FACILITATING LEARNER-CENTERED TEACHING

1. EDUC 104:
Facilitating Learner-Centered
Teaching
PART 3: FOCUS ON LEARNING

2. EDUC 104:
Facilitating Learner-Centered
Teaching
Prepared by:Sheina Macabudbud
Julianne Gadon

3. UNIT 3.1
BEHAVIORIST PERSPECTVIVE

4. Learning outcomes:
a) Define the basic principles of behaviorism in your
own idea; and
b) Apply the different theories of behaviorism in
your learning process.

5. BEHAVIORIST PERSPECTIVE
• The theories of psychology that
states that human behavior are
learned not innate.

6. BEHAVIORIST PERSPECTIVE
•The behaviorist approach asserts that human
beings have no free will that all actions,
characteristics and personality traits are the
result of a person’s environment and the
cultural forces that shape it.
This Photo by Unknown Author is licensed under CC BY

7. BEHAVIORIST PERSPECTIVE
• Emphasizes that behavior is
mostly learned through
conditioning and reinforcement
(rewards and punishment).

8. TWO CATEGORIES
• BEHAVIORISM
• NEO-BEHAVIORISM

9. BEHAVIORISM
• The theory that human and animal
behavior can be explained in terms of
conditioning.

10. BEHAVIORIST
• Ivan Petrovich Pavlov
• Edward Thorndike
• John B. Watson
• Burrhus Frederick Skinner

11. Module 7: Behaviorism

12. Module 7: Behaviorism
• Ivan Pavlov
• Edward Thorndike
• John B. Watson
• B. F. Skinner

13. Behaviorism
• Behaviorism focuses on the
idea that all behaviors are
learned through interaction
with the environment.

14. Behaviorism
There are 3 Major types of behavioral
Learning
• Classical Conditioning
• Operant Conditioning
• Observational Conditioning

15. Classical Conditioning
• A neutral stimulus is
associated with a natural
response.

16. Operant Conditioning
• A response is increased
or decreased due to
reinforcement or
punishment

17. Observational Conditioning
• the process of learning by
watching the behaviors of
others.

18. Ivan Pavlov
• Pavlov's behaviorism theory posits that
learning occurs through the process of
classical conditioning.

19. Classical Conditioning
• This learning process creates a
conditioned response through
associations between an
unconditioned stimulus and a
neutral stimulus.

20. John B. Watson
• John Watson's theory of behaviorism
asserts that all behavior is predominantly
influenced by external stimuli rather than
internal mental processes.

21. John B. Watson
• He famously claimed that if he were to be
given a dozen healthy infants, he could
shape them into anything like doctors,
lawyers, artist, beggars or thieves.

22. John B. Watson
• The “ Little Albert Experiment “ Watson used
the method of “ Classical Conditioning “ to
program a baby to be afraid of a lab rat.

23. John B. Watson
• He also Published “ The Psychological
care of infant and child “
• He applied his method to his four
children.

24. Burrhus Frederic Skinner
• He was an influential American
psychologist, writer and inventor.
• He was Born in Susquehanna,
Pennsylvania.

25. Burrhus Frederic Skinner
• When B. F. Skinner began studying
psychology, it was the theories and ideas
of the behaviorist school dominated the
discipline.

26. Burrhus Frederic Skinner
• As a fellow behaviorist, Skinner
believed that conditioning
played a significant role in the
learning process.

27. Burrhus Frederic Skinner
• He studied Thorndike’s law of
effect using a piece of experimental
apparatus now known as an operant
conditioning chamber, or ‘Skinner
box’..

28. Burrhus Frederic Skinner
• An animal is placed in a box,
which contains a reward
mechanism such as a hopper to
dispense food pellets.

29. Burrhus Frederic Skinner
• Skinner's theory of operant
conditioning played a key role
in helping psychologists to
understand how behavior is learnt.

30. Ivan Pavlov
• Ivan Petrovich Pavlov, (born
September14) Russian
physiologist known chiefly for his
development of the concept of
the conditioned reflex.

31. Ivan Pavlov
• Pavlov developed the theory known now as
classical conditioning through the study of
dogs.
• From his perspective, learning begins with a
stimulus-response connection.

32. Ivan Pavlov
• He developed a similar conceptual
approach, emphasizing the
importance of conditioning, in his
pioneering studies relating human
behavior to the nervous system

33. Module 8:Neo Behaviorism:
Tolman and Bandura

34. NEO BEHAVIORISM
Neo Behaviorism -is a behaviour cannot be
full understood simply in terms of observable
stimuli and reactions. Neo behaviorism
introduce mediating variables into the
behaviorist stimulus-response scheme.

36. Tolman's Purposive Behaviorism
•Has also been reffered to as Sign Learning
Theory and is often seen as the link between
behaviorism and cognitive theory.

37. Tolman's Purposive Behaviorism
•Tolman’s theory was founded on two
psychological views: those of the Gestalt
psychologists and those of John Watson, the
behaviorist.

38. Tolman's Purposive Behaviorism
• Tolman believed that learning is a cognitive
process. Learning involves forming beliefs
and obtaining knowledge

39. Tolman's Purposive Behaviorism
•Tolman’s Key Concept Learning is always
purposive and goal-directed. Tolman asserted the
learning is always purposive and goal-directed.

40. Tolman's Purposive Behaviorism

41. Tolman's Purposive Behaviorism
Latent learning is a kind of learning that
remains or stays with the individual until
needed.

42. Tolman's Purposive Behaviorism
•It is learning that is not outwardly manifested
at once. According to tolman it can exist even
if without reinforcement.

43. Tolman's Purposive Behaviorism
•Tolman believe that learning is mediated or is
influence by expextations, perceptions,
presentations, needs and other internal or
environmental variables.

45. Albert Bandura’s Social Learning Theory

46. Albert Bandura’s Social Learning Theory
Bandura suggested that the environment also
reinforces modeling.
1. The observer is reinforce by the model.

47. 2. The observer is reinforced by a third
person, the observe might be modeling the
actions of someone else.
Albert Bandura’s Social Learning Theory

48. Albert Bandura’s Social Learning Theory
3. The imitated behaviour itself leads to
reinforcing consequences.
4. Consequences of the model’s behaviour
affect the observer’s behaviour vicariously

49. Albert Bandura’s Social Learning Theory
COGNITIVE FACTORS IN SOCIAL LEARNING
1. Learning without performance
2. Cognitive processing during learning

50. Albert Bandura’s Social Learning Theory
3. Expectations
4. Reciprocal causation
5. Modeling

51. Albert Bandura’s Social Learning Theory
Conditions necessary for effective modeling
1. Attention- The person must pay attention
to the model

52. Albert Bandura’s Social Learning Theory
2. Retention- The observer must be
able to remember the behviour that has
been observed.

53. Albert Bandura’s Social Learning Theory
3. Motor Reproduction- The third
condition is the ability to replicate the
behaviour that the model has just
demonstrated.

54. Albert Bandura’s Social Learning Theory
4. Motivation- The final necessary ingredient
for modeling to occur in motivation.

55. Albert Bandura’s Social Learning Theory
Effects of modeling on behavior:
1. Modeling teaches new behaviors.
2. Modeling influences the frequency
of previously learned behaviors.

56. Albert Bandura’s Social Learning Theory
3. Modeling may encourage previously
forbidden behaviors.
4. Modeling increases the frequency of
similar behaviors.

57. Albert Bandura’s Social Learning Theory
Educational implications of social learning theory
1. Students often learn a great deal simply by
observing other people.

58. Albert Bandura’s Social Learning Theory
2. Describing the consequences of behavior can effectively
increase the appropriate behaviors and decrease inappropriate
ones.
3. Modeling provides an alternative to shaping for teaching
new behaviors.

59. Albert Bandura’s Social Learning Theory
4. Teachers and parents must model appropriate behaviors
and take care that they do not model inappropriate
behaviors.
5. Teachers should expose students to a variety of other
models.

60. UNIT 3.2
COGNITIVE PERSPECTIVE

61. Learning outcomes:
a) Define Cognitive Perspective; and
b) Explain the different theories of Cognitive
Perspective

62. Cognitive Perspective
. concerned with “ mental” function such as memory,perception
attention.
. Explores how the process of thinking and learning occurs by
considering the inside of the human mind.
. In psychology is an area of the field that studies how people
acquire,perceive, and communicate information.

63. Ulric (Dick) Neisser
. Ulric ( Dick) Neisser was the Father of
Cognitve Pscyhology” and advocate
forcological approaches to cognitive
Research.

64. The foundation of the Cognitive Perspective
. Sensation
the process of an environmental stimulus starting to
chain of events from one of our Five senses to our brain
in order to be recognized.

65. The Foundation Of Cognitive PersPective
.Perception
After an electrical and chemical signal
has gone all the way from sensory neuron
to the brain, perception occurs .

66. The Cognitive Perspective on Learning
Cognitivism
The genesis of cognitivism as a Learning Theory
can be traced back to the early Twentieth century . the
shift from Behaviorism to Cognitivism stemmed from the
haviorist tradition’s Failure to explain why and how
individuals make sense of and process information.

67. Contribution to the Theory: Major Types of Cognitivism
• Piaget’s Theory of Cognitive Development
= Piaget explored the genesis of cognitive structures and the
process that underlies learning and knowledge construction. Trained
as a biologist, Piaget later shifted his interest to how human beings
make sense of their environment and experience..

68. Piaget’s Theory of Cognitive Development
According to Piaget, the mechanism of change in
cognition is equilibration, which is a dynamic interplayof
progressive equilibria, adaptation and organization, and
growth and change in the master developmental process
(Fosnot 1996, 13–14; Ho 2004). .

69. Piagets Theory of Cognitive Development
kinds of accommodations.
1)disregard the contradictions and adhere to their original
scheme.
(2)vacillate by maintaining both theories simultaneously and
trying to cope with the contradiction via viewing each theory as
separate or specific cases.

70. (3) form a new, modified notion to explain and
resolve the prior contradiction. In each type of
response to contradiction, the learner’s
internal and self-regulatory behavior leads to
the compensations (Fosnot 1996, 16)

71. Three processes characterize the schemata acquisition
and the changes in existing schemata
. Accretion
. Tuning
. Reconstructing

72. Contribution of the Theory; Major types Cognitivism
Vygotsky’s Social Cognitivism
While Piaget attempted to study and explain learning in
terms of the role of contradiction and equilibration, Vygotsky
explained learning by meansofdialogue(Fosnot 1996).

73. Contribution of the Theory; Major Types of Cognitivism
the general law of genetic development.
the general law of genetic development states that every
complex mental process is first and foremost an interaction between
people. The auxiliary stimuli affects the mastery of one’s own
behavior.

74. Contribution of the Theory; Major type of Cognitivism
the General Low of the Development
• Instruction should lead (i.e., precede) development.
• In an instructional setting, social “partners”.
• Individualized testing

75. Contribution of the Theory; Major Type of Cognitivism
Teaching Methods Based on Some
Principles
of Cognitive Learning Theory
. Cognitive Apprenticeship
• Modeling
• Coaching
• Articulation
SOURCE: https://www.ncsl.org/
• Reflection
• Exploration
. Reciprocal Teaching
. Anchored Instruction

76. MODULE 9:
GESTALT PSYCHOLOGY

77. GESALT PSYCHOLOGY
GESTALT
PRINCIPLE
INSIGHT LEARNING
LAW OF
PROXIMITY
LAW OF
CLOSURE
LAW OF GOOD
CONTINUATION
LAW OF GOOD
PRAGNANZ
LAW OF
FIGUR/GROUND
INNER FORCES
INNER FORCES
LIFESPACE
(LEWIN)

78. Gestalt theory was initial cognitive response to behaviorism. It emphasized
the importance of sensory wholes and the dynamic nature of visual
perception.
The term gestalt means “form” or “configuration”. Psychologists Max
Wertheimer Wolfgang Kohler and Kurt Koftka studied perception and
concluded that perceivers (or learners) are not passive, but rather active.

79. They suggest that learners do not just collect information as is but they
actively process and restructure data in order to understand it. This is the
perceptual process. Certain factors impact on this perceptual process.
Factors like experiences, needs, attitudes and one's present situation can
affect their perception.

80. According to the Gestalt psychologists, the way we form our
perceptions are guided by certain principles or laws determine
what we see or make of things or situations we meet.
• Law of Proximity
• Law of Similarity
• Law of Closure
• Law of Good Continuation
• Law of Pragnanz
• Law of Figure/Ground

81. Gestalt Principles
Law of proximity. Elements that are closer together will be perceived as a
coherent object. On the left, there appears to be two columns, while on the
right there appears to be three horizontal rows. When objects we are
perceiving near cach other, we perceived them as belonging together.
Law of similarity. Elements that look similar will be perceived as part of the
same form.

82. Law of closure. We tend to fill the gaps or "close" the figures we perceive.
We enclose a space by completing a contour and ignoring gaps in the
figure.
Law of good continuation. Individuals have the tendency to continue
contours whenever the elements of the pattern establish an implied
direction. People tend to draw a good continuous line.

83. Law of Pragnanz. The stimulus will be organized into as good a figure as
possible. In this example, good refers to symmetry, simplicity and regularity.
regularity. The figure is perceived as a square overlapping a triangle, not a
combination of several complicated shapes. Based on our experiences with
perception, we "expect certain patterns and therefore perceive that
expected pattern.
Law of Figure/Ground. We lend to pay attention and perceive things in the
foreground first. A stimulus will be perceived as separate from its ground.

84. Insight Learning Gestalt
psychology adheres to the idea of learning taking place by discovery or
insight. The idea of insight learning was first developed by Wolfgang
Kohler in which he described experiments with apes where the apes could
use boxes and sticks as tools to solve problems.
In the box problem, a banana is attached to the top of a chimpanzee's
cage. The banana is out of reach but can be reached by climbing on and
jumping from a box.

85. In each of these problems, the important aspect of learning was
not reinforcement, but the coordination of thinking to create new
organization (of materials), Kohler referred to this behavior as
insight or discovery learning.
Kohler proposed the view that insight follows from the
characteristics of objects under consideration.

86. His theory suggested that learning could occur when the
individual perceives the relationships of the elements before
him and recognizes these elements and comes to a greater
understanding or insight.
This could occur without reinforcement, and once it occurs, no
review, training or investigation is necessary. Significantly,
insight is not necessarily observable by another person.
.

87. Gestalt Principles and the Teaching-Learning Process
The six gestalt principles not only influence perception but they also impact
impact on learning, Other psychologists like Kurt Lewin expounded on
Gestalt psychology. His theory focusing on "life space adheres to gestalt
psychology.
He said that an individual has inner and outer forces that affect his
perceptions and also his learning.

88. Inner forces include his own motivation, attitudes and
feelings.Outer forces may include the attitude and
behavior of the teacher and classmates.
All these forces interact and impact on the person's
learning. Mario Polito, an Italian psychologist, writes about
the relevance of Gestalt psychology to education.

89. EDUC 104:
Facilitating Learner-Centered
Teaching
Prepared by: Viverlyn Largo
Judy Mae Nipa

90. MODULE 10:
INFORMATION PROCESSING

91. At the end of this module, you should able to:
• Describe the processes involved in acquiring,
storing and retrieving knowledge and
• Cite educational implications of the theory of
information processing.

92. Information Processing
• Is a cognitive theoritical
framework that focuses on how
knowledge enters andnis stored
in and is retrieve from our
memory.

93. Information Processing Theory

94. Information Processing theory
• Relating how the mind and the computer work is a
powerful analogy
• In fact, those program and design computers aim to
make computer solve problem through processes
similar to that of the human mind.

95. Types of knowledge
1. General vs. Specific
This involves whether the knowledge is
useful in many task, or only in one.
2. Declarative
This refers to factual knowledge. They relate
to the nature of how things are. They may be in
the form of an image.

96. 3. Procedural
this includes knowledge on how to do things.
4. Episodic
This includes knowledge on how to do things.
5. Conditional
This is about " knowing when and why " to apply
declarative or procedural strategies.

97. STAGE IN THE INFORMATION PROCESSING THEORY
PRIMARY STAGE ARE :
Encoding - sensed, perceived, and
attended to.
Storage - Stored for either a brief or
extended period of time, depending upon
the processes following encoding.
Retrieval - brought back out at the
appropriate time and reactivated.

98. MAIN STAGES ARE IN THE MEMORY PROCESS ARE
SENSORY REGISTER
Capacity : Our mind recieves a great amount of the
information but it is more than what our minds can hold
or perceive.
Duration : The sensory register only holds the
information for an extremely brief period in the order of
1 to 3 seconds.

99. SHORT TERM MEMORY
Capacity: The STM can only hold 5-9 "chunk" information.
It is also called working memory.
Duration: Around 18 seconds or less.

100. LONG TERM MEMORY
Capacity : Unlimited Capacity.
Duration: Indefinite

102. EXECUTIVE CONTROL PROCESSES
Involves the executive processor or what referred to as
metacognitive skills.

103. FORGETTING
Is the inability to retrieve or access information when needed.
DECAY
Information is not attending and eventually "fades" away
New or old information " blocks " access to the information in
question.
INTERFERENCE

104. METHODS OF INCREASING RETRIEVAL OF INFORMATION
1. Rehearsal
This is repeating information verbatim, either mentally or aloud.
2. Meaningful learning
This is making connecting between new information and prior
knowledge.
3. Organization
This is making connections among various pieces of informatio.
Informationthat is organized efficiently should be recalled.

105. 4. Elaborate- This is adding ideas to need informationbased on what
already knows. It is connecting new information with old to gain
meaning.
5. Visual Imagery - this means forming a picture " picture" of the
information.
6. Generation - things we produce are easierto remember than thing
we hear..
7. Context - remembering the situations helps cover information.
8. Personalization - It is making the information relevant to the
individual.

106. MEMORY METHODS
1. Serial Position Effect ( recency and primacy )
You will rememberthe beginning and end of a "list" more
readily.
2. Part Learning
Break up the "list" or "chunk" information to increase
memorization.

107. 3. Distributed Practice
- Break up the learning session, rather than crammingall the info in
at once ( Massed Practice)
4. Mnemonic Aids
- these are memory techniques that learners may employ to help
them retain and retrieverinformatiom more effectively. This includes
the loci techniques, acronyms, sentence constructionand ect.

108. MODULE 11:
Gagne's Conditions of Learning

109. Robert Mills Gagnè
• An American educational psychologist.
• He is known for Conditions of Learning
• He pioneered the Science of Instructions

110. C0nditions of learning
 Internal Conditions
- Capabilities that already exist in a learner before any new learning begins.
 External Conditions
- It includes different stimulus that exist outside the learner.

111. Gagne's Conditions of Learning
•

112. 1. Verbal Information
• This refers to the organize bodies of knowledge that we acquire. They may be
classified as names, facts , principles and generalizations.
2. Intellectual Skills
• It involves the use of symbols such as numbers and language to interact with
the environment.
• "Knowing how" or having procedural knowledge.

113. 3.Cognitive Strategies
Refer to the process that learners guide their lea
rning,
remembering and thinking.

114. 4. Attitude
• Mental states that influence the choices of personal actions
.
5. Motor Skills
• Executing movements in a number of organized motor act
s such as playing sports or driving a car.

115. 9 Events of Instruction

123. Thank you CMCian.
SOURCE: https://www.ncsl.org/