- 1. PsychologicalFoundations ofEducationLearning Theories,
andMotivation
2. LearningProcess produce relatively change
inbehavior.Acquisition of new knowledge, skill,beliefs, and
feeling. 3. all includes classical and operant.Learning consists of
new stimuli-response connections through practiceand strengthened
through associationwith external rewards.Behaviorism theory 4.
Classical ConditioningTheoryPavlov/WatsonPC--Conditioning with
neutral(conditioned stimulus) gains aresponse result to its paring
withnatural stimulusStimulus generalization- stimulus transfer to
another stimuli.Discrimination- not to respond with the same
stimulus/mannerExtinction- conditioned response lost.Recovery-
recover lost respondedApplied to classroom:Providing positive
classroom environmentHelp student s to experience successPresenting
lesson in gradual and keeping student relaxed and happy 5.
Classical ConditioningClassical conditioning is a type oflearning
in which an animalsnatural response to one object orsensory
stimulus transfers toanother stimulus. This illustrationshows how a
dog can learn tosalivate to the sound of a tuningfork, an
experiment first carriedout in the early 1900s by
Russianphysiologist Ivan Pavlov. Forconditioning to occur, the
pairingof the food with the tuning fork(step 3 in the illustration)
must berepeated many times, so that thedog eventually learns to
associatethe two items.Microsoft Encarta 2009. 1993-2008
MicrosoftCorporation. All rights reserved. 6. Operant
conditioning/InstrumentalB. F. SkinnerSO-REWARD
ANDPUNISHMENTConsequences of behavior based upon its environment
whetherreinforce or eliminates the behavior.Reinforcement not
synonymous to rewards it is given after, motivationgive
beforePositive reinforcement- strengthen behaviorNegative
reinforcement- weakens behaviorApplied to classroom by:Providing
more opportunities for practiceReinforcing (praise, incentives
etc)if desirableProviding more rewards than punishment 7. S-R
ConnectionismThorndikeConTFormed between stimuli and responseOccur
in TRIAL and ERRORLearning by selecting and connectingLawsa.
readiness-to do so satisfying, not to do so annoyingb. Exercise-
longer connection increase, shorter connectiondecrease.c. Effects-
response accompanied by satisfaction is firm, ifaccompanied by
discomfort weakd. Feedback- comment or judgments on the
exercises.Reward is greater thanpunishment 8. Social Cognitive
Learning Theory/ ImitationBandura/ Wallace SBLEARNED by individual
observe fromother. It affects the way people actAttention-
exposing/ observing a modelRetention- learn symbolically,
reproduction of desired behaviorReproduction- produce internal
model of the environment guide observerbehaviorMotivation no
performance unless conditioned are favorableObservational learning-
individual recombine previously learned behaviorto produce newly
response.Inhibitory effect- strengthen for weakensSocial
facilitation- actingApplied to classroom by;Modeling desirable
behaviorMake sure that students are physically capable of doing the
modeledbehavior and that they can demonstrate this
behavior.Exposing student to a variety of exemplary behavior/models
9. Cognitive learning theory1. Cognitive structural
theory2.Discovery learning theory3.Cumulative learning4.Meaningful
learning5.Constructivist learning theory6.Metacognitive learning
theory 10. Meaningful LearningDavid P. AusubelMaus-schemaLearning
takes place when new acquired info is connected to what isalready
learned.Material should be related to students schemaOccurs
inReception learningDiscovery learning 11. Discovery LearningJerome
BrunerDLBStudent should discover what to learn. Learning
involvesrearrangement and transformation of materials that led to
insightAcquisition obtaining new info..it is replace and
refinedTransformation manipulating info.. To fit new
situationEvaluation if info, has been manipulatedIntegrate
materials to existing cognitive structures 12. Gestalt
TheoryKohler, Koffka,WertheimerG2KWGestalt- forms and pattern,
organize as a whole. How organism perceiveideas and effect of the
relationship on memory and learningPerception influence experience,
we learn when we arrange ideas intopatternLaw
ofcontinuity-organizationtends preservesmooth continuityrather than
abruptchange..Law ofclosure-incompletefigure tend tobe seen
ascomplete .Law ofproximity-holds thingsclose togetheras
grouptogether .Law ofsimilarity-similar objectstends to berelated
13. Life Topological andVector (field)SpaceconceptLevinLSLLife
space of an individual consist of everything one needs toknow about
a person in order to understand his/her behavior inspecific
timeObject exist in a field of forcesNothing is so practical as a
good theory. 14. Problem Solving byInsightKholerPSIKExample :
CHIMPANZEE get the banana by using the stick onelong one
short.Perception of new relationship-- chimpanzee solve the problem
orgain insight into the relationship between the two stick
andbanana.Previous experience with the essential of the problem
hadbeen necessary in order to develop insight 15. Cumulative
LearningTheoryGagneCLGLearning occurs as the individual develops
HOTs but need thepreviously learn lower skills.Stimulus- response
learning responding to specific stimuli thathave been discriminated
from other stimuliMotor verbal chain- combining 2 or more separate
motor/verbalresponses to develop complex skills.Concept learning
-giving labels to facts, relate and group ittogether.Rule Learning-
concepts learned earlier are taken together to form arule,
principle and generalization.Problem Solving- applying concepts
previously learnedLower skills-=====---hots 16. Gagnes Conditions
of learning Most complex condition involving applying rules to
solveproblem(solving word problems)Problemsolving Combining and
relating concepts ready learned to form rules(1+2=3
==2+1=3)Principlelearning Classifying and organizing perception to
gain meaningfulconcepts (all dogs have four legs)Concept learning
Learners select a response applies to certainstimuli(selecting 2
when __+1=3)Discrimination Labeling certain response(__+1=2)Verbal
Association Series of S-R are links(adding 1 and2)Chaining
Voluntary response similar to operantconditioning( getting ready to
move asfire alarm heard.)Stimulus response Involuntary response.
Similar toclassical conditioning(touchingiron and flinching)Signal
learning 17. InformationProcessing TheoryAtkinson &
ShiffrinIPT-ASStorage- info gets into memoryEncoding- information
changes as get into memoryRetrieval -info.. Previously stored is
recalledSensory register- info transfer to short term memory, if
nothinghappen it is forgotten.Short-term working memory- info is
organized for storage or discard.Storage- info gets into
memory.Long-term memory- info kept for along period of time.Process
of organizing info into mind like computer. 18. Constructivist
theory ofLearningPiaget and VygotskyCons-PVyUsing acquired info to
construct or build new ideas prior to theirschemaTeacher should
provide students to construct on their own.Challenges teacher not
to dispense knowledge but to provide studentswith opportunities and
incentives to build up and to serve as guides tobecome sense
makersConstruction of ideas 19. Metacognitive theoryof
LearningThinking aboutthinkingThinking beyond, and self monitoring
process of how you think and toemploy it successfully.Consist of
awareness not only of what to do to perform a taask effectivelybut
when and how various cognitive processes can be employed to
success.TWO COMPONENTSMeta comprehension- knowledge about
regulation for understanding CERTANPROCEDURE IN
OPERATIONMetamemory- apply technique in memorizing E.G MNEMONICSMAY
BE ACQUIRED through:Knowledge of others success or
experiencesAnalysis of the goals of the cognitive tasksAnalysis of
the strategies employed in performing tasks.Experience that
accompany attempts at metacognition. E.g. frustrationwhen what is
being taught is not understand 20. Desirable Conditions for
Learning1. Motivation2. Retention3. Transfer 21. Motivation-
conditions that predispose an individual to learn, something or to
avoidthings. It is statement of desires, goals, likes, dislikes,
wants, fearsTheories of Motivation1. Instinct theory/Genetic
Pattern ( Lorenz)2. Association theory (Thorndike)3. Drive Theory/
psychoanalytic theory (Freud)4. Need Gratification Theory
(Maslow)5. Attribution Theory (Weiner)6. Self-Determination Theory
(Deci)7. Self-Efficacy Theory (Bandura)8. Cognitive Theory (Hunt)9.
Drive Reduction Theory (Hull)10. Expectancy Theory (Atkinson) 22.
Instinct Theory/ Genetic PatternTheory (Lorenz)Speculate that
motivation is built intoeveryone through heredity: that is it isthe
product of inherited and innateinstincts/natural feeling 23.
Association theory (Thorndike)A deprivation/deficit of need will
cause theindividual to act to satisfy that need 24. Drive Theory/
psychoanalytictheory (Freud)Individuals behave as they do because
theirearly experiences drive them instinctively to doso. 25. Need
Gratification Theory (MaslowSatisfy basic needs is the cause of
human behabiorAn individuals does something to ssatisfy his or her
needs1. Hunger drive, food drive thirst drive (basic needs)2.
Security3. Love and belongingness4. Self-esteem5. Self-efficacy 26.
Attribution Theory (Weiner)People seeks to understand why they
succeedor fail, which may be due to ability, effort,
task,difficulty, luck and help or hindrance fromothers. 27.
Self-Determination Theory (Deci)An attitude of determination is
thefoundation of motivation; behaviors arebased solely on the
individuals preferences . 28. Self-Efficacy Theory (Bandura)The key
to individual achievement lies withthe learners own belief in the
ability toexecute actions required of a successfulperformance 29.
Cognitive Theory (Hunt)Man is rational and continuously decideswhat
he will or will not do. Motivescuriously and intention activate
anddirect individuals to action that producesatisfaction are
repeated. 30. Drive Reduction Theory (Hull)Reducing that which
energizes behavior(drive)is satisfying and behaviors thatproduce
satisfaction are repeated. 31. Expectancy Theory (Atkinson)Peoples
motivation to act depends on theirestimation is estimation of being
successfuland the incentive value they place on successin the
activity 32. RETENTIONIs the process whereby long-term memory
preserves learning in such a way that what hasbeen stored in the
memory can be located, identified and retrieved accurately when the
needarises.Is influenced by many factors including degree of focus,
length and type of rehearsal thatoccurred; student learning style,
prior learning, and learning difficulties.Is opposed to forgetting
in which the physical record of memory in the brain fades away
eitherthrough disuse, interference, reorganization or through
motivation.It requires that the learner not only gives conscious
attention but also builds conceptualframework that have sense and
meaning for eventual consolidation with long-term
storagenetwork..Rehearsal is the process that allows the leaner to
have the adequate time to process newlearning before sense and
meaning are attached to it. Although rehearsal does not
guaranteeinformation transfer into long term storage it contributes
to this. There is also long term storagewithout rehearsalRote
rehearsal- used when learners need to remember and
storageinformation exactly as it is entered into working memory, it
involvesdirect instructionElaborate rehearsal- used when it is
important to associate newlearnings with prior learnings to detect
relationships; requires complexthinking process 33. TRANSFERTHE
PROCESS OF APPYING KNOWLEDGE OR SKILL PRVIOSLY LEARNED IN
ONESITUATION TO A NEW DIFFERENT SITUATIONTwo types:1. Lateral
transfer- when an individual is able to perform a new task that
requirespreviously learned skills example solving word problems
from text book and lateron the board2. Vertical transfer- when
individual is able to learn more complex or advanced skillsexample
being able to add and multiply, being able to read and
write.Theories of transfer:Formal-discipline theory- facilities of
the mind that can be strengthened throughpractice such as memory,
reason, will, and imagination.Identical elements theory- elements
such as facts, skills, and methods present inthe original learning
situation must be presented in a new but relevant
situation.Generalization theory- facts and concepts that have been
previously learned mustlead to formulation of principles used in a
new situation.Transposition theory- it is possible if there is
understanding of the relationshipsamongst he facts, processes and
principles. 34. Theory of multiple intelligencesHoward Gardner1.
Mathematical/logical- number smart2. Verbally/linguistic- word
smart3. Natural/nature- nature smart4. Musical- rhythmic smart5.
Spatial- art smart6. Bodily kinesthetic- gestures /movement smart7.
Intrapersonal- self communication8. Interpersonal- communication to
other9. Existentialist-spirit smart10. Interactionist- if you have
all the characteristics 35. THANK YOU!PREPARED BY:(sgd)MR. BOYET B.
ALUAN