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Glory Mae Bangud BSED SCIENCE 3
ED 105 (Facilitating Learner – Centered Teaching)
1st Semester, A.Y. 2020 – 2021
Module 5
Task 1 What is the implication of Thorndike’s Connectionism Theory on Education?
a. Choose a topic you want to teach.
b. Think of ways you can apply the thre primary laws while you teach the topic.
Topic: CHEMICAL BONDING
Grade/year level: GRADE 9
Primary Law How would I apply the Primary Law?
Before beginning the course, the learner needs to be engaged.
This can be done by participating in a pre-work activity or a quick
movie describing the subject. By building enthusiasm and motivation
Law of Readiness in learners before they even access the content, you may increase
both. e.g.The Bonding Animation is utilized. You can assist students
in visualizing the formation of various chemical compounds to
illustrate the notion of bonding. Ionic, covalent, and polar covalent
bond examples are animated while students are given a series of
chemicals to identify the different bonding types.
Three things are clearly stated in this law: (1) Education is reinforced
when accompanied with a satisfying or enjoyable experience
sensation. Future learning is more likely to take place; (2) When
learning is combined with an uncomfortable sensation, lowering
likelihood of learning once more in the future. It will be avoided by
students; and (3) Learning happens when something produces
satisfaction and the student enjoys it. I'm capable of doing it if I can
Law of Effect. Indicate arouse the right feelings in the student. If you can establish a
specifically how you will connection with learners right away by determining their need for a
use positive/negative particular eLearning course, leading them through the course, and
reinforcements subsequently speaking with them. Additionally, you will not only
(rewards) have higher completion rates but also an improved educational
experience. e.g. Chemical Composition of Hand Sanitizer. Students
learn about the connection between chemistry and current events
through the soap lab. They mimic the interaction of soap and virus
particles as well as that of hand sanitizer and virus particles. After
that, they apply what they know about molecule structure.T o
evaluate their observations and intermolecular interactions particle
conductivity.
This law is uncomplicated. A person will remember anything better
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the longer they practice it. The second part of this law asserts that
knowledge that is not used deteriorates and disappears from memory.
Use it or lose it isn't just a cliché; it applies to learning in every way.
Law of Exercise Your eLearning design should take this into account and provide
opportunities for learners to apply new information. This comprises
reviewing the content, using it right away, or incorporating the new
knowledge with prior knowledge. e.g. Students can understand the
evolution of common objects and exhibit their understanding through
a creative movie as part of the Evolution of Materials Science in
Daily Objects project.
Task 2. In a critical analysis on the nature of learning, some questions have been raised that
drew different answers from the different perspectives of the theories related to learner’s
development. Of the theories presented complete the matrix below
Theories Proponent How does learning occur? Which factors
influence
learning?
Behaviorism John B. Both students and teachers can benefit from Contracts,
Watson using behaviorist theory in the classroom. Ivan consequences,
(1878-1958) Pavlov's research had some influence on reinforcement,
and B. F. Watson's perception of learning (1849-1936). extinction, and
Skinner behaviour
Pavlov is well-known for his work on the sort of
(1904-1990) modification.
learning process known as classical
conditioning. The process of pairing a neutral
stimulus with one that inherently elicits a
response is known as classical conditioning.
Skinner believed that rewards and penalties
regulate what appears to be spontaneous
behavior. According to Skinner, people do not
shape the world; rather, the world shapes them.
Additionally, Skinner believed that human
behavior is predictable, much like a chemical
reaction. Regularly ignoring a bad behavior will
help you get rid of it. When the teacher does not
respond angrily, the student is compelled to take
responsibility for the problem. Contracts,
penalties, and other effective classroom
management techniques have already been
covered in-depth. For accomplishing desired
behavior, behaviorist learning theory is
important outside of normal schooling. For such
students, special education teachers have created
classroom behavior management plans. These
plans make sure that these students succeed in
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and out of the classroom.
Stages of Jean Piaget The four basic stages of a child or adolescent's
Cognitive (1896-1980) cognitive development that Piaget identified are
Development sensorimotor, preoperational, concrete
operational, and formal operational. According
to Piaget, all children must pass through these
phases in order to advance to the subsequent
stage of cognitive development. At every stage,
children exhibit fresh intellectual prowess and a
more complex understanding of the world.
Intellectual development always happens in this
order; stages cannot be "skipped." The average
ages at which children progress through the
phases varies according to each child's
surroundings and upbringing.
At any given time, a kid may have traits
common to more than one stage. The
educational subject matter must be suitable for
the learner's developmental stage. The teacher's
objective is to facilitate learning by offering a
range of experiences. Additionally, collaboration
chances amongst students with different
cognitive abilities can help less mature students
grow into more mature learners. The use of
concrete, "hands-on" experiences to aid in
learning is another part of education.
Social Albert The social learning hypothesis focuses on what Personal,
Cognitive Bandura individuals pick up from observing and Behavioural, and
Theory (1925- ) interacting with others. It is commonly referred Environmental
to as a bridge between behaviorist and cognitive
learning theories since it takes into account
attention, memory, and motivation. In 1986,
Bandura renamed his initial social learning
theory—then known as social cognitive theory
—in his second book, Social Foundations of
Thought and Action: A Social Cognitive
Theory. The social context of learning involves
a dynamic and reciprocal relationship between
the learner, their surroundings, and their
behavior, according to the social cognition
theory. It argues that people actively participate
in their surroundings and are not simply shaped
by them.
For model-based learning to occur, there are
four steps that must occur: observation,
retention, motivation, and production. Observers
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pay attention to specific social behaviors, and
production refers to the symbolic representation
of the original activity being put into action. The
theory's main tenet is that students may learn a
lot from merely observing others, which has
various implications for teaching and learning in
the classroom.
Sociocultural Lev This theory postulates that social interaction Cultural influences
Theory Semyonovich leads to gradual changes in children's minds and resulting in
Vygotsky behavior that may vary greatly from culture to language and other
(1896-1934) culture. In essence, Vygotsky's theory contends symbolism
that growth is reliant on social interaction and
the resources provided by culture to help one
construct their own worldview. There are three
ways to transmit a cultural tool from one person
to another.
Imitative learning, which happens when one
person tries to copy or duplicate another, is the
first type. The second technique is called taught
learning, and it requires remembering the
teacher's instructions and then using them to
self-regulate. Collaborative learning, which is a
group of peers striving to understand one
another and working together to improve a
particular ability, is the third way that cultural
tools are passed on to others. While social,
egocentric, and internal speech represent three
critical stages in speech development, the
distinctive and early interplay between language
and cognition can be described by them.
