F A C I L I T A T I N G L E A R N I N G

I N T H E 2 1 S T C E N T U R Y

UNDERSTANDING LEARNING
AND
KNOWLEDGE ACQUISITION
PRESENTED BY:
GROUP 3
 PRAYER
Our loving ang generous God, we praise
and thank you for this day you have given
to us. Thank you for giving us the chance
to continue learning through online class.
We are sorry for all the times we have
failed you. We humbly ask for your
forgiveness. Father, help us to focus our
studies. May everyone learn from our
discussion. In Jesus name,we pray. Amen.
 GROUP 3

MS. DUPLON MS. ESTEFANIO MS. DE GUZMAN MS. TAMAYO

(LEADER) (MEMBER) (MEMBER) (MEMBER)
 LEARNING OBJECTIVES

Characterize the learning process

Discuss different theories of learning from

different perspectives

Demonstrate skills in applying the theories of

learning
 DEFINING LEARNING

Nature of learning
·Ornstein (1990), defines learning “as areflective process
where by the learner either develops news insights and
understanding or changes and restructures his or his
mental processes.”
·Lardizabal (1991) opines that “learning is an integrated, ongoing
process occurring within the individual, enabling him to meet specific
aims, fulfill his needs and interest, and cope with the learning
process.” This process involves unfreezing, problem diagnosis, goal
setting, new behavior, and refreezing.
 DEFINING LEARNING

Nature of learning
·Slavin (1995) defines learning as a change in an
individual caused by experience. Changes caused
by development (such as growing taller) are not
instances of learning. Neither are characteristics of
individuals that are present at birth (such as
reflexes and response to hunger and pain).
 METAPHORS OF LEARNING
The acquisition
The participation
metaphor metaphor
“ Dialogic”
“ Monologic interaction,
within Mind” situated
cognition.

The
knowledge
creation
metaphor

“ Trialogic”
Organizing the work
around shared
“object”
 TWO METAPHORS OF LEARNING

Adopted from SFARD (1998)

ACQUISITION
> learning as knowledge acquisition and concept development;
having obtained knowledge and made it ones own individualised.
PARTICIPATION
> learning as participation the process of becoming a member of a
community, the ability to communicate in the language of this community
and act according to its norm. The permanence of having gives way to the
constant flux of doing.
 TYPES OF LEARNING

What is learning styles?

Learning styles are the methods that
people use to understand and remember
information.
The Seven Types of Learning Styles

1. Visual Learning
 The Seven Types of Learning

2. Auditory Learning
 The Seven Types of Learning

3. Reading and Writing

 The Seven Types of Learning

4. Kinesthetic
 The Seven Types of Learning

5. Verbal or linguistic learning

 The Seven Types of Learning

6. Social or interpersonal learning

 The Seven Types of Learning

7. Solitary or intrapersonal learning

 What Are the Main Four Types of Learning
in Education?
.Visual
.Auditory
.Kinesthetic
. Reading/Writing.
 Behaviorist Perspective
It focuses on the idea that all behaviors are learned
through interaction with the environment. This
learning theory states that behaviors are learned from
the environment, and says that innate or inherited
factors have very little influence on behavior.
 CLASSICAL CONDITIONING
Classical conditioning is a behaviorist theory of learning.
It posits that when a naturally occurring stimulus and an
environmental stimulus are repeatedly paired, the
environmental stimulus will eventually elicit a similar
response to the natural stimulus.
Pavlov’s Experiments
Classical conditioning requires placing a
neutral stimulus immediately before a
stimulus that automatically occurs, which
eventually leads to a learned response to the
formerly neutral stimulus.
 The Three Stages of Classical Conditioning
BEFORE CONDITIONING
. The UCS and CS have no relationship. The UCS comes up in the
environment and naturally elicits a UCR. The UCR wasn’t taught or
learned, it’s a completely innate reaction.
DURING CONDITIONING
The UCS and NS are paired leading the previously neutral stimulus to
become a CS. The CS occurs just before or at the same time as the UCS and
in the process the CS becomes associated with UCS and, by extension, the
UCR. Generally, the UCS and CS must be paired several times in order to
reinforce the association between the two stimuli.
 The Three Stages of Classical Conditioning

AFTER CONDITIONING
Once the UCS and CS have been associated, the CS will trigger a
response without the need to present the UCS with it. The CS now
elicits the CR. The individual has learned to associate a specific
response with a previously neutral stimulus. Thus, the individual who
got seasick may find that in the future fruit punch (CS) makes them
feel ill (CR), despite the fact that the fruit punch really had nothing to
do with the individual getting sick on the boat.
 Other Principles of Classical Conditioning
Stimulus Generalization
Stimulus generalization happens when, after a stimulus has been
conditioned to a specific response, other stimuli that may be
associated with the conditioned stimulus also elicit the conditioned
response.
Stimulus Discrimination
Stimulus discrimination begins to occur in which stimuli are
differentiated and only the conditioned stimulus and possibly stimuli
that are very similar elicit the conditioned response.
OPERANT CONDITIONING
It is a method of learning that employs rewards/
reinforcement and punishments for behavior.
Through operant conditioning, an association is
made between a behavior and a consequence
(whether negative or positive) for that behavior.
OPERANT CONDITIONING
B.F Skinner developed his skinner’s box tool to explain
the operant conditioning theory.
 Two forms of Operant Conditioning
1.Reinforcement
It is required to be given or taken to a learner to increase
the desired behaviors.
Two Types of Reinforcement
▪︎Positive Reinforcement – is the addition of stimulus like prices,
material rewards, exposure, etc
▪︎Negative Reinforcement- is the removal of unpleasant stimulus.
 Two forms of Operant Conditioning
2.Punishment
It is given to reduce undesirable behavior.
Two Types of Punishment
▪︎Positive Punishment- is the adding of an aversive stimulus.
▪︎Negative Punishment- is the act of removing the pleasant stimuli
in order to decrease the underside behavior.
In addition, Skinner identified two different kinds of
reinforcers.
.Primary reinforcers naturally reinforce behavior
because they are innately desirable, e.g. food.

.Conditioned reinforcers reinforce behavior not

because they are innately desirable, but because we
learn to associate them with primary reinforcers.
 Thorndike Connectionism Theory
CONNECTIONISM THEORY.
>He very famous with his “Connectionism Theory”
>This states that behavioral responses to specific stimuli
are established through a process of trial and error that
affects neural connections between the stimuli and the
most satisfying responses.
 Thorndike Connectionism Theory

He was the first one to use this term. He explained that learning is the
result of associations or “habits” becoming strengthened and
weakened by nature.
 WHO IS EDWARD THORNDIKE?

>Edward Thorndike was an American psychologist.

>Who lived between 1884 and 1949. Thorndike titled his theory
“Connectionism”.

>He derived this theory by using cats, puzzle box and food.
 THE THORNDIKE’S THEORY OF CONNECTIONISM
Thorndike came up with a set of laws which are believed to be responsible for learning in
organisms. These are the laws of readiness, exercises, and effect.

1.Law of Readiness
> this law emphasizes the desire/zeal of an organism to perform an action. It is
the physiological condition of an individual to embark on a task.
2. Law of Exercises
> this refers to strengthening or weakening of an event.
3. Law of Effect
> this refers to the consequence which an animal obtains for an action performed.
It is the outcome of a response.
 SOCIAL LEARNING THEORY

Social learning theory, introduced by psychologist Albert

Bandura, proposed that learning occurs through observation,
imitation, and modeling and is influenced by factors such as
attention, motivation, attitudes, and emotions. The theory
accounts for the interaction of environmental and cognitive
elements that affect how people learn.
 SOCIAL LEARNING THEORY

People Can Learn Through Observation

One of the best-known experiments in the history of psychology

involved a doll named Bobo. Bandura demonstrated that children
learn and imitate behaviors they have observed in other people.

The children in Bandura’s studies observed an adult acting violently

toward a Bobo doll. When the children were later allowed to play in a
room with the Bobo doll, they began to imitate the aggressive actions
they had previously observed.
 SOCIAL LEARNING THEORY

Bandura identified three basic models of observational

learning:
A live model, which involves an actual individual
demonstrating or acting out a behavior.
A symbolic model, which involves real or fictional
characters displaying behaviors in books, films,
television programs, or online media.
A verbal instructional model, which involves
descriptions and explanations of a behavior.
 SOCIAL LEARNING THEORY
Key Factors for Social Learning Success
It is important to note that not all observed behaviors are effectively learned.
Why not? Factors involving both the model and the learner can play a role in
whether social learning is successful. Certain requirements and steps must also
be followed.
The following steps are involved in the observational learning and modeling
process:
Attention
Retention
Reproduction
Motivation
 COGNITIVE PERSPECTIVE
What is Cognitive Perspective?
>Cognitive psychology is a field of study that focuses on cognition,
or how people use various mental abilities to process information,
acquire knowledge, and understand the world around them. This
approach to human behavior and thinking is often referred to as a
cognitive perspective. The cognitive view of learning is that it is best
understood in terms of the mental abilities that are used to process
information.
 COGNITIVE PERSPECTIVE
What is the main idea of cognitive perspective?

>the main idea of cognitive perspective is that human

learning and behavior is best explained in terms of cognitive
mechanisms, like memory and attention. For example,
cognitive researchers often study how memory affects
classroom performance.
 COGNITIVE PERSPECTIVE
Cognitive Approach to Learning: Sensation
Sensation involves the information and feelings that people get from
their bodily senses, such as sight and hearing.
 GESTALT THEORY
What is Gestalt Theory?
Is the notion that the summation of parts, or the whole of
something, is more significant than the individual pieces. This
theory emphasizes that the individual parts that make up the
whole cannot be individualistically used to completely describe
the whole. However, perceptual experience is more than the sum
of its elements. It is an understanding of how we perceive these
elements and how they interact as a whole.
 GESTALT THEORY
The Gestalt Theory in philosophy
>is based on the idea that learning is a result of
observing and comprehending stimuli in relation to
one another, not just individually. Temphasizes the
importance of an individual’s awareness of their
environment and how it integrates with their
previous knowledge and experience.
he theory
 GESTALT THEORY
What is Gestalt Theory?
>The Gestalt Theory of Learning is an educational
philosophy based on the tenets and ideas of gestalt
psychology.
Gestalt literally means “whole” or “unified.”
 Gagne’s Conditions of Learning

Gagne’s Conditions of Learning, also known as

Robert Gagne’s Nine Events of Instruction, is a set of
instructional design principles developed by
psychologist Robert Gagne. These conditions outline
a sequence of events that enhance the learning
process and promote effective instruction.
 Gagne’s Conditions of Learning
Instructional Events
THE NINE (9) EVENTS

1. Gain Attention
2. Inform Learners of the Objective
3. Stimulate Recall of Prior Knowledge
4. Present the Content
5. Provide Guidance
 Gagne’s Conditions of Learning

6.Elicit Performance
7.Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer
 Benjamin Bloom's RevisedTaxonomy
Utility
By asking these critical thinking questions or higher-order questions, you
are developing all levels of thinking. Students will have improved attention
to detail, as well as an increase in their comprehension and problem-solving
skills.
Levels
There are six levels in the framework, here is a brief look at each of them
and a few examples of the questions that you would ask for each
component.
 Benjamin Bloom's RevisedTaxonomy

Knowledge: In this level students are asked questions to see if they

have gained insight from the lesson. (What is... Where is... How
would you describe?)
Comprehension: During this level, students will be asked to interpret
facts that they learned. (What is the main idea... How would you
summarize?)
Application: Questions asked during this level are meant to have
students apply or use the knowledge learned during the lesson. (How
would you use... How would you solve it?)
 Benjamin Bloom's RevisedTaxonomy
Analysis: In the analysis level, students will be required to go beyond
knowledge and see if they can analyze a problem. (What is the
theme... How would you classify?)
Synthesis: During the synthesis level of questioning students are
expected to come up with a theory about what they learned or use
predictions. (What would happen if... What facts can you compile?)
Evaluation: The top level of Bloom's Taxonomy is called evaluation.
This is where students are expected to assess the information
learned and come to a conclusion about it. (What is your opinion
of...how would you evaluate... How would you select... What data
was used?)
 Guthrie's Contiguity Theory

Guthrie’s contiguity theory specifies

that “a combination of stimuli
which has accompanied a
movement will on its recurrence
tend to be followed by that
movement”.
 Sternbergs Triarchic Theory of Intelligence

The triarchic theory is comprised of three

sub theories, each of which relates to a
specific kind of intelligence: the contextual
sub theory, which corresponds to practical
intelligence, or the ability to successfully
function in one’s environment; the
experiential sub theory, which corresponds
to creative intelligence, or the ability to deal
with novel situations or issues; and the
componential sub theory, which
corresponds to analytical intelligence, or
the ability to solve problems.
 Kohler's Insight Learning Theory
-Kohler's learning by insight is related to
the cognitive type of theory of learning. It is
also known as gestalt's theory of insightful
learning.
-Kohler, used this term (insight) to describe
the learning of his apes. Kohler conducted
many experiments on chimpanzees and
brought out a book 'Mentality of apes in
1925 which was the result of his
experiments.
 Bruner's Constructivism And Discovery Learning

-Bruner’s constructivist theory

suggests it is effective when faced
with new material to follow a
progression from enactive to
iconic to symbolic representation;
this holds true even for adult
learners.
 Bruner's Constructivism And Discovery Learning
Enactive Mode (0-1 year) -knowledge is stored primarily in the
form of motor responses. This mode is used within the first
year of life.
Iconic Mode (1-6 years) -Information is stored as sensory
images (icons), usually visual ones, like pictures in the mind.
Symbolic Mode (7 years onwards) -This develops last. In the
symbolic stage, knowledge is stored primarily as language,
mathematical symbols, or in other symbol systems.
 Bruner's Constructivism And Discovery Learning
Discovery learning theory

-Bruner (1960) developed the concept of

Discovery Learning – arguing that students
should “not be presented with the subject
matter in its final form, but rather are required
to organize it themselves…[requiring them] to
discover for themselves relationships that exist
among items of information”.
THANK YOU FOR
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