I.

OBJECTIVES At the end of the lesson, the students should be able to:
a) Define the Tolman's Purposive behaviorism.
b) Define the Bandura's Social-Learning Theory.
c) To know the specific application of each theory in teaching.
II. SUBJECT MATTER
A. TOPIC NeoBehaviorism : Tolman and Bandura
B. REFERENCE Facilitating Learner
Page 91-99
C. MATERIALS Visual Aids, Activity folder, Manila paper, Marker, Art materials.
D. VALUES INTEGRATION 1 hour

III. METHODOLOGY TEACHER'S ACTIVITY STUDENT'S ACTIVITY

A. DAILY ROUTINE 1. Prayer
Class, please stand up. Can anyone
from the class lead us a prayer?
Sample prayer.
"Lord, God Almighty thank You for today.
Please guide us and help us umderstand all
of our lessons for today. Give our teacher
the wisdom and patience to teach us all that
we need to learn. This things we pray, in
the name of Jesus Christ, Amen.

2. Greetings

Good morning class. Good morning Sir!

How are you today class? We're fine Sir!

It's nice to hear that.

3. Classroom Management
Before you take your seats, kindly
arrange your chairs properly, pick the (The students will do as told)
trashes under your chairs and make
yourself comfortable as you sit.

4. Checking of Attendance I'm glad to say that there is no absent for

Class secretary, is there any absent today.
for today?

Very Good. I'm glad to hear that.

Give yourselves 3 claps. (The students will do as told.)

5. INTRODUCTION/REVIEW
What have we discussed last meeting
class? We Discuss about Behaviorism.

Very Good.

Now, using this table can you

determine whattheory in Behaviorism
is introduced by different
psychologists.
 Psychologists Theory
Ivan Pavlov - Classical Conditioning
Ivan Pavlov Classical
Conditioning
Edward Thorndike Connectionism E.L. Thorndike - Connectionism
B.F. Skinner Operant
Conditioning
John Watson Classical John Watson - Classical Conditioning
Conditioning
B.F. Skinner - Operant Conditioning

Very good.

I’m glad that you still remember our

last lesson. I hope that everyone will
also listen as we go along with our
new lesson.
B. LESSON PROPER
1.MOTIVATION Now class, Before we proceed to our
new lessonlet's have a game first
entitled solving the Maze and after that
I want you to read an article about a
"10 Year Old Boy in Texas Hangs
Himself after Watching Saddam
Execution."

Maze A

Maze B

Now Class, first, you need to Solve for

Maze A and after that Solve for Maze
B. In Maze A Enter on the upper left
side then exit on the lower right side
and in Maze B Enter on the lower right
side then Exit on the upper left side.

The Maze will solve only for 2 minutes Yes, Sir.

Do you understand class?
(The students will do as told.)

Are you than class? Yes, Sir.

Okay of member go here in front and (One student will go in front)

solve the Maze .

How did you solve Maze A? What (The student will answer)
strategy did you use?

Was it easier to solve maze B? (The student will answer)

Now Class, I want you to read the

article that i will giving to you and read
it for 3 minutes only.

Leaders come here in front and get (The students will do as told.)
your copy.
Okay Class, Read it quietly as much (The students will do as told.)
as possible.

"10 Year Old Boy in Texas Hangs

Himself after Watching Saddam
Execution."

Police and Family members said

a 10-year-old boy who died by hanging
himself from a bunk bed eas
apparently mimicking the execution of
dormee iraqi leader Saddam Hussein.
Sergio Pelico was found dead
Sunday in his apartment bedroom in
the houston area city of webster, said
webster police Lt. Tom Claunch.
Pelici's mother told police he had
previously watched a news report on
Saddam's death.
"It appears to accidental, "
Claunch said " Our gut reactions that
he was experimenting."
An autopsy of the fifth-grader's
body was pending.
Julio Gustavo, Seegio's uncle,
said the boy was happy and curious
child.
He said Sergio had watched TV
news with another uncle on Saturday
and asked the uncke about Saddam's
death.
 "His uncle told him it was because
Saddam was real bad" Gustavo said
"He (Sergio) said, 'OK', And that was
i."
Sergio and other children were
under the care of an uncle, Gustavo
said. One of the children found
Seegio's body in his bedroom.
Police said the boy had tied a
slipknot around his neck while on a
bunk bed. Police investigators learned
that sergio had been upset about not
getting a Christmas gift from his father,
but they don't believe the boy
intentionally killed himself.
Clinical psychologist Edward
Bischofof California said Children of
Sergio's age mimic risky behaviors
they see on TV such As wrestling or
extreme sports without realizingthe
dangers. He said TV appeared to be
the stimulant in Sergio's case.
" I would think maybe this kid is
trying something that he thinks fun to
act out without having the emotional
and psychological maturity to think the
thing through before he acts on it, "
Bischof said.
Family members held memorial
for the boy Wednesday in the
apartnent complex activity center:
Gustavo said family is trying to put
together enough money to send
Sergio's body to Guatemala for burial.
"I dont think he thought it was
real, " Gustavo said of Saddam's
hanging. "They showed them putting
the noose around his neck and
everything. Why show that on TV?."
(retrieved from www.abcnews.go.com)

Are you done reading class?

Yes, Sir.

What do authorities say might be the (The student will answer)

reason why Sergio hanged himself?

What facts make them give this

reason?

Comment on the opinion of the clinical

psychologists.

What do you think is the effect of the

television on the behavior of the young
people(preschool-college?

Very good!
2. ACTIVITY Now, go to your respective groups. For
each group, please choose your (The students will do as told.)
leaders and a presenter.

I will be giving you an activity folder

that includes your task.

Topics given to each group :

Group1. Purposive Behaviorism, Goal-

Directness and Cognitive maps.

Group2.Latent Learning and

Intervening variables.

Group3. Priciples of Social Learning

Theory.

Group4. Modeling
Group5. Cognitive factors in social
learning.

Group6. effective modeling and

Educational implication of social
theory.

You will be graded based on the

scoring rubrics attached to the
envelope.
Scoring Rubrics:

Presentation 5
Clarity 3
Visual Aids 2
10

Leaders from each groups, please (The students will do as told.)

come herein front and get your activity
envelope.

You will be given 10 minutes to do the

activity.
Yes, Sir.
Is it clear class?

You may start now

(The teacher will start the timer.) (The students will do as told.)
3. ANALYSIS Did everyone finished the activity well? Yes, Sir.

Very good. It is nice to hear that.

So now, presenters from each group,

please present your work. (The student will do as told)
(Each group will 3 minutes to present)

Group 1
Purposive Behaviorism Purposive Behaviorism has also referred to
as Sign Learning theory and is often seen
as the link between behaviorism and
cognitive theory

Goal-Directedness Tolman asserted that learning is always

purposive and goal-directed. He held the
notion that an organism acted or responded
for some adaptive purpose. he believed
individuals do more than merely respond to
stimuli; They act on beliefs, attitudes,
changing conditions, and they strike
towards goals. Tolman saw behavior as
holistic, purposive and cognitive.

Cognitive maps In his famous experiment. one group of rats

was placed at random starting locations in
maze but the food was always in the same
location. Another group of rats had the food
placed in different locations which always
required exactly the same pattern of turns
from their starting location. The group that
had the food in the same location perform
much better than the other group,
supposedly demonstrating that they had
learned the location. rather than s specific
sequence of turns. This is tendency to learn
location signified the rats somehow formed
cognitive maps that help the perform well
on the maze. He also found out that
organism will select the shortest or easiest
path to achieve a goal.
Applied in human learning, since a student
passes by the same route going to school
every day , he acquires a cognitive map of
the location of his school. So when
transportation re-routing is done, he can still
figure out what turns to make to get to
school for shortest or easiest way.
Group 2
Latent learning is a kind of learning that
Latent Learning
remains or stays with the individual until
needed. It is learning that is not outwardly
manifested at once. According to tolman it
can exist even without reinforcement. He
demonstrated this in his rat experiments
wherein rats apparently learned the maze:
 by forming cognitive maps by forming
cognitive maps of the maze, but manifested
this knowledge of the maze only when they
needed to.

Intervening variable Intervening variables are variables that are

not readily seen but serve as determinants
of behavior.

Group 3
Principles of Social Learning 1.People can learn by observing the
Theory behavior of others and the others and the
outcomes of those behaviors.
2.Learning can occur without a change in
behavior.
3. Cognitive plays a role in learning.
4.Social Learning theory can be considered
a bridge or a transition between behaviorist
learning and theories and cognitive learning
theories.

Group 4
Modeling 1. The observer id reinforced by the model.
2. The observer is reinforced by the third
person.
3. The imitated behavior itself to reinforcing
consequences.
4. Consequences of the model's behavior's
affect the observer's behavior vicariously.

Group 5
Cognitive factors in social learning.
1. Learning without reinforcement.
2. Cognitive processing during learning.
3. Expectation.
4. Reciprocal causation.
5. Modeling.

Four conditions
1. Attention
2. Retention
3. Motor reproduction
4. Motivation
Group 6
Effective modeling
Effects of modeling to behavior:
1. Modeling teaches new behavior.
2. Modeling influences the frequency of
previous learned behavior.
3. Modeling may encourage previously
forbidden behaviors.
4. Modeling increases the frequency of
similar behaviors.

Educational implication of social

theory. 1. Student often learn great deal simply by
observing other people.
2. Describing the consequence of behavior

Very good. Give yourselves
"Ang galing - galing Clap".
4. ABSTRACTION
What is Neo Behaviorism ?
What are the 2 theory that reflecting
neo behaviourism ?
Very good.
Very Good. It seems like you learned
from our lesson today.
Give yourselves 5 claps.
5. APPLICATION For individual work, in a whole yellow
pad make a realization about
Neobehaviorism : Tolman and
Bandura
Do you understand it class?
You will be given 5 minutes to do your
task. Please work as quiet as possible.
Is it clear class?
You my now start.
(The teacher will start the timer.)
Time’s Up
Did everyone finished the Essay?
and decrease inappropriate ones.
3. Modeling provides an alternative to
shaping for teaching new behaviors.
4. Teacher and Parents must model
appropriate behavior and take care that try
do not model inappropriate behaviors.
5. Teachers should expose student to a
variety of other models.
(The student will do as told.)
(The student will answer)
1. Neo Behaviorism is a behavior
cannot be full understood simply in
terms of observable stimuli and
reactions. Neo behaviorism
introduce mediating variables into
the behaviorist stimulus-response
scheme.
2. Purposive Behaviorism - it is also
been referred to as Sign Learning
Theory and is often unite between
behaviorism and cognitive theory
Purposive Behaviorism and Social Learning
Theory
(The student will answer)
(The students will do as told.)
Yes, Sir.
Yes, Sir.
(The students will do s told.)
Yes, Sir.
 Please pass all your work (The students will do s told.)

IV. EVALUATION Directions: Read the following statements. Then, fill in the blanks using the word
bank.
Word Bank
Latent LearningBanduraTolman
Purposive BehaviorismSocial Learning theory

1. ___________is a kind of learning that remains or stay with individual until

needed.
2. ___________it is also called Sign Learning Theory.
3. ___________ Focuses on the Learning occurs within social context.
4. ____________He introduced Purposive Behaviorism.
5. ____________ He introduced Social Learning theory.

V. ASSIGNMENT Direction:On along bond paper,researcha study related to Tolman and Bandura.
REMARKS No. of learners who earned 80% on the formative assessment: ________________.
No. of learners who require additional activities for remediation: ________________.
 Laguna University
Laguna Sports Complex, Brgy.Bubukal,
Santa Cruz, Laguna
College of Education

DETAILED LESSON PLAN

IN ED03
(Neo Behaviorism : Tolman and Bandura)

Prepared by:

_________________________
Catanyag, Aaron S.
BSED-2 SCIMATH

Checked by:

_________________________
Ma.Nelia Valero Ed. D
Professor
Tolman asserted that learning is always purposive and goal-directed. He held the notion that an organism acted or
responded for some adaptive purpose. he believed individuals do more than merely respond to stimuli; They act on
beliefs, attitudes, changing conditions, and they strike towards goals. Tolman saw behavior as holistic, purposive and
cognitive.

In his famous experiment. one group of rats was placed at random starting locations in maze but the food was always in
the same location. Another group of rats had the food placed in different locations which always required exactly the same
pattern of turns from their starting location. The group that had the food in the same location perform much better than the
other group, supposedly demonstrating that they had learned the location. rather than s specific sequence of turns. This is
tendency to learn location signified the rats somehow formed cognitive maps that help the perform well on the maze. He
also found out that organism will select the shortest or easiest path to achieve a goal.
Applied in human learning, since a student passes by the same route going to school every day , he acquires a cognitive
map of the location of his school. So when transportation re-routing is done, he can still figure out what turns to make to
get to school for shortest or easiest way.

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10

1. Presentation 5
2. Clarity 3
3. Visual aids 2
Total : 10