LESSON NO.

5:
LEARNING
THEORIES
INTRODUCTION:

 Learning approaches such as constructivism, cognitivism, and

behaviorism states that learning is an active, contextualized
process of constructing knowledge rather than acquiring it.
Knowledge is a constructed based on personal experiences and
hypothesis of the environment. Learners continuously test these
hypothesis through social negotiation. Each person has a
different interpretation and construction of knowledge process.
The learner is not a blank slate (tabula rasa) but brings past
experiences and cultural factors to a situation.
 Learning theories are an organized set of principles
explaining how individuals acquire, retain, and
recall knowledge. By studying and knowing the
different learning theories, we can better understand
how learning occurs. The principles of theories can
be used as guidelines to help select instructional
tools, techniques and strategies that promote
learning. The three major learning theories are:
Constructivist Learning Theory, Cognitive
Learning Theory, and Systematic Behavior Theory.
LEARNING THEORIES:

a.) CONSTRUCTIVIST THEORY

b.) COGNITIVE LEARNING THEORY
c.) SYSTEMATIC BEHAVIOR THEORY
 Constructivism started as a theory in Russian Art during the
Middle Age where students in the Arts build their own ideas and
concepts about an issue or phenomenon and they reflect them in
their art works.
 This Russian approach in teaching art connotes that the students
were active participants in structuring their own learning not
passive recipients of lectures and instructions from their teacher.
 Constructivism is a learning theory found in psychology which
explains how people might acquire knowledge and learn. It
therefore has direct application to education. The theory
suggests that humans construct knowledge and meaning from
their experiences
CONSTRUCTIVIST THEORY
 Research support for constructivist teaching techniques has
been mixed, with some research supporting these techniques.
 Constructivism as a paradigm or worldview posits that
learning is an active, constructive process. The learner is an
information constructor. People actively construct or create
their own subjective representations of objective reality. New
information is linked to prior knowledge
 The concept of constructivism has influenced a number of
disciplines, including psychology, sociology, education and the
history of science.
CONSTRUCTIVIST THEORY
 It is important to note that constructivism is not a particular
pedagogy. In fact, constructivism is a theory describing how
learning happens, regardless of whether learners are using their
experiences to understand a lecture or following the instructions.
 Individual learners make new choices about what ideas or
concepts they should accept to fit into their established views.
These can only be done if students are free to operate in a
conducive learning environment. It was found out that if students
are given the chance to formulate and own a concept, which is
acceptable, their motivation to learn is enhanced.
 In the perspective of Ora’a, to learn is to experience, that is to
interact with one’s environment.
CONSTRUCTIVIST THEORY
 There is a crucial role for the teacher as facilitator in this
process. Teachers structure opportunities for students to
discover a principle and test how it works by themselves,
set up problems and guide the directions of inquiry to
promote HIGHER ORDER THINKING SKILLS (HOTS).
 The main role of the instructor in this learning theories is
to facilitate the learners. A teachers tells, a facilitator asks.
A teacher gives answers, a facilitator provide guidelines.
Facilitator are very important in teaching-learning process
in order that knowledge pass by one to another.

CONSTRUCTIVIST THEORY
MAIN THEORISTS OF CONSTRUTIVISM

 JOHN DEWEY
 JEAN PIAGET (1896-1980)
 JEROME BRUNER (1915-2016)
 LEV VYGOTSKY (1896-1934)
 He rejected the notion that schools
should focus on repetitive, rote
memorization and proposed a method of
“direct living”. Students would engage
in real-world, practical workshops in
which they would demonstrate their
knowledge through creativity and
collaboration. Students should be
provided with opportunities to think
from themselves and articulate their
thoughts. JOHN DEWEY
 Dewey called for education to be grounded in
real experience. He wrote, “If you have doubts
about how learning happens, engage in
sustained inquiry: study, ponder, consider
alternative possibilities and arrive at your belief
grounded in evidence”.

JOHN DEWEY
 Piaget rejected the idea that
learning was the passive
assimilation of given knowledge.
Instead, he proposed that learning
is a dynamic process comprising
successive stages of adaption to
reality during which learners
actively construct knowledge by
creating and testing their own
theories of the world.
JEAN PIAGET (1896-1980)
 During its infancy, constructivism examined the interaction
between human experiences and their reflexes or behavior-
patterns. Piaget called these system of knowledge “schemes”
 Although less contemporary and influential, it has inspired
several important educational principles such as:
 Discovery learning
 Sensitivity to children’s readiness
 Acceptance of individual differences
 Learners don’t have knowledge forced on them, they
create it for themselves.

JEAN PIAGET (1896-1980)

 Influenced by Vygotsky, Bruner emphasizes the role of
the teacher, language and instruction. He thought that
different processes were used by learners in problem
solving, that these vary from person to person and that
social interaction lay at the root of good learning.
 Bruner builds on the Socratic tradition of learning
through dialogue, encouraging the learner to come to
enlighten themselves through reflection. Careful
curriculum design is essential so that one area builds
upon the other. Learning must therefore be a process
of discovery where learners build their own
knowledge, with the active dialogue of teachers,
building on their existing knowledge.
JEROME BRUNER (1915-2016)
 Bruner initiated curriculum based on the notion that learning
is an active, social process in which students construct new
ideas or concepts based on their current knowledge. He
provides the following principles constructivistic learning:
 Instruction must be concerned with the experiences and
contexts that make the student willing and able to learn
(readiness)
 Instruction must be structured so that it can be easily grasped
by the student (spiral organization)
 Instruction should be designed to facilitate extrapolation and
or fill in the gaps (going beyond the information given).

JEROME BRUNER (1915-2016)

 Social constructivism emphasized the
importance of sociocultural learning; how
interactions with adults, more capable
peers, and cognitive tools are internalized
by learners to from mental constructs
through the zone of proximal development.
 Social constructivism was developed by
Vygotsky. He rejected the assumption made
by Piaget that it was possible to separate
learning from its social context.

LEV VYGOTSKY (1896-1934)

 According to Vygotsky:
 Every function in the child’s cultural development appears twice:
first, on the social level and, later on, on the individual level; first,
between people (interpsychological) and then inside the child
(intrapsychological). This applies equally to voluntary attention, to
logical memory, and to the formation of concept. All the higher
functions originate as actual relationships between individuals.
 It was 1960 when the publication of Vygotsky appear in
English, however, a growing number of applications of
social constructivism in the area of educational technology.
LEV VYGOTSKY (1896-1934)
 By the 1980s the research of Dewey and Vygotsky had
blended with Piaget’s work in developmental
psychology into the broad approach of constructivism.
The basic tenet of constructivism is that students is
learn by doing rather than observing. Students bring
prior knowledge into a learning situation in which they
must critique and re-evaluate their understanding of it.
 This process of interpretation, articulation, and re-
evaluation is repeated until they can demonstrate their
comprehension of the subject.

LEV VYGOTSKY (1896-1934)

THE ZONE OF PROXIMAL DEVELOPMENT

 Vygotsky believed that learning takes place within the

ZPD. Students can master concepts and ideas that they
cannot understand on their own with the help from
adults or children who are more advanced.
 The ZPD is the level at which learning takes place. It
comprises cognitive that are still in the process of
maturing, but which can only mature under the guidance
of or in collaboration with others.
 To ensure the development in the ZPD, the assistance and or guidance
received must have certain features:

1) INTERSUBJECTIVITY – the process whereby two participants who

begin a task with different understandings arrive at a shared
understanding. This creates a common ground for communication as each
partner adjusts to the perspective of others.
2) SCAFFOLDING – adjusting the support offered during a teaching
session to fit the child’s current level of performance. This captures the
form of teaching interaction that occurs as individuals work on tasks
such as puzzles and academic assignments.
3) GUIDED PARTICIPATION – a broader concept than scaffolding that
refers to shared endeavors between expert and less expert participants.
 The Cognitive Learning theory, was popularized by Piaget,
has some similarities with Constructivism in the analysis on
how learning takes place.
 The term cognitive comes from the Latin word COGNOSCERE
which means the act or process of knowing
 Cognition involves the higher mental processes like thinking,
reasoning, judging, inferring, interpreting, classifying and the
like. One type of cognition is problem-solving.
 Piaget worked extensively on understanding how children of
various ages obtain knowledge of the world around them.

COGNITIVE LEARNING THEORY

 TWO FUNDAMENTAL CHARECTERISTICS OF
COGNITIVE FUNCTIONING (Piaget)
1) ORGANIZATION
- Is the systematic arranging of perceptual and cognitive information
into meaningful patterns called cognitive structures.
- It is actually putting the information, concepts and ideas gained
together and relating them into internally organized wholes. It is
integrating new learning to the old or existing ones. The old
knowledge are being enhanced as the learner widens his perspective.
- The acquisition of new knowledge and adding them to the stock
knowledge (schema) one already possess.

COGNITIVE LEARNING THEORY

1) ADAPTATION
- it is the process thru which the person seeks an
equilibrium or balance between what he/she
perceives, knows and understand. This involves
assimilation, which is the process of fitting what
is perceived and experienced into existing
cognitive structures.

COGNITIVE LEARNING THEORY

 Piaget stressed that children are not adults, their understanding of the
world is qualitatively different. Their development is a self-regulated
process in which they strive to keep equilibrium between cognitive
structures and new experiences and thoughts.
 Educational technology tools are needed so that the learners, will learn to
work independently and shall be able to structure the experience they
need.
 Piaget also believed that learning can be seen as learners start to form new
mental structure, modify or redefine the previous ones, this is called
accommodation. The ability to accommodate new ideas or concepts differs
with age and experiences, one will not always find that the current
information he just got, readily fits into his store of mental structure. He
may either create new beliefs or conviction or revise his existing ones.
COGNITIVE LEARNING THEORY
 The strength of educational technology come into play. Concepts and
abstraction can be made concrete and simple to perceive and
understand better. Educational technology will provide them
manipulative and cognitive experiences where their critical thinking,
creativity, aesthetic sense, independence and resourcefulness exercise.
These traits are the basics of lifelong learning which should be the end
results of the teaching-learning process.
 Students can come up as many presentation formats for the data they
have gathered by using pedagogy and ICT tools. They can show them
in photo stories, cartoons, posters, multimedia presentations, and etc.
this are tools where they can express their own views which they can
call their own.
COGNITIVE LEARNING THEORY
FACTORS OF COGNITIVE LEARNING

1. COMPREHENSION
Building cognitive learning skills teaches
students how to learn more effectively. Students
learn to do more than repeat what they have
learned. They understand the WHY behind a
topic and how it fits into a larger picture.
1. MEMORY
Cognitive learning helps students gain a deeper
understanding of a subject. This improves recall in the
long run, so students can build upon past knowledge.
1. APPLICATION
The cognitive learning approach gives students the
chance to reflect on what they are learning and how it
applies to other material. This helps students develop
problem-solving skills they need to create new
connections between what they are learning.
Clark Leonard Hull was the first psychologist
to utilize a rigorous theory to study and
attempt to explain how learning takes place. He
formulated an objective quantitative theory of
Neo-Behaviorism called DEDUCTIVE
BEHAVIORISM. According to this theory,
behavior involves an interaction between
stimuli in the environment and the responses
which the organism makes toward the stimuli.

SYSTEMATIC BEHAVIOR THEORY

 The interaction which constitutes learning involves fundamentally
the adaptation of the organism to the environment. This is the
result when students are exposed to instructional materials
especially when they can manipulate and control it such as
computer.
 Hull’s theory is focused on REINFORCEMENT which means
that any set of condition which when applied properly reinforces
learning. A technology-enhanced environment where students can
be free to produce interesting projects can serve as strong
reinforcement for them to learn. It is also believes that quantity of
experiences on that particular activity easily understand stimuli in
their environment
SYSTEMATIC BEHAVIOR THEORY
 He define learning as nothing more than the acquisition of new
behavior based on the environmental conditions.
Students should be ALWAYS involved in all the activities so
that their knowledge enhanced more.
Preparing different types of technology-based activities aren’t
easy to the teacher. She might use the various applications of
traditional technology and modern technology.
If the students create their own piece it can be a form of
motivation or reinforcement and can also help them to boost
their self-esteem and self-worth.
SYSTEMATIC BEHAVIOR THEORY
A behaviorist educator would use positive and
negative reinforcement as a means to motivate
their students. An extreme behaviorist believes
all motivation for the students to learn is
extrinsic (e.g.: smiling and complimenting
students on a job well done)

SYSTEMATIC BEHAVIOR THEORY

BASIC PRINCIPLES OF
TEACHING
and
EDUCATIONAL
TECHNOLOGY
 Principle of Active Involvement

• This implies that for learning to take place, the student must be
focused or engaged directly with the activity or task where he
may draw knowledge, concepts, principles, attitudes, skills or
habits.
• She should not be made to watch or to observe what is
happening. He should contribute his ideas or concepts to solve
issues.
• With educational technology, students can be given various
materials from realia to contrived experiences; from pictures to
worksheets; projectors and computers and software to keep
them engaged and active in the quest for knowledge.
 Principle of Connectivity
• This involves the building of relationships or linkages between and
moving among experiences.
• Learning is not seen as isolated concerns of the organism. This is
meaningless unless a new experience is related to the existing experiences
of the individual and is of use to real life situation.
• In fact, the process of connectivity facilities remembering of name, dates,
events, issues, processes, including spelling, number combinations.
• If the students can see a connection between their lesson and their
present lives and interest, learning is more effective.
• We know that the youth of today has the unique orientation to
technology, it has become their focus of interest. The teacher should
provide them opportunities to use technology to increase their
performance.
 Principle of Integration

• This refers to the organization or putting together

diverse elements to form a unified and harmonies
whole.
• The students should be able to combine his previous
experiences together in meaningful patterns of
understanding and application.
• Must be able to see similarities and differences of ideas,
concepts, and issues including various phenomenon.
 Principles of Intention (Motivation and Interest)

• Learning does not take place unless the student has a purpose
or intention for understanding the activity.
• This is farther determined by the felt need or motivation and
interest by the same learner.
• One of the task of the teacher therefore is to help the students
create the need to perform and once the need is created, it must
be properly communicated to all of them so that they are aware
of the direction at which the activity is heading to.
 Principle of Creativity and Innovation

• This refers to the ability to produce an original concept or

idea and translate it to some forms of expression like a
piece of art or craft, a musical score or literary piece.
• Creating a multi-media presentation is one of the projects
students can work on to show creativity. They can
structure their approaches to the presentation with their
own choice of animation, color, audio, and video clips. It
was observed that the students have produced their own
master pieces, they feel so accomplished and this feeling
leads to more accomplishments.
 Principle of Discovery

• This is what psychologist term as the “Aha!” experience.

Students are elated at the thoughts of being able to
discover by themselves the solutions to the problems
related to their topics and assignments.
 Principle of Socialization

• Learning ushers the individual to the prevailing culture

of his environment.it promotes the acquisition of
habits, attitudes, knowledge and skill necessary for the
smooth integration of the individual into the larger
society.
• One very important aspect of this integration is the
development of positive values and good human
relationships because to live is to be with people.
 Principle of Understanding

• One cannot learn anything unless he/she comprehends the

situation, the process, the concepts, the philosophy and the
meaning of the learning tasksor similarities of events and
process and how they affect hi. Understanding is seeking
relationship, the differences what the students already know
and understands so that he cand s/her students.
• It is building relationships with an have a clearer grasp of the
task on hand.
• If the activities are fully understood and challenging enough to
promote higher order thinking skills, the learner will learn
faster and better.
 Principle of Cooperative Process

• Learning is more impressive if the students or the

pupils share in planning and organizing the learning
activities with the guidance of the teacher. If the pupils
take part in the planning, they feel that they belong and
they, too, Take the responsibility in implementing plan.
• Cooperation promotes a feeling of togetherness and
belongingness. Sharing of responsibility is insured,
group morale is high, motivation is intense and learning
is effective.
CONCLUSION:

There are lots of learning theories and principles that a

teacher can apply in everyday learning lesson. But not all this
theories and principles are can use at one meeting. The teacher
should considered the kind of learners he/she was going to
teach. Considered also the types of lesson to teach, the place,
and the time. Congruency of the techniques and lesson proper
is always important. Sometimes one principles are effective to
one subject but not in the other subject. And the knowledge of
the teacher should level up than his/her learners. And always
remember that there is no best approach.
REFERENCES:

https://gradepowerlearning.com
www.ucdoer.ie/index.php/Education
https://www.instructionaldesign.org
https://www.learning-theories.com
https://www.verywellmind.com
www.nwlink.com/donclark/hrd/history
thepeakperformancecenter.com
slideshare.net
 THANK YOU
FOR
LISTENING!!!!
The End
Reported By:
Sharmine E. Arciaga
Reymar Jasareno
BEED-III