AS A FUTURE

EDUCATOR, DO YOU
THINK THAT YOU
CAN BE AN
QUESTION EFFECTIVE
TEACHER
SOMEDAY?

WHY OR WHY NOT?

THEORIES
learning of

audreyson h. borilla, lpt

 table of
CONTENTS
THEORIES OF LEARNING
BEHAVI ORI SM cognitivism

constructi vi sm
Behaviorism
Is a mindset that thinks a learner is
mostly passive and reacts to
environmental stimuli.

Ivan Pavlov - Classical Conditioning BF Skinner - Operant Conditioning

Learner is a blank slate passively
formed by contextual stimuli,
including positive and negative
reinforcement.

People learn best with repetition

Behavior is acquired through

conditioning
John Watson - science is observable
behavior
 Behaviorism
Ivan Pavlov - Classical Conditioning
Pavlov suggested that salivation was a learned response. Pavlov's dog subjects responded
to the sight of the research assistants' white lab coats, which the animals had come to
associate with the presentation of food. (retrieved from instructionaldesign.org)

BF Skinner - Operant Conditioning

The theory of B.F. Skinner is based upon the idea that learning is a function of change in
overt behavior. Changes in behavior are the result of an individual's response to events
(stimuli) that occur in the environment. (retrieved from simplepsychology.com)

JOHN WATSON
Watson believed that psychology should primarily be scientific observable behavior. He is
remembered for his research on the conditioning process. Watson is also known for the
Little Albert experiment, in which he demonstrated that a child could be conditioned to fear
a previously neutral stimulus. (retrieved from verywellmind.com)
APPLICATION OF BEHAVIORISM
drill / rote work
repetitive practice
giving bonus points
verbal reinforcements
establishing rules
giving of rewards
applying negative or
positive reinforcements
 Is Behaviorism
a ailed theory?
Cognitivism
This is the learning theory developed in contrast to Behaviorism; its proponents felt that
Behaviorism failed to adequately explain cognition.
In cognitivism, learners process information received and organized it in their mind to form
new meanings
Cognitive theories were developed in the early 1900s in Germany from Gestalt psychology by
Wolfgang Kohler. In English, Gestalt roughly translates to the organization of something as a
whole, which is viewed as more than the sum of its individual parts.

Jean Piaget
Lev Vigotsky Benjamin Robert Gagne
Theory of
Theory of Bloom Conditions of
Cognitive
Learning Domains of Learning
Development
Learning
 Cognitivism
Jean Piaget - theory of cognitive development

Schemas: The building blocks of knowledge.

Adaptation processes: These allow the transition from one stage to another. He called these:
Equilibrium, Assimilation, and Accommodation

When a child's Schema can describe what they see, it is in Equilibrium. When a kid employs a
schema to interact with a new object or scenario, it's in Assimilation. Accommodation occurs
when the present schema can't explain what's happening and must be adjusted. Once
modified, it returns to equilibrium and life continues. Assimilation, Accommodation,
Equilibrium, and Assimilation, are constants in learning. (eg. cars and trucks = SUVs)
 Stages of Cognitive development: Sensorimotor; Preoperational; Concrete Operational;
Formal Operational. Children develop Schemas of knowledge about the world. These are
clusters of connected ideas about things in the real world that allow the child to respond
accordingly.

SENSORY MOTOR STAGE- Stage runs from birth to 2 years and the child spends their time learning basic
Schemas and Object Permanence (the idea that something still exists when you can’t see it)

PREOPERATIONAL STAGE- 2-7-year-olds develop Schemas and symbolic thinking (the idea that one thing can
stand for another; words for example, or objects). Children still struggle with Theory of Mind (Empathy) and can't
understand others' perspectives.

CONCRETE OPERATIONAL STAGE- 7-11-year-olds start to sort things out in their heads rather than in the actual
world. They learn to conserve (understand that something is the same even if it seems different).

FORMAL OPERATIONAL STAGE- Stage runs from 11 years into adulthood and this is where abstract thought
develops, as does logic and cool stuff like hypothesis testing.

According to Piaget, the whole process is active and requires the rediscovery and
reconstructing of knowledge across the entire process of stages.
 Cognitivism
LEV VYGOTSKY - THEORY OF LEARNING

Vygotsky disagrees with Piaget that growth precedes learning. Social learning is a
fundamental aspect of cognitive development, and culture, not developmental Stage,
explains cognitive growth. He argues that learning is not really a universal process driven by
Piaget's structures and processes.

In the Zone of Proximal Development, children and their teachers co-construct knowledge.
The learning environment has a huge influence on how and what children think.

As the child develops, the ZPD gets bigger because they can do more on their own and the
process of enlarging the ZPD is called Scaffolding

Vygotsky talks about Elementary Mental Functions, by which he means the basic cognitive
processes of Attention, Sensation, Perception and Memory
 Cognitivism
BENJAMIN BLOOM - DOMain of learning

Benjamin Bloom, an American educational psychologist, initially suggested cognitive,

affective, and psychomotor learning categories in 1956. All throughout 1950s and 1970s,
Bloom collaborated with David Krathwohl and Anne Harrow on the three domains.
 COGNITIVE DOMAIN

This domain was the first to be introduced in 1956, and it focuses on the notion that goals
connected to cognition may be subdivided and ranked according to their cognitive
complexity.

1. Knowledge 4. Analysis
2. Understanding 5. Synthesis
3. Application 6. Evaluation

However, the subdivisions were significantly revised in 2000-2001 by Bloom's original

collaborator, David Krathwohl, and his colleague, Lorin Anderson (Bloom's former
student).

1. Remembering 4. Analysing
2. Understanding 5. Evaluating
3. Applying 6. Creating
 Affective DOMAIN

The affective domain, often known as the feeling domain, is concerned with feelings and
emotions and separates goals into subcategories. It was suggested in 1964 by Krathwohl
and Bloom
Math and science seldom employ the affective domain since emotions are unnecessary.
Arts and language educators must include the affective domain wherever appropriate.
The rated subcategories of the domain vary from "receiving" at the bottom to
"characterization" at the top.
1. Receiving. Being aware of an external stimulus (feel, sense, experience).
2. Responding. Responding to the external stimulus (satisfaction, enjoyment, contribution)
3. Valuing. Referring to the student’s belief or appropriation of worth (showing preference or
respect).
4. Organization. The conceptualizing and organizing of values (examine, clarify, integrate.)
5. Characterization. The ability to practice and act on their values. (Review, conclude, judge
 PSYCHOMOTOR DOMAIN

Psychomotor goals pertain to reflex actions, interpretive movements, and distinct body
abilities.

Anita Harrow classified different types of learning in the psycho-motor domain from those
that are reflex to those that are more complex and require precise control.

1. Reflex movements. These movements are those that we possess from birth or appear as
we go through puberty. They are automatic, that is they do not require us to actively think
about them e.g. breathing, opening and closing our pupils, or shivering when cold.
2. fundamental movements. These are those actions that are the basic movements, running,
jumping, walking, etc and commonly form part of more complex actions such as playing a
sport.

3. Perceptual abilities. This set of abilities features those that allow us to sense the world around
us and coordinate our movements in order to interact with our environment. They include
visual, audio, and tactile actions.

4. Physical abilities. These abilities refer to those involved with strength, endurance, dexterity,
and flexibility, etc.

5. Skilled movements. Objectives set in this area are those that include movements learned for
sport (twisting the body in high diving or trampolining), dance, or playing a musical instrument
(placing fingers on guitar strings to produce the correct note). It is through these movements
that we sometimes use the layman’s term “muscle memory”.

6. Non-discursive communication. Meaning communication without writing, non-discursive

communication refers to physical actions such as facial expressions, posture, and gestures.
 Cognitivism
ROBERT GAGNE - conditions of learning

The American educational psychologist Robert Mills Gagné wrote "The Conditions of Learning"
in 1965. In it, he examines the examination of learning goals and how the various types of
objectives need distinct instructional strategies.

Gagne’s 5 Conditions of Learning

1. Verbal information (Cognitive Domain)

2. Intellectual skills (Cognitive Domain)
3. Cognitive strategies (Cognitive Domain)
4. Motor skills (Psycho-Motor Domain)
5. Attitudes (Affective Domain)
 Gagné felt that learning would occur when pupils progressed through nine stages of learning
and that each teaching session should have a progression of events through all nine levels in
order to meet his five criteria of learning. The concept was that the nine stages of learning
would activate the five conditions of learning, resulting in the achievement of learning.

1. Gain attention.
2. Inform students of the objective.
3. Stimulate recall of prior learning.
4. Present the content.
5. Provide learning guidance.
6. Elicit performance (practice).
7. Provide feedback.
8. Assess performance.
9. Enhance retention and transfer to the job.
APPLICATION OF COGNITIVISM
Classifying or chunking
information

imagery

real world examples

discussion

problem solving
 Constructivism
All learning is based on connections
to prior knowledge
Albert Bandura - Abraham Maslow Erik Erikson - 8
Social Learning - Hierarchy of Stages of
Learning is a social process
Theory Needs Development
teachers are the facilitators of
learning
In cognitive learning, the students are
taught to do something while in
constructivism the students are
encouraged to discover something on
Howard Gardner - Jerome Bruner - 3 Modes of their own(self-directed learning)
Multiple Representation and Spiral
Intelligences Curriculum
 Constructivism
ALBERT BANDURA - SOCIAL LEARNING THEORY

Albert Bandura's social learning theory focuses on observing, modeling, and imitating others'
behaviors, attitudes, and emotions. Environmental and cognitive variables impact human
learning and behavior, according to social learning theory. (Retrieved from
simplepsychology.com)

Children pay attention to some of these people (models) and encode their behavior. At a later
time they may imitate (i.e., copy) the behavior they have observed.
 Constructivism
ABRAHAM MASLOW - HIERARCHY OF NEEDS

Explaining human motivation based

on the pursuit of different levels of
needs. The theory states that humans
are motivated to fulfill their needs in a
hierarchical order. This order begins
with the most basic needs before
moving on to more advanced needs

As they move up through the levels, they

feel more comfortable in their learning
environment and have the confidence
to push further.
 Constructivism
Erik erikson - eight stages of development

According to Erikson, we experience eight stages of development during our life span. Within
each stage, there is a dilemma that we must resolve in order to feel a sense of competence
and will allow us to develop as a well-adjusted adults.

EIGHT STAGES OF DEVELOPMENT

1. Trust Vs. Mistrust (Age 0 – 1.5). In this first stage, infants must learn that adults can be trusted.
If treated poorly children may grow up feeling mistrust towards people.

2. Autonomy Vs. Shame (Age 1.5 – 3). The “me do it’ stage, children start to make decisions and
show preferences of elements in their environment such as what clothes to wear or what toy
they prefer. If children are not allowed to explore these preferences they may develop low self-
esteem and shame.
 Constructivism
3. Initiative Vs. Guilt (Age 3 – 5). This stage involves children learning to plan and achieve goals
involving others. If parents or teachers allow children to explore this and support their choices
they will develop a sense of purpose and strong self-confidence.

4. Industry Vs. Inferiority (Age 5 – 12). In this stage, children start comparing themselves with
their peers. Success at this will result in a sense of accomplishment in their school work, social
and family activities, and sports.

5. Identity Vs. Role Confusion (Age 12 – 18). Students in this stage are asking themselves “Who
am I” and “What do I want to do in my life”. They will try out multiple roles during this time to find
what one “fits” best. A strong sense of identity and an ability to defend their core beliefs in the
face of other opinions would be considered success at this stage
 Constructivism
6. Intimacy Vs. Isolation (Age 18 – 40). As students progress into early adulthood their focus
shifts to making and maintaining strong, intimate relationships with others.

7. Generativity Vs. Stagnation (Age 40 – 65). In middle adulthood, people are concerned with
contributing to society either through their work or parenthood. Continued self-improvement
for the benefit of other people figures strongly here

8. Ego Integrity Vs. Despair (Age 65+). Those in late adulthood reflect on their lives, feeling a
sense of satisfaction

Problems arise when our class has children at different stages in it, in this case, we must
carefully differentiate our pedagogy to allow supportive learning for all students
 Constructivism
HOWARD GARDNER - MULTIPLE INTELLIGENCES

He published “Frames of Mind” in 1983, in it, he laid out his theory of “multiple intelligences”.

Gardner perceived intelligence as the ability to solve problems or make products that are
useful in one or more cultural settings.

THE IMPORTANCE OF MULTIPLE INTELLIGENCE IN THE CLASSROOM.

Gardner suggested that intelligence rarely operates independently and compliments each
other as students learn new skills and solve problems. He also commented that intelligence is
amoral, meaning it can be used for constructive or destructive purposes.
 Constructivism
GARDNER'S 7 INTELLIGENCES

1. Linguistic intelligence. The ability to learn and use language in written and spoken forms to
express oneself

2. Mathematical intelligence. The ability to solve problems logically, solve mathematical

problems, and perform scientific investigations.

3. Musical intelligence. Having skill in appreciation, composition, and performance of musical

patterns, including the ability to recognize tone, pitch, and rhythm

4. Bodily-kinesthetic intelligence. Using mental abilities to coordinate body movements to solve

problems
 Constructivism
GARDNER'S 7 INTELLIGENCES

5. Spatial intelligence. Being able to recognize and use patterns in a wide or confined space

6. Interpersonal intelligence. The capacity to understand the desires, motivations and intentions
of other people

7. Intrapersonal intelligence. The capacity to understand your own fears, feelings, and
motivations.
 Constructivism
jerome BRUNER - 3 modes of representation and spiral curriculum

The spiral curriculum is based on three key ideas

1. Students revisit the same topic multiple times throughout their school careers. This reinforces
the learning each time they return to the subject.

2. The complexity of the topic increases each time a student revisits it. This allows progression
through the subject matter as the child’s cognitive ability develops with age.

3. When a student returns to a topic, new ideas are linked with ones they have previously
learned. The student’s familiarity with the keywords and ideas enables them to grasp the more
difficult elements of the topic in a stronger way.
 Constructivism
Following the idea of the spiral curriculum, Bruner presented the idea of three modes of
representation. These modes of representation refer to the way knowledge is stored in memory.
Unlike Piaget’s age-related stages, Bruner’s modes are loosely sequential.

1. Enactive (age 0-1 years). Representation of knowledge through physical actions

2. Iconic (age 1-6 years). Visual representation of knowledge stored via visual images.

3. Symbolic (age 7+ years). The use of words and symbols to describe experiences.
APPLICATION OF CONSTRUCTIVISM
Discovery Learning
Research Projects

Problem Solving

Brainstorming

Collaboritive
 ALWAYS REMEMBER
Building positive relationships with students is the bedrock of EVERYTHING
Setting clear boundaries that students are aware of.
Consequences of breaking those boundaries are also known in advance
Focus on and reward the positive things that happen in your classroom (positive
reinforcement).
Treat your students as people with thoughts and feelings of their own that, while
may seem irrelevant to you, they are not to them.
It is easier and more effective to change your perspective to theirs than make
them change to yours.
Remember, their world is not the one you grew up in
Thank you