Psychological Foundations of Education *Behavioral Psychology and Learning *Effective Teaching and Evaluation of Learning *Foundations of Bilingual Education

2. Foundations of Education 1
Table of Contents
Behavioral Psychology and Learning ................................................................................. 2
Albert Bandura’s Social Cognitive Learning.................................................................. 2
Basic Concepts of Social Cognitive Learning Theory................................................ 2
Four Learning Mechanisms in Observational Learning ............................................. 3
Watson’s Classical Conditioning.................................................................................... 3
Skinner’s Operant Conditioning ..................................................................................... 4
Effective Teaching and Evaluation of Learning ................................................................. 5
Effective Teaching.......................................................................................................... 5
Foundations of Bilingualism............................................................................................... 6
Bilingual Language Development .................................................................................. 6
Developing Bilingualism ................................................................................................ 7
Two Major Patterns in Bilingual Language Acquisition ................................................ 7
Bibliography ....................................................................................................................... 9

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Behavioral Psychology and Learning
Albert Bandura’s Social Cognitive Learning
Social cognitive learning theory which was proposed by Albert Bandura has
become the most influential theory of learning and development. His theory added a
social element, arguing that people can learn new information and behaviors by watching
other people known as observational learning or modelling. It emphasizes the concept
of imitation as a form of learning. Learning according to this theory results from the
ability of the child to select the pattern of behavior to imitate. He also stresses the process
of learning through vicarious learning. It is a process of learning by way of seeing
directly or by hearing about consequences as a result of other people’s action (Zulueta &
Maglaya, 2012).
Basic Concepts of Social Cognitive Learning Theory
1. People can learn through observation.
There are three basic models of observational learning: (1) a live model
which involves an actual individual demonstrating or acting out a behavior, (2) a
verbal instructional model which involves descriptions and explanations of a
behavior, and (3) a symbolic model which involves real or fictional characters
displaying behaviors in books, films, televisions, programs, or online media.
2. Mental states are important to learning.
He describes intrinsic reinforcement as a form of internal reward, such as
pride, satisfaction, and a sense of accomplishment.
3. Learning does not necessarily lead to a change in behavior.

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Four Learning Mechanisms in Observational Learning
Bandura enumerated four learning mechanisms that are essential in
observational learning (Zulueta & Maglaya, 2012):
1. Attention- it is essential that one pays attention to what is happening around
him.
2. Retention- it is not only important to attend closely to the observed behavior;
but also remember it at some later time for use.
3. Motivation- one is likely to initiate those that are rewarding for his behavior
and whom he likes to have similarities with or to value more.
4. Reinforcement- the association of stimulus particularly the anticipation of
rewards as a motivational factor.
Watson’s Classical Conditioning
John Broadus Watsons argued that any science of behavior must be based on
observable events, and his approach is known as behaviorism. His work was heavily
influenced by Ivan Pavlov who was first to demonstrate the process of classical
conditioning. It is a type of learning that results from the repeated pairing of stimuli. He
defined classical conditioning as learning that involves the modification of a reflex; the
conditioning stimulus, which is neutral at the start, eventually initiates the same
behavioral responses as the unconditioned stimulus (reflex reaction) (Owens, 2006).

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Skinner’s Operant Conditioning
A key concept in Burrhus Frederic Skinner’s system is the process of operant
conditioning. According to Skinner, it is a process of learning in which reinforced
behaviors tend to be repeated and occur more frequently (Owens, 2006). In other words,
if a response is followed by a reward, the response will be strengthened.
They concept of reinforcement is one of the significant contributions he made in
the concept of learning. Reinforcement is the process by which a stimulus increases the
probability that a preceding behavior will be repeated. Reinforcement can be either
positive or negative. A positive reinforcement is a stimulus added to the environment
that brings about an increase in a preceding response. In contrast, negative
reinforcement refers to an unpleasant stimulus whose removal leads to an increase in the
probability that a preceding response will be repeated in the future (Magpantay & Danao,
2014).
Furthermore, he also emphasized the importance of reward in shaping the
behavior. Reward is a form of positive reinforcement that will help to increase the
probability the desired behavior will recur. Punishment is a form of negative
reinforcement that will help to decrease the probability the unpleasant behavior will not
recur.

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Effective Teaching and Evaluation of Learning
Effective Teaching
Effective teachers strive to inspire and engage all their students in learning rather
than simply accepting the some students cannot be engaged and are destined to do poorly.
They believe every student is capable of achieving success at school and they do all they
can to find ways of making each student successful (O'Niel, n.d.).
1. Using a variety of pedagogies- Effective teachers use techniques or strategies
that best serve the learning needs of their students. They help students learn on
their own as well as with and from others. They know that students learn best
if they are provided with opportunities to learn not only from the teacher but
also from other students and from sources outside the school that are now
more readily accessible through various forms of technology.
2. Encouraging student responsibility- Effective teachers teach in a way that
encourages students to take greater responsibility for their own learning and
make sure their students know what the goals of the learning program.
3. Having mastery of subject matter- Effective teachers have a thorough
knowledge of their subject content and skills. Through this, they inspire in
their students a love of learning. They also understand how students learn best
the concepts, the content and the skills.
4. Providing safe environment- Effective teachers provide a safe and orderly
environment, both physically and emotionally, so students can achieve their
potential. They know students learn best if they are in a classroom where they

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feel safe and confident to attempt new tasks even if at first they are unsure
about how to tackle them.
5. Monitoring progress and providing feedback- Effective teachers closely
monitor each student’s achievements. This enables them to provide every one
of their students with regular feedback on their performance, and gives them
valuable information to assess the impact of their teaching. They are in the
habit of constantly reflecting on how well they are getting through to their
students and searching for better ways of teaching those who are not
responding as well as extending those who are achieving well. They
understand the standards their students are expected to achieve and use a
range of assessment methods to determine the extent to which those standards
are being met and to plan the next steps.
6. Building positive relationships- Effective teachers develop productive
relationships with their students – they get to know them and take a particular
interest in their overall development and progress. They treat their students
with respect and expect the same in return. They work collaboratively to
benefit student learning.
Foundations of Bilingualism
Bilingual Language Development
“How does a bilingual child acquire language? And how do learning two
languages affect the child’s language development?”
Bilingualism is the person’s ability to speak or write fluently in two languages.
Bilingualism is distinguished into two (Bialystok & Hakuta, 1994):

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1. Productive Bilingualism- Speaker can produce and understand both languages.
2. Receptive Bilingualism- Speaker can understand both languages but have more
limited production abilities.
Developing Bilingualism
According to Fierro-Cobas and Chan (Fierro-Cobas & Chan, 2001), language
development is a complex, dynamic process influenced by the child’s age, language
exposure and social interaction. A bilingual child generally follows one of the two
language acquisition patterns: simultaneous bilingualism, in which the child acquires two
languages at the same time before the age 3 years, and sequential bilingualism, in which
the child acquires a second language by age 3 having acquired the primary language.
Preschoolers may differ qualitatively from school-age children in their ability to
develop a second language. For older children and adult, acquiring a second language is a
conscious rather than subconscious process; more appropriately learned language
learning rather than language acquisition.
For example, Filipinos are not a native speaker of Spanish, and for them to learn
the language, they enroll to one of the language institutions that offers courses for
speaking and writing.
Two Major Patterns in Bilingual Language Acquisition
1. Simultaneous Bilingualism- children go through two stages to simultaneously
learn two languages.
Stage 1: Children mix or blend words or part of words from both
languages. Example: “Gusto ko hat.”

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Stage 2: Child can distinguish the two languages, and can use each
language separately. Example: “I want hat.” and “Gusto ko ng sombrero.”
2. Sequential Bilingualism- Fierro-Cobas and Chan (Fierro-Cobas & Chan, 2001)
explained that the process of developing a second language before age 3 is
slightly different from a process of developing the first language. The reasons are:
a. A sequential bilingual child can draw on knowledge and experience
with the first language.
b. Whether and for how long a child passes through several phases in
sequential language acquisition process depends on his temperament
and motivation.
c. The relative exposure to second language compared with the first
language can affect how a child develops the second language.

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Bibliography
Bialystok, E. & Hakuta, K., 1994. In Other Words: the Science and Psychology of Second
Language Acquisition. New York: Harper Collins.
Fierro-Cobas, V. & Chan, E., 2001. Language Development in Bilingual Children: A
Primer for Pediatricians. [Online]
Available at: http://courses.washington.edu/sop/Bilingualism_PrimerPediatricians.pdf
[Accessed 12 August 2013].
Limpingco, D. A. & Tria, G. E., 1999. Personality. 2nd ed. Quezon City: Ken Inc..
Magpantay, C. D. & Danao, R. R., 2014. General Psychology. Rizal: Jenher Publishing
House.
O'Niel, S., n.d. Department of Education and Training. [Online]
Available at: file:///C:/Users/user/Downloads/Effective%20Teaching.pdf
[Accessed 9 August 2014].
Owens, K. B., 2006. Child and Adolescent Development: An Integrated Approach.
Singapore: Thomson - Wadsworth.
Zulueta, F. M. & Maglaya, E. M., 2012. Foundations of Education. Mandaluyong City:
National Book Store.