Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

OCHONG, MARGAUX V. BSED ENGLISH 3A

Synchronous and Asynchronous Sessions Performance Tasks / Activities
Deadline of Submission October 25, 2023.
In these activities you are expected to Review and apply various theories of learning a
The following are the things to accomplish in this phase:
Each of you will have to squeeze every resource (traditional and non-traditional means) in
understanding various learning theories. To facilitate your research tasksand enrich your
understanding of this topic watch videos and research outputs related to learning theories.
Based on what you have read, what you have browsed in various internet-based resources,
printed materials and what you have reviewed in videos and interactive online materials,
perform/answer/ fill-out the KWHL Chart encode your thoughts, views and ideas in a A-4
size coupon band, Font size 12 and font style Times New Roman, Single Space.

On Learning Theories

What I KNOW What I WANT to find HOW can I learn more What I have
out LEARNED

Within the concept of What I want to find out I think I would learn What I have learned
learning theories, I regarding with the more about learning about learning
know about it is that notion of learning theories through theories was these are
learning theories are theories are: how the having enough time to very vital in the parts
the enumerated aspects five mentioned understand, evaluate, of bot students and
that correlate with the learning theories works and reflect about the teachers for them to
ideas of how an and applies with every five given learning acquire the full
individual student students, how these theories specifically essence of learning
learns and retains learning theories with their definitions, and rightful and good
information inside the productively help them functions, and quality teaching and
classroom setting and to identify themselves applications to the learning process amid
educational what kind of students students. And, also of the possible
environment. It is all they are together with through having diversity of students
about and refers to the their teachers, how thorough research that may inclined as a
context and pointers on possibly knowing these about the correlated challenge for the
how teachers would learning theories could pieces of information teachers to make their
help their students to help a student to learn to complete the puzzle students learn well
learn effectively and effectively and of wholly overtime. By having
bring foundation in efficiently over time, understanding the researched and
their stand as learners and most especially the concept of these evaluation regarding
over time. Learning deeper context and learning theories. on different learning
theories have five concept align and theories, I also
kinds which are inside with the five learned the
behaviorism, learning theories given, definitions of the five
cognitivism, anchored with their given classifications
constructivism, definitions. of it together with the
humanism, and people who stand as
connectivism. These the founders of each
five generally define theory. Behaviorism
the subdivided and was founded by John
categorized theory on B. Watson, though it
how students learn is widely associated
distinctly and with Ivan Pavlov and
differently from each B.F. Skinner. The
other which defines idea behind
their diversity. Behaviorism is that
children, much like in
Bandura's Social
Learning Theory,
learn by observing
the behavior of
others, whether it is
adults, authority
figures, or peers of
their own age. In
Behaviorism, it is
believed that the
learner's mind is a
"blank slate" that is
ready to absorb
knowledge.
Repetition and
reinforcement play a
vital role in
communicating with
students. Whilst
during the mid-20th
century, the
Cognitivism theory
was introduced,
which completely
shifted away from the
obsolete approach of
Behaviorism.
Cognitivism places
utmost importance on
the internal thoughts
of the observer,
emphasizing that
learning primarily
takes place when the
student is actively
breaking down and
organizing new
information in their
mind. This is in stark
contrast to
Behaviorism, which
simply observes
others' behavior and
responds to stimuli.
Constructivism is a
well-established
theory in the field of
education that
unequivocally affirms
that students acquire
new knowledge by
actively constructing
and building upon the
knowledge they
already possess. This
approach to learning
is far more dynamic
and effective than an
approach such as
Behaviorism, where
students are relegated
to a more passive role
in the learning
process. The pioneers
of Humanism, such
as Carl Rogers, James
F. T. Bugental, and
Abraham Maslow
(whose "Hierarchy of
Needs" you may
already be acquainted
with), founded the
Humanist Learning
Theory (HLT) - an
approach to education
that places the learner
at the center. HLT
prioritizes the
learner's untapped
potential over the
learning methods or
materials being
taught. HLT is based
on the principle that
humans are
inherently good and
will act appropriately
if their basic needs
are met. HLT
emphasizes meeting
the unique emotional
and academic needs
of each learner,
empowering them to
take control of their
education.
Connectivism is
essential for effective
learning, and it
involves making the
most of technology -
a critical tool for Gen
Z and future
generations.
Additionally,
connectivism
highlights the
importance of being
able to locate and
filter information to
conduct reliable
research. To use a
connectivist teaching
 approach, you might
consider having
students collaborate
on a blog or podcast,
which effectively
combines technology,
group work, and
community
engagement.

Answer the following question (following an Information Sheet template).

The same instructions as stated in number 2 in coming up with the information sheets.
What are learning theories and discuss it. (behaviourism/associative Theory Approach,
Beliefs of Behaviourist Approach)

Behaviorism was founded by John B. Watson, though it is widely associated with Ivan
Pavlov and B.F. Skinner. The idea behind Behaviorism is that children, much like in
Bandura's Social Learning Theory, learn by observing the behavior of others, whether it is
adults, authority figures, or peers of their own age. In Behaviorism, it is believed that the
learner's mind is a "blank slate" that is ready to absorb knowledge. Repetition and
reinforcement play a vital role in communicating with students. Whilst during the mid-20th
century, the Cognitivism theory was introduced, which completely shifted away from the
obsolete approach of Behaviorism. Cognitivism places utmost importance on the internal
thoughts of the observer, emphasizing that learning primarily takes place when the student is
actively breaking down and organizing new information in their mind. This is in stark
contrast to Behaviorism, which simply observes others' behavior and responds to stimuli.
Constructivism is a well-established theory in the field of education that unequivocally
affirms that students acquire new knowledge by actively constructing and building upon the
knowledge they already possess. This approach to learning is far more dynamic and effective
than an approach such as Behaviorism, where students are relegated to a more passive role in
the learning process. The pioneers of Humanism, such as Carl Rogers, James F. T. Bugental,
and Abraham Maslow (whose "Hierarchy of Needs" you may already be acquainted with),
founded the Humanist Learning Theory (HLT) - an approach to education that places the
learner at the center. HLT prioritizes the learner's untapped potential over the learning
methods or materials being taught. HLT is based on the principle that humans are inherently
good and will act appropriately if their basic needs are met. HLT emphasizes meeting the
unique emotional and academic needs of each learner, empowering them to take control of
their education. Connectivism is essential for effective learning, and it involves making the
most of technology - a critical tool for Gen Z and future generations. Additionally,
connectivism highlights the importance of being able to locate and filter information to
conduct reliable research. To use a connectivist teaching approach, you might consider
having students collaborate on a blog or podcast, which effectively combines technology,
group work, and community engagement.

Ivan Petrovich Pavlov Classical Conditioning, Features of Classical Conditioning

Conditioning helps organisms prepare for good and bad events. For example, if an animal
eats new food and gets sick, it can learn to associate the smell with the food and avoid it in
the future. Pavlov studied this process in dogs by exposing them to a sound before giving
them food. The sound and food delivery timing were controlled, and the amount of salivation
was recorded. At first, the dogs only salivated when they saw or smelled the food, but after
several repetitions of the sound and food pairing, they began to salivate as soon as they heard
the sound. Pavlov called this fundamental learning process classical conditioning. It happens
when a neutral stimulus (like a tone) becomes associated with a stimulus (like food) that
naturally elicits a response.
Phases of classical Conditioning
There are three stages in classical conditioning. Here's a brief look at each one.
Stage 1: Before conditioning. Something in the environment triggers a natural response in the
subject. During this stage, no new behavior has been learned yet. This stage also includes a
neutral stimulus, which doesn't affect the subject.
Stage 2: During conditioning. This is the stage where the neutral stimulus becomes associated
with the positive stimulus that caused the response during the first stage. In Pavlov's
experiment, this stage involved ringing a bell when the dogs were fed. After repeated
exposure, the dogs began to associate the bell with food and would salivate when they heard
it, even if no food was present.
Stage 3: After conditioning. During the final stage of conditioning, the neutral stimulus is
firmly associated with the unconditioned response. This creates a new behavior, or what's
known as the conditioned response.

Principles of Learning in Classical Conditioning and its Implications

The principles of classical conditioning help us understand the classical conditioning process.
Those principles are acquisition, extinction, spontaneous recovery, stimulus generalization,
and stimulus discrimination.
Acquisition
Acquisition is the first stage of classical conditioning, where the response to a stimulus is
established for the first time and begins to strengthen gradually over time. A stimulus is
paired with another stimulus repeatedly until the presence of the stimuli elicits the same
response. When this happens, the desired response has been acquired. For example,
in Pavlov's experiment, he repeatedly paired the presence of food with the sound of a bell.
The presence of food already caused the dogs to salivate, but the bell did not. As he
repeatedly paired them together, the dogs began to salivate at the sound of the bell.
Extinction
Extinction happens when the conditioned response is no longer present. For example, if
Pavlov stopped ringing the bell with the presence of food, eventually, the sound of the bell
ringing would not be associated with being fed.
Spontaneous Recovery
Spontaneous recovery happens when a conditioned response comes back after being extinct
for some time. For example, if the salivation when ringing a bell stopped, and later a bell rang
and salivation occurred again, this would be considered spontaneous recovery. If spontaneous
recovery occurs, extinction usually happens quickly after.
Stimulus Generalization
Stimulus generalization occurs when a person or animal has the same response to a stimulus
that is similar to the original stimulus. For example, if the dogs are conditioned to salivate at
the sound of a bell, they may also salivate at the sound of other things that sound similar.
Stimulus Discrimination
Stimulus discrimination is the ability to discriminate between different stimuli. For example,
if the conditioned stimuli were the ring of a bell, that particular bell would be the only sound
that would elicit salivation. The dogs would be able to discriminate between that bell and all
other sounds.

Burrhus Frederic Skinner Operant and Reinforcement

Learning theory called operant conditioning, also known as instrumental conditioning,
suggests that behavior can be influenced by its outcomes. If behavior is positively reinforced
(rewarded), it is likely to be repeated; if behavior is punished, it is less probable to occur
again. During the 1920s, John B. Watson left academic psychology, and other behaviorists
gained prominence, proposing alternative forms of learning beyond classical conditioning.
One of the most significant of these was Burrhus Frederic Skinner, more commonly known
as B.F. Skinner. Skinner's beliefs were not as radical as Watson's (1913), since he accepted
the existence of the mind, but he argued that it was more useful to investigate observable
behavior rather than internal mental events. Skinner's work was founded on the idea that
classical conditioning was an overly simplistic explanation for intricate human behavior. He
believed that the best way to comprehend behavior was to examine the causes of an action
and its repercussions, an approach he referred to as operant conditioning.
Types of Reinforcer
Positive Reinforcer
Positive reinforcement is a powerful technique that effectively increases the likelihood of an
individual repeating desirable behaviors. This is achieved by providing an immediate and
carefully chosen reward when the behavior is performed. It is important that the reward is
chosen by the individual and holds personal meaning, as this will drive them to perform the
desired behavior with greater motivation and success.
Negative Reinforcer
Negative reinforcement strengthens a behavior by halting or removing a negative outcome.
Let it be clear that negative reinforcement is unequivocally not a punishment.
Positive behavior uses rewards, while negative reinforcers use an action to decrease the
likelihood of unwanted behavior. Primary reinforcers are those that are naturally occurring
reinforcers. Secondary reinforcers are rewards that are not innately beneficial to the
individual but are when they are paired with a significant meaning.
Schedules of Reinforcement and cite examples
Schedules of reinforcement are a crucial concept in behavioral psychology, outlining the
frequency and pattern of rewards that encourage and maintain specific behaviors through
conditioning. These schedules are not mere theoretical constructs but are deeply ingrained in
our daily routines and interactions, whether we are aware of them or not. Skinner's
groundbreaking research identified four primary schedules of reinforcement - fixed ratio,
variable ratio, fixed interval, and variable interval - each demonstrating unique patterns and
timing in the behavior of individuals when rewarded. His findings have practical applications
in education, where reinforcement schedules are utilized to boost student engagement and
learning outcomes, and in organizational behavior, where they improve employee motivation
and productivity. Moreover, Skinner's insights have been incorporated into various strategies
for modifying and directing behavior in different contexts, underscoring the widespread
applicability of his theories.
Skinner identified several different schedules of reinforcement that impact the operant
conditioning process:4
Continuous reinforcement involves delivering a reinforcement every time a response occurs.
Learning tends to occur relatively quickly, yet the response rate is quite low. Extinction also
occurs very quickly once reinforcement is halted.
Fixed-ratio schedules are a type of partial reinforcement. Responses are reinforced only after
a specific number of responses have occurred. This typically leads to a fairly steady response
rate.
Fixed-interval schedules are another form of partial reinforcement. Reinforcement occurs
only after a certain interval of time has elapsed. Response rates remain fairly steady and start
to increase as the reinforcement time draws near, but slow immediately after the
reinforcement has been delivered.
Variable-ratio schedules are also a type of partial reinforcement that involve reinforcing
behavior after a varied number of responses. This leads to both a high response rate and slow
extinction rates.
Variable-interval schedules are the final form of partial reinforcement Skinner described.
This schedule involves delivering reinforcement after a variable amount of time has elapsed.
This also tends to lead to a fast response rate and slow extinction rate.

Principles of Learning in Operant Conditioning and give example (classroom Situation-

based) Tabular/ matrix presentation or form.

Principles of Learning in Operant example

Conditioning

Positive reinforcement A parent tasked her child to do

something and promised to give the
child a reward when her child did well
on the task.
 Positive punishment Giving a reward to the child as a
compliment to the work

Negative reinforcement Lina took an exam and caught of

cheating during the time

Negative punishment Lina got punished by the teacher by not

accepting her examination paper

Edward Lee Thorndike’s Connectionism

Connectionism is a cognitive theory that explains how learning takes place in the brain
through the formation of neural connections. According to this theory, when we experience a
stimulus, our brain forms a connection between the sensory input and the appropriate
response. Over time, the more the connection is reinforced, the more automatic the response
becomes. Edward Thorndike, an influential American psychologist, was one of the pioneers
of connectionism and conducted several experiments on animal learning to support this
theory. The theory of connectionism has since been applied in various fields, including
artificial intelligence and machine learning..

Principles of Learning in Connectionism & it’s implications

Multiple Responses
There are often multiple responses to a given stimulus, and learning occurs through the
strengthening of the connections between the appropriate response and the stimulus.
Law of set and attitude
Law of Set or Attitude- means learning is affected more in the individual if he is set to learn
more or to excel. Law of Associative Shifting- means we may get an response from learner
with other situation to which he is sensitive.
Laws of Readiness
This law states that learning can only take place when a person is ready to learn. When
employees feel ready, they learn more effectively and with greater satisfaction than when not
ready.

Law of Exercise
States that behavior is more strongly established through frequent connections of stimulus
and response.
Law of effect
states that behaviors that lead to satisfying outcomes are likely to be repeated, whereas
behaviors that lead to undesired outcomes are less likely to recur.
Halo effect
The halo effect occurs when our positive impressions of people, brands, and products in one
area lead us to have positive feelings in another area. This cognitive bias leads us to often cast
judgment without having a reason.

Cognitivism Approach
Cognitivism is a prominent learning theory that unequivocally emphasizes the crucial role of
the mind in processing information. It meticulously examines how the mind receives,
organizes, stores, and retrieves information, treating it with the utmost importance as a
computer processor. Cognitivism is steadfast in its recognition that learning is an internal
mental process, transcending mere observable behavior.

Beliefs of Cognitivist Approach

Cognitivists believe that humans learn from thinking. They believe that we learn from our
experiences and that we can change our behaviors based on new information. Knowledge is
considered an internal process rather than a product.

Edward Chance Tolman’s Latent Learning-Place Learning

Tolman's argument proposed the concept of latent learning which refers to a type of learning
that takes place without reinforcement or demonstration until motivation occurs. The rats,
according to Tolman, had created a "cognitive map" of the maze, but did not exhibit this
understanding until they were rewarded..

David Ausubel’s Meaningful Verbal Learning Theory

According to Ausubel's theory, it is imperative that a learner possesses a pre-existing
cognitive structure to assimilate new concepts from verbal material. This cognitive structure
serves as a foundation for the new concepts to be anchored or subsumed. If the learner lacks
the necessary cognitive structure, it can be provided through an advance organizer.Jerome
Bruners Discovery Learning Theory/ Inquiry Method/ Theory of Instruction.
Wolfgang Kohler’s Insight Learning/ Problem Solving Theory
Insight learning by kohler means the sudden understanding of the relation between a problem
and a solution. By learning through insight, the correct solution not only appears seemingly
out of nowhere but also repeated readily of subsequent presentations of that problem.
George A. Millir’s Theory of Data Processing
The information processing theory is a cognitive theory that definitively asserts that the
processing of information in the human brain is similar to that of a computer. This theory,
which was initially proposed by George A. Miller and other American psychologists in the
1950s, provides a clear explanation of how people focus on information and encode it into
their memories.
Three Main Elements of Information Processing
Information stories
Sensory record
Sensory memories are stored for a few seconds at most. They come from the five senses:
hearing, vision, touch, smell, and taste. They are stored only for as long as the sense is being
stimulated. They are then reprocessed and associated with a memory that may store in your
short-term memory.
Short-term memory
Short-term memory is the capacity to store a small amount of information in mind and keep
it available for a short time.
Long term memory
Long-term memory refers to the transfer of information from short-term memory into long-
term storage in order to create enduring memories.
Semantic memory
Recollectional memory
Recollection reflects the retrieval of qualitative information about a specific study episode,
such as when or where an event took place, whereas familiarity reflects a more global
measure of memory strength or stimulus recency.
Operational memory
Operative memory can be defined as the set of processes that allow us to store and
manipulate temporary information and carry-out complex cognitive tasks like language
comprehension, reading, learning, or reasoning.

Cognitive Processes
Attention
the act of directing the mind to listen, see, or understand; notice: In order to learn anything,
you have to pay attention.
Perception
Perception is the organization, identification, and interpretation of sensory information in
order to represent and understand the presented information or environment. All perception
involves signals that go through the nervous system, which in turn result from physical or
chemical stimulation of the sensory system.
Repetition
the act of repeating, or doing, saying, or writing something again; repeated action,
performance, production, or presentation. repeated utterance; reiteration.
Coding
Coding, also known as computer programming, is how we communicate with computers and
tell them what to do.
Storing
to put something in a safe or secret place or putting something in mind to be remembered in
the future or for preparations.
Retrieving
Retrieving means bringing back something in place or bring back some memories into our
minds anchored or connected to the present scenario or thinking we are in.

Information Processing Model

The human brain is a complex system that receives, processes, and uses information in
intricate ways. To understand these processes, cognitive psychologists use an information
processing model that provides a framework for explaining the different stages involved. This
model suggests that the brain receives information, interprets it, and then utilizes it through
various stages of processing that correspond to different steps in the information processing
system. By studying this model, researchers can gain insights into how the brain functions
and how humans perceive, learn, and remember information.
Executive Cognition or Cognition Information
The term "executive functions" unequivocally refers to the higher-level cognitive skills that
you must possess to control and coordinate your other cognitive abilities and behaviors.
These functions embody a range of mental processes such as planning, decision-making,
problem-solving, and attentional control that enable you to manage your thoughts and actions
effectively. In essence, executive functions are a fundamental component of shaping your
behavior and are imperative for achieving success in various aspects of life..
Richard Atkinson’s amd Richard Shiffirin’s Information Processing Theory
Information processing theory is an approach to cognitive development studies that aims to
explain how information is encoded into memory. It is based on the idea that humans do not
merely respond to stimuli from the environment. According to the Atkinson-Shiffrin
model, if memories in the short-term store are rehearsed, they will be encoded into the long-
term store. The long-term store has a capacity and duration that is so large it is without any
known limit, and it stores memories even if they are not actively recalled.
Stages of Human Memory
Stage 1: Encoding
Encoding is the first stage of memory, and it refers to the process of converting information
into a format that can be stored in our memory
Stage 2: Storage
Storage refers to the process of keeping the information in our memory so that we can access
it at a later time.1 When we store information in our memory, we are essentially creating a
mental representation of that information. This mental representation can be in the form of a
picture, a sound, or a feeling.
Stage 3: Recall
Recall refers to the process of retrieving information from our memory.1 In order to recall
information from our memory, we must first have encoded and stored that information in our
memory.
Stage 4: Retrieval
Retrieval is similar to recall: retrieval is the process of actively searching for information in
our memory stores, while recall is the process of passively remembering information.
Stage 5: Forgetting
Forgetting refers to the inability to retrieve information from memory.8 There are a number
of reasons why we might forget something, including failure to adequately encode the
information in the first place or emotionally motivated difficulties in retrieving information
when we need it.

Three Components of Long term Memory (LTM) According to Tulong (1993)

Episodic
Episodic memory is the type of long-term memory that involves remembering specific
events, experiences, and personal details. It is often described as a mental diary or timeline of
personal experiences.
Procedural
Procedural memory is the type of long-term memory that involves remembering how to
perform certain actions, skills, and tasks. It is often described as muscle memory, as it
involves the formation of automatic habits and behaviors.
Semantic
Semantic memory is the type of long-term memory that involves remembering general
knowledge, concepts, and facts that are not tied to a specific personal experience. It is often
described as a mental encyclopedia of information.

Causes of Forgetting
Retrieval
The aptitude to choose the right words is an essential component of effective communication.
Word retrieval is a valuable skill that enables individuals to express their thoughts accurately.
For those who encounter difficulties with word retrieval, there are several strategies that can
be used to enhance their skills. By practicing techniques such as brainstorming, visualization,
and word association, individuals can improve their word retrieval abilities, and thus enhance
their communication skills.
Decay Theory
Memory is a fascinating phenomenon, and the Decay theory provides valuable insight into
how it works. According to this theory, as time passes, memories gradually lose their strength
and become harder to recall. However, this doesn't mean that the memories are lost forever.
Instead, they may simply require more effort to retrieve. When we learn something new, our
brain creates a memory trace that helps us to store and retrieve the information later on. By
understanding the factors that affect memory retention, we can take steps to improve our
memory and enhance our learning experiences..

Interference Theory
The interference theory sheds light on how we process and store memories in our brains. It
suggests that when we learn something new, certain memories can become inaccessible if
they interfere with each other. While this can make it more difficult to recall some memories,
it also indicates that our brains are constantly working to organize and prioritize information.
By understanding this concept, we can better appreciate the complex nature of human
memory and how it influences our ability to learn and remember information over time.
Guidelines to help Learners Effectively Process Information (Zhou and Brown, 2015) give
example for each guideline.
Behaviorism
Behaviorism is a theory of learning based on the idea that all behaviors are acquired through
conditioning, and conditioning occurs through interaction with the environment. Behaviorists
believe that our actions are shaped by environmental stimuli.
Cognitive Development
Cognitive development means how children think, explore and figure things out. It is the
development of knowledge, skills, problem solving and dispositions, which help children to
think about and understand the world around them.
Social Cognitive Theory
Social Cognitive Theory (SCT) describes the influence of individual experiences, the actions
of others, and environmental factors on individual health behaviors.
Experiential Learning Theory
Experiential learning focuses on the idea that the best ways to learn things is by actually
having experiences. Those experiences then stick out in your mind and help you retain
information and remember facts.
Human Motivation Theory
The theory of human motivation explains that humans are motivated by needs which are
organized into a hierarchy. Once one level of needs in the hierarchy is met, a new level
becomes the focal center of motivation for an individual.
Information Processing Theory
The information processing theory definitively outlines how individuals acquire, store, and
retrieve information, exerting a profound influence on their behavior and motivation.

Allan Palvio’s Dual-Coding Theory

The dual-coding theory, proposed by Paivio (1991), provides a constructive framework for
understanding human cognition. It suggests that the human brain has two distinct processing
systems, the visual and the verbal, that work together to process information. While the visual
system deals with graphical information processing, the verbal system processes linguistic
processing. This theory sheds light on how we make sense of the information we encounter in
the world around us.
.Robert Gagne’s Cumulative Learning
Cumulative learning refers to the gradual process of acquiring and enhancing one's
knowledge and skills over time. It involves building upon the knowledge and abilities that
one has already acquired, and continuously adding to them in a way that facilitates further
cognitive development. Essentially, cumulative learning is a continual process of growth and
improvement, where one's knowledge and skills act as a foundation for the acquisition of new
knowledge and skills.
Hierarchy of Learning
Signal Learning
This is the simplest form of learning and consists essentially of the classical conditioning first
described by the behavioral psychologist Pavlov. In this, the subject is 'conditioned' to emit a
desired response because of a stimulus that would not normally produce that response.
Stimulus-response learning
this is a voluntary response to learning that may be used in acquiring verbal skills as well as
physical movements. This refers on how ourselves responds verbally from physical
movements and such.
Chaining/ motor-verbal response
One example is the ability of our breathing to switch to unconscious control while we are
focused on another task. However, the muscles that are responsible for the basic process of
breathing are also utilized for speech, which is entirely voluntary.

Verbal Association
occurs when the learner makes associations using verbal connections (Specht, 2008); it is the
key process in language skill development.
Discrimination Learning
is seen when the learner is able to perform different responses to a series of similar stimuli
that may differ in a systematic way. Discrimination learning is made more difficult when the
learner comes across road blocks or interference that inhibits continual learning.
Concept Learning
involves the ability to make consistent responses to different stimuli (Maheshwari, 2013); it is
the process in which the learner learns how to organize learning in a systematic structure and
foster deeper learning. The student’s behavior is controlled by the abstract properties of each
stimulus.
Principle Learning (Rule Learning)
this involves being able to learn relationships between two or more concepts and apply them
in different situations, new or old; it is the basis of learning general rules or
proceducres (Maheshwari, 2013). This can be seen when the student can apply advocacy and
confidentiality to a patient situation.
Problem-solving
involves developing the ability to invent a complex rule or procedure for the purpose of
solving one particular problem and other problems of a similar nature (Maheshwari, 2013);
this can be accomplished through case studies and reflection. Nursing students can improve
on problem solving through the nursing process: assessing, formulating a nursing diagnosis,
analyzing data specific to the problem, formulating a plan of action, implementing the plan,
and evaluating the effectiveness of the plan.
Events of Instructions (Enumerate and Briefly Explain)
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to
capture their attention.
2.Inform students of the objectives
Inform students of the objectives or outcomes for the course and individual lessons to help
them understand what they are expected to learn and do. Provide objectives before instruction
begins.
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know
or something they have already experienced.
4. Present the content
Use strategies to present and cue lesson content to provide more effective instruction.
Organize and group content in meaningful ways, and provide explanations after
demonstrations.
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available. In
other words, help students learn how to learn.
6. Elicit performance (practice)
Have students apply what they have learned to reinforce new skills and knowledge and to
confirm correct understanding of course concepts.
7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to
allow students to identify gaps in understanding before it is too late.
8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated course
objectives.
9. Enhance retention and transfer
Help learners retain more information by providing them opportunities to connect course
concepts to potential real-world applications.
Types of Transfer of Learning
1. Positive transfer:
When learning in one situation facilitates learning in another situation, it is known as a
positive transfer. For example, skills in playing the violin facilitate learning to play the piano.
Knowledge of mathematics facilitates to learn physics in a better way. Driving a scooter
facilitates driving a motorbike.
2. Negative transfer:
When learning of one task makes the learning of another task harder- it is known as a
negative transfer. For example, speaking Telugu hindering the learning of Malayalam.
Left-hand drive vehicles hindering the learning of right-hand drive.
3. Neutral transfer:
When learning of one activity neither facilitates or hinders the learning of another task, it is a
case of neutral transfer. It is also called as zero transfer.

Constructivism Approach
Constructivism is a dynamic learning theory that emphasizes the importance of active
engagement in the process of acquiring knowledge. It challenges the traditional notion of
passive learning and encourages individuals to take an active role in constructing their own
understanding of the world. By reflecting on their experiences and integrating new
information into their pre-existing knowledge, learners can effectively build their own mental
representations. This theory provides a constructive and empowering approach to education
that empowers individuals to take ownership of their learning journey.
Beliefs of Constructivism
According to constructivist beliefs, students have control over and regulate their own learning
processes. It is expected that teachers will help students build their own personal
understanding and knowledge, and that they will empower their students to grow (Belo et al.,
2014).
Jean Piaget’s Cognitive Constructivism
Piaget challenged the traditional view that learning is a passive process driven by the
acquisition of pre-existing knowledge. Instead, he proposed an active and dynamic model of
learning that emphasizes the importance of learners' active engagement with the world.
According to his theory, learners construct their own knowledge by exploring and testing
their own theories of the world, which leads to a deeper and more meaningful understanding
of reality.
Major Consideration when applying this Jean Piaget’s Cognitive Constructivism Theory
His theories indicate that humans create knowledge through the interaction between their
experiences and ideas. His view of constructivism is the inspiration for radical constructivism
due to his idea that the individual is at the center of the knowledge creation and acquisition
process.
Enumerate the elements that influence learners’ cognitive development according to Elliot
(2007)
Teaching methods and strategies used
Use instructional technologies
Making topics interesting
Use of material 18 Establishment of a student-centered learning environment
Use of mobile technologies in lessons
integration of education and education with real-life
The homework is appropriate for the student
To inform the students about the goals of the course
Select course resources from students' own lists
Positive feedback

Lev Semanovich Vygotsky’s Social Constructivism

Social Constructivism is a cognitive theory that highlights collaboration in learning. It is a
sociological ideology focusing on how humans learn and survive in a constantly changing
society. The principles of social constructivism were developed by psychologist Lev Vgotsky
in 1968.
4 Major Considerations when applying Social Constructivism by Vygotsky
Attention.
Sensation.
Perception.
Memory.
Knowledge is constructed through human activity.
Reality is created jointly by members of a society.
Learning is an active and social process.
Individuals create meaning through interactions with others and environments.
Meaningful learning occurs when individuals engage in social activities.

Albert Bandura’s Social learning Theory

Albert Bandura's highly influential social learning theory emphasizes the crucial role of
observation and modeling in the learning process, expanding our understanding beyond the
traditional notion of learning through direct experience with the environment.
Classification of models according to Bandura
Bandura categorized models into three types: live, verbal, and symbolic. A live model
exhibits a behavior in person, such as when Julian watched Ben stand up on his surfboard. A
verbal instructional model doesn't showcase the behavior but instead explains or describes it,
like when a soccer coach instructs young players to use the side of their foot instead of the
toe. A symbolic model can take the form of fictional characters or real people who
demonstrate certain behaviors in books, movies, television shows, video games, or online
sources.
Concept in Social Learning Theory according to Bandura
Albert Bandura's Social Learning Theory highlights the constructive potential of individuals
to learn through observation, imitation, and modeling of others' behavior. The theory suggests
that this process, known as vicarious learning, can help individuals acquire new knowledge
and behaviors.
4 Phases of Observational Learning According to Bandura
Attentional processes were described as cognitive abilities that “regulate sensory registration
of modeled actions” and retention processes were those that took “transitory influences and
converted to enduring internal guides for memory representation” (Bandura & Jeffery, 1973,
p. 122). Motor reproduction processes are those that move component actions stored in
memory into overt action resembling that of the modeled behaviors. Finally, motivational
processes determine whether those behaviors emerge as overt action.
Jean Love and Wenger’s Situational Learning
Situated learning theory (SLT), first presented by Jean Lave and Etienne Wenger
(1991), explains the process and development of learning when individuals have
the opportunity to participate in a community of practice. In such a community, new learners
reach the level of the expert as they have more opportunities to practice within the context of
learning. In this light, learning is unintentional; this unintentional nature of learning is what
the authors call Legitimate Peripheral Participation (LPP). In LPP, the learner moves from
the periphery of the community to the center as he/she gains expertise and engages and
participates actively in the sociocultural practices of the community (Lave & Wenger, 1991).
Robert Sternberg’s Triarchic Intelligence
According to Sternberg's theory, intelligence takes on three distinct forms: practical, creative,
and analytical. Practical intelligence, also known as "street smarts," involves utilizing one's
personal experiences to find effective solutions to everyday challenges. This type of
intelligence can prove to be extremely valuable in navigating the complexities of daily life.
Kinds of Intelligence by Robert Sternberg’s Theory
The theory, proposed by psychologist Robert J. Sternberg, contends that there are three types
of intelligence: practical (the ability to get along in different contexts), creative (the ability to
come up with new ideas), and analytical (the ability to evaluate information and solve
problems).
Wilhelm Wundt’s Structuralism
Wilhelm Wundt's theory of structuralism definitively employs introspection to systematically
analyze and break down the fundamental elements of human consciousness.
William James’Functionalism
William James' functionalism asserted that the mind is a functional tool that allows organisms
to adapt to their environment. James' functionalism, inspired by Darwin's theory of evolution,
focused on how certain mental activities helped an organism adapt or function in their
environment.
Kurt Lewin’s “Life and Space” and “Field theory”
Life space according to Lewin represents a person's unique experience and reality. It includes
their feelings, thoughts, perceptions, goals, and experiences while Lewin's Field
Theory proposed that behavior is the result of the individual and the environment. This theory
had a major impact on social psychology, supporting the notion that our individual traits and
the environment interact to cause behavior.

Daniel Goleman’s Emotional Intelligence

People with emotional intelligence achieve objectiveness through their self-awareness, which
promotes productive, motivated, and equal workplaces. Daniel Goleman's emotional
intelligence theory outlines five components of EI: self-awareness, self-regulation,
motivation, empathy, and social skills.
David Kolb’s Experiential Learning
The concept proposed by Kolb's theory is that learning can be achieved through a four-stage
cycle of concrete experience, reflective observation, abstract conceptualization, and active
experimentation. It's an empowering concept that can benefit students, educators, and
employers alike.
Connectivism Approach
Connectivism is a modern learning theory that emphasizes the importance of synthesizing
thoughts, theories, and general information in a practical way. It acknowledges that
technology plays a significant role in the learning process and allows us to make informed
decisions about our learning by staying constantly connected.
Create a graphical representation of the things you have learned on learning theories
(application of Education Technology I)
You may now express freely your thoughts, feelings and experiences in this activity by
writing or sketching.
at first, I viewed this activity as overwhelming but then at the end of making this output, i
realized that it was not really as long as i manage my time properly in doing this. i got into so
many resources and information online digging and seeking anchored answers and notions
with the points that were being asked in this activity. all i could say was i am grateful for
having the opportunity to answer and at the same time understand the concepts above which
are beneficial in my stand as a student and as a future teacher, in God's will.
Are you happy with your outputs? Why?
When individuals successfully complete an activity or task, a sense of achievement and
accomplishment often emerges. This feeling is accompanied by a surge of positive emotions
such as pride, satisfaction, and self-confidence. The sense of achievement can be attributed to
the fulfillment of personal goals, overcoming challenges, or simply the joy of creating
something new.

How significant these theories to your future teaching-learning engagement?

Theories play a significant role in shaping the future of teaching-learning engagement. They
provide a framework for understanding how individuals learn, guiding educators in designing
effective instructional strategies and creating optimal learning environments. By
understanding and applying these theories, educators can enhance the learning experience for
their students and improve educational outcomes.

One of the most influential theories in education is the constructivist theory.

Constructivism suggests that learners actively construct knowledge by building upon their
prior experiences and understanding. According to this theory, learning is a process of
meaning-making, where learners actively engage with new information, connect it to their
existing knowledge, and construct their own understanding. This theory emphasizes the
importance of hands-on activities, problem-solving, and collaboration in the learning process.
By incorporating constructivist principles into teaching practices, educators can promote
critical thinking, creativity, and deep understanding among students.

If you were already a teacher, will you adopt same theory/ies in your class? Why?
I would strive to provide the most accurate and informative responses to the best of my abilities based
on the questions and prompts given to me. If I were a teacher, I would adopt a student-centered
approach that values diversity, inclusivity, and social responsibility .

What are the skills you develop after these activities?

Overall, engaging in a variety of activities can contribute to the development of multiple
skills across different domains. It is important to note that the specific skills developed may
vary depending on the nature of the activity and individual interests. One of the skills that I
developed is my cognitive skills which helped me to improve my thinking skills.

Do you find the activities worth doing? Why?

Finding activities worth doing involves considering several factors such as the relevance of
the activities to the learning objectives, the quality and validity of the activities tool, and the
potential benefits it offers to both learners and educators. Also, it provides assistance towards
the different theories that useful during teaching-process.

Submit to:

DR. ANA MARIA A. BONITO

Associate ProfessorV