Learning Episode 1: Educational Theories
Name of Observer Cid Erick R. Poniente
Name of School Alfonso Central School
School Address Alfonso, Cavite
Name of Teacher Ma’am Marlyn Montenegro
Date(s) of October 24, 2022 7:00-11:30
Time Observed
Observation 1:00-3:00
OBSERVATION 1.1: Behaviorist Theory in Learning
Introduction: What educational learning theories are utilized by the teachers in class?
How are these used in the teaching practice?
In ancient Greece, Plato, asked the question “How does an individual
learn something new if the subject itself is new to them”. and ever since,
many theorists have emerged regarding how students learn. These
theories of learning or educational theories are a set of principles that
explain how best a student can acquire, retain and recall new
information. Basically, learning can be viewed into two perspectives:
objectivism and constructivism.
Regardless of the perspective, the fact is that there are so many
educational theorists, but they can be clustered in to three major
groups: behaviorism, cognitivism and social learning theory. For this
observation, we will focus on behaviorism. So, let’s get started.
Learning At the end of this module, I will be able to:
Outcomes:
• observe behaviorism applied in the conduct of class
• identify part of the lesson/teaching behaviorism is applied
• analyze how behaviorism is utilized in teaching-learning process
• synthesize the advantages and disadvantages of behaviorism
in the classroom
Observation Guide 1. Locate a classroom setting where a class is ongoing.
2. Ask permission to the teacher-in-charge that you will be conducting
an observation.
3. Observe the class and be guided by the provided checklist
4. Put a check mark (✓) in the column that suits the answer.
OBSERVATION REPORT
Strength of Concept Concept Strength of Concept
Not Not Effective Highly
present effective Effective
CONDITIONING
Is there a stimulus being presented to the
Classical learner that elicits a response alongside a
✓
Conditioning
stimulus that does not?
Is there a reward or punishment being
Operant introduced following a desired or undesired
✓
Conditioning
behavior?
STIMULUS
Example of Something introduced into the environment
✓ stimulus
that the learners can respond to
Variety of media Multiple ways to introduce new material:
✓
recordings, photos, text, etc.
Variety of Multiple ways to teach a desired behavior:
✓
strategies aural, visual, kinesthetic, etc.
REINFORECEMENT
Examples of Token reward system in place, verbal or visual
✓
reinforcement positive reinforcement or punishment
Reinforcement Is the teacher consistent with the rewards and
✓
schedule punishments they are presenting?
Shaping/Chaining Does the teacher break the desired behaviors
✓
down to manageable parts?
Does the teacher provide timely feedback
✓ Immediate when a student performs
feedback appropriate/inappropriate behaviors?
Reward contingent Do the rewards/punishments coincide with the
✓ on behavior behavior the teacher is trying to encourage/
discourage?
STUDENT/TEACHER BEHAVIOR
Learner active Are learners engaged in the learning? Are they
✓
participation asking questions and on task?
Teacher Is the teacher asking questions that the
✓ questioning-Check learners can relate to the objectives?
for understanding
STUDENT OBSERVATION NOTES
The teacher gives positive reinforcement to her students. She gives also some
questions to see if the student learns something about the given topic.
REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.
1. Briefly explain the meaning of reinforcement. Did the teacher use reinforcement in the class? In
which part of the teaching-learning process was it observed?
Reinforcement is a term used in operant conditioning to refer to anything that increases the
likelihood of a desired behavior being repeated. In other words, reinforcement is a way of
encouraging a desired behavior.
Yes, the teacher used positive reinforcement in the class. It was observed in the part of the teaching-
learning process where the teacher gave the students a reward for correct answers.
2. What kind of reinforcement was observed in the class? Explain it briefly.
It is well known that reinforcement plays an important role in influencing behavior. In the context
of education, reinforcement can be used to encourage desired behaviors from students. For example,
positive reinforcement (rewarding students for desired behaviors) has been shown to be effective in
promoting academic performance and motivation.
3. Did the teacher use punishment in the class? What kind of punishment was observed? In which
part of the teaching-learning process it was observe?
Punishment can be seen as both effective and harmful. It is important to weigh the pros and cons
carefully before deciding whether to use punishment. In some cases, it may be the best option, but in
other cases, it may be better to find another way to discipline the child.
4. What kind of conditioning was utilized by the teacher? In what way was it effective? Explain your
answer.
Operant conditioning is a type of learning that occurs as a consequence of the consequences of a
behavior. Operant conditioning was utilized by the teacher in order to increase the frequency of
desired behaviors. The teacher provided positive reinforcement in the form of rewards for students
who displayed desired behaviors. This was effective in increasing the frequency of those behaviors.
The teacher also used negative reinforcement in the form of removing privileges from students who
displayed undesired behaviors. This was also effective in reducing the frequency of those behaviors.
Overall, operant conditioning was an effective way for the teacher to influence the behavior of her
students
5. What stimulus was introduced by the teacher to elicit response from the learners? How was it
done?
A variety of media was introduced by the teacher to elicit response from the learners. The teacher
used a mix of visual, auditory, and kinesthetic media to engage the learners and get them to respond
to the lesson. The use of different media helped to keep the learners engaged and interested in the
lesson.
KEY INSIGHTS
Behaviorism is a psychological approach that emphasizes the role of environmental factors in
shaping behavior.
1. Behaviorism can be used to understand and predict behavior.
Behaviorism is based on the principle that behavior is determined by environmental factors.
2. Behaviorism can be used to change behavior.
Because behavior is determined by environmental factors, it can be changed by
manipulating those factors.
3. Behaviorism is a scientific approach.
Behaviorism is based on scientific principles and has been extensively researched.
PORTFOLIO SECTION
Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
Learning Episode 1: Educational Theories
Name of Observer Cid Erick R. Poniente
Name of School Alfonso Central School
School Address Alfonso, Cavite
Name of Teacher Ma’am Marlyn Montenegro
Date(s) of October 24, 2022 7:00-11:30
Time Observed
Observation 1:00-3:00
OBSERVATION 1.2 Cognitivism in Learning
Introduction: The Cognitive Learning Theory describes learning as an internal
process of making connections between previously learned material
and new information, thereby creating meaning to that information and
making it more easily retrievable. The students are always active in the
learning, always building off of previously learned information,
rehearsal, retrieval, and review are necessary components of the
learning process, and meaning is often built into the process, all of
which help students retain newly acquired information.
For this observation, we will focus on cognitivism. So, let’s get started.
Learning At the end of this module, I will be able to:
Outcomes:
• observe cognitivism applied in the conduct of class
• identify part of the lesson/teaching cognitivism is applied
• analyze how cognitivism is utilized in teaching-learning process
• synthesize the advantages and disadvantages of cognitivism as
applied in the classroom
Observation Guide 1. Locate a classroom setting where a class is ongoing.
2. Ask permission to the teacher-in-charge that you will be conducting
an observation.
3. Observe the class and be guided by the provided checklist
4. Put a check mark (✓) in the column that suits the answer.
OBSERVATION REPORT
Strength of Concept Concept Strength of Concept
Not Not Effective Highly
present effective Effective
HELPING STUDENTS TO ORGANIZE KNOWLEDGE
Teacher uses The instruction includes materials that
✓ advanced organize the content in a logical way to help
organizers the student learn.
Teacher signaled The teacher highlights important information,
✓ to important either through verbal instruction, graphic
information organizers, or gestures.
Teacher uses a The content is delivered in an organized way,
concept related material is grouped together when
✓
map/knowledge introduced and the instruction is sequenced.
map
BUILDING ON PRIOR KNOWLEDGE
Teacher activates The teacher encourages the students to think
✓ prior knowledge in about they already know, through
students questioning, thought exercises or activities.
Teacher relates The teacher helps learners draw connections
✓ new information to between new information and previously
learner(s) learned information.
SCHEMA AND DUAL MEMORY
Students were Students respond to new information through
required to discussion, writing exercises or
✓
verbalize new presentations.
information
Students were Students practice recalling information
engaged in repeatedly through activities, assessments
rehearsal, and discussions.
✓
repetition and/or
review of new
information
Students enacted Students physically demonstrate their
✓
new information understanding of knowledge.
Students were The teacher engages the students in thought
asked to visualize exercises, discussions and activities that
✓
new information require them to imagine the information in a
visual way.
Students were The teacher plans activities that require
✓ asked to students to compare and contrast two or
make connections more related concepts.
STUDENT OBSERVATION NOTES
The students enacted new information using television, books, and
modules so that they can make some connections to make a comparison
between each concepts.
REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.
1. How did the teacher connect the previous topic/lesson with the new lesson? What was the
students’ response to it?
The teacher started the new lesson by asking the students how they thought the previous lesson was
connected to the new one. The students were mostly confused, but the teacher explained that the
connection was important in order to understand the new lesson.
2. In which part of the teaching and learning process does activation of prior knowledge occur?
Briefly explain your answer.
Activation of prior knowledge is an important part of the teaching and learning process. It occurs
when students are able to connect new information with what they already know. This can help them
better understand and remember the new material.
3. How did the teacher help students in organizing the lesson in the class? What strategy(ies) didthe
teacher utilize?
The teacher helped students in organizing the lesson in the class by utilizing different strategies. Some
of the strategies that the teacher used are listed below:
The teacher started by asking students what they already knew about the topic.
The teacher then proceeded to give a brief overview of the lesson.
The teacher then divided the students into groups and gave each group a specific task.
The teacher then gave each student a chance to share their ideas with the class.
4. In which part of the lesson did you observe elaboration? How did the teacher facilitate this?
Explain it briefly.
Elaboration is a key part of the learning process, as it allows students to deepen their understanding
of the material and make connections to prior knowledge. By providing opportunities for students
to elaborate on the material, teachers can help them to better understand and remember the
information.
5. Did the teacher utilize scaffolding? How was it done in the class?
The teacher also scaffolded the students' learning by providing them with a variety of resources. The
resources were designed to support the students in their learning and to provide them with the
information they need to be successful.
KEY INSIGHTS
Instructions: Answer the following questions
How is assimilation different from accommodation? If learning is considered as a relatively
permanent change in a mental process or schema, how can we determine if there is a change?
Assimilation and accommodation are two different processes that help us learn new
information. Assimilation is when we take in new information and fit it into our
existing schema. Accommodation is when we change our existing schema to fit new
information. Learning is a relatively permanent change in a mental process or schema.
We can determine if there is a change by observing behavior or by measuring changes
in brain activity.
PORTFOLIO SECTION
Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
