Theories of Learning Toolkit

FACULTY OF EDUCATION SCIENCES Theories of Learning
COURSE CODE COURSE TITLE NAME OF FACULTY COURSE SCHEDULE
Bettina Philomena M. I-14 MTh 1:00 - 3:00 PM

02PROFED03 Theories of Learning
Sedilla, Ph.D. I-18 TF 1:00 - 3:00 PM
02PROFED03 Theories of Learning Analyn Bituin I-20 TF 7:00-9:00 AM
PNU Flexible Learning Delivery: KAWAY-ARALAN sa BAGONG KADAWYAN

The Philippine Normal University welcomes you to academic year 2020-2021.
We have entered a new age in education. The COVID-19 pandemic hastened Education 4.0.
Teaching has been altered re-shaping our educational landscape. Amidst these changes, it is
imperative that as the National Center for Teacher Education, we become active participants in
molding the new normal.
In navigating the new terrain in education, indigenous concepts and ideas could be utilized to
appropriate concepts and cushion the impact of change as we embrace the challenges. In doing so,
a working concept where foreign influences and local peculiarities could be integrated is welcomed.
Thus, we wish to call this new era in terms of our local concept, Bagong Kadawyan[1] (our translation
of New Normal).
Given the challenges and opportunities at hand, the new era in education is open for anyone who
actively shape and define its parameters and dynamics. PNU shall continue to provide the
leadership in this Bagong Kadawyan in Philippine Education knowing that “the future belongs to
those who have the vision to see it.”
Kaway-Aralan (Flexible Learning Delivery)
The nomenclature is derived from the Filipino words for bamboo (kawayan) and a place for studying
(aralan). The bamboo sways/waves (kaway) which characterizes flexibility and like the bamboo’s
resilience, Philippine education’s approach to the imminent new habits should take inspiration from
the modest bamboo. As narrated by PNU’s notable alumnus, I.V. Mallari, in the literature classic,
Pliant like the bamboo: “Verily, the Filipino is like the bamboo tree. In its grace, in its ability to adjust
itself to the peculiar and inexplicable whims of fate, the bamboo tree is his expressive and symbolic
national tree.” By branding our learning delivery as Kaway-Aralan, we tap the imagination of
educators to explore appropriate pedagogies. Kaway-Aralan provides a platform to contextualize
and localize teaching theories, approaches, and strategies.
THIS TOOL KIT IS FOR PNU USE ONLY

(TERM 1, SY 2020-2021)
NO PART OF THIS MATERIAL MAY BE REPRODUCED
[1]
kadawyan (f. dawi). n. custom; habit; usage, a. regular, normal (234); normal: adj. kadawyan (707) from Carlo R. 1
Galvez Rubino, Ilocano: Ilocano-English, English-Ilocano: Dictionary and Phrasebook. (New York: Hippocrene Books,
1998/2005).
Philippine Normal University
The National Center for Teacher Education
College of Teacher Development
FACULTY OF EDUCATION SCIENCES
Taft Avenue, Manila
THEORIES OF LEARNING
02PROFED03
NAME OF FACULTY MEMBERS
Bettina Philomena M. Sedilla, Ph.D.

Zhanina U. Custodio, Ph.D.
Analyn Bituin
Nanette Narito, Ph.D.
Name of Student: ________________________________________________________________

Student ID: ________________________________ Year & Section: ____________________
for PNU use only (Term 1, AY 2020-21) 2

INTRODUCTION
This toolkit serves as a learning material for pre-service teachers enrolled in Theories of
Learning (02PROFED03). Its aim is to assist learners in exploring fundamental principles,
theories, processes, and practices of learning, to enhance further learning experiences. The
toolkit includes weekly topics, objectives, student activities in both synchronous and
asynchronous formats, assessment tools and learning resources, that gradually contribute
to the achievement of the expected course learning outcomes. Aside from these, the toolkit
also comprises project description, rubrics, and migration syllabus that contains the
university vision-mission, quality policy, goals, course description, course policies, and
course requirements.
CONTENT
WEEK TITLE
1 ● Nature of Learning
2 ● Behaviorist Perspective (Classical Conditioning, Connectionism)
3 ● Behaviorist Perspective (Operant Conditioning)
4-6 ● Cognitive Perspective (Nine Events, Insight, Reception, Discovery)
7 ● Cognitive Perspective (Information-Processing, Dual Coding, Andragogy, Facilitation)
8 ● Learning Outcomes
9 ● Human Intelligence and Emotional Intelligence

● Learning Styles
10 ● Principles and Concepts of Motivation
The weekly lesson follows the IDEA instructional design model (Sigua, Tuga, Bautista &
Aggarao, 2014) which has the following parts:
Induction of Prior Knowledge Experiential Episodes
Dissection of Concepts Authentic Assessment 3

PROJECT : DIGITAL/PRINTED BOOK
The project of the course is a cluster output of three professional education courses,
particularly 02PROFED02 Psychology of Learners, 02PROFED03 Theories of Learning and
02PROFED05 Foundations of Special and Inclusive Education. It aims to demonstrate
pre-service teachers’ in-depth understanding of concepts and theoretical perspectives on
human development and learning. Moreover, it allows students to create life story
vignettes of hypothetical persons and describe their behaviors using the lens of
psychological perspectives. Likewise, each story vignette will end with recommended
strategies and educational programs that are responsive to both typical and atypical
learners in special and inclusive education settings. The digital book or printed copy will
also showcase the students’ skills in cooperative and reflective learning, as well as their
skills in writing, illustration, photography, media, and others.
PROCEDURES
The digital / printed book must contain a title page with a creative title and cover,
prologue, table of contents, accurate content, graphics, and sources that follow correct
writing mechanics. It also has three parts and thirteen chapters, where each part begins
with a story vignette and ends with recommended strategies or program for the
hypothetical learner.
PART CHAPTER CODE
I Story Vignette of an Atypical Child 02PROFED05

Introduction to I. Nature and Concepts of Human Development 02PROFED02
Human II. Developmental Stages and Tasks (Havighurst) 02PROFED02
Development III. Learning, Learning Styles and Learning Outcomes (Kolb, Bloom) 02PROFED03
and Learning Lesson Plan on Differentiated Instruction 02PROFED05
II Story Vignette of a Learner with LD 02PROFED05

Human IV. Human Intelligence (Gardner) 02PROFED03
Developmental V. Cognitive Theory (Piaget) 02PROFED02
Theories VI. Emotional Intelligence (Goleman) 02PROFED03
VII. Psychosocial Development (Erikson) 02PROFED02
VIII. Moral Development (Kohlberg, Gilligan) 02PROFED02
Lesson Plan on UDL 02PROFED05
III Story Vignette of an Atypical Child 02PROFED05

Developmental IX. Psychodynamic Perspective (Freud) 02PROFED02
Perspectives X. Cognitive Perspective (Ausubel, Kohler, Atkinson-Shiffrin, Gagne, Paivio) 02PROFED03
XI. Behaviorist Perspective (Thorndike, Pavlov, Skinner, Bandura) 02PROFED03
XII. Humanist Perspective (Maslow, Rogers, Knowles) 02PROFED03
XIII. Integrative Perspective (Vygotsky, Bruner, Bronfenbrenner) 02PROFED02 4
Individualized Education Plan 02PROFED05
WORK ASSIGNMENT
Only one digital/print book will be produced by one class. It is therefore expected that the
class will come up with its own format, title page, organization, and the like. Each student
also has an option to work alone, to work with a small group (2-3), or to work with a big
group (4-5), in developing one chapter of the book. Each chapter should not exceed 20
pages, excluding story vignettes.
Both professors in 02PROFED02 and 02PROFED03, and a random peer evaluator will grade
each chapter using the rubric (subject to class approval) below.
Prof 1 Peer 1 Prof 2
RUBRIC
Check the ratings below to evaluate the chapter of the book, with the given scale:
5 = Excellent 4 = Above Average 3 = Satisfactory 2 = Needs Improvement
Category 5 4 3 2 Comments
Required Elements
The book goes over and above all the required elements.
Content Accuracy
All facts are accurate.
Graphics / Pictures
Graphics used are appropriate with the text. The mix of text
and graphics are also exceptional.
Organization
The book has exceptionally attractive formatting and
well-organized information.
Writing Mechanics
The write-up is presented with clarity, conciseness, and
correctness, and is free from grammatical and mechanical
errors
References
The cited materials are relevant, up-to-date and are listed
down using the APA 7th edition format
Total Score
/30 %5
TOPIC: Nature of Learning WEEK 1
UNIT 1 NATURE OF LEARNING
Course Intended ❏ Describe the underlying principles and theories of

Learning Outcome teaching and learning
❏ Apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current
research
❏ Design a variety of teaching learning activities
Essential Question/s What factors affect the learning process?

How does learning take place?
How do learners learn?
Overview This lesson is developed to orient students on the course

requirements and to present basic information on concepts,
processes and principles of learning.
Learning Target/s At the end of the lesson, the students should be able to write an
insight paper reflecting how they learn.
Induction of Prior Knowledge

Learning is defined as a process that brings together personal and environmental
experiences and influences for acquiring, enriching or modifying one’s knowledge, skills,
values, attitudes, behaviour and world views. Learning theories develop hypotheses that
describe how this process takes place. Moreover, the scientific study of learning started in
earnest at the dawn of the 20th century. This produced major concepts and theories of
learning which include behaviourist theories, cognitive psychology, constructivism, social
constructivism, experiential learning, multiple intelligence, and situated learning theory
and community of practice. Below presents the developments of learning, knowledge and
teaching.
from to
LEARNING
Passive absorption of Active engagement with
information information
Both individual activity and

Individual activity 6
collective work
from to
LEARNING
Individual differences among Individual differences among
students are seen as problems students are seen as resources
from to
KNOWLEDGE
What, how, and why: central ideas,
What: Facts and Procedures of
concepts, facts, processes of inquiry,
Discipline
and argument of a discipline
Since learning and knowledge change over time, so is teaching. Complete the table below
using the suggested reference materials as your source (see reference list of the week).
from to
TEACHING
Simple, straightforward work Complex, intellectual work
Teachers in information-deliverer
role
Teachers do most of the work
Lessons contain low-level content,

concepts mentioned; lessons not
coherently organized
Dissection of Concepts
There are various approaches in Psychology. An approach is a perspective (view) that
involves certain assumptions (beliefs) on human behavior: the way they function, which
aspects of them are worthy of study and what research methods are appropriate for
undertaking this study.
The five major perspectives in psychology are biological, psychodynamic, behavioral,

cognitive and humanistic. Be acquainted with these perspectives by reading the
recommended references listed on the next page. You may also use this link as your
additional source https://www.simplypsychology.org/perspective.html
7
For the purposes of this toolkit, we will focus
on the so-called modern learning theories
namely, Behaviourism, Gestalt theory,
Cognitivism and Constructivism.
Behaviorism
In the nineteenth century, Charles Darwin published his well-known work, The Origin of
Species. Scientists soon realised that although humans may differ in many ways from other
members of the animal kingdom, they do (at least as far as biological aspects are concerned)
share many similarities with them. Studying biological processes in animals could therefore
shed some light on the same processes in humans. Scientists interested in psychological
processes soon followed the trend.
Behaviorism is primarily concerned with observable and measurable aspects of human

behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior
that result from stimulus-response associations made by the learner. John B. Watson
(1878-1958) and B. F. Skinner (1904-1990) are the two principal originators of behaviorist
approaches to learning. Watson believed that human behavior resulted from specific stimuli
that elicited certain responses. Watson's basic premise was that conclusions about human
development should be based on observation of overt behavior rather than speculation
about subconscious motives or latent cognitive processes (Shaffer, 2000). Watson's view of
learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was well
known for his research on a learning process called classical conditioning. Classical
conditioning refers to learning that occurs when a neutral stimulus becomes associated with
a stimulus that naturally produces a behavior. Skinner believed that that seemingly
spontaneous action is regulated through rewards and punishment. Skinner believed that
people don't shape the world, but instead, the world shapes them. Skinner also believed that
human behavior is predictable, just like a chemical reaction. He is also well known for his
"Skinner box," a tool to demonstrate his theory that rewarded behavior is repeated.
Gestalt
The Gestalt theory was to a great extent propagated by Köhler, Koffka and Wertheimer.
This theory emphasised higher-order cognitive processes in the midst of behaviourism.
Gestalt psychologists argued that we do not experience the world in simple, small chunks
of information that enter our minds and are later combined into complex ideas. Gestalt
theory claimed that we experience the world in meaningful patterns or as an organised
whole. Thus knowledge is organised to solve a problem and therefore we should view
learning from the perspective of problem solving.
8
Gestalt Laws of Perceptual Organization
https://www.verywellmind.com/gestalt-laws-of-perceptual-organization-2795835
For the purposes of this toolkit, we will focus

on the so-called modern learning theories
namely, Behaviourism, Gestalt theory,
Cognitivism and Constructivism.
Cognitivism Constructivism
The cognitive view of learning, like the The constructivist view of learning assumes
behaviourist view, sees knowledge as given different forms just like the aforementioned
and absolute. Many of the information theories.? In essence, constructivist theories
processing models of teaching and learning see knowledge as a constructed entity. This
are based on the cognitive view of learning. view of knowledge contradicts the view that
Also note that some of the theorists discussed knowledge is given and absolute. The
so far can be classified as either behaviourist constructivist approach is based on the
or cognitivist. This is so because of the close premise that, by reflecting on our
relationship between certain of the ideas experiences, we construct our own
connected to memorisation. understanding of the world we live in. Thus
individuals use their own mental constructs
to make sense of their experiences.
Continue reading the PDF copy cited above and answer these questions:
1. Which learning theories does your classroom reflect most of the time?
2. Why is it important for teachers to know learning theories? Is it important at
all? 9
Experiential Episodes
Differentiate the different psychological perspectives by completing the table
below. Use the PDF materials as reference.
FORCES THAT MAJOR BELIEFS / IMPLICATIONS TO

INFLUENCE THEORIES EDUCATION
BEHAVIOR
Behaviorism
Psychoanalytic
Cognitive
10
FORCES THAT MAJOR BELIEFS / IMPLICATIONS TO
INFLUENCE THEORIES EDUCATION
BEHAVIOR
Biological
Humanistic
Sociocultural
11
To help you remember concepts, complete the flower concept map of Psychological
Perspectives by describing the approaches in each of the petals.
Perspective Keywords
Authentic Assessment
Write a two-paragraph insight paper reflecting the title “How I Learn”. Use the concepts
learned in this chapter.
12
Read the following passage about Billy, and then answer the question in paragraph form.
Billy was the third child of loving, but busy parents. When he was growing up, he thought that his
parents favored his older siblings, especially his sister. When Billy was four, his parents divorced,
and he remained with his father. His brother and sister moved in with his mother to a distant city.
Billy rarely saw them. Feeling inadequate in raising his son alone, Billy’s father responded by
providing the child with costly toys and frequent trips to amusements parks. As Billy grew older and
attended school, he had trouble focusing and was taken to a doctor to for an appraisal of his abilities
and disabilities. Billy’s medical evaluation showed symptoms of Attention Deficit Disorder and
Hyperactivity, but Billy’s father dismissed the diagnosis. Because of these difficulties in school, Billy
had trouble making friends and was ridiculed by his classmates. This diminished his self-confidence.
By the time Billy was an adolescent, he had difficulty forming lasting relationships despite his
expertise in athletics. He was capable of high academic achievement, but his grades were below
average. Teacher reports frequently cited his Excessive need for attention and his disrespect
towards his female classmates. Personally, he felt lost and doomed for failure.
What would your type of psychologist cite as the major causes of Billy’s problems?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
13
WHAT I LEARNED THIS WEEK WEEK 1
14
TOPIC: Classical Conditioning and Connectionism WEEK 2
UNIT 1 Theories of Learning
Course Intended Describe the underlying principles and theories of teaching

Learning Outcome and learning
Essential Question How can learning be enhanced?
Overview This lesson intends to provide essential information on the

different classical theories of learning under the Behaviorist
perspective, particularly the Classical Conditioning and
Connectionism. Activities/tasks included in this lesson focus on
how these theories may be utilized by pre-service teachers in
designing classroom activities.
Learning Target/s At the end of the lesson, the students should be able to suggest
educational implications on the use of classical conditioning
and connectionism theories in the classroom.

Watch the following videos:
Classical Conditioning Theory
https://www.youtube.com/watch?v=cP5lCleK-PM
https://www.youtube.com/watch?v=pb11RFk1Jw8
Connectionism Theory
https://www.youtube.com/watch?v=PYOj8ztV4uQ
https://www.youtube.com/watch?v=gyA7uGkZlY8
Share insights that transpired as you watch the videos.
Learning theories are organized set of principles explaining how individuals acquire,
retain, and recall knowledge. As such, understanding the concepts and principles behind
these learning theories can guide teachers in designing classroom activities that promote
learning among students.
15
While there may be many approaches in understanding how individuals learn, one of the
most popular approaches is the Behaviorism which conforms with the assumption that new
behaviors or changes in behaviors are acquired through associations with stimuli and
responses. In this lesson, two learning theories under the Behaviorism will be discussed –
the Classical Conditioning and Connectionism.
Classical Conditioning: The Process
Neutral Stimulus Neutral Stimulus

Neutral Stimulus
US produces and US are produces a CR
produces
an UR paired together and becomes a
no reaction
many times CS
Ex. Carly hears Ex. Everytime he
Ex. Talking her Ex. Carly hears
song on radio, calls her, Carly
boyfriend makes song on radio,
has no strong hears the song as
carly smile and smile.
feelings for it. her ringtone
Unconditioned Unconditioned Conditioned Conditioned

Neutral Stimulus
Stimulus (US) Response (UR) Stimulus (CS) Response(CR)
Classical Conditioning Theory (main proponent: Ivan Pavlov) involves learning a new
behavior via the process of association. In simple terms two stimuli are linked together to
produce a new learned response in a person or animal. There are three stages of classical
conditioning. At each stage the stimuli and responses are given special scientific terms:
before conditioning, during conditioning, and after conditioning.
Similarly, the Connectionism theory (main

proponent: Edward Lee Thorndike) assumes
that learning is the result of associations
forming between stimuli and responses.
Such associations or “habits” become
strengthened or weakened by the nature
and frequency of the S-R pairings.
Thorndike’s theory consists of three primary laws: (1) law of effect – responses to a situation
which are followed by a rewarding state of affairs will be strengthened and become habitual
responses to that situation, (2) law of readiness – a series of responses can be chained
together to satisfy some goal which will result in annoyance if blocked, and (3) law of
exercise – connections become strengthened with practice and weakened when practice is
discontinued.
Read more about the Classical Conditioning and Connectionism from this link:
https://thepeakperformancecenter.com/educational-learning/learning/theories/ 16
❏ Conduct a survey on how teachers use classical conditioning and connectionism in
the classroom
❏ Develop classroom activities that make use of classical conditioning and
connectionism
Read more about the Classical Conditioning and Connectionism from this link:
https://www.verywellmind.com/classical-conditioning-2794859
https://www.simplypsychology.org/classical-conditioning.html
https://www.instructionaldesign.org/theories/connectionism/
What are the educational implications of Classical Conditioning and Connectionism
theories?
Theories Educational Implications
Classical Conditioning
Connectionism
17
18
TOPIC: Operant Conditioning WEEK 3
UNIT 1 Theories of Learning
Course Intended
Describe the underlying principles and theories of teaching
Learning Outcome
and learning
Essential Question/s How can learning be enhanced?
Overview This lesson provides essential information on Operant

Conditioning, which also follows the premises of learning
theories under the Behaviorist perspective. Activities/tasks
included in this lesson focus on how these theory may be
utilized by pre-service teachers in designing classroom
activities.
educational implications on the use of operant conditioning in
the classroom.

Students will watch the following videos:
Operant Conditioning Theory
https://www.youtube.com/watch?v=piM6C3pHsA8&t=3s
https://www.youtube.com/watch?v=RuQvCxsa5Ns
Afterwards, the students will share insights that transpired after watching the video.
Teacher synthesizes the responses and relate it to the topic for discussion.
Operant conditioning (main proponent: B.F. Skinner), which is sometimes
referred to as instrumental conditioning, assumes that learning is a result of
rewards and punishments for behavior. Basically, the followers of operant
conditioning believes that a stimulus (Antecedent) leads to a behavior
(Behavior), which then leads to a consequence (Consequence).
19
According to the proponents of operant conditioning, reinforcers are necessary for a
learning to occur, both positive and negative, as well as primary, secondary, and
generalized. Primary reinforcers are things like food, shelter, and water. Secondary
reinforcers are stimuli that get conditioned because of their association with a primary
reinforcer. Generalized reinforcers occur when a secondary reinforcer pairs with more
than one primary reinforcer. For example, working for money can increase a person’s
ability to buy a variety of things (TVs, cars, a house, etc.)
Classical Conditioning Operant Conditioning In contrast with

classical
conditioning, operant
● A signal is placed before ● A reinforcing or conditioning is all
a reflex punishing stimulus is about the
● Developed in Russia given after a behavior consequences of a
● Known as “Pavlovian” ● Developed in US behavior—a
● Also called “Respondent ● Known as “Skinnerian” behavior changes in
Conditioning” ● Also called relation to the
● Works with involuntary “instrumental environment. The
Behavior conditioning” table below further
● Behavior is said to be ● Works with voluntary differentiates
“Elicited” behavior operant conditioning
● Typified by Pavlov’s dog ● Behavior is said to be from that of classical
“emitted” conditioning.
● Typified by Skinner Box
20
Read more about the Operant Conditioning from this links:
https://www.verywellmind.com/operant-conditioning-a2-2794863#citation-1
https://www.simplypsychology.org/operant-conditioning.html
https://positivepsychology.com/operant-conditioning-theory/
https://www.psychologydiscussion.net/learning/learning-theory/operant-conditioning-d
efinition-and-educational-implications/2507
1. Write a reflection paper comparing the classical and operant conditioning
2. Prepare multimedia presentation on the use of operant conditioning in the
classroom
What are the educational implications of Operant Conditioning Theory?
21
22
TOPIC: Social Learning and Nine Levels of Learning WEEK 4
UNIT Theories of Learning
Course Intended
Learning Outcome
and learning
Overview This lesson provides essential information on the Social

Learning Theory and Nine Levels of Learning. Activities/tasks
included in this lesson focus on how these theory may be
utilized by pre-service teachers in designing classroom
activities.
educational implications on the use of social learning theory
and nine events of learning in the classroom.

Social learning theory
https://www.youtube.com/watch?v=lqScOIrHx2A
https://www.youtube.com/watch?v=b6t_OTHpJJ0
Nine levels of learning theory
https://www.youtube.com/watch?v=EOIGhyiCwpU
https://www.youtube.com/watch?v=Vpw7tWeHnXQ
Social learning theory (main proponent: Albert Bandura) agrees with the
behaviorist learning theories of classical conditioning and operant conditioning.
However, he adds two important ideas: (1) Mediating processes occur between
stimuli & responses and (2)Behavior is learned from the environment through the
process of observational learning.
23
As shown in the figure above, Bandura’s social learning theory added a social element, arguing
that people can learn new information and behaviors by watching other people. As such, this
theory is also called as observational learning and can be utilized to understand a wide range of
behaviors including those that often cannot be accounted for by other learning theories.
Nine Levels of Learning

Enhancing Retention and Transfer The Nine Levels of Learning (main proponent:
9
(Generalization) Robert Gagne) proposes that learners
experience nine steps when being taught
Assessing Performance something. According to this theory, adhering
8
(Retrieval) to the step-by-step approach can help
managers, trainers, and facilitators to
Providing Feedback structure their training so that their students
7 (Reinforcement) or teams get the most from their learning
opportunities. Gagne's Nine Levels of Learning
Eliciting Performance are also known as Gagne's Nine Conditions of
6 Learning, Gagne's Taxonomy of Learning, and
(Responding)
Gagne's Nine Events of Instruction.
Providing Learning Guidance
5
(Semantic Encoding)
Read more about the Social Learning
Presenting Stimulus Theory with this links:
4 (Selective Perception) https://www.simplypsychology.org/bandura.ht
ml
Stimulating Recall of Prior Learning https://www.verywellmind.com/social-learnin
3
(Retrieval) g-theory-2795074
https://www.educationcorner.com/social-learn
Informing Learners of the Objective ing-theory-guide.html
2
(Expectancy)
Gaining Attention
1
(Reception) 24
❏ Write a reflection paper on “how to best use social learning in the classroom”?
❏ Create classroom situations showing each level of learning
Read more about the Nine Levels of learning from this links:
https://www.growthengineering.co.uk/gagnes-nine-levels-of-learning/
https://www.instructionaldesign.org/theories/conditions-learning/
https://elearningindustry.com/9-events-of-instruction-in-elearning-applying-gagnes
What are the educational implications of Social
Learning Theory and the Nine Levels of Learning?
25
26
TOPIC: Insight Theory and Reception Learning WEEK 5
Course Intended
Learning Outcome
and learning
Overview This lesson provides essential information on the Insight

Theory and Reception Learning. Activities/tasks included in
this lesson focus on how these theory may be utilized by
pre-service teachers in designing classroom activities.
educational implications on the use of Insight Theory and
Reception Learning in the classroom. This will serve as a
preparation to the book project on the subject.

Insight Theory
https://www.youtube.com/watch?v=NNUIRC1R1I8&t=11s
https://www.youtube.com/watch?v=zmLAiDVdyX4
Reception Learning Theory
https://www.youtube.com/watch?v=w8ZXtcZaISM
https://www.youtube.com/watch?v=QvyX5fAtl-k
Insight Theory (main proponent: Wolfang Kohler) believes learning is a result of an
insight or the sudden grasping of the solution, a flash of understanding, without any process
of trial and error. Hence, all discoveries and inventions have taken place through insight.
27
Cognitive Learning Process In contrast with the
Behaviorist assumption that
learning by conditioning is
common to all animals and
Goal human beings and useful for
early education, the
proponents of Insight
Purposive Behavior Learning affirms the
Cognitivist view that learning
by insight is suitable only for
intelligent creatures both
Insight human and animals and
useful for higher learning. It
is a kind of learning done by
Goal Achievement observation, by perceiving
the relationship and
understanding the situation.
Reception Learning
The Reception Learning theory
(main proponent: David Ausebel)
believes on the assumption that Advance Organizers
learning of new knowledge occurs
as a result of what is already
known. As such, the construction of
knowledge begins with our Expository
observation and recognition of
events and objects through
concepts we already have.
Comparative
Reception Theory also supports the
Cognitivist view that individual learn
by constructing a network of
concepts and adding to them. With Narrative
this, the proponents advocates the
use of advance organizers as a
mechanism to help to link new Skimming for
learning material with existing Information
related ideas. Advance organizers
are helpful in the way that they help
the process of learning when difficult Nonlinguistic
and complex material are Representation
introduced.
28
❏ Answer problem solving puzzles on Insight theory of learning
❏ Develop examples of advance organizers in the student’s intended
specialization
Read more about the Insight Theory and Reception Learning from this links:
https://www.psychologydiscussion.net/learning/learning-theory/theory-of-learning-by-i
nsight-psychology/2513
https://www.preservearticles.com/psychology/insight-theory-of-learning/5272
http://www.fpmipa.upi.edu/data/report_activity/9875881844.pdf
https://www.tetsuccesskey.com/2015/07/ausubel-theory-of-meaningful-learning.html
Project-based:
What are the educational implications of Insight Theory and Reception Learning?
29
30
TOPIC: Discovery Learning Theory WEEK 6
Course Intended
❏ Apply the theories on child and adolescent development
Learning Outcome
and relate them in the teaching learning process
Essential Question/s How learning can be enhanced?
Overview This lesson provides essential information on the Discovery

Learning Theory. Activities/tasks included in this lesson focus
on how these theory may be utilized by pre-service teachers in
educational implications on the use of Discovery Learning
Theory in the classroom. This will serve as a preparation to the
book project on the subject.

Video:Watch this 2-minute video of Discovery Learning by Bruner as your
reference for the lesson https://youtu.be/e1MTybVmF5Y
Reading Activity Student Presentation
What is Discovery Learning?
The idea behind Discovery Learning is that students utilize prior knowledge, existing
knowledge, and new knowledge gained to discover new ideas, truths, or beliefs about a topic.
Discovery Learning is a constructivist theory. With Discovery Learning, students are able to
utilize their cognitive ability to gain new knowledge. In other words, students may not all be at
the same level of learning; each student can gain a different level of knowledge on a topic in
his/her own way and still reach the intended outcome set by the teacher. Discovery learning is
inquiry based; teachers can give the students a question about a topic and the students work to
discover the facts and make connections in order to learn the material. It is very important with
Discovery Learning that teachers take an active role in ensuring that students are going in the
right direction with their learning; teachers must actively look to see if students are gathering
31
misconceptions about a topic and then correct those misconceptions.
What are students doing during Discovery Learning?
performing experiments looking at other viewpoint discussing ideas

of knowledge
gained or
researching information asking deeper questions
misconceptions
with the teacher
manipulating objects having discussions and/or debates
1. What is discovery learning?

2. How can discovery learning be used in the classroom?
List down topics in your area of specialization that can be taught with discovery learning.
What are the educational implications of discovery learning?
32
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TOPIC: Information Processing Model WEEK 7
UNIT II Cognitive Development
Course Intended ❏ Use current research findings as bases for examining

Learning Outcome pedagogical practices
❏ Apply theories and principles of learning and motivation
to specific classroom situations.
Essential Question/s 1. What do current researches say about learning?

2. How can I help learners attain optimum learning?
Overview This lesson provides essential information on the Information

Processing Model. Activities/tasks included in this lesson focus
on how these theory may be utilized by pre-service teachers in
educational implications on the use of Information Processing
Model in the classroom. This will serve as a preparation to the
book project on the subject.

Video: INFORMATION PROCESSING THEORY EXPLAINED: In this video
Brian G. Collin, PhD, founder of Learn My Test (www.learnmytest.com)
explains the information processing theory.
https://youtu.be/aURqy9BEJO4
Early information processing views used the computer as a model. Like the computer, the
human mind takes in information, performs operations on it to change its form and content,
stores the information, retrieves it when needed, and generates responses to it. Anderson and
Shiffrin proposed the Information Processing Model of memory and has three elements.
34
Sensory Memory or Sensory The capacity of the sensory memory is
Register very large, and can take in more
information than we can possibly handle
Stimuli from the environment such as at one end. But this vast amount of
sights, sounds smells, etc. Constantly sensory information is fragile in
bombard our body’s mechanisms for duration. It lasts between one and three
seeing, hearing, tasting, smelling, and seconds. Visual sensations are coded
feeling. Sensory memory is the initial briefly by the sensory register as images,
processing that transforms these almost like photographs. Auditory
incoming stimuli into information so sensations are coded as sound patterns,
we can make sense of them. Even similar to echoes. It may be that the
though sights and sounds may last other senses also have their own codes.
only fractions of a second, the Thus, for a second or so, a wealth of data
transformations (information) that from sensory experience remains intact.
represent these sensations are briefly In these moments, we have a chance to
held in the sensory register or sensory select and organize information for
information store so that the initial further processing.
processing an take place.
Working Memory
The “workbench” of the memory system, the interface where new
information is held temporarily and combined with knowledge from
long-term memory to solve problems or comprehend a lecture, for
example.working memory “contains” what you are thinking about at the
moment. For this reason,some psychologists consider the working memory
to be synonymous with “consciousness”(Sweller, van Merrienboer, &Paas,
1998). Unlike sensory memory or long term memory, working memory
capacity is very limited.
Short-term memory
Is not exactly the same as working memory. Working memory includes both temporary
storage and active processing the workbench of memory- where active mental effort is
applied to both new and old information. But short-term memory usually means just
storage, the immediate memory for new information that an be held about 15 to 20 seconds
(Baddeley,2001).
Because information in working memory is fragile and easily lost, it must be kept activated
in order for it to be retained. Activation is high as long as you are focusing on information,
but activation decays or fades quickly when attention shifts away. To keep the information
activated , most people continue rehearsing the information mentally. There are tow types of
rehearsal (Craig & Lockhart, 1972). Maintenance rehearsal involves repeating the
information in hour mind. As long as you repeat the information, it can be maintained in
working memory indefinitely. Maintenance rehearsal is useful for retaining something you
plan to use and then forget, such as a phone number or a location on a map.
35
Elaborative rehearsal involves
connecting the information you
are trying to remember with
Long-term memory
something you already know -
There are a number of difference between
with knowledge from long-term
memory. For example, if you meet working and long-term memory. Information
someone at a party whose name is the enters working memory very quickly, but it
same as your brother’s you don’t have takes time and effort to store memories for
to repeat the name to keep it in the long term. Whereas the capacity of
memory; you just have to make the working memory is limited, the capacity of
association. This kind of rehearsal not long-term memory appears to be, for all
only retains information in working practical purposes, unlimited. In addition,
memory but also helps move once information is securely stored in
information to long-term memory. The
long-term memory, it can remain there
limited capacity of working memory
can also be somewhat circumvented by permanently. Our access to information in
the process of Chungking. Because the working memory is immediate because we
number of bits of information, not the are thinking about the information at the
size of each bit, is a limitation for very moment. But gaining access to
working memory, you can retain more information in long-term memory requires
information if you can group individual time and effort.
bits of information.
1. What are the three elements of the Information Processing model?

2. How is the working memory different from the long-term memory?
3. How can we improve our memory?
Experiential Learning
Complete the table. Compare the memory stores .
Working Memory Short-Term Memory Long-Term Memory
36
What are the educational implications of the Information Processing Model?
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REFERENCES
Web references:
https://youtu.be/aURqy9BEJO4
https://www.simplypsychology.org/information-processing.html
Books:
Bates, B. (2019). Learning Theories Simplified. 2nd Ed. Sage Publications Ltd.
Egged. P. & Kamchatka, D. (2004). Educational Psychology: Windows on

Classrooms. 6th Ed. Upper Saddle River,NJ: Pearson Education, Inc.
Woolfolk, Anita. (2014). Educational Psychology. 11th Ed. Merrill Upper Saddle
River, NJ
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38
TOPIC: Learning Outcomes WEEK 8
UNIT II Cognitive Development
Course Intended
Apply developmentally appropriate and meaningful pedagogy
Learning Outcome
grounded on content, knowledge and current research
Overview This lesson provides essential information on Blooms

taxonomy particularly on how to develop Lesson Plan
Objectives.
Learning Target/s At the end of the lesson, the students should be able to develop
lesson plan Objectives in their intended specialization.

Watch a Video:
A 4-minute video which answers the question of why should teachers and
educators use Bloom’s Taxonomy in their practice.
https://youtu.be/OOy3m02uEaE
Reading Activity
Lesson plan objectives provide clear direction four teaching and testing. Instructional
objectives at the lesson plan level state (1) expected behaviors in terms of specific skills, tasks,
or attitudes, and (2) content. They may also state (3) outcomes, sometimes called standards,
in terms of level of achievement, proficiency, or competency and (4) conditions of mastery.
The Taxonomy of Educational Objectives or also known as taxonomy are standards for
classifying objectives. The educational taxonomy calls for the classification of learning into
three domains: cognitive, affective, and psychomotor. The cognitive domain includes
objectives that are related to recall or recognition of knowledge and the development of
higher intellectual skills and abilities. The affective domain is concerned with aims and
objectives related to interests, attitudes,and feelings. The psychomotor domain deals with
manipulative and motor skills.
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Cognitive Domain:
2. Comprehension. Objectives at this level relate to (a)
translations, (b) interpretation and (c) extrapolation of
1. Knowledge. This level materials.
includes objectives related to
(a) knowledge of specifics, such 3. Application. Objectives at this level relate to the use of
as terminology and facts; (b) abstractions in particular situations
knowledge of ways and means
of dealing with specifics, such 4. Analysis. Objectives relate to breaking a whole into
as conventions, trends and parts and distinguishing (a)elements, (b) relationships, and
sequences, classification and (c) organizational principles
categories, criteria, and
methodologies; and (c)
5. Evaluation. This is the highest level of complexity and
knowledge of universal and
includes objectives related to judging in terms of (a internal
abstractions such as principles,
evidence or logical consistency and (b) external evidence
generations, theories,and
or consistency with facts developed elsewhere.
structures.
Affective Domain:
Psychomotor Domain:
1. Receiving. These objectives are
indicative of the learner’s sensitivity
to the existence of stimuli and include 1. Reflex movements. Objectives relate to (a)
(a) awareness, (b) willingness to segmental reflexes (involving one spinal segment)
receive, and (c) selective attention. and (b) intersegmental reflexes )involving more
than one spinal segment).
2. Fundamental movements. Objectives relate
2. Responding. This includes active to (a) walking, (b) running, (c) jumping, (d)
attention to stimuli such as (a) pushing, (e) pulling, and (f) manipulating.
acquiescence, (b) willing responses, .
and (c) feeling of satisfaction.
3. Perceptual abilities. Objectives relate to (a)
kinesthetic, (b) visual, (c) auditory, (d) tactile,
3. Valuing. This includes objectives and (e) coordination abilities.
regarding beliefs and evaluations in
the form of (a) acceptance, (b) 4. Physical abilities. Objectives relate to (a)
preference, and (c) commitment. endurance, (b) strength, (c) flexibility, (d)
agility, (e) reaction-response time , and (f)
4. Organization. This level involves dexterity.
(a) conceptualization of values and (b)
organization of a value system. 5. Skilled movements. Objectives relate to (a)
games, (b) sports, (c) dances, and (d) the arts.
5. Characterization. This is the level 6. Nondiscursive communication.
of greatest complexity and includes Objectives relate to expressive movement
behavior related to (a) a generalized through (a) posture, (b) gestures, (c) facial
set fo values and (b) a expressions and (d) creative movements 40
characterization or philosophy of life.
Depth of Knowledge (DoK) Levels
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.
<http://www.wcer.wisc.edu/WAT/index.aspx>.
Level One Activities Level Two Activities Level Three Activities Level Four Activities
Recall elements and Identify and summarize Support ideas with Conduct a project that
details of story structure, the major events in a details and examples requires specifying a
such as sequence of narrative. problem, designing and
events, character, plot and Use voice appropriate to conducting an experiment,
Use context cues to the purpose and analyzing its data, and
setting.
identify the meaning of audience. reporting results/
unfamiliar words. solutions.
Conduct basic Identify research A
mathematical questions and design pply mathematical model
calculations. Solve routine
investigations for a to illuminate a problem or
multiple-step
scientific problem situation.
Label locations on a map. problems.
Develo A
Descri
p a scientific model for a nalyze and synthesize
Represent in words or be the cause/effect of a
complex situation. information from multiple
diagrams a scientific particular event.
sources.
concept or relationship. 41
Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of Knowledge (DoK)
https://uen.instructure.com/courses/314069/pages/8-assessment-in-mathematics
Bloom's six major categories were changed from noun to verb forms in the new version which
was developed in the 1990’s and released in 2001. The knowledge level was renamed as
remembering. Comprehension was retitled understanding, and synthesis was renamed as
creating. In addition, the top two levels of Bloom’s changed position in the revised version.
Tasks:
1. Class will be grouped according to the intended specialization.
2. Each member of the group will come up with a set of Cognitive Objectives.
3. Each member of the group should be guided by the SMART way of writing objectives
SPECIFIC MEASURABLE ATTAINABLE REALISTIC TIMEBOUND
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Present cognitive, affective and psychomotor objectives on the box below. Refer to
the main reference materials for samples.
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TOPIC: Multiple Intelligences and Kolb’s Learning Theory WEEK 9
UNIT Learning Theories
Course Intended Apply developmentally appropriate and meaningful pedagogy

Learning Outcome grounded on content, knowledge and current research
Overview This lesson provides essential information on the theory of

Multiple Intelligences. Activities/tasks included in this lesson
focus on how these theory may be utilized by pre-service
teachers in designing classroom activities.
educational implications on the use of Multiple Intelligences
and Kolb’s Learning Theory in the classroom. This will serve as
a preparation to the book project on the subject.

Do the Mulitple Intelligence Checklist prepared by Discovering Gifts in Middle Schoool
https://www.wtc.ie/images/pdf/Multiple_Intelligence/mi7.pdf and discover your many gifts
Gardner's Theory of Multiple Intelligences
The theory of multiple intelligences was first proposed by Howard Gardner in his 1983
book “Frames of Mind”, where he broadens the definition of intelligence and outlines
several distinct types of intellectual competencies.
Gardner developed a series of eight inclusion criteria while evaluating each "candidate”
intelligence that was based on a variety of scientific disciplines. He writes that we may all
have these intelligences, but our profile of these intelligence may differ individually based
on genetics or experience.
45
Linguistic Intelligence (“word smart”) Logical-Mathematical Intelligence
Linguistic Intelligence is a part of Howard (“number/reasoning smart”)
Gardner's multiple intelligence theory that
deals with sensitivity to the spoken and Logical-mathematical intelligence refers to
written language, ability to learn the capacity to analyze problems logically,
languages, and capacity to use language to carry out mathematical operations, and
accomplish certain goals. investigate issues scientifically.
People with linguistic intelligence, such as People with logical-mathematical
William Shakespeare and Oprah Winfrey, intelligence, such as Albert Einstein and
have an ability to analyze information and Bill Gates, have an ability to develop
create products involving oral and written equations and proofs, make calculations,
language such as speeches, books, and and solve abstract problems.
memos.
Potential Career Choices Potential Career Choices
Careers you could dominate with your Careers you could dominate with your
linguistic intelligence: logical-mathematical intelligence:
Lawyer Mathematician
Speaker / Host Accountant
Author Statistician
Journalist Scientist
Curator Computer Analyst
Spatial Intelligence (“picture smart”) Potential Career Choices

Spatial intelligence features the potential to recognize
and manipulate the patterns of wide space (those used, Careers you could dominate
for instance, by navigators and pilots) as well as the with your spatial intelligence:
patterns of more confined areas, such as those of Pilot
importance to sculptors, surgeons, chess players, graphic Surgeon
artists, or architects. Architect
People with spatial intelligence, such as Frank Lloyd Graphic Artist
Wright and Amelia Earhart, have an ability to recognize Interior Decorator
and manipulate large-scale and fine-grained spatial
images.
Potential Career Choices Bodily-Kinesthetic Intelligence (“body smart”)

Careers you could dominate Bodily kinesthetic intelligence is the potential of using
with your bodily-kinesthetic one’s whole body or parts of the body (like the hand or
intelligence: the mouth) to solve problems or to fashion products.
People with bodily-kinesthetic intelligence, such as
Dancer Athlete Surgeon Michael Jordan and Simone Biles, have an ability to use
Mechanic Carpenter one’s own body to create products, perform skills, or
Physical Therapist solve problems through mind–body union.
46
Musical Intelligence (“music smart”) Potential Career Choices
Musical intelligence refers to the skill in the Careers you could dominate with
performance, composition, and appreciation of your musical intelligence:
musical patterns. Singer
People with musical intelligence, such as Beethoven Composer
and Ed Sheeran, have an ability to recognize and DJ
create musical pitch, rhythm, timbre, and tone. Musician
Interpersonal Intelligence Naturalist intelligence (“nature

(“people smart”) smart”)
Interpersonal intelligence is the capacity Naturalistic intelligence involves expertise
to understand the intentions, in the recognition and classification of the
motivations, and desires of other people numerous species—the flora and
and consequently to work effectively fauna—of his or her environment.People
with others. with naturalistic intelligence, such as
People with interpersonal intelligence, Charles Darwin and Jane Goddall, have an
such as Mahatma Gandhi and Mother ability to identify and distinguish among
Teresa, have an ability to recognize and different types of plants, animals, and
understand other people’s moods, weather formations that are found in the
desires, motivations, and intentions. natural world.
Potential Career Choices Potential Career Choices
Careers you could dominate with your Careers you could dominate with your
interpersonal intelligence: naturalist intelligence:
Teacher Botanist
Psychologist Biologist
Manager Astronomer
Salespeople Meteorologist
Public Relations Geologist
Kolb's Learning Styles and Experiential Learning Cycle
Kolb's learning theory (1974) sets out four distinct learning styles, which are based on a
four-stage learning cycle (see above). Kolb explains that different people naturally prefer a
certain single different learning style. Various factors influence a person's preferred style.
For example, social environment, educational experiences, or the basic cognitive structure of
the individual. Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate 'choices' that we make, which
Kolb presented as lines of an axis, each with 'conflicting' modes at either end.
A typical presentation of Kolb's two continuums is that the east-west axis is called the
Processing Continuum (how we approach a task), and the north-south axis is called the
47
Perception Continuum (our emotional response, or how we think or feel about it).
Kolb believed that we cannot
perform both variables on a
single axis at the same time (e.g.,
think and feel). Our learning
style is a product of these two
choice decisions.
It's often easier to see the

construction of Kolb's learning
styles in terms of a two-by-two
matrix. Each learning style
represents a combination of two
preferred styles.
The matrix also highlights

Kolb's terminology for the four
learning styles; diverging,
assimilating, and converging,
accommodating:
Active Experimentation Reflective Observation

(Doing) (Watching)
Concrete Experience Accommodating (CE/AE) Diverging (CE/RO)

(Feeling)
Abstract
Conceptualization Converging (AC/AE) Assimilating (AC/RO)
(Thinking)
Learning Styles Descriptions

Knowing a person's (and your own) learning style enables learning to be orientated according to
the preferred method. That said, everyone responds to and needs the stimulus of all types of
learning styles to one extent or another - it's a matter of using emphasis that fits best with the
given situation and a person's learning style preferences.
DIVERGING ASSIMILATING CONVERGING ACCOMMODATING
48
Diverging (feeling and watching - CE/RO)
Accommodating (doing and feeling - These people are able to look at things
CE/AE) from different perspectives. They are
The Accommodating learning style is sensitive. They prefer to watch rather than
'hands-on,' and relies on intuition rather do, tending to gather information and use
than logic. These people use other imagination to solve problems. They are
people's analysis, and prefer to take a best at viewing concrete situations from
practical, experiential approach. They are several different viewpoints.
attracted to new challenges and Kolb called this style 'diverging' because
experiences, and to carrying out plans. these people perform better in situations
They commonly act on 'gut' instinct that require ideas-generation, for example,
rather than logical analysis. People with brainstorming. People with a diverging
an accommodating learning style will learning style have broad cultural interests
tend to rely on others for information and like to gather information.
than carry out their own analysis. This They are interested in people, tend to be
learning style is prevalent within the imaginative and emotional, and tend to be
general population. strong in the arts. People with the
diverging style prefer to work in groups, to
listen with an open mind and to receive
personal feedback.
Converging (doing and thinking - Assimilating (watching and thinking -

AC/AE) AC/RO)
People with a converging learning style The assimilating learning preference
can solve problems and will use their involves a concise, logical approach. Ideas
learning to find solutions to practical and concepts are more important than
issues. They prefer technical tasks, and people. These people require good clear
are less concerned with people and explanation rather than a practical
interpersonal aspects. opportunity. They excel at understanding
People with a converging learning style wide-ranging information and organizing it
are best at finding practical uses for ideas in a clear, logical format. People with an
and theories. They can solve problems assimilating learning style are less focused
and make decisions by finding solutions on people and more interested in ideas and
to questions and problems. abstract concepts. People with this style
People with a converging learning style are more attracted to logically sound
are more attracted to technical tasks and theories than approaches based on
problems than social or interpersonal practical value. This learning style is
issues. A converging learning style important for effectiveness in information
enables specialist and technology and science careers. In formal learning
abilities. situations, people with this style prefer
People with a converging style like to readings, lectures, exploring analytical
experiment with new ideas, to simulate, models, and having time to think things
and to work with practical applications. through.
49
Guide Questions:
1. What are the different intelligences according to Gardner?
2. What is the importance of knowing one’s own intelligence?
3. What are the four learning styles according to Kolb?
Personal Profile
1. Answer the learning style questionnaire that can be found in this link:
http://www.bunbury.wa.gov.au/pdf/environment/u472/Appendix%2019%20U472%20
Community%20Facilitator%20Kolb%20Questionnaire%20Final.pdf
2. Score your work using the scoring method at the bottom of the questionnaire.
3. Together with your scores in the MI test that you took in the Induction of Prior knowledge
try to make a profile of yourself.
What are the educational implications of the the following theories: Multiple
Intelligences, Emotional Intelligence and Learning Styles?
50
51
TOPIC: Principles and Concepts of Motivation WEEK 10
UNIT III Principles and Theories of Motivation
Course Intended ❏ Use current research findings as bases for examining

Learning Outcome pedagogical practices
❏ Apply theories and principles of learning and motivation
to specific classroom situations.
Essential Question/s What do current researches say about learning?

How can I help learners attain optimum learning?
Overview This lesson acquaints the pre-service teachers to the concepts

and principles of motivation. Additionally, the humanistic
perspective will also be discussed via Maslow’s Hierarchy of
Needs.
Learning Target/s At the end of the lesson, the students should be able to discuss
some educational implications of the theories discussed.

What motivated you to enrol this term amidst the pandemic? What made you
decide to be a PNUan?
52
Mitchell, T. R. (1982) presented that job performance is affected by three factors. This is
expressed in the equation below.
Performance is a function of the interaction between an individual’s motivation, ability,

and environment.
Motivation is one of the forces that lead to performance. Motivation is defined as the desire to achieve a
goal or a certain performance level, leading to goal-directed behavior. When we refer to someone as
being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is
clearly important if someone is to perform well; however, it is not sufficient. Ability—or having the
skills and knowledge required to perform the job—is also important and is sometimes the key
determinant of effectiveness. Finally, environmental factors such as having the resources, information,
and support one needs to perform well are critical to determine performance. At different times, one of
these three factors may be the key to high performance. For example, for an employee sweeping the
floor, motivation may be the most important factor that determines performance. In contrast, even the
most motivated individual would not be able to successfully design a house without the necessary talent
involved in building quality homes. Being motivated is not the same as being a high performer and is not
the sole reason why people perform well, but it is nevertheless a key influence over our performance
level.
Motivation Theories
https://www.knowledgehut.com/tutorials/project-management/motivation-theories
Motivation is a state-of-mind, filled with energy and enthusiasm, which drives a person to
work in a certain way to achieve desired goals. Motivation is a force which pushes a person
to work with high level of commitment and focus even if things are against him. Motivation
translates into a certain kind of human behaviour.
It is important to ensure that every team member in an organization is motivated. Various

psychologists have studied human behaviour and have formalized their findings in the form
various motivation theories. These motivation theories provide great understanding on how
people behave and what motivates them.
Motivation is a huge field of study. There are many theories of motivation. Some of the
famous motivation theories include the following:
53
Maslow’s Hierarchy of Needs
Abraham Maslow postulated that a person

will be motivated when his needs are
fulfilled. The need starts from the lowest
level basic needs and keeps moving up as a
lower level need is fulfilled. Below is the
hierarchy of needs:
● Physiological: Physical survival
necessities such as food, water, and
shelter.
● Safety: Protection from threats,
deprivation, and other dangers.
● Social (belongingness and love): The
need for association, affiliation,
friendship, and so on.
● Self-esteem: The need for respect and
recognition.
● Self-actualization: The opportunity for
personal development, learning, and
fun/creative/challenging work.
Self-actualization is the highest level
Maslow’s Hierarchy of Needs need to which a human being can
https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs aspire.
What do you think is the implication of Maslow’s Theory in the education system
under the time of pandemic?
McClelland’s Theory of Needs

McClelland affirms that we all have three motivating drivers, and it does not depend on our
gender or age. One of these drives will be dominant in our behaviour. The dominant drive
depends on our life experiences.
The three motivators are:
● Achievement: a need to accomplish and demonstrate own competence People with a
high need for achievement prefer tasks that provide for personal responsibility and
results based on their own efforts. They also prefer quick acknowledgement of their
progress.
● Affiliation: a need for love, belonging and social acceptance People with a high need
for affiliation are motivated by being liked and accepted by others. They tend to
participate in social gatherings and may be uncomfortable with conflict.
● Power: a need for control own work or the work of others People with a high need for
power desire situations in which they exercise power and influence over others. They
aspire for positions with status and authority and tend to be more concerned about
54
their level of influence than about effective work performance.
Read the article below and answer the questions that follow.
Abraham Maslow’s ‘Hierarchy of Needs’ Becomes Even More Relevant
in the Era of COVID-19 by Singh (2020)
https://www.psychreg.org/hierarchy-of-needs-covid-19/
The fear of COVID-19 infection has penetrated all over the world. This pandemic is
jeopardising in every area of life such as psychological, physical, social, financial etc. Globally,
governments have announced lockdowns to prevent further outbreaks of COVID-19.
The World Health Organization has issued specific guidelines related to symptomatology and
prevention (such as wash hands frequently, maintain social distancing, avoid touching eyes,
nose and mouth, practice respiratory hygiene, seek medical care early, stay informed and
follow advice by healthcare providers).
All the educational and religious institutions, restaurants, clubs, theatres, parks, and the
transportation system is at rest to cease the public gathering. People are expected to remain inside
their houses, to support social distancing and to adopt precautionary measures to the maximum.
Still, it is not absolutely followed. The question arises whether people do not understand the
concept of social distancing or there is an unavoidable precursor behind such tendency. The
way the coronavirus is spreading is threatening and demands taking maximum precautions
possible.
It is perhaps useful to understand the motivating factors, which may be impacting people’s
reluctance to follow social distancing measures. This may help elucidate why people are
risking their lives, and ignoring the nature of coronavirus. We need to understand the
theoretical association between Abraham Maslow’s theory of needs and the anxiety of
COVID19 in unprecedented times.
The well-known theory of Maslow’s theory of human needs fits well in the context of COVID-19 as he
quoted in his theory that human needs are hierarchical arranged and supersedes the others when
ones are satisfied. Maslow categorised needs such as physiological needs, safety needs, social needs,
esteem needs, and self-actualisation.
The risk of life and its comprehension differ variably upon the individual’s age, personality traits,
immunity, adoption of precautionary measures, environmental factors. It is interesting to ascertain
(empirically) that to fulfil what kind of needs, an individual takes the risk of life and of what extent
during such extreme conditions. It can also support to understand that to fulfil such needs, an
individual can break the rules of protection. The unmet needs for self at a primary level might be the
limiting factor towards the global crisis, even, people led to ignore government and health providers’
instructions.
55
The basic physiological needs are the lowest and fundamental for the survival of individuals. In this
case, these needs seem to be overlapping with safety and security needs. Such needs usually emerge
from deprivation and the absence of which develops a sense of anxiety and stress. It can be attributed
to the idea that people may think an empty stomach (without food, water, and other routine essentials
during lockdown) would take their life away before the coronavirus.
The panic buying of bulk grocery and toilet papers are noteworthy examples. The hoarding of such
items highlights the perceived unpredictability of the future about the availability of such goods. To
have these articles, people still step out of their homes to buy and attempt to endanger their lives at the
cost of their living, until these items are procured. Therefore, people tend to satisfy their elementary
needs at any price, despite being aware of the hard reality of coronavirus.
Safety needs, in the case of COVID19 can be referred as to sense of being protected and safe to avoid
the infection of coronavirus. It includes need for the clean living area, masks, hand sanitisers,
maintaining social distancing and toilet papers are safety needs for people to help them safe from
COVID19.
The need of belongingness and love: Diminishing the fear of COVID-19, there may be people whose
dear ones are away from family members may produce some degree of fearfulness than those who are
together in these exceptional circumstances. The needs of belonging to family, friends and relatives
lower anxiety and fearfulness. The emotional needs requirements are satisfied via offline and online
mediums of remaining in touch with near and dear ones. The regular contact with family members and
friends escapes the feeling of anxiety, stress and fear.
The fourth level is esteem needs. These needs are two types internal (such as self-satisfaction) and
external esteem (public acclaim) needs. Individuals tend to gain satisfaction, recognition and acquire
status. Once the individuals attain the first three needs, afterwards only, they would be encouraged to
reach and achieve these needs. This time, the individuals are working from home, doing and
submitting, presenting work online, reporting to officials, writing down needful, making
video-conferencing.
For an instance, many people upload videos This theory has also relevance during
and photographs on social media while pandemic to understand the hierarchy of
donating to people in crisis. It is always needs. Yet, it is to be tested on a sample of
controversial whether they satisfy internal population in different regions and its
needs or external needs by doing so. Thus, association with fear of COVID19 can be
they contribute to society in a possible determined. That will be suitable to suggest
capacity. ways of satisfying human needs during
traumatic conditions so that people are not
For an instance, many people upload videos encouraged to take perils of life.
and photographs on social media while
donating to people in crisis. It is always
controversial whether they satisfy internal Do you share the same experience?
needs or external needs by doing so. Thus, What level of your Maslow’s Needs
they contribute to society in a possible was affected the most?
capacity.
56
Below is the revised version of Maslow’s Hierarchy of Needs. How does it differ from the
original work? Research about this and briefly explain why and how the pyramid was revised.
Image from https://www.interiorsandsources.com/article-details/articleid/22727/title/maslow-hierarchy-design-architecture-impacts
How can these motivational theories be used in the context of blended learning
during the pandemic?
57
WHAT I LEARNED IN THIS COURSE WEEK 10
58
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FACULTY OF EDUCATION SCIENCES Theories of Learning

COURSE CODE COURSE TITLE NAME OF FACULTY COURSE SCHEDULE

Bettina Philomena M. I-14 MTh 1:00 - 3:00 PM

02PROFED03 Theories of Learning Analyn Bituin I-20 TF 7:00-9:00 AM

PNU Flexible Learning Delivery: KAWAY-ARALAN sa BAGONG KADAWYAN

THIS TOOL KIT IS FOR PNU USE ONLY

NAME OF FACULTY MEMBERS

Bettina Philomena M. Sedilla, Ph.D.

Name of Student: ________________________________________________________________

for PNU use only (Term 1, AY 2020-21) 2

2 ● Behaviorist Perspective (Classical Conditioning, Connectionism)

3 ● Behaviorist Perspective (Operant Conditioning)

4-6 ● Cognitive Perspective (Nine Events, Insight, Reception, Discovery)

7 ● Cognitive Perspective (Information-Processing, Dual Coding, Andragogy, Facilitation)

9 ● Human Intelligence and Emotional Intelligence

10 ● Principles and Concepts of Motivation

Induction of Prior Knowledge Experiential Episodes

Dissection of Concepts Authentic Assessment 3

PART CHAPTER CODE

I Story Vignette of an Atypical Child 02PROFED05

II Story Vignette of a Learner with LD 02PROFED05

III Story Vignette of an Atypical Child 02PROFED05

Prof 1 Peer 1 Prof 2

UNIT 1 NATURE OF LEARNING

Course Intended ❏ Describe the underlying principles and theories of

Essential Question/s What factors affect the learning process?

Overview This lesson is developed to orient students on the course

Induction of Prior Knowledge

Both individual activity and

Teachers do most of the work

Lessons contain low-level content,

The five major perspectives in psychology are biological, psychodynamic, behavioral,

Behaviorism is primarily concerned with observable and measurable aspects of human

For the purposes of this toolkit, we will focus

FORCES THAT MAJOR BELIEFS / IMPLICATIONS TO

UNIT 1 Theories of Learning

Course Intended Describe the underlying principles and theories of teaching

Essential Question How can learning be enhanced?

Overview This lesson intends to provide essential information on the

Induction of Prior Knowledge

Share insights that transpired as you watch the videos.

Classical Conditioning: The Process

Neutral Stimulus Neutral Stimulus

Unconditioned Unconditioned Conditioned Conditioned

Similarly, the Connectionism theory (main

Theories Educational Implications

UNIT 1 Theories of Learning

Essential Question/s How can learning be enhanced?

Overview This lesson provides essential information on Operant

Induction of Prior Knowledge

Classical Conditioning Operant Conditioning In contrast with

UNIT Theories of Learning

Essential Question/s How can learning be enhanced?

Overview This lesson provides essential information on the Social

Induction of Prior Knowledge

Nine Levels of Learning

UNIT Theories of Learning

Essential Question/s How can learning be enhanced?

Overview This lesson provides essential information on the Insight

Induction of Prior Knowledge

UNIT Theories of Learning

Essential Question/s How learning can be enhanced?

Overview This lesson provides essential information on the Discovery