LESSON 3: Focus on the Learner - Born June 15 1902- May 12 1994

- Frankfurt Germany
- one can be an effective facilitator of - Jewish
learning if one has a good working - Taught @ Harvard Medical School,
knowledge of the learners’ UC Berkley, Yale, San Francisco
development. Psychoanalytic Institute, Austen
- Child and Adolescent Development Riggs Center, Center for Advanced
course, the foundational theories Studies
related to learners’ development
- module aims to help you think about Erikson’s Psycho-Social Development
the and review these theories that Age ( Years), Stage, Psychosocial Crisis,
you have taken up and connects Psychosocial Strength & environmental
them to learning. influence.

Advance Organizer 1, Infancy, Trust vs. Mistrust, Hope,Maternal

2-3, Early childhood, Autonomy vs. Shame

and Doubt, Willpower, Both parents or adult
substitutes

4-5, Preschool, Initiative vs. Guilt, Purpose,

Parents, family and friends

6-11, Middle Childhood, Industry vs.

Inferiority, Competence, School

12-18, Adolescence, Identity vs. Role

confusion, Fidelity, Peers

1. Sigmund Freud (1856-1939) 18-35, young adulthood, Intimacy vs.

- known as the founding father of Isolation, Love, Spouse, lover, friends
psychoanalysis
- Born in 1856, in the 35-65, Middle Age, Generativity
Austro-Hungarian Empire vs.Stagnation, Care, Family, society
- He chose medicine and specialized
in neurology Over 65, old age, Integrity vs. Despair,
wisdom, all humans

Erikson’s Psycho-Social Stages of

Development
Significant, maladaptation, Malignancy

- Mother, Sensory, Withdrawal

- Parents, impulsivity, Compulsion
- Family, Ruthless, Inhibition
- Neighbor (schools),
Narrow(virtuosity), Inertia
- Peers (role model), fanaticism,
\ Repudiation
- Friends (partners), Promiscuity,
Exclusivity
- Household ( workmates),
Overextension, Rejectivity
- Mankind( my kind), Presumption,
Disdain

2. Erik Erikson
 5. Bronfenbrenner’s bio-ecological
3. Jean Piaget theory
- Piaget’s cognitive development
theory
- was born in Switzerland in 1986.
- He was a psychologist.
- He concluded that children were not
less intelligent than adults, they
simply think differently.

6. Lev vygotsky socio-cultural theory

4. Lawrence Kohlberg
- Kohlberg’s
theory of moral development
- Born in 1927.He died on January
17th ,1987 at the age of 59.
- His book on moral development is
used by teachers around the world
to promote moral reasoning.
- Believes that our ability to choose
right from wrong is tied with our
ability to understand & reason
logically.
- In his research, he presented moral
dilemmas( difficult problems) to the
individuals and asked for their
responses. He was interested in
analyzing the moral reasoning
behind that responses.
LESSON 4: Student Diversity provide multiple contexts relevant to
students from diverse backgrounds.
FACTORS THAT BRING ABOUT
STUDENT DIVERSITY - Adapt to the students’ diverse
1. Socioeconomic Status backgrounds and learning styles by
(lower income, middle income or higher) allowing them personal choice and
decision-making opportunities.
2. Thinking/ Learning style
(better in seeing, listening or manipulating - Diversify your method of assessing
something) and evaluating student learning.

3. Exceptionalities - Form small-discussion groups of

(difficulty in spoken language or hearing, students from diverse backgrounds
seeing etc.) – different learning styles, different
cultural background, etc.
HOW STUDENT DIVERSITY ENRICHES
THE LEARNING ENVIRONMENT LEARNING/THINKING STYLES AND
- Students’ self-awareness is MULTIPLE INTELLIGENCES
enhanced by diversity.
SENSORY PREFERENCES
- Student diversity contributes to Visual Learners
cognitive development. - Visual-iconic, Visual-symbolic
- learn by reading or seeing pictures
- Student diversity prepares learners
for their role as responsible Auditory Learners
members of society. - Listeners, Talkers
- student learns most effectively by
- Student diversity can promote listening.
harmony. - They would prefer listening to a
lecture over reading a textbook
SOME TIPS ON STUDENT DIVERSITY
- Encourage learners to share their Tactile/Kinesthetic Learners
personal history and experiences. - need to physically touch or try
something in order to learn the
- Integrate learning experiences and concept best.
activities which promote students’ - This style is often called
multicultural and cross-cultural multi-sensory learning
awareness.
GLOBAL-ANALYTIC CONTINUUM
- Aside from highlighting diversity, Analytic thinkers - tend toward the linear,
identify patterns of unity that step-by-step processes of learning.
transcend group differences. (Left Brain) (Successive Hemispheric Style)
-Verbal
- Communicate high expectations to -Responds to word meaning
students from all sub-groups. -Sequential
-Processes information linearly
- Use varied instructional methods to -Responds to logic
accommodate student diversity in -Plans ahead
learning styles: -Recalls people’s names
Sensory/perceptual modalities -Speaks with few gestures
Instructional formats/procedures -Punctual
Student-centered/ teacher-centered -Prefers formal study design
Unstructured/ structured -Prefers bright lights while studying
Independent/ Interdependent
learning Global thinkers - lean towards non-linear
thought and tend to see the whole pattern
- Vary the examples you use to rather than particle elements. (totality)
illustrate concepts in order to (Right Brain) (Simultaneous Hemispheric)
-Style
-Visual
-Responds to tone of voice
-Random LESSON 5: Learners with Exceptionalities
-Processes information in varied order
-Responds to emotion Exceptionalities - learning disability,
-Impulsive mental retardation, sensory impairments,
-Recalls people’s faces emotional & behavioral disabilities, autism,
-Gestures when speaking physical disabilities & health impairments.
-Less punctual
-Prefers sound/music background while Disability - measurable impairments/
studying limitation that interferes with a person's
-.Prefers frequent mobility while studying ability. It may refer to a physical, sensory/
MULTIPLE INTELLIGENCES mental condition (kakulangan)
1. Word Smart ( Linguistic Intelligence)
(use language effectively) (orally/writing) Handicap - a disadvantage that occurs as a
2. Self Smart (Intrapersonal) (internal result of disability / impairment. (result of
aspects of the self) disability) ( ex. May paa pero di
3. Nature Smart (naturalist)( know about nakakalakad)
and relate well to one's natural
surroundings) Categories of Exceptionalities
4. Music Smart (musical) (ability to Specific cognitive or academic difficulties
perceive, discriminate, transform, and 1. Learning Disabilities.
express musical forms) - involves difficulties in specific
5. People Smart ( Interpersonal) (formulate cognitive processes like perception,
healthy social and formal relationships in language, memory or metacognition
other people) that are not due to other disabilities
6. Reasoning Smart like mental retardation, emotional or
(Logical/Mathematical) (capacity to work behavioral disorders or sensory
with numbers and to reason well) impairments. ( kahit anong aral hindi
7. Body Smart (Kinesthetic) (use the body pa rin nakukuha or naiintindihan)
to express emotion) (as in dance and body 2. Attention–Deficit Hyperactivity
language) Disorder. (ADHD) (hyper)
8. Picture Smart (Visual/Spatial)(deals with a. Difficulty in focusing and maintaining
the visual arts) (painting, drawing) attention
b. Recurrent hyperactive and impulsive
TEACHING STRATEGIES GUIDED BY behaviour.
THINKING/LEARNING STYLES AND 3. Speech and Communication Disorder.
MULTIPLE INTELLIGENCES - There is difficulty in spoken
1. Use questions of all types to stimulate language including voice disorders,
various levels of thinking inability to produce the sound
2. Provide a general overview of material to correctly, stuttering, difficulty in
be learned spoken language comprehension
3. Allow sufficient time for information to be that significantly hamper classroom
processed and integrate using both the performance. (bulol sa letter
right- and left- hemispheres r/s)(includes voice / nauutal)
4. Set clear purposes before any listening,
viewing or reading experience Social/ emotional and behavioural
5. Warm up before the lesson development difficulties
6. Use multisensory means for both 4. Autism
processing and retrieving information - is a condition manifested by different
7. Use a variety of review and reflection levels of impaired social interaction
strategies and communication, repetitive
8. Use descriptive feedback rather than behaviors and limited interest.
simply praising 5. Mental Retardation.
- There is a difficulty in managing
activities of daily living and in
conducting themselves appropriately
in social situations.(hindi makacope
up ) (very limited ang kaalaman)
6. Emotional/Conduct Disorders. LESSON 6: Behaviorism
- This involves the presence of
emotional states like depression and - the manner in which one behaves.
aggression over a considerable - anything that an organism does
amount of time that they notably involving action and response to
disturb learning and performance in stimulation.
school.( may sinasabi lang nag - the response of an individual, group,
rereact agad) (person have or species to its environment.
depression)
According to the behaviorists - learning
Physical disabilities and health impairments can be defined as “the relatively permanent
7. Physical and Health Impairments change in behavior brought about as a
- Limited energy and strength result of experience or practice.”
- Reduced mental alertness
- Little muscle control Behaviorists recognize that learning is an
8. Severe and Multiple Disabilities. internal event. However, it is not recognized
- This refers to the presence of two or as learning until it is displayed by overt
more different disabilities, at times at behavior.
a profound level. (all disability
person have) “Learning is represented by a change in
behavior”
People First Language
- Do not focus on the disabilities Behavioral Learning theory
(kakulangan) of a person. (nararapat Behaviorism - focuses on one
na ang isang tao ay ipakilala sa particular view of learning:
kanyang kakayahan hindi sa - a change in external behavior
kanyang kahinaan) achieved through a large amount of
Ex. Person with disability not disabled repetition of desired actions, the
person “ persons with aids” rather than “aids reward of good habits and the
victim” discouragement of bad habits.
- Avoid generic labels people with - As we learn, we alter the way we
mental retardation is preferable to perceive our environment, the way
mentally retarded. we interpret the incoming stimuli,
- Emphasizing abilities, not limitations, and therefore the way we interact, or
using a wheelchair is preferable to behave.
confirming a wheelchair. - Learning is permanent and doesnt
- Avoiding euphemism change
physically-challenged ( call by their
name not to their disabilities ) HOW BEHAVIORISTS VIEW THE
- Avoiding implying illness or suffering FUNCTION OF THE BRAIN
from polio is preferable to being a
polio victim and multiple sclerosis is
preferable to suffering from multiple
sclerosis.

The behavioral learning theory is

represented by an S-R paradigm. The
organism is treated as a “black box.” We
only know what is going on inside the box
by the organism’s response.

Behaviorist
1. Ivan Pavlov -classical conditioning
(stimulus-response)
2. Edward Thorndike - experimental 🞭 Pavlov discovered classical conditioning
approach only almost by accident. Originally, he wanted to
3. John B. Watson - experimental study the role of salivation in digestion. He
approach only measured how much saliva dogs produce
4. B.F Skinner - Operant Conditioning when given meat. After a few days in the
experiment, Pavlov noticed that the dogs in
JOHN BROADUS WATSON his laboratory started salivating when the
🞭 Born Jan 9, 1878 lab attendant entered the room with the
🞭 Died Sept 25, 1958 meat dish, before meat was placed in their
🞭 Born in Greenville, South Carolina mouth.
🞭 American psychologist
🞭 Established the psychological school of
behaviourism
🞭 “Little Albert” experiment

J. WATSON
🞭 The first to study how the process of
learning affects our behavior, and he 🞭 A STIMULUS is an observable
formed the school of thought known as environmental event that has a potential to
BEHAVIORISM. exert control over a behavioral response.

EDWARD LEE THORNDIKE 🞭 A RESPONSE is an overt behavior by a

🞭 Born August 31, 1874 learner.
🞭 Died August 9, 1949
🞭 Born in Williamsburg, Massachusetts 🞭 Put it in a simpler way, a STIMULUS is
🞭 Studied animal behaviour and the anything that can directly influence
learning process behavior and the stimulus produces a
🞭 Led to the theory of connectionism RESPONSE.
🞭 Laying the foundation for modern
educational psychology. TYPES OF STIMULUS AND RESPONSE

E. THORNDIKE
🞭 Thorndike specified three conditions that
maximize learning:
- The Law of Effect states that the
likely recurrence of a response is
generally governed by its
consequence or effect generally in
the form of reward or punishment.
- The Law of Exercise stated that
stimulus-response associations are
strengthened through repetition.
- The Law of Readiness states that,
the more readiness the learner has
to respond to stimulus, the stronger
will the bond between them.

2 MAJOR TYPES OF CONDITIONING

1. Classical Conditioning
a. IVAN PETROVICH PAVLOV
🞭 Born Sept 14, 1849
🞭 Died Feb 27, 1936
🞭 Born in Ryazan, Russia
🞭 Physiologist, psychologist, and physician
🞭 Awarded the Nobel Prize in Physiology
or Medicine in 1904 for research on the
digestive system

PAVLOV’S EXPERIMENT
 TYPES OF REINFORCEMENT AND
PUNISHMENT

COMMON PHENOMENA IN CLASSICAL

CONDITIONING
1.Stimulus Generalization
2. Extinction
3. Spontaneous recovery
4. Discrimination
5. Higher order conditioning

2. Operant Conditioning
BURRHUS FREDERIC SKINNER
🞭 Born March 20, 1904
🞭 Died August 18, 1990 SCHEDULE OF REINFORCEMENT
🞭 Born in Susquehanna, Pennsylvania 🞭 Reinforces are more effective when they
🞭 American psychologist, author, inventor, are given as soon as possible after a
advocate for social reform and poet. student performs the target behavior. In
🞭 Innovated his own philosophy of science continuous reinforcement like this, a
called Radical Behaviorism student learns very rapidly but when the
🞭 Operant or instrumental conditioning is a reinforcement stops, the behavior
form of learning in which the consequences decreases rapidly too. Therefore, the
of behavior lead to changes in the schedule of reinforcement was developed.
probability that the behavior will occur. The schedule will determine when a
behavior will be reinforced.

4 TYPES
🞭 Fixed-ratio schedule
🞭 Variable-ratio schedule
🞭 Fixed-interval schedule
🞭 REINFORCEMENT is a consequence 🞭 Variable-internal schedule
that increases the probability that a
behavior will occur.
🞭 PUNISHMENT is a consequence that
decreases the probability a behavior will
occur.
🞭 Put it another way, reinforcement will
strengthen a behavior while punishment will
weaken a behavior.
DANGERS OF PUNISHMENT Tolman’s Key Concepts
🞭 Punishment can be abusive. 1. Learning is always purposive and
- For example, a teacher might goal – directed
become so aroused when he is - Individuals do more than merely
punishing a student that he respond to stimuli; they act on
becomes abusive. beliefs, attitudes, changing
conditions, and they strive towards
🞭 Punishment may create a new problem, a goal.
that is aggression.
- Students commonly react to 2. Cognitive Maps
physical punishment by learning to - Famous experiment on rats
dislike the punisher and perhaps by concluded that organisms or
reacting aggressively toward that individuals to be exact learned the
person. location and will select the shortest
or easiest path to achieve the goal.
Thus, punishment does not convey any - Ex. Going to school everyday.
information about what an alternative and 3. Latent Learning
more appropriate behavior might be. - Learning that remains or stays with
the individual until needed.
It may suppress one inappropriate behavior - Learning that is outwardly
only to be replaced by another one. manifested at once.
Punishment can turn out to be reinforcing. - Ex. A 2 yr. old handling remote for
the first time.
A student might learn that misbehaving will 4. The Concept of Intervening Variable
get the teacher’s attention. - Variables that are not readily seen
but serves as determinants of
LESSON 7: Neo Behaviorism: Tolman behavior.
and Bandura - Learning is mediated or influenced
Neo Behaviorism by expectations, perceptions,
representations, needs and other
Tolman’s Purposive Bandura’s Social
Behaviorism Learning Theory internal or environmental variables.
- Ex. Experiment on Rats - Hunger
Goal- Directedness Principles 5. Reinforcement Not Essential for
Learning
Cognitive maps Modeling
- Reinforcement is not essential for
Latent learning 4 Conditions for learning, although it provides an
effective Modeling incentive for performance.
- Ex. Rats acquired knowledge of the
Interviewing way through maze in the absence of
Variables
reinforcement.

Tolman’s Purposive Behaviorism Social Learning Theory (Albert Bandura)

-AKA “ Sign Learning Theory ” - Also called “observational learning”
-Learning is a cognitive process - Theory that emphasizes learning
-Learning is acquired through meaningful through observation of others.
behavior - We learn not only how to perform a
- “ The stimuli which are allowed in are not behavior but also what will happen
connected by just simple one-to-one to us in a specific situation if we do
switches to the outgoing responses. Rather perform it.
the incoming impulses are usually worked
over and elaborated in the central control GENERAL PRINCIPLES OF SOCIAL
room into a tentative cognitive-like map of LEARNING THEORY
the environment.” 1. People can learn by observing the
- A new stimulus ( the sign) becomes behavior of others and the outcomes of
associated with already meaningful those behaviors.
stimuli (the significant) through a series of 2. Learning can occur without a change
pairings; there was no need for in behavior.
reinforcement in order to establish learning. 3. Cognition plays a role in learning.
4. Social learning theory can be considered BEHAVIOR THAT CAN BE LEARNED
a bridge or a transition between THROUGH MODELING
behaviorist learning theories and cognitive - Many behaviors can be learned at
learning theories. least partly, through modeling.
- Aggression can be learned through
HOW ENVIRONMENT AND PUNISHES models. (violent behavior toward
MODELING other person)
- People are often reinforced for - Moral thinking and moral behavior
modeling the behavior of others. are influenced by observation and
Bandura suggested that the modeling.
environment also reinforces - Moral judgment regarding right and
modeling. wrong which can, in part, develop
through modeling.
This is in several possible ways:
1. The observer is reinforced by the 4 Elements of observational Learning
model. 1. Attention
2. The observer is reinforced by a third - Mental focus or concentration
person. - Willingness of the child to observe
3. The imitated behavior itself leads to and mimic ( unintentional
reinforcing consequences (ex. Was I paying imitation)the behavior of a model.
attention to Ms. Torres Instructions?) 2. Retention
4. Consequences of the model’s behavior - To encode the behavior in the
affect the observer’s behavior memory
vicariously. - Ability to store information
Vicarious reinforcement: When you 3. Production
imitate behavior based on someone else - To actually perform the behavior
reinforced behavior. (experienced in the observed
imagination through the actions of another 4. Motivational/reinforcement
person.) - Force that drives one to act
(ex. Jane got a new doll for her 1st rank. I’m
going to study hard too) EFFECTS OF MODELING BEHAVIOR
1. Modeling teaches new behaviors.
CONTEMPORARY SOCIAL LEARNING 2. Modeling influences the frequency
PERSPECTIVE OF REINFORCEMENT of previously learned behaviors.
AND PUNISHMENT 3. Modeling may encourage
1. Contemporary theory proposes that both previously forbidden behaviors.
reinforcement and punishment have 4. Modeling increases the frequency
indirect effects on learning. of similar behaviors.
2. Reinforcement and punishment
influence the extent to which an individual
exhibits a behavior that has been learned.
3. The expectation of reinforcement
influences cognitive processes that
promote learning.

COGNITIVE FACTORS IN SOCIAL

LEARNING
1. Learning without performance
(through observation and actual imitation)
2. Cognitive processing during learning
(attention)
3. Expectations (consequences)
4. Reciprocal causation (person, behavior
and environment)
5. Modeling (live models and symbolic
models)