1 Session 4 Activity/Assignment

Identifying key concepts and their application to teaching and learning (30)

Name: Janette I. Laquio EDUC 203 (2-5pm)

Direction: Fill-out the following table. On the 2nd column, discuss in your OWN WORDS the important concepts. On the 3rd column,
write the implications or applications of the theories to classroom or teaching-learning using your OWN WORDS. Do not just copy-
paste from external sources.

Associanistic/S-R/Behavioristic Theories
Theory Important Concepts Implications/ Applications to Classroom
or Teaching-Learning
Classical - Is a type of learning that happens unconsciously, the - In the reward and punishment of this
Conditioning/Respondent process of creating an association between the two theory, children know that they will be
Conditioning (Ivan Pavlov) different stimuli to create a new learning. punished as a result of wrong actions
- In this theory, learning takes place because of and that they will be rewarded as a
association which is established between a result of good deeds. Thus, in the
previously neutral stimulus and a natural stimuli. conditioning of the child, it is important
- In Pavlov experiment, he tried to pair the natural to punish him for his wrong actions and
stimulus that is the meat (unconditioned stimulus) reward him for distinction so that the
with a bell sound (neutral stimuli). The dog would child will be motivated in the
salivate (unconditioned response) with the natural classroom.
occurrence of the meat, but after repeated - Proper habits can be formed by
association of meat with the bell sound, the dog providing the education of positive
salivates which becomes conditioned response just behavior and values to the child. Thus,
by hearing the sound of the bell ringing alone, with a teacher should present
this the focus of classical conditioning theory is an himself/herself before the children as
automatic and natural occurring behavior. an ideal. A conditioning between good
- There are other findings of Pavlov about this theory: examples and responses of the children
a. Stimulus Generalization- which is once a person / will help in developing a healthy
animals learned and associated the conditioned attitude in the child.
stimulus, there were still have similar conditioned - The conditioning helps in accelerating
response when associated with similar sound of the development of fear, love and
conditioned stimuli. jealousy among the students in the
b. Extinction – If for instance, you stop pairing the classroom. For instance, if a teacher
bell sound with the food in giving it to the dog, beats any child excessively or he makes
and he can only hear the bell sound without fun of him, in the midst of his
 2 Session 4 Activity/Assignment

Identifying key concepts and their application to teaching and learning (30)

food, he then realizes that there is no food classmates, then, that child will show
associated with the bell sound there’s no he fear or jealousy for that teacher
salivation occurs anymore that is called even after hearing his name only. On
extinction. the contrary, if teacher exhibits love
c. Spontaneous recovery – It can be recovered and affection for students, in return,
again, if the mind of the dog is conditioned the students will show full regard for
again, meaning the food was paired again with that teacher.
bell ringing, salivation will occur again if he hears
the bell rings.
d. Discrimination- The dog could learn to
differentiate between similar bells(stimuli) and
identify which bell and will only response in a
specific kind of stimuli but will not response with
different kind of sound.
e. Higher order conditioning- once the dog has
been conditioned to associate the bell with food,
it can pair also with another unconditioned
stimulus such as flashing of light at the same
time when the bell rings.

Operant - Operant Conditioning occurs when there is a link - Operant conditioning can be used for
Conditioning/Instrumental between a particular behavior and the consequences shaping behavior of children by
Conditioning (B.F. Skinner) of that behavior. This association is built on the use appropriate use of reinforcement or
of reinforcement and / or punishment to encourage rewards. Behavior can be shaped
or discourage behavior. through successive approximation in
- Reinforcement – a kind of stimulus that aims to terms of small steps. Successive
encourage and reinforce the behavior. There are two approximation is a process which
types of reinforcement; means that complicated behavior
a. Positive Reinforcement – are favorable events patterns are learned gradually through
that presented after the behavior. Example: The successive steps which are rewarding
teacher will add additional points if the students for the learner. Every successful step of
will pass their project ahead of time. the child must be rewarded by the
b. Negative Reinforcement – a response or teacher.
behavior is strengthened by stopping, removing
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Identifying key concepts and their application to teaching and learning (30)

or avoiding a negative outcome. Example: - Extinction procedures can be

Studying hard to earn good grades in order for successfully used by the teacher in
the students to avoid being punished by their eliminating negative behavior of
parents when they see their report card have a students.
failing grades. - Operant conditioning has valuable
- Punishment – is a kind of stimulus that aim to implications for reinforcement
decrease the strength in behavior due to its techniques in the classroom. The
consequences. There are two kinds of Punishment: schools can use the principles of
A. Positive Punishment – involves presenting an operant conditioning to eliminate the
unfavorable outcome or event following an element of fear from school
undesirable behavior. Example; wearing favorite atmosphere by using positive
dress in the class but punished by the teacher reinforcement. Positive reinforcement is
because of violating the dress code of the the most widely used behavioral
school. technique in the school setting. This
B. Negative Punishment – It involves taking technique simply involves providing a
something good or desirable away to reduce the reward for positive behavior. The
occurrence of particular behavior. Example; The reward can be a high grade, a pen, a
student gets a low grade because of spending smile, a verbal compliment. The
more time in online games than studying, his principle underlying positive
mother gets her cellphone and grounded for a reinforcement is that the tendency to
month. repeat a response to a given stimulus
- Skinner found that the frequency of reinforcement will be strengthened as the response is
can affect how quickly and successfully learn new positively rewarded.
behaviors. He identified several reinforcement
schedules, each with different intervals and
frequencies.

- Reinforcement Schedules - It occurs when a

specific response is based on the performance of a
given behavior. Learning happens quickly with
continuous reinforcement. However, if the
reinforcement is stopped, the behavior will rapidly
decline and eventually stop altogether, which is
called extinction. So, need to have a partial
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Identifying key concepts and their application to teaching and learning (30)

reinforcement schedule. It can be interval schedules

and ratio schedules

- Fixed ratio schedule Reward behavior after a

specified number of responses. For example, a child
might earn a star after completing every five
household chores. By this deadline, the response
rate will slow immediately after the award is
submitted.

- The variable ratio table will Varies according to

the amount of behavior required to receive rewards.
This schedule leads to high response rates and is
also difficult to suppress as the variance retains
behavior. Slot machines use this type of
reinforcement table.

- Fixed Interval schedules- Reward after the

specified period of time has elapsed. Being paid
hourly is one example of this type of reinforcement
schedule. As with the fixed ratio schedule, the
response rate increases as the reward approaches.
But it will slow down immediately after receiving the
reward.

- Variable Interval schedule - Varies with the

amount of time between rewards. For example,
children receive allowances at different times during
the week as long as they engage in certain positive
behaviors during variable times. Children will
continue to show positive behaviors in anticipation of
eventual allowances.
Connectionism (Edward - This theory states that learning has taken place - According to this theory the task can be
Thorndike) when a strong connection or bond between stimulus started from the easier aspect towards
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Identifying key concepts and their application to teaching and learning (30)

and response is formed. Often come out in many its difficult side. This approach will
different forms by trial and error until find the best benefit the weaker and backward
and most suitable model. Edward Thorndike came children.
up with three primary laws: - A small child learns some skills through
- Law of readiness - learning takes place well, if trial-and-error method. In teaching, the
learners are ready both physically and mentally. child rectifies the writing after
- Laws of exercise - practice or do it often. With committing mistakes.
understanding, learning will be permanent. If the - In this theory more emphasis has been
action is not repeated often, that learning is not laid on motivation. Thus, before
permanent. and may eventually be forgotten starting teaching in the classroom the
learning rules. students should be properly motivated.
- Law of effect. When a person receives a - Habits are formed as result of
satisfactory result, he wants to continue learning. repetition. With the help of this theory,
But if the results are unsatisfactory, will not want to the wrong habits of the children can be
learn. Therefore, to obtain satisfactory results is an modified and the good habits
important factor in learning. strengthened.
- The teacher can improve his teaching
methods by making use of this theory.
He must observe the effects of his
teaching methods on the students and
should not hesitate to make necessary
changes in them if required.
Tolman’s Purposive - Also known as Sign Learning theory. - Tolman’s theory emphasized that no
Behaviorism - Developed by Edward Tolman, he challenged the learning is wasteful. Every learning is
assumption of behaviorism by proposing that people meaningful. So, every effort should be
and animals are active information processes and taken to get good learning. Learning is
not passive learner. And that behavior is mainly beneficial because it uses when the
cognitive. need arises in the accomplishment of a
- - Tolman believed individual do more than merely task.
respond to stimuli. - the teacher has to draw a cognitive
- Reinforcement was not necessary for learning to map of the environment to come out
occur. with a proper solution of a problem.
- Latent Learning – is a form of learning where an Children should be encouraged to
individual learns through observation and imitation, explore as many paths as possible for
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Identifying key concepts and their application to teaching and learning (30)

without any deliberate practice or study. Cognitive solving the problems and performing
map falls under this learning, is an internal the tasks.
representation of external environmental features or - This theory highlights the role and
landmarks. Applying to human behavior, since a importance of purpose in the task of
student passes by the same route going to school learning. What is to be taught to the
every day, he acquires learning a cognitive map of child. The lessons to be taught to the
the location of his school, and even if there is learner should be clear, purposeful,
transportation re-routing, he can remember the aimable and full of objectives.
direction going to school. - There is no need of a reward or
reinforcement in reaching a goal or
learning, a particular behavior. We gain
and learn many things in our life and
do not get any reward or reinforcement
but a satisfaction. Therefore, we
motivate and get value of life, these
values are helpful in the process of
teaching-learning.
Bandura’s Social Learning - Learning is about interacting with the environment - This theory can be used to teach
Theory and making a permanent change in knowledge or positive behaviors to students. Teacher
behavior that improves human performance. can use positive role models to increase
- Developed by Albert Bandura desired behaviors and thus change the
- According to this theory, we learn from interacting culture of a school. Not only will
with others in a social context. We observe, absorb, individual students benefit from positive
imitate other’s behavior when witnessing positive or role models but the entire class and
rewarding experience. student body in the school.
- Bandura agreed with the behaviorist learning - Encouraging children and building self-
theories of classical and operant conditioning and efficacy are rooted in social learning
added that mediating processes take place between theory. For example, if a teacher is
stimuli and response, and that behavior is learned positive with their students and they
through observation of the environment. And as a encourage them, this positive energy
result, both environmental and cognitive factors and verbal encouragement will help
combine to influence human learning. build self-efficacy, the belief in one’s
- It states that we acquire behaviors through a abilities to succeed in various
combination of reinforcement and imitation, where actuations. Individuals with so strong
 7 Session 4 Activity/Assignment

Identifying key concepts and their application to teaching and learning (30)

imitation is the reproduction of learning through self-efficacy, view challenges as tasks

observation. to master, develop deep interests in the
- Through a series of experiments, this theory activities they participate in, form a
successfully explains the acquisition of new behavior strong sense of commitment to
in many environments. It explains how children activities and interests, and bounce
learn by imitating family members, friends and other back from disappointments and
influential figures and will perform the behavior if setbacks easily. However, those with a
the reward is sufficient. weaker sense of self-efficacy tend to
- This theory can be applied to education, social work avoid challenges, think difficult tasks
or criminology. The lesson learned remain valuable and situations are beyond their abilities,
and insightful for education and behavioral change. think negatively about their failure and
outcomes and lose confidence easily in
their abilities.

Rubric for Scoring the Assignment

Level of Description
Performance
Exceptional Thorough and detailed analysis or understanding of the topic; provides justifications for all points; Writing is
(26-30) clear, concise, and well organized; thoughts are expressed in a coherent and logical manner.
Excellent (21- Complete understanding or analysis of the topic; justifications for most points; Writing is mostly clear,
25) concise, and well organized; thoughts are mostly expressed in a coherent and logical manner.
Very Good Mostly complete understanding or analysis of the topic; justifications for some points; Writing is quite
(16-20) unclear and/or disorganized.
Acceptable Incomplete understanding or analysis of the topic; justifications provided for some points though incomplete;
(11-15) Writing is mostly unclear and/or disorganized. Thoughts ramble and make little sense.
Poor (0-10) Incomplete understanding or analysis of the topic; justifications inadequate or not present; Writing is unclear
and disorganized; thoughts ramble and make no sense.