Learning Theories
A learning theory is a coherent framework and
set of integrated constructs and principles that
describe, explain or predict how people learn,
how learning occurs, and what motivates
people to learn and change (Bigge & Shermis,
1992). Some issues like how does
learning take place, what ensure success or
contribute to failure in learning and what are
the obstacles to learning have been concern of
educators.
Learning Theories, teaching and learning
techniques and strategies based on scientific
Studies and principles and assessment and
evaluation techniques have been given more
emphasis in what is now the trend mentoring
the mentor or "training the trainer"
Theories of Learning
1. STIMULUS -RESPONSE (S-R) OR ASSOCIATION
THEORY
- it simply states that for every stimulus there is
a corresponding response
PAVLOV: Classical Conditioning Theory
An individual learns when a previously neutral
stimulus is paired with an unconditioned
stimulus unit the neutral stimulus evokes a
conditioned response.
Classical Conditioning Theory
 Learning occurs by pairing a stimulus
that is the neutral with respect to a
particular response to a stimulus that
elicits that response until the originally
neutral stimulus come to elicit the same
response.
 Also known as simple conditioning or
conditioned response.
Learning Paradigm
 Before Conditioning Teacher's
Command - "Recess Time"
"Child Response"
 Neutral Stimulus
“Recess Time +bell - Child Prepare
Snacks
 Neutral stimulus + unconditioned
stimulus
Recess Time -> Child puts out snack for
each encounter with oral command
Basic Concepts to Classical Conditioning
 Unconditioned stimulus (US) - stimulus
that naturally an unconditioned
response.
 Unconditioned response (UCR) - a
response to unconditioned stimulus
 Conditioned Stimulus - a stimulus that
has required the power to generate a
conditioned response.
 Conditioned Response - a response
elicited after a conditioning process.
Situational Illustration
Cecile Belle, a pretty and lively three-year old,
accidentally touched the flame (NS) of the
candle. She felt intense pain (UCS) and quickly
withdrew her hand (UCR). Two days later, the
same experience happened, and part of her
finger was burned. Consequently, the flame of
the candle (NS) came to be associated with the
pain (UCS) that.
Operant Conditioning Theory
An individual learns the desired responses
because he/she is rewarded doing so and learns
the desired responses because he/she is
punished doing so.
 Learning Paradigm
Situation no. 1
 Operant Behavior
- Jose studied hard and got 95 in the
last test in Math.
 Positive Reinforcement
- Father gave him 50 pesos
 Response
- Increase the desire to study harder.
Situation no. 2
 Operant behavior
- Pete studied harder
 Negative Reinforcement
- Escape home chores
 increase the chances of getting high
grades,
- keeps on studying harder
Basic Concepts in Operant Conditioning
 Operant conditioning - using pleasant
consequences to control the occurrence
of behavior.
 Reinforcers - any consequence that
strengthens a behavior.
a. Primary reinforcer-related to basic
needs e.g. food
b. Secondary reinforcer - value of
something is acquired with primary
reinforcer e.g. money
 Punishment - any unpleasant
consequence to awaken a behavior
 Aversive stimulus - a consequences that
a person avoids.
Some applications of classical conditioning to
classroom Teaching
 Facilitate emotional behavior and
cognitive response to neutral stimuli
through positive associations with
stimuli.
 Build positive associations between
teaching and learning activities.
 Relate learning activities with pleasant
events
 Maintain a positive learning
environment
Social Learning Theory
 is based on the studies of Richard
Wallace and Albert Bandura concerning
a group of children who were exposed
to three models in films. An individual
learns through observation and
imitation of others.
 Observational Learnings-four phases
a. attentional
b. retention
c. reproduction
d. motivation
Cognitive Theories of Learning
 The individual learns when the human
takes information (encoding), performs
operation on it stores the information
(storage), and retrieves it when needed
(retrieval).
 This theory defines learning as a
relativistic process by which a learner
develops new insights and changes the
old ones.
Types of Learning
1. Acquiring knowledge
2. Practical Skills/ Competencies
3. Values
Miller's Pyramid  How can you help others to give you
feedbacks?
 What sorts of feedback are effective?

Does (Knowledge) Constructivism ( 3 C's)

Shows how (skills)  Construction knowledge builds on what
Knows how is already know
(creativity)
 Context - is important when learning
knows and when applying learning in practice
 Collaboration - knowledge is socially
negotiated i.e. varies in different
Acquiring Knowledge context/culture collaboration helps to
explore different perspective
 Lectures
 Tutorial
“The best teacher is not necessarily the one who
 Books possesses the most knowledge but the one who
 Journals most efficiently enables his students to believe
in their ability to learn”
 Electronic Information
 Norman Cousins

Skills.
General Teaching Skills
 Clinical skills
Effective teaching in all grade levels and
 Practical skills learning areas requires that teachers be
 Communication skills/consultation skills equipped with the following teaching skills
 Evaluating and doing research a. Pre-instructional
b. Instructional
Experiential Learning c. Post-instructional

 Concrete experience
 Observation and reflection Pre-instructional Skills

 Formation of abstract concept and  Identify Content

generalizations  Writing objectives
 Testing implications of concepts in new  Introducing the lesson
situation  Selecting an instructional Strategy
 Closing the lesson
Feedbacks  Evaluating the lesson
 Feedbacks from of others is important  Identifying the new content to be
in helping to learn. What do we get taught
feedback from?
Instructional Skills
1. Ability to communicate effectively with
the students
2. Ability to gain students' attentions
3. Ability to arouse and maintain students:
interest:
4. Ability to use stimulus variation and
reinforcement effectively:
5. Management of the learning
environment smoothly and effectively:

Post-instructional Skills
1. Ability to analyze collective evaluation
information, and
2. Making judgments regarding evaluating
information