Republic of the Philippine

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar, Zamboanga City
Tel No. 992-3092/Tel No: (062) 991-0643 Telefax: (062) 991-0777 website: http:www.zscmstedu.ph

COLLEGE of EDUCATION and LIBERAL ARTS

Professional Education 1 – Child and Adolescent Learners and Learning Principles
Prepared by: Chloe Fe C. Maturan, Ed.D.
Course Facilitator
Final Term Coverage
Assignment 5 for Part 5 – Behavioral Learning Theories and Approaches to Learning (90 points)
For Lesson 21-26

Name: Canama, Cherry May R. Program/Yr/Section: BSED SCIENCES 1A Date: Dec. 02, 2020
Part 5 – Behavioral Learning Theories and Approaches to Learning
 Define the following Learning Concepts, Theories and Approaches to Learning:
Lesson 21 - Learning and Approaches to Learning (2 pts each – 4 points)

21.1 Define Learning - Learning is the process of gaining new knowledge, skills, values, attitudes, and
preferences through the development of new understanding, knowledge, behaviors, skills, values, attitudes,
and preferences.
21.2 Learning Approach - The parts adopted by teachers to support learners understand knowledge in detail are
referred to as learning approaches. Teachers take responsibility in this situation, with an emphasis on planning,
processing, and techniques of implementation.

 Define the following learning approaches and how we could use it in the learning situation,
(2 pts for the definition + 2 pts Application of the different learning approaches = 24 points)

21.3 Six (6) Different Learning Approaches

21.3.1 Behavioristic Approach
Definition - is a learning theory that claims that all behaviors are taught by interaction with the environment
through a process known as training. As a result, behavior is nothing more than a reaction to external stimuli.
Application - used to improve student learning and reduce distracting behavior positive reinforcement,
negative reinforcement, punishment, token economy, self-management, extinction, shaping, contracts, time
out, and systematic desensitization are all common applications applied by behaviorists.

21.3.2 Social Learning Approach

Definition - Observing other people's behaviors is defined as a method of learning. It is a social change process
in which individuals learn from one another in ways that benefit larger social-ecological systems.  Occur
through social interactions.
Application - Positive reinforcement and prizes can be used to encourage and teach desired behaviors in the
classroom using social learning theory. It can also be applied to support researchers in gaining a better
understanding of how aggression and violence are conveyed through observational learning.

21.3.3 Constructivist Approach

Definition - is a theory that states that rather than passively taking in information, learners generate
knowledge. People develop their own representations and incorporate new information into their pre-existing
knowledge as they encounter the world and reflect on it.
Application - constructivism can be used to have students interact and help each other answer each other's
questions. Designating one student as the "expert" on a subject and having them educate the class is another
technique.

21.3.4 Cognitive Approach

Definition - Thinking, remembering, learning, and using language are all examples of cognitive activity.
Application - We focus on the understanding of information and concepts in a cognitive approach to learning
and teaching. 

21.3.5 Experiential Approach

Definition - Experiential learning is described as "learning through reflection on doing" and is more strictly
defined as "learning through experience." Hands-on learning is a type of experiential learning that does not
always require pupils to reflect on their work.
Application - Experiential learning allows students to apply what they've learned in the classroom to real-life
situations. This makes it easier for them to remember the knowledge. Teamwork is encouraged. Working in a
group is common in experiential learning, so students can practice teamwork in this context.

21.3.6 Humanistic Approach

Definition - It includes both phenomenological and existential views of human nature. focuses on the
individual's subjective experience, freedom, responsibility, and choice when facing the threat of
meaninglessness and non-existence.
Application - Used to encourage the individual to do some soul-searching and figure out what they are
lacking. It could be a pastime, friendships, or something else entirely.

Lesson 22 - Connectionism
22.1 Write down the theory of Connectionism by Edward Thorndike -
(2 pts)

2.2.2 Write down the three laws of Edward Thorndike’s Connectionism Theory (2 pts each x 3 = 6 pts)

Law 1 - Law of Effect

Responses to a circumstance that are followed by a gratifying condition of affairs will be strengthened and become habitual
responses to that scenario, according to the rule of effect.

Law 2 – Law of Readiness

The law of readiness states that a succession of answers can be linked together to achieve a goal that will cause discomfort if it is not
met.
Law 3 - Law of Exercise
The law of exercise states that as you practice, your connections become stronger, and as you stop practicing, your connections
decrease. Responses that diminish the likelihood of obtaining a rewarding state (i.e., punishments, failures) will weaken as a
consequence of the rule of effect.
 Lesson 23 – Conditioning
 Define the following: (2 pts x 3 = 6 points)
23.1 Conditioning Theory - Learning, according to conditioning theory, is a change that occurs as a
result of situations that then create a reaction. According to this idea, all human behavior is
the consequence of conditioning, or the training or habit of reacting to specific conditions or
stimuli encountered throughout life.
23.2 Classical Theory - Classical conditioning is a sort of unintentionally learned learning. When
you learn through classical conditioning, a specific experience is associated with an instinctive conditioned response. As a
result, a pattern was observed.
23.3Operant Theory - Operant conditioning, often called instrumental conditioning, is a learning approach credited to B.F. Skinner.
Using operant conditioning, behavior that is reinforced (rewarded) is more likely to be repeated, whereas behavior that is
penalized is less likely to occur. ____________________.

Lesson 24 - Behavior Analysis in Education (3 x 2 pts = 6 points)

24.1 Define Applied Behavior Analysis - Applied Behavior Analysis (ABA) is a method of studying behavior that is based on
science. The ultimate purpose of ABA is to develop and enhance socially essential behaviors. ABA refers to a set of principles that
focus on how behaviors change or are affected by the environment, as well as how learning occurs.
(2 pts)

24.2 Define Applied Behavior Analysis in Education - ABA-based methods are used to improve abilities or to avoid and reduce
maladaptive behaviors. ABA is a scientific teaching method based on learning and behavior principles, in which each target behavior
is operationally defined and modified.
(2 pts)

24.3 For whom is the application of Behavior Analysis - Applied behavior analysis is used in healthcare, animal training, and even
business and for children with autism spectrum disorder.
(2pts)

Lesson 25 - Gestalt-Insight Learning

25.1 Define the following concepts:
2.5.1.1 Gestalt Theory of Wilhelm Wundt's and Edward Titchener - Gestalt psychology developed in part as a reaction to Wilhelm
Wundt's structuralism, with its roots in Max Wertheimer's work. Structuralism is a theory of consciousness that examines the aspects
of mental experiences, such as sensations, mental images, and feelings, and how they interact to generate more complex experiences.
Wilhelm Wundt established structuralism, which used controlled methods like introspection to break down consciousness to its
fundamental elements without surrendering any of the features of the whole. Edward B. Titchener, a pupil of Wundt, further
developed structuralism.
(2 pts)
2.5.1.2 Write down and define the Classic seven (7) Principles of Gestalt Theory of Visual Perception (2 pts each x 7 = 14 points )
Principle 1 – Similarity
It's natural for people to group similar things together. Similar items are visually grouped in gestalt, regardless of their closeness to
one another. Color, shape, and size can all be used to categorize them. Similarity can be utilized to connect parts in a design that
aren't necessarily near to each other.
Principle 2 – Continuation
The law of continuity states that while observing lines, the human eye will take the smoothest path possible, regardless of how the
lines were created.
Principle 3 – Closure
The idea of closure enables your eye to follow a dotted line to its conclusion. However, more advanced applications, such as the
World Wildlife Fund logo, are frequently encountered in logos. Large portions of the panda's outline are missing, yet your brain has
little trouble filling in the gaps to view the entire animal.
Principle 4 - Proximity
The term "proximity" describes how close two elements are to one another. Although overlapping subjects have the strongest
proximity correlations, just collecting things into a single region can also have a strong proximity effect.
Principle 5 – Figure/ground principle
The figure/ground principle is similar to the closure principle in that it takes advantage of the way the brain processes negative
space.
Principle 6 – Symmetry and order
The law of symmetry and order, often known as prägnanz (German for "excellent figure"), states that your brain will interpret
confusing shapes in the most straightforward way possible.
Principle 7 – Common fate
People will group together things that point in the same direction or are traveling in the same direction, according to this theory.

2.5.1.3 Define Insight Theory according to Wolfgang Kohler - This learning theory is distinct from the trial-and-error theories
that preceded it. The fact that insight learning is attained through cognitive processes rather than encounters with the outside world is
the most important component of it.
(2pts)

2.5.1.4 Give and define the four (4) Stages of Insight Learning (2pts x 4 = 8 points)
Stage 1- Preparation
As you attempt to address the problem, the process begins. You've got the materials and information in front of you, so
you start making connections. Even though you can see the connections between the materials, nothing has "clicked"
yet. This is the point at which you begin to feel frustrated.

Stage 2-Incubation
You "give up" for a short period of time during the incubation stage. The brain is still generating connections on an

unconscious level, even when you've abandoned the endeavor.

Stage 3- Insight
The "a-ha" moment occurs when your mind has formed all of the necessary connections.  
Stage 4- Verification
At this point, you should double-check that your insight is correct. You put your solution to the test, and hopefully it
works! This is an exciting time in your educational career. The connections you create while addressing this challenge
will almost certainly come in handy in the future.
Lesson 26 -Experiential Learning Theory

26.1 – Define Experiential Learning Theory of David Kolb Learning is defined as "the process through which knowledge
is formed by transforming experience, with knowledge resulting from the combination of grasping and transforming
experience."
(2 pts)

26.2 – Write down and define the four (4) Stages of Experiential Learning Theory of David Kolb (4 x 2pts = 8 points)
Stage 1 – Concrete Experience
Personal connection with individuals in everyday circumstances is emphasized at this stage of the learning cycle. The
learner will rely on feelings rather than a systematic approach to problems and circumstances at this stage. The learner's
ability to be open-minded and adaptive to change is important in a learning scenario.

Stage 2- Reflective Observation

People understand concepts and circumstances from many perspectives throughout this stage of the learning cycle. The
learner would rely on patience, impartiality, and cautious assessment in a learning scenario, but not necessarily act. In
forming opinions, the student would rely on their own thoughts and feelings.
Stage 3- Abstract Conceptualization
Learning at this stage includes understanding problems or circumstances through the use of theories, reasoning, and
ideas rather than feelings. To address difficulties, the learner usually uses systematic planning and develops theories and
concepts.
Stage 4- Active Experimentation
In this stage, learning takes the shape of active experimentation with diverse settings. Rather of simply viewing a
situation, the student would adopt a practical approach and focus on what actually works.

26.3 – Define David Kolb Experiential Learning Cycle Model (2 points) - Kolb's experiential learning cycle is a four-
stage process that describes how new information is developed and established. We change as a result of experience,
thought, thinking, and experimentation, according to the theory.

26.4 – Write down and define the four (4) Learning Styles according to David Kolb (4 x 2pts = 8 points)
Learning Style 1: Accommodators
The question motivates these students, “What would happen if I did this?” and they seek importance in the learning
process by considering what they can do as well as what others have done earlier. These students can deal with a lot of
information and find connections between different parts of a system.

Learning Style 2: Assimilator 

These pupils are driven by the question, "What is there to know?" They value correct, well-organized information and
have a high regard for the expert's expertise. They don't appreciate randomly studying a system and prefer to get the
correct answer to a challenge.
Learning Style 3: Convergers
These students are driven to figure out the "why" or "how" of a problem. Understanding specific information about the
system's operation improves the application and usefulness of information.
Learning Style 4: Divergers
These students are eager to learn more about a situation's importance or "why." They prefer information provided to them in a
precise, systematic, and reasoned manner, and they like to reason from concrete, specific information and examine what a system
has to offer.