Various

Learning
Teories
By:
Lenie L. Hipolito
Bryan R. Lugtu
 Introduction
• All people are distinct
from one another.
Each one of us is a
dynamic organism
who thinks, behaves,
and learns uniquely.
In the beginning of
man’s pursuit for
wisdom, philosophers
investigated and
attempted to explain
mans true identity.
Introduction
• For the sake of
simplicity, we shall
discuss only two
concepts that
describe man:
being endowed
with a natural
capacity to learn
and man as an
energy that
responds stimuli.
Introduction
• Today, there are three main
categories or philosophical
frameworks under which
learning theories fall. (1)
behaviorism which focuses on
the objectively observable aspects
of learning, (2) cognitive which
looks beyond behavior to explain
brain-based learning and (3)
constructivism which is
defined as a process wherein the
learners actively constructs or
builds new ideas or concepts.
Behaviorism
Theories
 Behaviorism
Theory

Sensory Stimulation Reinforcement

Theory Theory
Sensory Stimulation Theory
• Sensory
stimulation theory
asserts that
effective learning
occurs when the
senses are
stimulated.
Sensory Stimulation Theory
• Laird (1985) claims that 75% of our
knowledge is acquired through seeing
while 13% of our knowledge is
acquired through hearing. He adds
that 12% of our knowledge is acquired
through the sense of touch, smell, and
taste. When all of the senses are
involved in the learning process, there
is a higher possibility of learning. The
sensory theory is best seen in the use
of media, games and presentations in
learning engagements.
Reinforcement Theory
• Radical behaviorism
or reinforcement
theory development
by B.F. Skinner
asserts that
behavior is a
function of its
consequences.
Reinforcement Theory
• Hence, learners will repeat
desired behavior if positive
reinforcement is used to
reward the good behavior.
Rewards can be verbal
praises such as “You have
done it right!” or “Great job!”
or tangible rewards like
‘stars’, certificates, and other
forms of material
recognition.
Reinforcement Theory
• Can punishment stop negative behavior?
Punishment creates a set of conditions by which
undesired behaviors are eliminated. How ever,
recent studies show that use of punishment to stop
negative behavior has some limitations. Negative
behavior is retrained but only for a short time. Also,
punishment as a consequence of behavior is effective
only when the person who will dispense the
punishment is present at the scene. Thus, praise and
other forms of positive reinforcement are still the
best way to improve behavior and enhance learning.
Cognitive
Theory
Cognitive Stage Theory
• Jean Piaget’s cognitive
stage theory classifies
childhood cognitive
development into
different stages. Each
stage is in a specific order
which cannot be skipped
for they incorporate
learning from the
previous stage.
Cognitive Stage Theory
• It provides a tangible
view on child
development as each
child moves through a
series of stages. The
stages are universal
which means they are the
same irrespective of race,
culture and nationality.
 Stages Description
Sensorimotor •Newborns are made up of
Period reflexes, which are modified with
(birth to 2 repeated. Newborns will begin to
years) differentiate between objects such
as the mother’s breast and a rattle.
•Around four months, primary
circular reactions begin to occur,
allowing the baby to expect
rewards for repeating specific
actions.
ex. Thumb sucking
 Stages Description
Sensorimotor •Between four to eight
Period
(birth to 2
months secondary circular
years) reactions develop, which
include modifications within
the environment which
provide rewards when
repeated.
ex. Shaking rattle and
hitting a ball.
 Stages Description
Sensorimotor •Near 8 to 12 months the baby
Period begins to develop plans to get
(birth to 2 what they want. The baby can
years) now devise a strategy in real time
on how to achieve a current goal.
•Near 12 to 18 months, the baby
begins to test their environment
to determine how things work.
Through trial and error, the baby
begins to learn about the world.
 Description
•Near the end of this period, the child begins to think
internally, and does not explain or display every thought or
action.
•The most important skill obtained during the sensorimotor
period is object permanence, which allows the baby to
understand that an object exists while it is not visible. An
infant will not search for an object that vanishes from their
visual field, while baby who has mastered object permanence
will. Once a baby has mastered object permanence, the baby is
already to move into the next stage.
 Stages Description
Preoperational •During this period the child
Period begins to explore and
(2 to 7 years) understand the world. The child
conceives the world that mainly
consists of them in relation to
everything else. The child is the
center of their own universe, and
is often incapable of
understanding the viewpoints of
others.
 Stages Description
Preoperational •Egocentrism is a main
Period characteristic of this period, as
(2 to 7 years) the child will have difficulty
understanding the situations of
others.
•Rigidly of thought is another
characteristic, where the child
will often be unable to account
for all aspects of a situation.
 Stages Description
Preoperational •An example of this is when a child
Period pours water from one container
(2 to 7 years) into a different shaped container.
The child will believe the volume
of the water is different, while in
fact it is still the same.
•Children will be unable to reverse
events mentally. Children in this
stage also have difficulty thinking
through events logically, and will
often become sidetracked.
 Stages Description
Concrete •The child now has the ability to
Operational perform operation; internalized
Period mental actions that are part of an
(7 to 11 years) organized structure.
•A primary operation during this
stage is conversion. Conversion
occurs when water from one
container is poured into similar,
smaller containers. Even though the
amount and dimension of the
containers have changed, the
amount of water has not.
 Stages Description
Concrete •A child who has mastered
Operational conversion will understand this,
Period and will state the volume has not
(7 to 11 years)
changed. Logical thought has
began, allowing the child to move
closer to the formal operation
stage.
 Stages Description
Formal •This is the final stage of
Operational development, where logic and
Period reason are employed. Now, the
(11 to 15 years) adolescent can form hypotheses
and construct scientific
experimentations to determine
answers. This stage is critical for
higher level thinking and is in use
extensively in science and math.
Constructivism
Theories
Constructivism
Theories
Facilitation Theory (The
Humanist Approach)

Experiential Learning

Multiple Intelligence

Verbal-Linguistic moral-Logical Visual-Spatial

Musical Bodily-Kinesthetic Interpersonal

Intrapersonal Naturalist
Facilitation Theory (The Humanist Approach)
• Developed by Carl Rogers, this theory
asserts that each person has the capacity
for self-actualization. However, the
person must be guided by a “facilitator”.
By establishing rapport, the facilitator or
educator can make the learners feel
comfortable in sharing their ideas and
be encouraged to speak their minds.
Human beings possess a natural
eagerness to learn because of their
desire for self-actualization. This change
in self-concept is very challenging but it
is also the most rewarding.
Facilitation Theory (The Humanist Approach)
• In Facilitation Theory the teacher-facilitator is
described as:
Less protective of their construct and beliefs than
other teachers.
Able to listen to learners, especially to their feelings.
Inclined to pay as much attention to their
relationships with learners as to the content of the
course.
Accept feedbacks, both positive and negative and to
use it as constructive insight into themselves and
their behavior.
Facilitation Theory (The Humanist Approach)

• Learners are encouraged to:

Take responsibility for their own learning.
Provide much of the input for the learning
which occurs through their insights and
experiences.
Consider that the most valuable evaluation is
self-evaluation and the learning needs to
focus on factors that contribute to solving
problems or achieving significant results.
Experiential Learning
• David Kolb believed that
students learn best when
they like the experience of
learning. He asserts that
students can learn
through concrete
experiences, observation
and reflection, abstract
conceptualization, and
active experimentation.
Experiential Learning
• Kolb identified the following learning style:
Activist (students enjoys the experience
itself)
Reflector (students spends a great deal of
time and effort reflecting)
Theorist (the student is good at making
connections and abstracting ideas from the
experiences.
Pragmatist (student enjoys the planning
stage)
Multiple Intelligence
• Dr. Howard Gardner (1983)
tells us that educators and
parents should look at children
as gifted persons having
different ways of reacting and
learning depending on their
intelligence. Meaningful
learning experiences unfold
when educators discover and
teach students by tapping on
their different forms of
intelligences.
8 Kinds of Multiple Intelligence
• Verbal-Linguistic
Learners with strong Verbal-
Linguistic (VL) intelligence have a
propensity to produce language.
They have strong sensitivity to the
nuances, order and rhythm of
words. These learners love to read,
write and tell stories. They have
good memories for names, places,
dates and trivia. Professionals with
strong VL intelligence will be
writers, public speakers, teachers
and actors.
8 Kinds of Multiple Intelligence
• Math-Logical (The
Scientist)
Children who are good in
math-logical can recognize and
manipulate abstract patterns
or relationships. Students who
have strong problem-solving
and reasoning skills will excel
in this intelligence will work as
scientists, mathematicians,
computer programmers,
lawyer or accountants.
8 Kinds of Multiple Intelligence
• Visual-Spatial (The Builder)
Spatial learners have the ability
to create visual-spatial
representations and can transfer
them mentally or concretely.
Students who exhibits this
intelligence need a mental or
physical “picture” to understand
the information being presented.
Professionals in this intelligence
are typically graphic artists,
architects, cartographers and
sculptors.
8 Kinds of Multiple Intelligence
• Musical (The Composer)
Learners endowed with
musical intelligence have
strong and great sensitivity to
the rhythm of sounds (e.g.
pitch, timbre, composition).
Students strong in this
intelligence will enjoy listening
to music and may ultimately
work as singers, songwriters,
composers or even music
teacher.
8 Kinds of Multiple Intelligence
• Bodily-Kinesthetic (The Athlete)
Children with strong bodily-
kinesthetic intelligence gravitate
towards athletics. However, they also
may use their bodies to solve problems,
or convey ideas and emotions. Students
with BK intelligence will be good at
physical activities, have good had-eye
coordination and may have a tendency
to move around a lot while expressing
themselves. Professionals using BK
intelligence will include athletes,
surgeons, dancers and even inventors.
8 Kinds of Multiple Intelligence
• Interpersonal (the
Peacemaker)
Children with strong interpersonal
intelligence work effectively in a
group and understand and recognize
the goals, motivations and
intentions of others. Students with
this intelligence thrive in
cooperative, group work situations
and are skilled at communicating,
mediating and negotiating.
Professionals in this intelligence
may be teachers, therapists, and
salespeople.
8 Kinds of Multiple Intelligence
• Intrapersonal (The
Philosopher)
Children who are strong in the
intrapersonal intelligence have the
ability to understand one’s own
emotions, goals and motivations.
These students have good instincts
about their strengths and abilities.
This intelligence will be highly
developed in professionals who
work as philosophers, psychiatrists
or religious leaders.
8 Kinds of Multiple Intelligence
• Naturalist (The Earth
Lover)
Children with this
intelligence exhibit an affinity
for all things nature. These
students will enjoy and thrive
when learning about nature
topics, such as flora and fauna.
Some professions with focus
on this intelligence will include
forest rangers, botanists,
farmers and biologists.
Do you have any questions?