PCK 3 REVIEWER FOR SEMI-FINAL

Lesson 3: Skinner's Operant Conditioning

B.F. (Burrhus Frederic) Skinner (1904-1990)- most popular behavioral
theorist of all time

Classical conditioning- refers to the association of stimuli

Operant conditioning- actively involves the subject’s participation.
-is the type of learning whereby learning occurs as
a consequence of the learner’s behavior.

Reinforcement- is defined as something that strengthens the behavior or

is sometimes called as the response strengthener.
Positive reinforcement- is defined as the addition of a pleasant
stimulus.
Negative reinforcement- is taking something away from a situation that
subsequently increases the occurrence of the response. In other words, it
is taking away an unpleasant consequence to cause the behavior to
happen again.
Positive punishment- is an addition of an unpleasant stimulus to
decrease the behavior.
Negative Punishment- is the removal of rewarding stimulus to decrease
the behavior.

Lesson 4: Neo-Behaviorism
Neo-Behaviorism- A gap between behaviorism and cognitive learniing
beliefs.

Notable pshychologist who contributed in the development of neo-

behaviorism
1. Edward Tolman
2. Albert Bandura

Tolman's Purposive Behaviorism

- He insisted that all behavior is directed because of a purpose, hence, all
behaviors are focused on achieving some goals by cognition--an
intervening variable.
- He further believed that mental processes are to be identified in terms of
the behaviors to which they lead.

Cognitive Map- mental illustration of the layout of the environment, it is

believed that everything in our cognitive map influences our interaction
with the environment, hence making our cognitive map more detailed and
comprehensive helps facilitate our learning.
Tolman's Other Salient Principles
1. Behavior is always purposive
2. Behavior is cognitive
3. Reinforcement established and confirms expectancies

Bandura’s Social Learning

Albert Bandura is the proponent of this theory.
- learning occurs within the social context and by observing and copying
others ‘behavior or imitation.
- Where modelling is a crucial component.
- Modelling refers to a change in one’s behavior by observing models.
- Bandura’s theory is also called the social-cognitive theory because of the
influence of cognition in his theory.
- He is one among few behaviorists who believed that human process
information through cognition The term self-efficacy has bridged social
learning theory and cognitive psychology.
- Self-efficacy is defined as one’s evaluation of his/ her own ability to
accomplish or perform an action in a particular context. Those with high
self-efficacy see themselves as capable, or useful, in dealing with the
world with other people.

Then following are the fundamental principles of social learning

theory:
1. One may learn without changing his or her behavior.
2. Learning takes place by imitating a model
3. An observing person will always react to the one being imitated
depending on whether the model is rewarded or punished.
4. Acquiring and performing behavior are different.
5. Interaction is vital for successful social learning.
6. Learning is self-regulated
7. Learning may be acquired vicariously.
8. Learning may be reinforced by the model or by others.

Components of Successful Modelling

1. Attention. To meaningful perceive reelevate behavior, one should
pay attention.
2. Retention. Paying attentions to something should result on
retention that requires cognitively organizing.
3. Production. To strengthen learning through observation, one
needs to translate the visual and symbolic conceptions into observable
behavior.
4. Motivation. Influencing observational learning is motivation.

CHAPTER 5: CONSTRUCTIVIST LEARNING

THEORIES
Lesson 1: Jerome Bruner’sConstructicvist
Theory, Gestalt Theory, and Davis Ausubel’s
Subsumption Theory
Constructivist theory- learners derived meaning and form concepts out
of their own experiences,in the process, the learner reflects on the
experience and then creates new understanding and konwledge from a
new experience.

Bruner’s Constructivist Theory

( Jerome Bruner )
- believes that learning is an active process where learners create new
ideas or concepts using their current or past knowledge about things,
events or situations.
- This is a time when learners’ creativity on concept formation is made
evident because they are given opportunities to make hypothesis and test
them through further discovery.
- “ to perceive is to categorize, to conceptualize is to categorize, to learn
is to form categories, to make decisions is to categorize.”

Categorization- involves perception, conceptualization, learning,decsion-

making, and making infernces.

Four major aspects to be addressed during the teaching and

learning process.
1. Predisposition toward learning
- The child’s readyness to learn is an important aspect to consider in
learning concepts and skills. Love of learning should be emphasized at an
early age. One of the factors sthat can contribute to this is the parent and
teacher influences on a child. When both parents and teacher provide
enjoyable opportunities for exploration and play, the child can discover
concepts is interesting ways. With the guidance of tachers in school and
the provision of appropriate learning materials, spontaneous explorations
bring about learning of new concepts.
2. How a body of knowledge can be structured os that it can
bew most grasped by the learner.
- Topic and concepts are effectively learned when details of such are
arranged and ordered in the context of the learner. Structured are usually
arranged from simple to itrs more complex form. Patterens are alos based
on what is recognizable or familiar to the leanres that to thoase first who
are very new to them.
3. The most effective sequences in which to present material
- Sequencing of presentation is a part of a teacher’s innovation in
teaching. The teacher considers which the learners need most, and can
understand first and can master first as a prerequisite knowledge or skill
to the next topic or concept.
4. The nature amd pacing of rewards and punishement
- Rewards and punishments should be properly selected and that
whenever thye are given to learners, they should kn ow and understand
why they are rewarded and punished.

Bruner’s Principles of Instruction:

1. Instruction must be concerned with the experiences and context
that make the students willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by
the student (spiral organization).
3. Instruction shouldbedesigned to facilitate extrapolattion and fill in
sthe gaps (going beyond the information given).
Gestalt Theory
Gestalt - came from a German term that means pattern of form.
Gestalt psychology - was introduced in 1912 by Max Wertheimer. He is
a German psychologist who believed that a whole is more than just the
totality of its part.
Four laws of grouping
1. Similarity – elements that has the same or nearly features are
grouped together .
2. Proximity - elements that are near to each other are grouped
together
3. Continuity – elements that defined smooth lines or even curves
are also grouped Together.
4. Closure - elements that fill up misssing parts to complete an entity
are grouped together.

Subsumption Theory
The Subsumption theory - was developed by David Ausubel.
- This theory emphasizes how individuals learn
large amounts of meaningful material from both verbal and textual
presentations in a school setting.
- The use of advance organizers is a useful way
of learning. Subsumption means to put or include something within
something larger or more comprehensive.
-A person learns something from what he
already knows. An individual’s cognitive structure consist of all his
learning experiences that make up his knowledge of facts, concepts, and
other data. Sometimes, some of these are forgotten because they are
integrated into larger structures of knowledge.

Four learning processes

1. Derivative subsumption – a new concept learned is an example
of a concept that you have already learned before.
2. Correlative subsumption- a new concept learned in an extension
or modification of a previously learned information.
3. Superordinate subsumption – what was learned are specific
examples of a new concept.
4. Combinatorial subsumption - a new concept is combined with a
prior known concept to enrich both concepts.

Lesson 2: Cooperative and Experiential

Learning
Cooperative Leaning - allows many opportunities to develop learners’
interpersonal skills. It would give them experiences on how they can
properly interact with the other s and at the same time listen and learn
from their groupmates.
-is also a type of constructivist teaching because it
allow the creation and innovations of knowledge through group interaction
and active participation of each member.

Cooperative learning has the following features:

1. Students are actively engaged, thus, developing in each member, a
cooperative spirit.
2. Each member is challenged to give her best because it can create a
healthy and competitive spirit.
3. It allows learners creativity and innovation because they interact
with people their age, peers, or classmates.
4. It develops positivity like open-mindedness, humility, and give-and-
take attitude, as well as listening skills.
5. It reduces pressure from work and creates a positive classroom
atmosphere.

Experiential Learning
- Actual hands-on activities are still the most effective means of learning. -
Experiences that are direct and purposeful are still the learners’ best
opportunity to master a concept or a skill.
- Direct and purposeful experiences are rich experiences than the senses
bring, from which ideas, concepts, generalizations are constructed (Dale,
1969).
- They can see and feel that what is being learned is a part of their real-life
situation. Experiences through the planned activities of the teacher is a
way of achieving a goal or objective in learning.
- Learning by doing, then, is an essential element in discovering and
constructing new knowledge and concepts.
- Learners enjoy when they take active roles in experiential learning
activities. Teachers challenge them to come up with their creative styles
of presentation, with all their access to varied information combined with
their experiences, creation, and construction of new concept are seen
visibly from them.