29/06/2023

LEARNING THEORIES

Background information
 Learning Theories are conceptual
frameworks describing how information is
absorbed, processed, and retained during
learning.

 Learning theories allow teachers to better

understand the process of learning.

 There are several learning theories, however in

this presentation we focus on BEHAVIORISM,
COGNITIVISM, CONSTRUCTIVISM, and
HUMANISM

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BEHAVIORISM
 A learning theory based on the idea that behavior
can be controlled or modified according to the
antecedents and consequences of a
behavior.
 A behavior will only occur if given the right
environment or antecedent.
 The behavior is more or less likely to reoccur
according to the reinforcements or
consequences that follow, such as rewards and
punishments.
 For examples: receiving a sticker for a correct
answers, students who arrive late will receive
detention.

The theory originates from the works of Ivan Pavlov’s,

classical conditioning, and B. F. Skinner’s,
operant conditioning.
Classical Conditioning is when an unconditioned
stimulus and response is manipulated with a
conditioned stimulus to create a conditioned response.
Operant Conditioning is a controlled response
with a reward/ punishment system according to
the behavior.

The learner needs reinforcements to keep interest.

Stimuli are effective in controlling behavior.

As a result, the behaviors can be measured to record learning

success.

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Application in the classroom

BEHAVIORS
REINFORCERS

- Come to class on time  Getting good mark

- Have materials out when  Getting bad mark
bell rings
- Participate in class
discussion

BEHAVIORS
 Come to class on time
 Have materials out when bell rings
 Participate in class discussion

COGNITIVISM
 A Learning theory that focuses on“How information
is received, organized, stored, and retrieved
by the mind.”
 Using the mind as information processor.

 The use of Instruction should be organized,

sequenced, and presented in a manner that is

understandable and meaningful to the
learners.

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Cognitivism emphasizes Retention and

Recall through the use of quality teaching practices.
 Learning is attained through rehearsal and
consistent use of the information.
 Retention strategies such as breaking down
information and comparing the information to long
term storage are great techniques.
maintenance
rehearsal

Input

Sensory Short elab Long

Register Term orat Term
attention

ive
Memory
rehe
arsa
l

Application in the classroom

 The best way for a teacher to apply cognitivism in

the classroom is to ask questions to help students
refine thinking.

 Visual aids are extremely effective when teaching

a lesson but they must encourage the connection
with the student’s background knowledge.
The use of flashcards, puzzles or sorting-
games can be presented in the classroom
activities.

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CONSTRUCTIVISM
 A theory that views learning as a process in
which the learner constructs knowledge based on
their past experiences.
 The teacher only acts as a facilitator who
encourages students to explore within a given
framework.
 The students may collaborate with others to
organize their ideas and learn from each other to
construct their own knowledge.

 Constructivism focuses on knowledge

construction, not knowledge reproduction.
 Constructivism utilizes interactive teaching
strategies to create meaningful contexts that help
students construct knowledge based on their own
experiences.
 Constructivism can help engage and motivate
the students by making them take a more active
role in the learning process.

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Application in the classroom

 Inquiry and Problem-based Learning

 Problem launches students’ inquiry
 The problem presented – has ‘yes’ or ‘no’
answer.

 Group Work and Cooperation in learning

 Several students working together
 All members in group must be cooperative
 Evolving constructivist perspectives on
learning

 Making Cooperatives Learning Work

 5 elements that define true cooperative learning group

(David & Johnson, 1999) :
i) Face-to-face interaction
ii) Positive interdependence
iii) Individual accountability
iv) Collaborative skills
v) Group processing
e.g.: Jigsaw – an early format for cooperative learning
that emphasizes high interdependence
 Dialogue and Instructional Conversations
 Instructional conversations because they are designed
to promote learning but it includes conversations not
lectures.
 Teacher’s goal – to keep everyone cognitively engaged
in a substantive discussion.


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HUMANISM
 a method of beliefs concerned with the needs
of people and not with the religious ideas.

 Learning is a personal act.

 Learning is student-centered and personal, the

teacher as facilitator of the learning process.

 The goal / aim is to develop self-actualized in

cooperative / supportive environment.

 The basic objectives of humanistic approach in

education are to encourage students to :

 Be self-directed and independent

 Take responsibility for their learning
 Be creative and interested in the arts
 Be curious about the world around them

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There are 5 principles of Humanistic Approach

in education :

(i) Self-direction
(ii) Wanting and knowing how to learn
(iii) Self –evaluation
(iv) The importance of feelings
(v) Freedom from threat

SELF-DIRECTION
• Students can choose and decide what they want to
learn
• The teachers should not interfere or determining
students’ decision
• Let the students initiate the activity they want and
then ask teachers simply to provide information and
equipments for them to use in their activities.

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Wanting & Knowing How to Learn

Learning how to learn is more important than acquiring factual
knowledge
Teachers can play their role as facilitator to help the students find
the way of their learning.
It should emphasize more on thinking process rather than teaching
determination

Self-Evaluation
Humanistic educators believe that grading systems are irrelevant
The students will not achieve their personal satisfaction

The importance of feelings

# Humanistic educators believe that both feelings and
knowledge are important to the learning process.
# As teachers, we should concern about our students’
feelings

Freedom from threat

# The learning can be easiest and meaningful if it takes

place in a non-threatening situation
# Non-threatening situation is when the students feel
unstressed and able to overcome their pressure

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Application in the Classroom

(1) Teacher as a facilitator
# teacher guides the activity which has been done by the
students
(2) Enhance critical thinking
# the whole class will take part in the activity by having
critical thinking process
# by practicing critical thinking system, we’ll produce students
who are able to express their views and able to think deep
beyond
(3) Establish privacy files
# privacy files so that the students will know their level
# can only be opened by the individual itself

(4) Fair learning

# teachers should apply a fair learning process which every
student is given chance to show their ability and free to express their
view
# everything being taught by us must be explain to all and not to
particular person only
(5) Provide non-threatening environment
# instead of giving the task individuality, the teacher can set the
task in group but evaluate individually

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No Behaviorism Cognitivism Constructivism Humanism

1 Founders and Founders and Founders and Founders and

proponents: John proponents: Noam proponents: Jean proponents:
B. Watson, B.F. Chomsky Piaget, John Dewey, Abraham
Skinner and Ivan Lev Vygotski Maslow, Carl
Pavlov, etc Rogers
2 Basic idea: Basic idea: Mental Basic idea: Learning Basic idea:
Stimulus-response function can be is an active, Learning is a
understood constructive process personal act

3 Learners viewed Learners viewed Learners viewed as: Learners viewed

as: passive, as: information information as: one with
responding to processor constructor affective and
environental cognitive need
stimuli
4 Behavior may Cognitivism Constructivism Humanism
result in focuses on inner shows students’ emphasizes on
reinforcement or mental activities construction. They the freedom,
punishment (thinking, memory, create their own dignity and
knowing, problem- perspective ideas. potential of
solving) human

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