Formal education is based on directing and facilitating the learning process. For teachers to be effective, they must understand how learning occurs. There are several theories that describe learning, including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior due to environmental conditioning. Cognitivism looks at how memory, knowledge, and thinking impact learning. Constructivism sees learning as an active process where learners construct new understandings based on interactions and experiences. Effective teachers should understand the different perspectives on the learning process.

3. FORMAL EDUCATION
Formal education is based on the premise that the
learning process can be directed and facilitated. Such
direction and facilitation of learning, however, is not a
simple task. Unless a teacher has a clear knowledge and
understanding of this process, he will find it difficult to
set the conditions that will facilitate learning success on
the part of the learners. Thus, to place teaching upon a
firmer foundation, the teacher should understand the
nature of the learning process and the facts relating to
the conditions under which learning takes place. A
teacher needs to understand also the psychological
principles, theories, and laws relating to learning.

9. Learning theories are conceptual frameworks that
describe how information is absorbed, processed, and
retained during learning. Learning brings together
cognitive, emotional, and environmental influences and
experiences for acquiring, enhancing, or making changes
in one's knowledge, skills, values, and world views.
There are three main categories of learning theory:
behaviorism, cognitivism, and constructivism.
Behaviorism focuses only on the objectively observable
aspects of learning. Cognitive theories look beyond
behavior to explain brain-based learning. And
constructivism views learning as a process in which the
learner actively constructs or builds new ideas or
concepts.

10. Merriam and Caffarella (1991) highlight four
approaches or orientations to learning:
Behaviourist, Cognitivist, Humanist, and
Social/Situational. These approaches
involve contrasting ideas as to the
purpose and process of learning and
education - and the role that educators
may take.

11. Behaviorism
John Watson (1878–1959) coined the term
"behaviorism." Critical of Wundt's emphasis on
internal states, Watson insisted that
psychology must focus on overt measureable
behaviors. Watson believed that theorizing
thoughts, intentions or other subjective
experiences was unscientific. Behaviorism as a
theory was primarily developed by B. F.
Skinner. It loosely encompasses the work of
people like Edward Thorndike, Tolman,
Guthrie, and Hull.

12. What characterizes these investigators are their
underlying assumptions about the process of
learning. In essence, three basic assumptions are
held to be true. First, learning is manifested by a
change in behavior. Second, the environment
shapes behavior. And third, the principles of
contiguity (how close in time two events must be
for a bond to be formed) and reinforcement (any
means of increasing the likelihood that an event
will be repeated) are central to explaining the
learning process. For behaviorism, learning is the
acquisition of new behavior through conditioning.

13. There are two types of possible
conditioning:
1) Classical conditioning, where the
behavior becomes a reflex response to
stimulus as in the case of Pavlov's Dogs.
Pavlov was interested in studying
reflexes, when he saw that the dogs
drooled without the proper stimulus.

14. CLASSICAL CONDITIONING

15. CLASSICAL CONDITIONING
 Pavlov's work laid the foundation for
many of psychologist John B. Watson's
ideas. Watson and Pavlov shared both
a disdain for "mentalistic" concepts
(such as consciousness) and a belief
that the basic laws of learning were
the same for all animals whether dogs
or humans.

16. 2) Operant conditioning where
there is reinforcement of the
behavior by a reward or a
punishment. The theory of
operant conditioning was
developed by B.F. Skinner and is
known as Radical Behaviorism.

17. OPERANT CONDITIONING

18. OPERANT CONDITIONING
The word ‘operant’ refers to the way in which
behavior ‘operates on the environment’. Briefly, a
behavior may result either in reinforcement, which
increases the likelihood of the behavior recurring,
or punishment, which decreases the likelihood of
the behavior recurring. It is important to note that,
a punishment is not considered to be applicable if
it does not result in the reduction of the behavior,
and so the terms punishment and reinforcement
are determined as a result of the actions.

19. Cognitivism
Cognitive theories grew out of Gestalt psychology.
Developed in Germany in the early 1900s, it was
transplanted to America in the 1920s. Gestalt is roughly
translated as "configuration," or "pattern," and emphasizes
"the whole" of human experience. Over the years, the
Gestalt psychologist provided compelling demonstrations
and described principles by which we organize our
sensations into perceptions. The earliest challenge to the
behaviorists came in a publication in 1929 by Bode, a
gestalt psychologist. He criticized behaviorists for being too
dependent on overt behavior to explain learning. Gestalt
psychologists proposed looking at the patterns rather than
isolated events.

20. Gestalt views of learning have been incorporated into what
have come to be labeled cognitive theories. Two key
assumptions underlie this cognitive approach: (1) that the
memory system is an active organized processor of
information and (2) that prior knowledge plays an important
role in learning. Cognitive theories look beyond behavior to
explain brain-based learning. Cognitivists consider how
human memory works to promote learning. For example, the
physiological processes of sorting and encoding information
and events into short term memory and long term memory
are important to educators working under the cognitive
theory. The major difference between gestaltists and
behaviorists is the focus of control over the learning
activity: the individual learner is more key to gestaltists
than the environment that behaviorists emphasize.

21. Constructivism
Constructivism is a theory of learning and an approach to
education that lays emphasis on the ways that people
create meaning of the world through a series of
individual constructs.

22. CONSTRUCTIVISM

24. Informal or post-modern theory
In Marzano’s restructuring knowledge, the informal
curriculum promotes the use of prior knowledge to help
students gain big ideas and concept understanding. This
theory states that new knowledge cannot be told to
students, but rather the students' current knowledge
must be challenged. Same with constructivism that
emphasizes the top-down processing in teaching,
meaning begin with complex problems and teach basic
skills while solving these problems, this theory also
supports the idea that teaching concepts and the
language of a subject should be split into multiple steps.

25. Transformative Learning Theory
TLT is an adult education based theory that suggests
ways in which adults make meaning of their lives. it
looks at “deep learning” not just content or process
learning, as critical as those many kinds of learning,
and examines what it takes for adults to move from a
limited knowledge of knowing what they know without
questioning
Transformative learning theory [explains the] process of
constructing and appropriating new and revised
interpretations of the meaning of an experience in the
world.

27. BY: MR. AMELIL T. LUMENDA &
MS. FATIMA JEAN T. FERRAREN