This document discusses key instructional design theories and their application. It explains the Behaviorist, Cognitivist, and Constructivist views which instructional design is often based on. Behaviorism focuses on conditioning and reinforcement, while Cognitivism addresses how information is processed in the mind. Constructivism posits that learners construct new knowledge based on interactions. Several learning theories are also outlined, including Gagne's conditions of learning and Problem-Based Learning. The document stresses that understanding learning theories can help instructional designers make informed decisions to facilitate learning.

1. Presented by:
Genebien de la Pena
MAry Rose Canbanlit

2. Learning Targets
03
02
At the end of this lesson, you are expected to:
Identify current
instructional design
practices and the theories
they adhere to.
Compare and contrast the
Behaviorist, Cognitivist,
and Constructivist views
on Instructional Design
Discuss the relationship
between this instructional
design concepts and
instructional design theories
01

3. Introduction
-Some of the common questions during a
teacher application interview are “What are
your views on teaching and Learning” or “What
is your teaching Philosophy?”
-Our views on teaching and Learning were
influenced by our experiences and the learning
theories and researches we learned from our
formal schooling.

4. -Learning theories help educator and
instructional designer to understand how
people learn.
-A theory equips one with the principles and
understanding to make informed decisions
around the design, development, and delivery
of learning

5. THINK

6. Reigeluth(1999) 4 major Characteristics of
instructional design theory

7. Major Components in instructional design theory
Methods of
Instruction
Instructional situation

8. -methods for facilitating
human learning and
development
Methods of Instruction

9. Instructional Situations
-indications as to when and
when not to use those methods
and descriptions of the
conditions under which the
instruction will take place

10. -Stipulates that all behavior
are acquired through
Conditioning

11. Behaviorism
-Conditioning Occurs as an individual interacts
with the environment.
-Any person can potentially be trained to perform
any task, regardless of genetic background,
personality traits, and thoughts
- Learning Happens as the learner reacts to
environmental stimuli. the responses that are
followed by reinforcement are more likely to recur
in the future.

12. Principles that have direct relevance to
instructional design include the Following:
1
5
4
3
2

13. An emphasis on Producing
Observable and Measurable
outcomes in students.
1

14. Principles that have direct relevance to
instructional design include the Following:
1
5
4
3
2

15. Pre-assesment of students to
determine where instruction
should begin.
2

16. Principles that have direct relevance to
instructional design include the Following:
1
5
4
3
2

17. Emphasis on mastering early
steps before progressing to
more complex levels of
performance
3

18. Principles that have direct relevance to
instructional design include the Following:
1
5
4
3
2

19. Use of reinforcement to
impact performance.
4

20. Principles that have direct relevance to
instructional design include the Following:
1
5
4
3
2

21. Use of cues, shaping, and
practice to ensure stimulus-
response association.
5

22. Skinner’s Programmed Situation
-This theory asserts that learner’s
behaviors are shaped by
reinforcement of desired
learning behaviors.

23. Four Essential of Personal
course:
Keller’s Personalized sytem of Instruction
1. Self-pacing feature
2. Progressively sequential units
3. Vehicles of motivation
4. Teacher-student communication

24. -Focus on the
conceptualization of
students’learning process
and addresses the issues
of how information is
recieved, organized stored,
retrieved by the mind

25. Cognitivism
- cognitism, like behaviorism, emphasizes the role
that environmental conditions play in facilitating
learning.
- Cognitivist learning theories make shift from
overt, observable behavior and strssed instead on
the more complex cognitive process, such as
thinking, problem-solving, language, concept
information, and information
processing(Snelbecker, 1989)

26. Cognitivism
-Learning concerned not so much with what
learners do but with what they know and how they
come to acquire it (jonassen, 1991)
-The cognitive Approach focuses on the mental
activitiesof the learner that lead up to a response
and acknowledges the process of mental
planning, goal settin, and organizational stategies
(Shuell, 1986)

27. 01
03
02
04
Principles that have direct relevance to
instructional design include the Following:

28. Emphasis on the active
involvement of the
learner in the learning
Process
01

29. 01
03
02
04
Principles that have direct relevance to
instructional design include the Following:

30. Use of Hierarchical
analyses to identify and
illustrate prerequisite
relationships
02

31. 01
03
02
04
Principles that have direct relevance to
instructional design include the Following:

32. Emphasis on structuring,
organizing, and
sequencing information
to facilitate optimal
Processing
03

33. 01
03
02
04
Principles that have direct relevance to
instructional design include the Following:

34. Creation of learning
environments that allow
and encourage students to
make connections with
previously learned material
04

35. Major Task of the Teacher
1. Understanding that individuals bring various learning
experiences to the learning situation which can impact
learning outcomes.
2. Determining the most effective manner in which to
organize and structure new information to tap the learner’
previously acquired knowledge, abilities, and experiences
3. Arranging practice with feedbacks so that the new
information is effectively and efficiently assimilated
and/or accomodated within the learners cognitive
structure

36. -This theory stipulates that
there are several different
types or levels of learning
Conditions of Learning
By Robert Gagne

37. Five Major Categories of Learning
Verbal Information
01
Intellectual skills
02
Cognitive Strategies
03
Motor skills
04
Attitude
05

38. Gagne’sNine Instructional Events
1. Gaining Attention (reception)
2.Informing Learners of the objectives (Expectancy)
3.Stimulating Recall of prior knowledge(Retrieval)
4. Presenting the stimulus (Selective perception)
5. Providing Learning Guidance (Semantic encoding)
6. Eliciting Performance (Responding)
7. Providing Feedback (Reinforcement)
8. Assessing Performance (Retrieval)
9. Enhancing Retention and Transfer (generalization)

39. Component Display Theory (CDT)
- posists that there are different kinds of
learning outcomes and each kind of learning
outcome requires unique conditions of
learning.
- there are primary (include rules, example,
recall, and practice) and secondary
presentations (prerequisits, objectives, helps,
mnemonics, and feedback), which aid in
instuctional delivery.

40. -it a theory that
equates with
creating meaning
from experince
(Bednar et al.,1991)

41. Constructivism
-Most cognitive psychologist think of the mind as
a reference tool to the real world; construcvtivist
believe that the mind filters input from the world to
produce it own reality (Jonassen, 1991)
-Both learners and environmental factors are the
two variables that creates knowledge.

42. Constructivism
- Knowledge is not abstract but is linked to the
context under study and to the experiences that
the learners bring to the context.

43. Principles that have direct relevance to
instructional design include the Following:
01
05
02
03
04

44. An emphasis on the
identification of the context
in which the skills will be
learned and subsequently
applied
01

45. Principles that have direct relevance to
instructional design include the Following:
01
05
02
03
04

46. An Emphasis on learner
control and the capability of
the learner to manipulate
information.
02

47. Principles that have direct relevance to
instructional design include the Following:
01
05
02
03
04

48. The need for information to
be presented in a variety of
different ways.
03

49. Principles that have direct relevance to
instructional design include the Following:
01
05
02
03
04

50. Supporting the use of
problem-solving skills that
allow learners to go “beyond
the information given”
04

51. Principles that have direct relevance to
instructional design include the Following:
01
05
02
03
04

52. Assessment focused on
trnsfer of knowledge and
skills
05

53. -Posits that learning is student-centered and it happened
best in small student Groups.
-Teacher serve as Facilitator.
-Problems are a vehicle for development of clinical
problem-solving skills.
Problem-Based Learning (PBL)

54. Perkins and Unger’s Teaching anf Learning for Understanding
What do you really want
your student to
understand?
Generative Topics
What actions can they take to help
themselves build their own
understanding?
Understanding PErformance
What can you do to help them
build those understanding
?
Understanding goals
How will we, and they,
know that they
understand?
Ongoing Assessment

55. EXPERIENCE
What are the teaching and learning theories that guide your instructional design
practices? How do you apply these theories in your instructional planning and teaching?
Interview 3 classmates about the learning theories that they adhere to. Ask the two
question. summarize your findings using the table below.
Learning Theory Description Application

56. ASSESS
Copy at least five statements/principles from learning continuity plan for
remote teaching/online learning. the, identify the leaning theories they adhere
to. in the third column, explain these principle.
Statement Learning Theory Explanation

57. CHALLENGE
Read journals and researches about the profile(socioemotional,
psychological, cultural, epistemological) of the Filipino Learners.
Summarize findings using an appropriate graphic organizer.

58. HARNESS
Based on your reading and insights, what instructional design model may be developed
for the Filipino Learner? Will it be distinct the existing ID model? Explain Your answer.

59. IN A NUTSHELL
instructional design theories are based on learning research and
theories.
Instructional desing theories are composed of methods of instruction
and instructional situation.
Behaviorism, cognitivism, and constructivism are three of the largest
movements where instructional design theories are anchored
Each theory offers a different way to look at learning and the essential
ingredients that make learning happen
Using these theories as lenses, learning designer can understand and
descriole of the learner, the role of the instructor, and how learning
happens in different ways.

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THANKS !