Facilitating Learner Centered Teaching-Learning Theories

FACILITATING LEARNER CENTERED
TEACHING- LEARNING THEORIES

MODULE 3
Learning Outcomes
Explain Explain the basic principles of the different theories of learning.
Make Make a simple plan applying the primary laws of learning.
Determine Determine how to use rewards in the learning process more effectively.
Explain Explain Tolman’s purposive behaviorism.
Explain Explain Bandura’s social learning theory.
Give Give specific applications of each theory in teaching.
Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

INTRODUCTION

◦ With new researchers, explanations provided but the basic
principles of behaviorism appeared not satisfy all learning
scenarios. New theories came into view which maintained
some of the behaviorist concepts but excluded others and
added new ideas which later came to be associated with
the cognitive views of learning. The neo-behaviorist, then
were transitional group, bridging the gap behaviorism and
cognitive theories learning.

ACTIVITY

Activity 1
(BEHAVIORISM)
1. Observation
a. On your observation during the normal times, how did you
observe adult-child interactions- such as s mall, in church,
parks or at the playground, etc. Focus your attention on the
stimulus-response-consequence patter you observe.
b. Describe the consequences you observe. (It is better to write
or scribble the detailes on the spot as soon as you finish your
observation)

Activity 2 (CONNECTIONISM)
Primary Law How I would apply the Primary Law
Law of Readiness
Law of Effect. Indicate specifically how you
will use positive/negative reinforcement
(rewards)
Law of Exercise

ACTIVITY 3 WORKING ON MAZE

Reflecting Chart of Tolman
and Bandura
ACTIVITY 4
Reflecting on different
theories of both
psychologist. Write your own
theory as future teacher.

ACTIVITY 4
TOLMAN YOUR REFLECTION BANDURA YOUR REFLECTION

Activity 5: Word Puzzle/Garden of
Herbs

For use antiseptic
For ringworm and For non-insulin disinfect wounds for
For blood pressure For cough and
other skin dependent mouthwash or tooth
control. asthma
fungal/infections. diabetic patients. decay and gum
infections.
For intestinal worms,

For arthritis and For relief from body
particularly ascaris For urinary stones. For mouthwash.
gout. aches and pains.
and trichina.

ANALYSIS

1. What kind of stimuli for children’s and adult
behavior did you observe?
2. What kinds of behaviors on the part of elicit
reinforcement and punishment
consequences from the adult?
3. What kind of behaviors of adults are
reinforced or punish by the children? Activity 1:
4. What kinds of reinforcements and
punishments seem to be most “successful?”
Behaviorism
5. Given this experience, what are your
thoughts about operant conditioning? Do
you think children reinforce and punish
adults reinforce and punish them? How
might the two be interdependent?

Activity 3: Working on A
Maze
1. How did you solve maze A? What strategy did you use? (trial
and error, examined the maze before proceeding with your
pen etc..
2. Was it easier to solve Maze B? Why?

Activity 5: Work
Puzzle/Garden of Herbs
◦ Reflection Questions:
1. As a student, what factor influence learning?
2. What are the negative implications of technology to
intellectual and social development of young children?

ABSTRACTION

Abstraction
◦ People learn through repetition. Learner is passive blank slate
shaped by environmental stimuli, both positive and negative
reinforcement. This topic helps you understand behaviorism
and its connection to learning reinforcement.

◦ This particular learning theory assumes that the
learner is essentially passive, simply responding to
their environmental stimuli. Behavioral theorist
therefore believe that a learner basically begins
as a clean slate, and their behavior is shaped by
positive/negative reinforcement.
◦ The theory of behaviorism focuses on the study
of observable and measurable behavior. It
emphasizes that behavior is mostly learned
BEHAVIORISM
through conditioning and reinforcement
(rewards and punishment). It does not give
much attention to the mind, and the possibility of
thought processes development of the
behaviorist theory largely came from Pavlov,
Watson, Thorndike and Skinner.

◦ Ivan Pavlov, a Russian physiological is well
known for his work in classical conditioning or
stimulus substitution. Pavlov’s most renowned
experiment involved ea, a dog and a bell.
Initially, Pavlov was measuring the dog’s BEHAVIORISM
salivation in order to study digestion. This is
when he stumbled upon classical
conditioning.

Pavlov’s Experiment
◦ Before conditioning, ringing the bell (neutral stimulus) caused no response from the
dog. Placing dog food (unconditioned stimulus) in front of the dog-initiated salivation
(unconditioned response). During conditioning, the bell was rung a few seconds before
the dog was presented with food. After conditioning, the ringing of the bell
(conditioned stimulus) alone produce salivation (condition response) This is classical
conditioning.

PAVLOV FOLLOWING FINDINGS:
Spontaneous Recovery. Extinguished

Stimulus Generalization. Once the Extinction. If you stop pairing the bell
response can be “recovered” after
dog has learned to salivate at the with the food, salivation will
an elapsed time, but will soon
sound of the bell, it will salivate at the eventually cease in response to the
extinguished again if the dog is not
other similar sounds. bell.
presented with food.
High-Order Conditioning. Once the

dog has been conditioned to
Discrimination. The dog could learn
associate the bell with food, another
to discriminate between similar bells
unconditioned stimulus, such as light
(stimuli) and discern which bell would
may be flashed at the sae time that
result in the presentation of food and
the bell is rung. Eventually the dog
which would not.
will salivate at the flash of the light
without the sound of the bell.

CONNECTIONISM
◦ Connectionism is a learning theory developed by George Siemens and Steven Downs. It
stresses the connections and combinations creativity. All the knowledge is out there it’s a
matter of making the connections. Siemens (2004) states, “A community is the clustering
of similar areas of interest that allow for interaction, sharing, dialoguing, and thinking
together.”
◦ For example, if a learner is trying to learn how Donald Trump has risen to power, they may
start on a Facebook post that a friend made, which could then take them to an article,
but the text is dense and confusing, so instead the student scroll down to comments
sections and finds another link to blog, and from the blog there is an embedded YouTube
video that they watch to more fully understand issue. The student has used various forms
of gathering information using the internet and has gleaned the most salient information
by using many different modes to more fully understand the issue.

Edward Lee Thorndike
◦ Edward Thorndike’s Connectionism theory gave us the original S-R framework of
behavioral psychology. More than a hundred years ago he a textbook entitled,
Educational Psychology. He was the first one to use this term. He explained 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. The model for S-R theory was trial and error learning in
which certain responses came to be repeated than others because of rewards.
◦ The main principle of connectionism (like all behavioral theory) was that learning
could be adequately explained without considering any unobservable internal
states. Thorndike’s theory on connectionism stated has taken place when a strong
connection or bond between stimulus and response if formed. He came up with
three primary laws.

Edward Thorndike (1898) is famous in
psychology for his work on learning
theory that lead to the development of
operant conditioning within
Behaviorism. Whereas classical
conditioning depends on developing
associations between events, operant
Edward Lee
conditioning involves learning from
consequences of our behavior.
Thorndike
Skinner wasn’t the first psychologist to
study learning by consequences.
Indeed. Skinner’s theory of operant
conditioning is built on the ideas of
Edward Thorndike.

Eventually they would stumble upon the
He place a cat in the puzzle box, which lever which opened the cage. When it
was encourage to escape to reach a had escaped it was put in again, and
scrap of fish placed outside. Thorndike once more the time it took to escape
would put a cat into the box and tie was noted. In successive trials the cats
how long it took to escape. The cats would learn that pressing the lever
experimented with different ways to would have favorable consequences
escape the puzzle box and reach the and they would adopt this behavior,
fish. becoming increasingly quick at pressing
the lever.

◦ Edward Thorndike put forward a “Law of Effect which stated
that any behavior that is followed by pleasant consequences
is likely to be repeated, and any behavior followed by
unpleasant consequences is likely to be stopped.

THORDIKE’S THEORY ON
CONNECTIONISM
◦ Stated that learning has taken place when a strong connection or bond
between stimulus and response is formed. He came up with three primary
laws:

Law of Readiness
First primary law of learning, according to him, is the “Law of Readiness”

or the “Law of Action Tendency’, which means that learning takes
place when an action tendency is aroused through preparation
adjustment, set or attitude.
Readiness means a preparation of action. In one is not prepared to

learn, learning cannot be automatically instilled in him, for example,
unless the typist, in order to learn typing prepare himself to start, he
would not make much progress in lethargic and unprepared manner.

The degree of preparedness
and eagerness to learn.
Law of Law of Action Tendency

Readiness
Individuals learn best when
they are ready to learn, and
they will not learn much if they
see no reason for learning.

LAW OF EFFECT
◦ The Law of Effect stated that a connection between a stimulus and response is
strengthened when the consequence is positive(reward) and the connection
between the stimulus and the response is weakened when the consequence is
negative. Thorndike later on revised this “law when he found that negative reward,
seemingly pleasurable consequences do not necessarily motivate performance.
◦ A principle associated with learning and behavior which states that behavior that
lead to satisfying outcomes are more likely t be repeated than behaviors that lead
to unwanted outcomes.

Learning is strengthened
when it is accompanied by
pleasant or satisfying feeling.
LAW OF Learning is weakened when it

is associated with an
EFFECT unpleasant feeling.
The emotional state of the

learner affect the learning.

As a failure is accompanied by a
discouraging emotional state, it should
be avoided.
Educational Reward and recognition play a great
Implications role in encouraging the pupil.
Punishments should be avoided as far

as possible. Punishment produces a
negative effect, and it causes
discouragement.

Law of Exercise
◦ The Law of Exercise had two parts: (a) the law of use and (b)
the law of disuse. This law stated that connections grow
stronger when used – where strength is defined as “vigor and
duration as well as the frequency of its making” – and grow
weaker when not used.

Many examples of this case are found in
case of human learning. Learning to drive
a motor-car, typewriting, singing or
memorizing a poem or a mathematical
table, and music etc. need exercise and
repetition of various moments and actions
many times.
Law of Things most often learn repeated are best
Exercise
remembered
Students do not learn complex task in a

single session.

1. Multiple response or varied reactions – When
faced with a problem an animal will try one
Additional
response after another until it finds success. (Trial Laws and
and Error) If the individual wants to solve a
puzzle, he is to try in different ways rather than Principles of
mechanically persisting in the same way.
Thorndike’s cat in the puzzle box moved about Thorndike’s
tried many ways to come out till finally it hit the
latch with her paw which opened the door and
Learning
it jumped out, Theory

2. Set or attitude –
◦ Learning is guided by a total set or attitude of the organism,
which determines not only what the person will do but what
will satisfy or annoy hi. For instance, unless the cricketer sets
himself to make a century, he will not be able to score more
runs. A student, similarly, unless he sets to get first position and
has the attitude of being at the top, would whilde away the
time and would not learn much. Hence, learning is affected
more in the individual if he is set to learn more or to excel.

3. Partial activity or
prepotency of elements
◦ According to this law, the learner reacts selectively to the
important or essential in the situation and neglects the other
features or elements which may be irrelevant or non-essential.
The ability to deal with the essential or the relevant part of the
situation, makes analytical and insightful learning possible. In
this law of pre-potency of elements, Thorndike is really
anticipating insight in learning which was mor emphasized by
the Gestaltions.

4. Law of Response by
Analogy
◦ According to this law, the individual make use of old
experiences or acquisitions while learning a new situation.
There is a tendency to utilize common elements in the new
situation as existed in a similar past situation. The learning of
driving a care, for instance, is facilitated by the earlier
acquired skill of driving a mother cycle or even riding a
bicycle because the perspective or maintaining a balance
and controlling the handle helps in steering the car.

5. The Law of
Associative Shifting
◦ According to this law may get a response, of which a learner
is capable, associated with any other situation to which he is
sensitive. Thorndike illustrated this by the act of teaching a cat
to stand up at a command. A fish was dangled before the
cat while he said “stand up’. After a number trails by
presenting the fish after uttering the command ‘s

Learning requires both practice
and reward (laws of
effective/exercises)
A series of S-R connections can be

Principles chained together if they belong to
the same action (law of readiness)
Derived from
Thorndike’s Transfer of learning occurs because
Connectionism: of previously encountered
situations.
Intelligence is a function of the

number of connections learned.

Behaviorism: Tolman &
Bandura
◦ Generalization: Tolman’s Purposive Behaviorism:
◦ Usually, people who worked on a maze activity, which you just did, would
say they found the second maze easier. This is because they say that the
two mazes were identical, except that the entrance and exit points had
been reversed. Their experience in Maze A was much easier for them to
answer Maze B.
◦ People are building mind maps of events that they perceived. These
mental maps help them to respond to other things or tasks later
particularly if they see the similarity. You may start responding with trial
and error (behavioral), but later on your response becomes more
internally driven (cognitive perspective). What is what neo-behaviorism is
all about. It has behavioral aspects, but it also has a cognitive
perspective.

◦ Generalization: Tolman’s Purposive
Behaviorism:
◦ There are tow neo-behaviorism-reflecting Behaviorism:
theories that stand out. Edward Tolman’s
purposive behaviorism and Albert Bandura’s
Tolman &
theory of social learning. Both theories are
influence by behaviorism (focused on internal
Bandura
elements and learning).

Tolman’s Purposive Behaviorism
Purpose Behaviorism has also been referred to as sign learning theory and is often seen as link between and
cognitive theory. Tolman’s theory was based on psychological views of the Gestalt Psychologist and the
behaviorist John Watson.
Tolman believes that learning is a cognitive process. Learning involves building belief in the acquisition of
knowledge about the environment and then the discovery of knowledge through purposeful and
objectives behavior.
Tolman stated in his sign theory that an organism learns by pursuing signs for a goal, i.e. learning is acquired
through meaningful behavior.
He stressed that the organized aspect of learning is acquired through meaningful behavior.
He emphasized that the organized aspect of learning is that the stimuli allowed in are not connect by
simple one-to-one switches to the outgoing reactions. Rather, the incoming impulses are usually worked out
and elaborated in the central control room into a tentative cognitive environment map.

◦ And it is this tentative map, indicating routs and
pathways, and environmental relations and that finally
determines what kind of response the animal will finally
make.
◦ Tolman’s form of behaviorism underscored the
relationship between stimuli rather than stimulus-
response. Tolman said that a new stimulus (sign) would
Tolman’s
be associated with already meaningful stimuli
(significant ones) through a series of pairings; there was
no need for reinforcement to establish learning.
Purposive
◦ In your labyrinth activity, the new stimulus or “sign” Behaviorism
(maze B) has become associated with the already
meaningful stimulus, the significant (maze A) So you
may have connected the two stimuli Labyrinth A and
Labyrinth B, and used your knowledge and experience
in Labyrinth A to learn how to response Labyrinth A.

This is a learning theory that was in response to behaviorism.
Psychologist who promoted this idea claimed that behaviorism
failed to explain cognition. In this theory, mind is an information
processor. It emphasizes understanding the concept as a whole
instead of just the piece.
Tolman’s This is the learning theory that was taught in developing online
education using Blooms Taxonomy. Examples of cognitivist
Key
strategies for learning higher-level thinking are starting a lesson
with a hook to create interests, a review quiz to promote prior
learning, using learning outcomes, chunking content into
Concepts
organized bite-sized pieces, using graphic organizers, and
student takes on an active role on learning.
The teacher give lots of encouragement and positive feed back.

Defining the goal objectives
Educational Use of reward and

Implications punishment
or
Emphasis on right methods.
Significance
Individualized education.

◦ The social learning theory of Bandura emphasizes the
importance of observing and modeling the
behaviors, attitudes, and emotional reactions of
others. Bandura (1997) states: “Learning would be
exceedingly laborious, not to mention hazardous, if
Social
people had to rely solely on the effects of their own
actions to inform them what to do. Fortunately, most
Learning
human behavior is learned observationally through
modelling: from observing others one forms an idea
Theory: Albert
of how new behaviors are performed, and on later
occasions explain human behavior in terms of
Bandura
continuous reciprocal interaction between cognitive,
behavioral, and environmental influences.

1. Attention – includes modeled events
(distinctiveness, affective valence, complexity,
The prevalence, functional value) and observer
characteristics (sensory capacities, arousal level,
component perceptual set, past reinforcement).
process 2. Retention – includes symbolic coding, cognitive

organization, symbolic rehearsal, motor rehearsal)
underlying 3. Motor Reproduction – includes physical capabilities,

self-observation of reproduction, accuracy of
observation feedback.
learning are: 4. Motivation – including external, vicarious and self-

reinforcement.

General Principles of Social Learning
Theory
People can learn by observing the behavior of the others and the
outcomes of those behaviors.
Learning can occur without a change in behavior.
Cognition plays a role in learning.
Social learning can be considered a bridge or a transition between

behaviorist learning theories and cognitive learning theories.

How Environment and
Punishes Modeling
◦ People are often to reinforced for modelling the behavior of
others. Bandura suggested that the environment also
reinforces modeling. This is several possible ways;
1. The observer is reinforced by the model.
2. The observer reinforced by a third person.
3. The imitated behavior itself leads to reinforcing
consequences.
4. Consequences of the model’s behavior affect the
observer’s behavior vicariously.

Contemporary theory proposes
that both reinforcement and
punishment have indirect effects
on learning.
Contemporary
Social Learning
Perspective of Reinforcement ad punishment
influence the extent to which an
Reinforcement individual exhibits a behavior that
has been learned.
and
Punishment
The expectation of reinforcement
process that promote learning.

Cognitive Factors in Social Learning
Learning without
performance. Cognitive
Expectations
(through processing during
(consequences)
observation and learning (attention)
actual imitation)
Reciprocal
Modeling (live
causation (person,
models, and
behavior and
symbolic models)
environment)

Four Elements of Observational
Learning
Attention – mental focus or
concentration, willingness Retention – to encode the
of the child to observe and behavior in the memory,
mimic the behavior of a ability to store information.
model.
Motor Production – to Motivation/Reinforcement

actually perform the – force that drives one to
behavior observe. act.

Neo Behaviorism
Tolman’s Purposive Behaviorism Bandura’s Social Learning Theory
Principles
Goal - Directedness
Modelling
Cognitive Maps
Four Conditions for Effective

Latent Learning Modeling
Intervening Variables

Cognitivism
◦ Cognitivism revived the psychological stud of thinking, developing scientifically rigorous
ways of studying unobservable mental activity. In this module you will encounter
different questions on how cognitivism brings on the development of learning, and you
will find answers or solutions to these questions.

Cognitivism
◦ How does learning occur? – Connections are made between old and new information
in meaningful interactions.
◦ How do you know that learning takes place? Synthesis of information
◦ How does transfer occur? Through exposure to similar contexts.

What is Cognitivism?
◦ Cognitivism is “the psychology of learning which emphasizes human cognition or
intelligence as special endowment enabling man to form hypotheses and develop
intellectually” ((Cognitivism) and is also known as cognitive development. The
underlying concepts of cognitivism involve how we think and gain knowledge.
Cognitivism involves examining learning, memory, problem solving skills, and
intelligence. Cognitive theorists may want to understand how problem-solving changes
throughout childhood, how cultural difference affect the way we view our own
academic achievements, language development, and much more. (Feldman,
Cognitivism)

Learning Theory
Cognitivism Constructivism
Behaviorism
Associations The learning The learn

between processes constructs
stimuli the his own
responses received vision of the
lead to a information world,
new seeking to based his
behavior or understand individual
change in it related to experiences
behavior. already and
known knowledge.
information
within his
memory.

Factors Influencing Learning
Individual Variables Task Variables Environmental Variables
Learning Capabilities Objectives of the training Space
Interest Competence of the trainer Ambience
Perception Variety of experience Conducive environment
Experience Communications Decorum
Endurance Rationality Ergonomics
Personal Factor Task overload Amenities
Ego Specific intervention Visits and services qualities

Classroom Implications for
Piaget’s Theory of Cognitive
Development
◦ Teachers should carefully assess current stage of
development and set task that the child is ready for.
◦ Learning opportunities must be provided for the child to
advance. This is achieved by disequilibrium.
◦ Children should learn from each other, there should be
pairing and group work.
◦ Teachers act as guides in children’s discovery learning and
the curriculum should be adapted to individual needs and
intellectual levels.

Cognitive games are designed to help
stimulate various regions of the brain. Examples
of
These games are used to improve
reflexes, help people learn, promote
critical thinking, and help people learn
different patterns of association.
Cognitive
Cognitive games are helpful when used
to learn to foreign language and
Games in
memorize new material. Various learning
techniques are used in the classroom
because there are various learning styles.
the
There are many games that promote
and influence cognitive learning. Classroom

◦ Educational Websites and Computer Games
◦ Most educational websites computer games focus on
stimulating a young child’s senses while engaging them
in various cognitive tasks. Below are three of the many
learning websites that are available to enhance
cognitive development in young children. Example, PBS
kids Educational Games, Spelling City, Cognitive Fun Example of
Cognitive
Games etc.
◦ Sorting Games
◦ Sorting games require individuals to utilize recognition
and reasoning. Teachers can engage children in
Games
games in which the children sort items by various
criteria, such as color, size, texture, and other physical
attributes of the items. A more advanced approach to
sorting is discussing how the items are similar. This
process promotes critical thinking.

Examples of Cognitive Games in the
Classroom
Flash Card
Flash cards can be used various tasks. This involves notecards or an even scrap of paper in which
tow parts of information is written on either side of the notecard. These can be as simple as having
cards with a red dot on one side and the word red on the other. Flash cards are typically used in a
classroom for drill or in private study. These cards are used to aid memorization. Pre-made flash
cards are available for many subjects.
Teachers and students may also homemade flash cards, depending on how and what they are
studying. Flash cards may also be personalized and printed from certain websites. (Flashcards)
Flash cards can be utilized into various games as well.

Classroom
◦ Board Games
◦ Teachers may include board games in their classrooms
to promote cognitive development. Unlike computer
and video games, boardgames are tangible. Children
can manipulate different pieces in the game. Board
games can be implemented to enhance
mathematical and linguistic skills and enhance a
child’s ability to understand and follow directions.
Example, monopoly and bingo.

Classroom
◦ Puzzles
◦ Finding a solution to a puzzle develops a child’s
problem-solving ability. Children who actively solve
puzzles that they are able to touch and piece together
are more likely to understand certain concepts and
develop their own theories about those.

CONSTRUCTIVISM
◦ In this unit you will be introduced to many of the issues
understanding and applying constructivism and constructivist
principles for instructional design purposes.
◦ Students learn new things through experience. They build
knowledge through experiences and interactions. In
cognitive learning, the students are taught to do something
on their own.; this is known as self-directed learning.
◦ The major difference is that cognitive learning is about
building on prior knowledge, and constructivism is about
building new ideas and concepts based on your own
discoveries.

What are the principles
of constructivism?
1. Knowledge is constructed, rather than innate, or passively
absorved
Constructivism’s central idea is that human learning is
constructed, that learners build new knowledge upon the
foundation of previous learning. This prior knowledge influence
what new or modified knowledge an individual will construct
from new learning experiences (Phillips, 1995).

of constructivism?
2. Learning is an active process.
The second notion is that learning is an active rather than a
passive process. The passive view of teaching views the learner
as “an empty vessel” to be filled with knowledge, where
constructivism states that learners’ construct meaning only
through active engagement with the world (such as
experiments or real-world problem solving). Information may be
passively received, but understanding cannot be, for it must
come from making meaningful connections between prior
knowledge, new knowledge, and the process involved in
learning.

of constructivism?
3. All Knowledge is Socially Constructed
Learning is a social activity – it is something we do together, in
interaction with each other, rather than abstract concept (Dewey,
1938). For example, Vygotsky (1978), believed that community
plays a central role in the process of “making meaning.” For
Vygotsky, the environment in which children grow up will influence
how they think and what they think about.
Thus, all teaching and learning is a matter of sharing and
negotiating socially constituted knowledge. For example, Vygotsky
(1978) states cognitive development stems from social interactions
from guided learning within the zone of proximal development as
children and their partner’s construct knowledge.

4. All Knowledge is Personal
Each individual learner has a distinctive point

of view, based on exiting knowledge and
values. This means that same lesson,
teaching or activity may result in different
What are the learning by each pupil, as their subjective

interpretations differ. This principle appears to
principles of
contradict the view the knowledge is socially
constructed.
Fox (2001, p. 30) argues (a) that although
individuals have their own personal history of
constructivism? learning, nevertheless they can share in
common knowledge, and (b) that although
education is a social process, powerfully
influenced by cultural factors, nevertheless
cultures are made of sub-cultures of one.
Cultures and their knowledge-base are
constantly in a process of change and the
knowledge stored by individuals is not a rigid
copy of some socially constructed template.
In learning a culture, each child changes
that culture.

of constructivism?
5. Learning Exists in the Mind
The constructivist theory posit that knowledge can only exist
within the human mind, and that is does not have to match
any real-world reality (Discroll, 2000). Learners will constantly be
trying to develop their own individual mental model of the real
world from their perceptions of that world. As they perceive
each new experience, learners will continually update their
own mental models to reflect the new information, and will,
therefore, construct their own interpretation of reality.

Trivial Constructivism
◦ It is one of the most basic and most straightforward forms of
constructivism. It can be considered as the base of all the
other constructivism theories. In this, knowledge is constructed
by learning through the interpretation of personal
experiences based on his/her cognitive and mental abilities. It
is not just induced form the environment automatically and
calls for active involvement.

Radical Constructivism
◦ Radical constructivism also emphasizes the construction of
knowledge and states that textbook knowledge is not that
meaningful. It can be connected to the working
methodologies of mathematics, but it is difficult to understand
and implement.

Social Constructivism
◦ Peers and people of society majorly influence the experience
and learning process of an individual. Teachers' family,
friends, administrators and peers directly affect a student in
various activities in a classroom. Even outside the school, this
influence is significant. Hence, social constructivism is also an
essential type of constructivism.

Cultural Constructivism
◦ Culture and traditions of a place also affect a person’s
perfective and opinion of things. By observing a person’s
cultural background, one can make out the factors that
affect perception.

◦ The primary responsibility of the teacher is to create a
collaborative problem-solving environment where
students become active participants in their own
learning. From this perspective, a teacher acts as a
What is the
facilitator of learning rather than an instructor. The
teacher makes sure he/she understands the students’ role of the
teacher in the
preexisting conceptions and guides the activity to
address them and then build on them (Oliver, 2000).
◦ Scaffolding is the key feature of effective teaching,
where the adult continually adjusts the level of his or
her help in response to the learner’s level of
constructivist
performance. In the classroom, scaffolding can include
modeling a skill, providing hints or cues, adapting
classroom?
material or activity (Copple and Bredekamp, 2009).

Features of a Constructivist
Classroom
◦ Tam (200) lists of the following four basic characteristics of constructivist learning
environments, which must be considered when implementing constructivist teaching
strategies:
1. Knowledge will be shared between teachers and students.
2. Teachers and students will share authority.
3. The teacher’s role is one of the facilitator or guide.
4. Learning groups will consist of small numbers of heterogeneous students.

APPLICATION

Application
◦ Now let us turn to applying what we have learned about learning theories that guide
the teaching practice of educators. As an example, try thinking of how to apply
Thorndike’s Connectionism by following the instructions below.
a. Group yourselves. Each group should have 3 members.
b. Choose a topic you want to teach.
c. Discuss the ways you can apply the three primary laws while you teach the topic.
d. Prepare a 2-minute recorded speech of your response. Request a fellow student
and/or teacher to comment on it.

References:
◦ https://psychology.jrank.org/pages/372/Law-Effect.html
◦ https://edupliance.blog/2018/11/12/factors-influencing-
student-performance/
◦ https://www.ecoleglobale.com/blog/constructivism/

THANK YOU AND
GOD BLESS!

Facilitating Learner Centered Teaching-Learning Theories

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FACILITATING LEARNER CENTERED

TEACHING- LEARNING THEORIES

Make Make a simple plan applying the primary laws of learning.

Explain Explain Tolman’s purposive behaviorism.

Explain Explain Bandura’s social learning theory.

Give Give specific applications of each theory in teaching.

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

For intestinal worms,

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Spontaneous Recovery. Extinguished

High-Order Conditioning. Once the

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

First primary law of learning, according to him, is the “Law of Readiness”

Readiness means a preparation of action. In one is not prepared to

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Law of Law of Action Tendency

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

LAW OF Learning is weakened when it

The emotional state of the

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Educational Reward and recognition play a great

Implications role in encouraging the pupil.

Punishments should be avoided as far

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Law of Things most often learn repeated are best

Students do not learn complex task in a

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

A series of S-R connections can be

Intelligence is a function of the

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD

Facilitator - JOSEPHINE GERNA-FIGUEROA, PhD