Competency: Apply Principles,Theories and

Laws of learning in resolving

classroom problems.
 Formal education is based on the belief that the
learning process can be directed and facilitated,
however to direct and facilitate learning is not a
simple task if the teacher has no clear understanding
of the learning process.
THREE DISTINCT TYPE OF LEARNING:
1.Psycho motor learning
-learning that involves the use of the senses
and muscles.
2.Cognitive learning
-involves the intellectual activities, using
the brain or mental areas in processing learning.
3.Affective learning
-involves the heart in the acquisition of
attitudes, judgment and knowledge concerning
values.
 Children learned after they use all of
their senses, to learn about the sights,
sounds, tastes, and smells in their
environment.
They learned further as they interact
with their parents and other family
members, friends, and other people
important to their world.
When they enter the school, they
continue to learn further the basic academic
subjects like reading, writing, and
mathematics.
 Learners continue to learn a great deal
outside the classroom, where they learned
social skills as they interact, learning which
behaviors are to be rewarded and which are
likely to be punished.
We must learn to adapt to the many major
changes that affect our lives, such as getting
married, raising children, and finding and
keeping a job.
As teachers we need to understand the best
ways to educate our learners, making use of the
principles of learning to understand how certain
experiences change people’s behaviors and
lives.
 LEARNING IS…
-the core of the teaching-learning process.
-involves a particular kind of change in
behavior.
-the development of new associations as a
result as a result of experience.
-modification of an organismic behavior, a
result of maturation and environmental
experience.
 -process inferred from relatively stable changes in
behavior, through practice or interaction with the
environment.
Task:
construct a simple meaning of learning from
the sample definitions given.
Learning- is a process of change in behavior
resulting from experience.
…Analyzing the sample definitions given, all
will show that learning involves process of change
in the earner’s behavior emphasizing the important
role of experience, as a provider of conditions that
will enhance the learning process for effective
learner’s learning.
1.Children learn by doing.
2.Motivation should be intrinsic and natural,
not artificial.
3. Learning should be gradual and continuous,
not discrete.
4. Instruction should be adapted to individual
needs.
5. Natural social setting should constitute
learning situations.
6. Learning depends upon the child’s ability.
7. Learning comes through sense impressions.
8. The child can be best educated as a whole, as a
unit organism.
9. Teacher-pupil relationships should be cooperative.
10. Education means improving the quality of living.
3.Psychoanalytic theory
-PSYCHOSEXUAL (Freud),
focuses on the effect of early
childhood experiences to adult’s
behavior.
PSYCHOSOCIAL THEORY (ERICKSON)
-believed that people pass through 8
psychosocial stages in their lifetimes ,and as they
grow, they face series of psychosocial crises that
shape their personality:

-Each crises focuses on a particular aspect of

personality and involves the persons’ relationship
with others.
4.Interactionism / Cognitive theory
-Knowledge is created as children
interact in their social and physical
environment.
VYGOTSKY’S view of cognitive
development
-believed that cognitive development is
strongly linked to input from others.
PIAGET’S stages of cognitive development
-believed that development precedes learning,
assuming that the child is an active organism & that
development depends in large part of the child’s
manipulation of and active interaction with the
environment.
GARNER’S theory of multiple intelligences -believed
that individuals are capable of developing at seven
domains.
5.Moral Development theory (kohlberg)
-When people consider moral dilemmas, it is
their reasoning that is important, not their final
decision.
-people progress through three levels as they
develop abilities of moral reasoning.
1.Behaviorism / Association theory
-a theory that rooted in the
philosophy of John Locke, Tabula
Rasa,viewing that the mind of the
child is blank at the time they were
born.
BEHAVIORIST
-believed that learning comes about
because person receives a reward or
reinforcement for the correct response to a
particular stimulus.

ASSOCIATIONIST (Thorndike)
-believed that learning is the result of
association of events.
2.Nativistic theory
-believed that the child will learn, if given
proper time to develop.
-child’s outward behavior indicate readiness.
THORNDIKE’S CONNECTIONISM THEORY
-Also known as stimulus-response theory,
using the following activities;
a. Situation which influences or affects the
individuals.
b. The response made by the individual to a
a particular situation.
c. Connection between the situation and
the
response produce by the individual in
response to a particular given stimulus.
Principles of Connectionism
-is the basis of Thorndike in expressing
his Laws of learning.
1.Law of Readiness
-states that when a person is prepared to
respond or act, giving the respond is satisfying, and
being prevented from doing so is annoying.
-this law is related to the law of effect and
accounts for the motivational aspects of learning.
 -reminds that a learner must not be forced
beyond the present level of readiness to avoid
acquiring some undesirable attitudes that might
affect their learning capabilities.
-implies that teacher must either wait or
accept the present level of readiness of the learner,
but should apply motivational learning activities.
2.Law of exercise
-states that constant repetition of the response
strengthened its connection to the stimulus, and
disuse of the response weakened the connection
with the stimulus.
-this law satisfies many educational practices
such as drill, practice activity, review, examination
and removal exams.
-effective use will lead to mastery of the
discipline.
3.Law of Effect
-states that learning is strengthened if it
results in satisfaction, but learning is weakened
if it leads to annoyance.
-implies that, a person tends to repeat life
experiences that has been satisfying, and tends
to avoid what has been dissatisfying.
-basis in setting a classroom conducive for
effective teaching-learning process.
-reminds teachers to make learners learning
experience pleasant and gratifying to encourage
them to love learning.
-Views learning as a result of conditioning
that form the sequential relation of
stimulus-response bond that brings the
behavior change.
-there are two prominent names in
conditioning theory as they differ in their
basis of response change.
a. Ivan Pavlov classical conditioning
-using the adhesive principle as
basis
of response change.
Adhesive principles
-shows that response is attached
to the stimulus, so the recurrence of
the of the stimulus will evoke or
cause the response, even without
reinforcement.
Theory:
An individual learns when a previously
neutral stimulus is paired with an unconditioned
stimulus until the neutral stimulus evokes a
conditioned response.
tasks:
1.identify the key word and give the one
common word meaning
2.What is the most commonly used word
meaning of the conditioning.
3.fill up the missing expected response.
 Learning paradigm

Before Neutral stimulus expected

response
conditioning
teacher’s command
“hands forward” ___?_____
_______________________________________________________________
During Neutral Stimulus + unconditioned stimulus
Conditioning
teacher’s command
“ hands forward + demonstration”
____?____
_______________________________________________________________
After Conditioned Stimulus
Conditioning
teacher’s command
“hands forward
_____?____
Theory:
“An individual learns the desired the desired
responses because s/he is rewarded for doing so, and
learns to avoid undesired responses because s/he is
punished for doing so.
Response/behavior leads to repeating operant
occuring consequence avoiding behavior

Situation #1
operant behavior positive increases response
reinforcement occurrence of
Jose studied hard Increases
And got 95 in the Father gave the desire
Last test in math him P50 to study
harder
Response/behavior leads to repeating operant
occuring consequence avoiding behavior

Situation #2
operant behavior Negative Increases the
reinforcement chances of
getting high
grades,

Pete studied hard escaped home Keeps on

chores studying harder
Response/behavior leads to repeating operant
occuring consequence avoiding behavior

Situation #3
operant behavior punishment response

Ronald Shouted Received Scolding will probably

in class and detained after avoid shouting
class again
Bandura’s social learning theory
tasks:
1.Incircle the key words used in the
theory.
2.Fill up the expected response from the
learner.
Theory:
“An individual learns through observation and
imitation of others.”
Learning paradigm
________________________________________________
model learner
(attractive, popular, competent,
successful and interesting)
1. Models the behavior ___________________
2. Demontrates the behavior ___________________
3. Continues modelling ___________________
4. Praises/ grades students ___________________
Atkinson and Shiriffin’s information processing theory

task:
Internalized the information given and
construct a learning paradigm.
Theory:
“ The individual learns when the
human mind takes in information
(encoding), performs operation on it,
stores the information (storage/save),
and retrieves it when needed
(retrieval).”
1.Sensory registers
- receive the large amounts of
information with the use of the senses
(observation), then, holds it for a very
short time for initial processing for
the short term memory ,and if not
use, it is lost and forgotten.
2.Short term or working memory
- holds the limited amount of information and
paid attention to, then organizes it for storage or
for discarding and connecting to other information.
-rehearsal or repetition facilitate the holding of
the information in the short term memory for
transfer to the long-term memory.
3.Long term memory or active memory
-keep information for long period of time
&integrates it through rehearsal, elaboration, and
organization with information that is already
known.
- executive control monitors and guides the whole
process.
 EXCESS CONTROL PROCESSES

Short-term
Long-term
Memory
Learn Memory
(save)
Sensory
register
perception

retrieve Active
Working
Memories
memory

Encoding temporary storage permanent storage

Theory:
“Learning occurs as the individual
develops higher level skills
that build successively on lower skills
(Klausmeier)
 Gagne learning paradigm

problem solving

concept learning

multiple discrimination

motor chain verbal chain

stimulus response

signal learning
Signal learning- ex. Hand command “sit down”
Stimulus-response learning - ex. Verbal
command “sit down”
Motor chains/verbal chains - ex. Writing the
letters of the alphabets
Discrimination learning - ex. Recognizing
sound of a fire track discriminated from
other sounds.
.
Concept learning- ex. Identifying a triangle
from other shapes and deduce commonality among
different shapes.

Rule learning- ex. Making a correct response to

information found in this statement “ equilateral
triangles are similar in shapes.”

Problem solving- ex. Solving mathematical problems

using a recalled or given formula
Theory:
“An individual learns by relating newly
acquired information to
what s/he already knows.”
Dimension 1 Dimension 2 Forms of Meaningful
The way by which the way the learner
Knowledge is made incorporates new
Available to the information into
Learner existing information

Receptional learning Relates To existing Meaningful

-in final form Knowledge = reception
learning
Discovery learning
-learning identifies Relates to existing meaningful
And arrives at the knowledge = discovery
Information himself learning
task:
1.identify the key word/s used in the theory.
2.give the one word common meaning

1.Constructivist theories of learning

theory:
“ Learners must individually
discover and transform complex
information, checking against old rules
and revising rules when they no longer
work,” (Slavin)
2.Metacognitive view of learning
theories:
-“ awareness of an ability to capitalize on one’s own
knowledge and thought process as applied to some
specific task”
-“ Knowledge, awareness, and ability to monitor
one’s own cognition”.
-“Thoughts of what we know and what we don’t
know”
1.Meaningful reception learning theory
(Ausubel)
a. Use advance organizers
b. Use a number of examples
c. Focus on both similarities and differences
2. Meaningful Discovery learning theory (Bruner)
a. Present both examples and non-examples of the
concepts
b. Help students see connections among concepts
c. Pose a question and let students try to find
answer
d. Encourage students to make intuitive guesses
 -A theory which maintains that the
individual exists in an environmental field which
is constantly changing.
-believed that learning is a process of
understanding relationship by discovering and
organizing concepts.
-further believed that individual’s behavior
cannot be predicted by merely analyzing his
habits and response tendencies.
-emphasizes cognition and insights in the
giving of new meanings of a situation.
1. Achieving cognitive learning
-Teaching facts, factual information, and
knowledge.
-Teaching concepts and principles
-Developing problem solving abilities
-Developing creativity
2. Achieving Psychomotor Learning
-Application of principles in developing
psychomotor
skills in classroom teaching
3. Achieving Affective learning
-Developing attitudes and values
-Application of principles in developing attitudes
and
values in classroom teaching.
task:
1.identify the key word/s used.
2.Give the one common word meaning of the
key word/s.
1.MOTIVATION
-something that energizes,
directs, and sustain behavior
-something that awaken and
arouse the interest to do an action.
THEORIES OF MOTIVATION
a. Instinct theory/ Genetic pattern
-Motivation is built into every through heredity.
-It is the result of inherited and innate
characteristics.
b. Association theory (Thorndike)
-Deprivation of need will cause the individual
to act to
satisfy the need.
c .Psycho-Analytic or drive theory (Freud)
-Individuals behave as they do because their
early experiences drive them instinctively to do so.
d. Humanistic or Need gratification theory
-An individual does something to satisfy
deficiency needs
e. Cognitive theory ( Hunt)
-Man is rational and consciously decides what he
will and he will not do.
-Motives, curiosity, intentions, motive to achieve
success and goals activate and direct the individual
to do action.
f. Attribution theory (Heidereck)
People seek to understand why they succeed or
fail
g. Self-efficacy theory (Bandura)
-The key to individual achievements lies with
the learner’s own belief in his ability to organize
and execute actions
required for a successful performance (Borich).
h. Self-determination theory (deci)
-An attitude of determination is the foundation
for motivated behavior
Kinds of Motivation:
Task:
-Differentiate intrinsic motivation
from extrinsic?
2.RETENTION
Retention- occurs when learning have been
incorporated into the learner’s behavior pattern,
retained, and remembered
Forgetting- occurs when the brain trace which is the
physical record of memory fades away.
Task:
“ what causes forgetting?”
3.TRANSFER
Transfer of learning- application of knowledge
learned in one situation to a new or different
situation.
Task:
1.Identify the key word used in the concept.
2.Give the one word common meaning of the key
word used.
1.Formal discipline theory
-Faculties of the mind such as memory, reason,
will, and imagination could be strengthened
through practice.
2.Identical elements theory
-Elements such as facts, skills, and methods
present in the original learning situation must be
present in the new learning
3.Generalization theory
-Use of principles in new situations.
4.Transposition/ transfiguration theory
-Understanding of the relationships among facts,
processes, and principles become the bases of
transfer.