Name:Ri

sshelA.Manal
oPi
l
ar Dat
e:09/
11/
21

Cour
se/
year
s:BEED-3B

ACTI
VITY:

Di
rec
tion:Anal
yzet
hepi
ctur
ecar
eful
l
yandans
wert
hes
ucc
eedi
ngques
ti
on.

ANALYSI
S:

Thi
nkofat eacherthat’
smos tunforget
tabl
etoy ouinelementar
yorhighs
chool
.Ar
ether
e
thi
ngsthatwheny ouenc ounteratpres
ent(see,hear
,touch,s
mell)makey
ougobacktothe
passandrecal
lthi
st eac
her?Whatar et
histhi
ng?

- Themos
tunf
orget
abl
e whenIwasi
nmyel
ement
aryi
sthebamboos
ti
ck,bec
aus
eev
ery
time
we’r
emi st
akes healwaysbeatsuswi
thabamboosti
ck.Myteacherwasver
ys t
ri
ctedwe’r
e
ver
yaf r
aidtoher.Irememberwhensheteac
hesusadanci
ngandwe‘ r
emistaket
hes t
ep
shealwayspuni
s hedus.Sounti
lnowwhenIsawabamboos ti
ckthismakemer ecal
ltomy
t
eacherduringmyel ementar
yday.

Appl
ic
ati
on:

Summar
izet
he5l
ear
ningt
heor
iesandt
hei
rimpac
ttoeppt
eac
hingus
ingt
het
abl
ebel
ow:

Behav
ior
is
m Cons
truc
tiv
ism Soc
iall
ear
ning Cogni
ti
vi
sm Ex
per
ient
ial
i
sm

Knowl
edge Exi
stsout
s i
de Const
ruct
ion Soci
all
y- Appr oac hed Stat
esthat
I
s: ofaperson ofmeaning negoti
ated ass chema experi
encei
sthe
andisgained fr
om meaningsin cons tructions
, sourc
eall
thr
ough exper
ienc
e thesoci
al andl earningis knowledge
behavi
or communi t
y viewedasa
modifi
cat
ion. changei nt he
l
ear ner s
schemat a,or
ther ef i
ningof
prior
knowl edge
Lear
ningi
s: Allbehav ior
s Mak i
ngs ense I
nter action The Thepr oc
essof
arelear ned ofexperi
ence with,and ac quisit
ionof l
ear ningthrough
through meaningi s obser vationof new ex per i
ence,and
i
nterac t
ion madebyt he other sina i
nf ormat i
on i
smor enarr
owly
witht he i
ndivi
dualand socialc ontex
t pr oc essing, def inedas
env i
ronment const
itut
e probl em ‘
’lear ning
througha changesin solvingand thr ough
proces s
. thei
r i
ns ight . reflectionon
knowledge doi ng.’’
 s
truct
ures.
Foc
usof Onobj ec
tiv
ely I
nter
nal Int
erac t
ionof Ont he ont heideathat
l
earni
ng observ
able c
onstruct
ionof persons, proces s thebes twaysto
behavi
orsand r
eali
tyby behav i
orand i
nv olvedin l
ear nthingsisby
dis
countsany i
ndiv
idual. envi
r onment l
ear ningrat
her actuallyhavi
ng
i
ndependent thanont he exper i
ences
acti
vi
ti
esof obser ved
themind. behav ior
.

Keylear
ning Thes ti
mul us
- Meani ng Vic ar ious Pri
or Conc rete
conc
ept: respons e mak ing, l
ear ni ng,s el
f knowl edge; exper i
ence,
equat ion,the knowl edgeregul at i
on met a- reflect
ive
classicaland and model s; cognition; obs ervati
on,
oper ant experience,
behav ior s percept i
on; abs tr
ac t
condi ti
oning, cognitiv
e model i
ng, expertiseand conc eptuali
zati
on
and confli
ct,group
ex pec tanc y memor y andac ti
ve
reinforcement disc
us si
onand
reinf or cement , i
mpor t ant. exper i
ment ati
on.
and coll
abor ati
on;
self- ef fi
c acy, Cognitiv e *engage
punis hment shared situat ed str
uc t
ur eand i
nt ell
ectuall
y,
not i
ons . problem and
l
ear ni ng, l
earner swor ld creativel
y,
task, communi ti
es vi
ew;l ear ni
ng emot i
onally
,
knowl edgeofpr ac tice, sty
le,lear ni
ng soc i
all
yor
constructi
on
distr ibut ed howt ol ear
n, phy si
cally.
cogni t i
on, cognitionand
empl oy ee cult
ure;ges tal
t
soc ial izat i
on psychol ogy
ont hej ob i
nfluenc e
traini ng
Cent
eredon: Observingand Lear ner Emphas izethe Thement al Thepr oc
ess
analyzi
nghow c ent ered i
mpor tanc eof proc essesby whereby
contr
olled educ ationand t hes oc ial whi cht he knowledgeis
envir
onment al the cont ex tand l
ear nert akes creat
edt hr
ough
changesaffect dev elopment pos i
tt hat i
n,i nterprets
, the
behaviors
. ofs oc i
al i
ndi vidual sc an stores,and trans
formati
on
valuesand l
ear nby retri
ev es ofexperi
ence
theirus ein obs er ving i
nf ormat ion.
dev eloping other sac ti
ons
crit
ical andwhet her
think i
ngi n thes e
l
ear ner s. i
ndi vidual sar e
pos i
tiv elyor
negat ivel y
reinf or ced
when
ex hibi ting
aggr es siv e
behav ior s.
EPPteachi
ng Behaviori
smi s Cons t
ructi
vis
m Soc iall ear ni
ng Cognit
ivi
smis Theimpac tof
i
mpac t
/s: keyfor trans f
ormst he playav ital thebestway exper
ienti
alis
mi n
educators student sfrom r olei n i
nt eac
hingto EPPisvery
becauseit apas sive teac hingEPP askquesti
ons bl
atantbec ause
i
mpac tshow recipientof bec aus et his tohelp i
tisreall
y
 studentsreact i
nformat i
onto subjectf ocuses studentsrefi
ne focusesi nthe
andbehav ei
n anac t
ive i
nappl i
ed theirthi
nking exper i
encesmos t
thec l
assr
oom, part
ici
pantin l
ear ning, andr ecogniz
e oft het i
met hi
s
ands uggest thelearni
ng wher ei nwe wher ethey theoryi stheone
thatteachers proc
es s
. canl ear n maybe oftenus ed
candirectl
y through wr ong. bec auselearner
s
i
nf l
uencehoe others ,i
nour canr elateand
theirst
udents communi ty theyc aneas i
ly
behave. andev en l
ear nfrom it
wor l
dwi de bec ausethereis
throught he anappl i
cati
on.
useofI CT.

Ref
lec
tion:

Whati
nsi
ght
sdi
dyougai
naf
terr
eadi
ngt
hel
ess
on?

Theins i
ghtdi dIgai nedfrom thi
sl es son,learni
ngt heorydes cr
ibeshowaswes tudent sreceiveproc es
s
andr etai
nk nowl edgedur i
nglearni ng.Cogni t
ive,emot i
onal,andenv i
ronment alinf l
uences,aswel las
pri
orex perienc e,allplayinhowunder st
andingi sac quiredorc hangedandk nowl edgeands kil
lsretai
ned.
Learningdes i
gns houldbebas edonl earningtheor iesbecauset heor
iesprovi
deabas i
stounder st
and
howpeopl el earnandwayt oexplai n,des cri
be,anal yzeandpr edictl
earni
ng.int hats ense,at heoryhelps
usmak emor ei nformeddec i
si
onsar oundt hedes ign,dev el
opmentanddel i
ver yofl earning.Therear e
dif
ferentlear ni
ngt heori
es,
(behavior i
s m,c ognit
ivi
sm,c onstr
ucti
v i
sm,andet c
……)l earningt heori
esc anhelp
usunder standhowi nf
ormati
oni sus ed,howk nowl edgei screatedandhowl earni ngtakepl ace.

Behavior
ismfocusesonthei deathatallbehavi
orsarelearnedthr
oughi nt
eract
ionwiththeenvironment
.
Anditisthekeyforeducatorsbecauseitimpactshows tudent
sreactandbehav eintheclas
sroom,and
suggestt
hatteachercandirectl
yinf
luencehowt hei
rstudentsbehave.Behavior
ismispri
maril
yc oncer
ned
with obs
ervabl
ebehav i
or,asopposedt ointer
naleventsli
kethi
nkingandemot i
on.

Cons t
ructi
vi
sm bas edont heideathatstudentsactuall
yc r
eatetheirownlear
ningbas
edont hei
rprev
ious
experi
ences.Studentstakewhatt hey’rebeingtaughtandaddi ttothei
rprevi
ousknowledgeand
experi
ences,creat
ingar eali
tythatuniquetothem.Thi slearni
ngt heor
yfocus
esonlearni
ngasanac t
ive
process,whic
hi spersonalandindivi
dualforeachs tudent.

Cogniti
vismfocusesonhowinf
ormat
ioni
srecei
ved,organiz
ed,st
oredandretr
iev
edbythemind,
ther
efore,cogni
ti
vis
mlooksbey
ondobser
vabl
ebehavior,v
iewingl
earni
ngasinter
nalment
alproc
ess
.

Soci
all
ear
ningfoc
usesonthel
ear
ningthatocc
urswit
hinas oci
alcont
ext.I
tcons
idert
hatpeopl
elear
n
fr
om oneanot
herinc
ludi
ngsuc
hconceptasobser
vat
ionall
earni
ng,i
mitat
ionandmodeling.

Exper
ient
ial
is
mf ocus
esonlear
ningbydoing.Usi
ngthi
stheory,s
tudent
sar
eenc
our
agedt
olear
nthr
ough
ex
perienc
esthatcanhel
pthem ret
aini
nformati
onandrecal
lfact
s.
ASSESSMENT:

Choos
e3keyconc
ept
sofbandur
associ
allearni
ngtheor
ythens
tat
ehowy
ouwi
l
lappl
ythes
econc
ept
s
whenyout
eac
h.Usethet
abl
ebelowforthispurpos
e.

Thr
eek
eyc
onc
ept
sofal
ber
tbandur
a Howwi
l
lappl
yiti
nteac
hing

1. Peopl
ecanl
ear
nbyobs
erv
ing 1.
1itisappl
i
cableonpeerl
ear
ningandt
eac
hing
t
hroughobserv
ati
on.

1.
2Icanals
oapplythisc
onc
epti
nmydi
scus
sions
wi
thdemons
trat
ion.

2. Cogni
ti
onpl
aysar
olei
nlear
ning 2.
1itisgener
all
yappl
i
cabl
eonanyt
ypeof
di
scus
sion

2.
2Icanal
soint
egr
atet
hes
eindev
elopi
ngHOTS
ofmyst
udent
s.

3. Reinf
orcementandpunishmentinf
luence 3.
1mak eus
eofr ei
nfor
cementt
omot
ivat
emy
theextenttowhichanindi
vi
dualexhibi
ts st
udent
stolear
n.
abehav i
orsthathasbeenl
earned.
3.2Iwi
l
limposereasonablepuni
shmentsinor
der
formystudent
stoknowt heconsequenc
eson
thei
ract
ions.