hear that sound. Key studies in behaviorism
demonstrate the difference between two types of conditioning:
classical conditioning, which is associated with psychologists
like Ivan Pavlov and John B. Watson, and operant conditioning,
associated with B.F. Skinner.
Classical Conditioning: Pavlov’s Dogs

 The Pavlov’s dogs experiment is a widely known experiment involving

dogs, meat, and the sound of a bell. At the start of the experiment, dogs
would be presented meat, which would cause them to salivate. When
they heard a bell, however, they did not.
 The Pavlov’s dogs experiment demonstrates classical conditioning: the
process by which an animal or human learns to associate two previously
unrelated stimuli with each other. Pavlov's dogs learned to associate the
response to one stimulus (salivating at the smell of food) with a
“neutral” stimulus that previously did not evoke a response (the ringing
of a bell.) This type of conditioning involves involuntary responses.
Operant Conditioning: Skinner Boxes

 The Skinner box experiment demonstrates operant conditioning, in which an

animal or human learns a behavior (e.g. pressing a lever) by associating it
with consequences (e.g. dropping a food pellet or stopping an electric
current.) The three types of reinforcement are as follows:
•Positive reinforcement: When something good is added (e.g. a food pellet
drops into the box) to teach a new behavior.
•Negative reinforcement: When something bad is removed (e.g. an electric
current stops) to teach a new behavior.
•Punishment: When something bad is added to teach the subject to stop a
behavior.
Constructivism

 Constructivism is the theory that says learners construct knowledge

rather than just passively take in information. As people experience
the world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-
existing knowledge (schemas).
•Assimilation refers to the process of taking new information and
fitting it into an existing schema.
•Accommodation refers to using newly acquired information to
revise and redevelop an existing schema.
Constructivism

Consequences of constructivist theory are that:

•Students learn best when engaged in learning experiences rather
passively receiving information.
•Learning is inherently a social process because it is embedded within a
social context as students and teachers work together to build
knowledge.
•Because knowledge cannot be directly imparted to students, the goal
of teaching is to provide experiences that facilitate the construction of
knowledge.
 Social Learning Theory

 Social learning theory suggests that social behavior is learned by observing and imitating the
behavior of others. Psychologist Albert Bandura developed the social learning theory as an
alternative to the earlier work of fellow psychologist B.F. Skinner, known for his influence on
behaviorism. While behavioral psychology focuses on how the environment and reinforcement
affect behavior, Bandura put forth that individuals can learn behavior through observation.
The social learning theory has four mediational processes that help determine whether a new
behavior is acquired:
1.Attention: The degree to which we notice the behavior. A behavior must grab our attention
before it can be imitated. Considering the number of behaviors we observe and do not imitate
daily indicates attention is crucial in whether a behavior influences imitation.
2.Retention: How well we remember the behavior. We cannot perform the behavior if we do not
remember the behavior. So, while a behavior may be noticed, unless a memory is formed, the
observer will not perform the behavior. And, because social learning is not immediate, retention
is vital to behavior modeling.
3.Reproduction: The ability to perform the behavior. This is the ability to reproduce
a behavior we observe. It influences our decision about whether to try performing the
behavior. Even when we wish to imitate an observed behavior, we are limited by our
physical abilities.
4.Motivation: The will to emulate the behavior. This mediational process is referred
to as vicarious reinforcement. It involves learning through observing the
consequences of actions for other people, rather than through direct experience.
 In addition to the behavior, rewards and punishment that follow will be studied by
the observer. If the observer perceives the rewards to be greater than the costs
(punishment) then they will most likely imitate the behavior. If, however, the
vicarious reinforcement is not valued enough by the observer, they will not model
the behavior.
Assumptions of Social Learning
Theory

Social learning theory is grounded by several key assumptions:

•People learn through observation. Learners can acquire new behavior and
knowledge by merely observing a model.
•Reinforcement and punishment have indirect effects on behavior and
learning. People form expectations about the potential consequences of future
responses based on how current responses are reinforced or punished.
•Mediational processes influence our behavior. Cognitive factors that
contribute to whether a behavior is acquired or not.
•Learning does not necessarily lead to change. Just because a person
learns something does not mean they will have a change in behavior.
 Cognitivism

 Cognitive learning is a way of learning that helps students use their brains
more effectively. This method of learning is active, constructive, and long-
lasting. It encourages students to fully engage in the learning process so
learning, thinking, and remembering get easier.
 Cognitive learning isn’t about memorization or repetition. It’s about
developing true understanding; it’s about learning how to learn.
 Cognitive teaching strategies focus on meaningful learning. We don’t focus
on memorization or repetition. Instead, our tutors teach students the
fundamentals of lifelong learning. Your child will learn skills and strategies
that will help him or her on the way to better grades in school, including
how to think critically and how to make lasting connections between topics.
EXAMPLES OF COGNITIVE LEARNING
STRATEGIES INCLUDE:

•Asking students to reflect on their experience

•Helping students find new solutions to problems
•Encouraging discussions about what is being taught
•Helping students explore and understand how ideas are connected
•Asking students to justify and explain their thinking
•Using visualizations to improve students’ understanding and recall
 Experiential Learning

 Learning by doing. This is the basis for the experiential learning theory.
Experiential learning focuses on the idea that the best ways to learn things is by
actually having experiences. Those experiences then stick out in your mind and
help you retain information and remember facts.
 David Kolb is best known for his work on the experiential learning theory or ELT.
Kolb published this model in 1984, getting his influence from other great theorists
including John Dewey, Kurt Lewin, and Jean Piaget. The experiential learning
theory works in four stages—concrete learning, reflective observation, abstract
conceptualization, and active experimentation. The first two stages of the cycle
involve grasping an experience, the second two focus on transforming an
experience. Kolb argues that effective learning is seen as the learner goes through
the cycle, and that they can enter into the cycle at any time.
1.Concrete learning is when a learner gets a new experience, or interprets a past experience
in a new way.
2.Reflective observation comes next, where the learner reflects on their experience
personally. They use the lens of their experience and understanding to reflect on what this
experience means.
3.Abstract conceptualization happens as the learner forms new ideas or adjusts their thinking
based on the experience and their reflection about it.
4.Active experimentation is where the learner applies the new ideas to the world around
them, to see if there are any modifications to be made. This process can happen over a short
period of time, or over a long span of time.
 Kolb's experiential learning cycle
model
The four learning styles are:
1.Diverging. The diverging learning style is full of learners who look at things with a unique
perspective. They want to watch instead of do, and they also have a strong capacity to imagine.
These learners usually prefer to work in groups, have broad interests in cultures and people, and
more. They usually focus on concrete learning and reflective observation, wanting to observe and
see the situation before diving in.
2.Assimilating. This learning style involves learners getting clear information. These learners prefer
concepts and abstracts to people, and explore using analytic models. These learners focus on
abstract conceptualization and reflective observation in the experiential learning style.
3.Converging. Converging learners solve problems. They apply what they’ve learned to practical
issues, and prefer technical tasks. They are also known to experiment with new ideas, and their
learning focuses on abstract conceptualization and active experimentation.
4.Accommodating: These learners prefer practicality. They enjoy new challenges and use intuition
to help solve problems. These learners utilize concrete learning and active experimentation when
they learn.
 Experiential learning examples

There are many ways that experiential learning is used every day. Some
examples include:
 Going to the zoo to learn about animals through observation, instead of
reading about them.
 Growing a garden to learn about photosynthesis instead of watching a
movie about it.
 Hoping on a bicycle to try and learn to ride, instead of listening to your
parent explain the concept