Classical conditioning involves learning a response to a stimulus. Teachers can use classical conditioning techniques to shape student behavior. For example, a teacher could condition students to quiet down by consistently knocking on a table before instructing students to be quiet. Eventually, the students will learn to associate the knocking with quieting down. Operant conditioning uses reinforcement and punishment to change behavior. A teacher could positively reinforce a shy student for participating in group activities to help the student perform tasks alone in front of the class. Social learning theory emphasizes observational learning and modeling. For example, a student may start excelling in class from modeling another student's behavior and seeking approval from the teacher.

1. IVAN PAVLOV – CLASSICAL CONDITIONING - CLASSROOM IMPLICATIONS
Classicalconditioning is a form of behaviorism in which a specific stimulus produces a
predictable response.
It deals with reflexes, or responses that are evoked from a specific stimulus.
Learners can be trained to perform a certain task or response by providing some sort of trigger,
which maybe sound, picture, gesture, phrase etc.
The Teacher will… Then the students will…
Before Conditioning The teacher will knock three times on
the table.
The teacher will instruct the students to
quiet down.
The students will not get
quiet.
The students will get quiet.
During Conditioning The teacher will knock on the table
three times and instruct students to
quiet down
The students will get quiet
After Conditioning The teacher will knock on the table
three times.
The students will get quiet
(If the teacher is consistent and repetitive with these stimuli, eventually the students will
come to learn to behave properly through classical conditioning.)

2. The teacher will… Then the students will…
Before Conditioning The teacher will call the timid student in
front of the class to perform a task.
The timid learner will not
perform the task.
During Conditioning The teacher will group the timid learner
with other students to perform a task in
front of the class.
The timid learner will
participate with the group
performance task.
After Conditioning The teacher will call the timid learner in
front of the class to perform a task.
The timid learner can now
perform the task alone.
(By creating a condition where students are made to perform in a group, students can
overcome such anxiety-provoking situations. In the long run, students learn to speak in front
of a mass, and help to be relaxed and calm.)

3. EDWARD L. THORNDIKE – CONNECTIONISM THEORY –CLASSROOM
IMPLICATIONS
Thorndike’s Theory on Connectionism, states that learning has taken place when a strong
connection or bond between stimulus and response is formed.
A stimulus is something that causes a reaction, and a response is just a reaction to a stimulus.
LAW OF EFFECT
The students who has been unceasingly diligent in pursuing a good standing in the class will be
rewarded by the teacher by way of giving them good grades, by acknowledging their effort
through certificates of recognition, awards and honors. Through these stimuli the teachers
motivate their students to a positive response.
To keep learning pleasant and to maintain student motivation, a teacher should make positive
comments about the student’s progress before discussing areas that need improving. A
classroom teacher has an opportunity to do this during their class.
For example, Ms. Gutierrez praises Venus on how she present her report during class, but offers
constructive comments on how to properly pronounced some words during her class reporting.
Thorndike found that negative rewards or punishment do not necessarily weaken bonds, and
that some seemingly pleasurable rewards do not necessarily motivate performance.

4. LAW EXERCISE
Example of Thorndike’s Law of Exercise is when the teacher pays a particular attention to
his/her students who has difficulty in reading an English book. The teacher will give time to
students to read an English book orally in a regular basis during class, so then the students
could exercise or practice how to read an English book with his/her supervision therefore the
teacher can correct mispronounced words that his/her student was reading. By doing this,
other students in the class who also did not know how to correctly pronounce a particular word
will also know the proper pronunciation of that word.
Note that the teacher should not simply concentrate on how students read the book, but the
teacher should also observe if the learners are able to comprehend what they were reading.
(Thorndike found that practice without feedback or a criticism that is given to someone to say
what can be done to improve a performance does not necessarily enhance the outcome.

5. LAW OF READINESS
One of the illustrations of Thorndike’s Law of Readiness in a Classroomsettings is when the
teacher announces the examination date ahead of time, so his/her students could prepare
themselves for the upcoming examination.
Another example is when the teacher introduce his/her students what are the things that they
are going to tackle prior to the actual teaching period, in that way the students will have an
idea regarding the new lesson, as such students will be able to prepare themselves for the new
topics that will be taught by their teacher.
For example Ms. Gutierrez told her students to study Behaviorism before they are going to
discuss it next week.
Students best acquire new knowledge when they see a clear reason for doing so, often show a
strong interest in learning what they believe they need to know next, and tend to set aside
things for which they see no immediate need.

6. BURRHUS FREDERICK SKINNER – OPERANT CONDITIONING – CLASSROOM
IMPLICATIONS
Operant Conditioning is based upon the notion that learning is a result of change overt
behavior. Changes in behavior are the result of an individual’s response to events that occur in
the environment.
Reinforcement
Is anything that strengthens the desired response
Positive
Reinforcer
An example of Positive Reinforcement is when a teacher told his/her students
that he/she would definitely give an extra point to learners who will pass their
project earlier than the said deadline.
Positive Reinforcer is any stimulus that is given or added to increase the
response.
Negative
Reinforcer
An example of Negative Reinforcement is when a teacher says that he/she will
no longer give a final exam to his/her students because he/she will give them
a brief test each time that they are conducting class lessons.

7. Negative Reinforcer is any stimulus that results in the increased frequency of a
response when it is withdrawn or removed.
Punishment An example of punishment would be a student who is absent from the class
for more than three times without a valid excused or reason would be
punished by giving them low score on their final grades.
Punishment is a consequence intended to result in reduced responses.

8. Extinction or
Non -
Reinforcemen
t
For example by not giving in with the alibis of the students for frequently
missing the class, may extinguish the habitual tardiness of the students.
Responses that are not reinforced are not likely to be repeated.
Shaping of
Behavior
A good illustration of shaping the behavior is when a teacher is trying to teach
a kindergarten student to recite in front of the whole classroom. Given that
the student is a shy kid, the student would not be able to recite right away. So,
instead of promising the student some reward for reciting in front of the
whole class, the rewards will be given each successive act from the student.
Like, giving a reward when she stands in front of the class. Next is when she
started to recite. And, finally when she is finished to recite.
In shaping, the form of an existing response is gradually changed across
successive trials towards a desired target behavior by rewarding exact
segments of behavior.

9. Behavioral
Chaining
Example of Behavioral Chaining is when a teacher is teaching a preschooler to
count from One to Ten, the student start with ”One”, then “Two”, then
“Three”, then “Four”, “Five” and so on until the student completed at 10.
Each step serves as a cue for the next step. A preschooler would master each
step in sequence until the entire sequences are learned.
A behavior chain is a series of related behaviors, each of which provides the
cue for the next and the last that produces a reinforcer.

10. EDWARD CHACE TOLMAN – PURPOSIVE BEHAVIORISM – CLASSROOM
IMPLICATIONS
Purposive Behaviorism has also been referred to as Sign Learning Theory and is often seen as
the link between behaviorism and cognitive theory.
Tolman’s theory was founded on two psychological views: those of Gestalt psychologists and
those of John Watson, the behaviorist.
Edward Chace Tolman’s Key Concepts
Goal-
Directedness
The teacher will ask the students what are the things that they want to
achieve in life, and base on that goal, they must work hard for it for them to
achieve their goal.
Tolman asserted that learning is always purposive and goal-directed.
Cognitive
Maps
The teacher will give an activity to the students and ask them to accomplish it
the way they seem fit to their built prior knowledge.

11. Tolman found out that learners will help them perform well on the maze.
Latent
Learning
During cookery class, the students watched their teachers demonstrate ways
to cook a food several times. During their performance they were able to cook
it well even without a recipe.
Latent learnings a kind of learning that remains or stays with the individual
until needed.

12. Intervening
Variables
A student doesn’t like reviewing before the exams, when castigated by the
teacher that if he/she failed one more time, he/she will fail the subject,
because of that the student started to review to get higher scores.
Intervening variables that are not readily seen but serve as determinants of
behavior.

13. EDWARD BANDURA –PURPOSIVEBEHAVIORISM –CLASSROOMIMPLICATIONS
Social learning theory focuses on the learning that occur social context. It considers that people
learn from one another, including such concepts as observational learning, imitation, and
modelling.
Possible Reinforcements and Punishments for Modelling
Bandura suggested that the environment also reinforces modelling.
The Observer is Reinforced
by the Model.
For example, a student who started to excel in his/her class to
feel like he/she belongs to her friends got praised by the teacher
because of the modeled behavior.
The Enforcer is Reinforced
by a Third Person.
For example, an outstanding class leader or student, the teacher
notices this and compliments or praises the observer for
modelling such behavior thus reinforcing the behavior.

14. The Imitated Behavior
Itself Leads to Reinforcing
Consequences.
For example, the student noticed that his/her classmates that
attended the intervention classes got higher score in their exam,
because of that the student also started to attend their
intervention classes and in return got higher scores.
Vicarious Reinforcement For example a group of students saw another group of students
being praised for picking up pieces of trash around the classroom,
in return, even without being reinforced, they started swiping
and mopping the floor.
In vicarious reinforcement, consequences of the model’s
behavior affect the observer’s behavior vicariously. This is where
the model is reinforced for a response and then the observer
shows an increase in that same response.

15. Conditions necessary for effective modelling to occur
Bandura mentioned fourconditions that are necessary before an individual can successfully
model the behavior of someone else.
Attention
The person must pay attention to the model.
Retention The student is always seeing the outstanding student reviewing before
the exam and getting good grades, in result he remembered to start
reviewing before an exam as well.

16. The observer must be able to remember the behavior that has been
observed.
Motor reproduction The student started to review as well before an exam and as a result
the student got good grades.
The observer has to be able to replicate the action.
Motivation Because of the good result got from the first time the student
reviewed, the student started reviewing before all of the exams.
Learners must want to demonstrate what they have learned.

17. GESTALT PSYCHOLOGY –COGNITIVE PERSPECTIVE – CLASSROOM IMPLICATIONS
Gestalt theory was the 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”.
Gestalt Principles
According to the gestalt psychologists, the way we form our perceptions are guided by certain
principles or laws. These principles or laws determine what we see or make of things or
situations we meet.
Law of Proximity
Example of this is when the teacher relates photosynthesis with the
students’ background information on the respiratory system.
Elements that are closer together will be perceived as a coherent
object
Law of Similarity
The teacher will teach first the English alphabet, followed by their
sound of each letter, before teaching the students how to read
English words.

18. Elements that look similar will be perceived as part of the same form.
Law of Closure
Example of this is when the students tend to complete the sentences
given by the teacher based on their understanding of its context.
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
The student saw a pattern in the answers of their exams, therefore
**the student followed the pattern in answering their exam

19. Individuals have the tendency to continue contours whenever the
elements of the pattern establish an implied direction.
Law of Good Pragnanz
The teacher showed a complex image and asked the students to
explain it based on their own simple understanding.
The stimulus will be organized into as good a figure as possible.
Law of Figure/Ground
The most important ideas and words in the hand-outs given by the
teacher were written in bold.

20. We tend to pay attention and perceive things in the foreground first, a
stimulus will be perceived as separate from its ground.

21. INFORMATION PROCESSING –CLASSROOM IMPLICATION
Information processing is a cognitive theoretical framework that focuses on how knowledge
enters and is stored in and is retrieved from our memory.
Stages in the Information Processing Theory
The stages of IPT involve the functioning of the senses, sensory register, short – term memory
and the long – term memory.
Encoding
An example of this is when the teacher taught that day’s lesson to the
class.
Information is sensed, perceived, and attended to.
Storage
An example of this is when the student remembered the lesson taught
by the teacher.

22. The information is stored for either a brief or extended period of time,
depending upon the processes following encoding.
Retrieval
An example of this is when the student retrieved the information stored
through answering their exam.
The information is brought back at the appropriate time and reactivated
for use on a current task.

23. ROBERTM. GAGNE - CONDITION OF LEARNING –CLASSROOMIMPLICATION
In his theory, Gagne specified several different types or level of learning. He stressed that
different internal and external conditions are needed for each type of learning, thus this theory
is called conditions of learning.
Gagne’s Nine Events of Instruction
These events should satisfy or provide the necessary conditions for learning and serve as the
basis for designing instruction and selecting appropriate media.
Gaining Attention
The teacher gave a game in the form of a crossword puzzle activity
which contains the vocabulary words that they will be studying for
today.
Informing the Learner
of the Objective
Teacher says, “Today we are going to create sentences using the new
words that we will be defining through the help of this story”

24. Stimulating Recall of
Prior Learning
The teacher will then asked the students for their ideas with regards
on the meaning of the words based on their prior readings.
Presenting the
Stimulus
The teacher will give sample sentences containing the vocabulary
words learned.

25. Providing Learner
Guidance
The teacher will show how to create sentences using the different
newly-learned words.
Eliciting Performance
The teacher asked the students to name the different parts of a
sentence.
Giving Feedback
Teacher gives immediate feedback to learners after eliciting responses.
Assessing
Performance
Assign a practice activity – Create different sentences using the
different vocabulary words.

26. Enhancing Retention
and Transfer
For example, teacher asks learners to create paragraphs using the
different vocabulary words learned.

27. DAVID P. AUSUBEL - MEANINGFUL VERBAL LEARNING –CLASSROOM
IMPLICATION
The main theme of Ausubel’s theory is that knowledge is hierarchically organized; that new
information is meaningful to the extent that it can be related to what is already known.
Meaningful Learning
Meaningful learning can take place through four processes:
Derivative subsumption
In a science class, the students know that mangoes are green,
the teacher showed a picture of an Indian mango which
conforms to their standard of mangoes. The students acquired
new knowledge about mangoes that answers to their original
idea.
Describes the situation in which the new information you learn
is an example of a concept that you have already learned.
Correlative subsumption
The teacher showed a picture of an apple mango, they asked
how did it became a mango when its color is red, the teacher
then explained that not all mangoes are green, there are certain
species of mangoes that have different color. After the lesson,
the learners attached their newly gathered information to their
prior knowledge about mangoes.

28. Enriches the higher – level concept
Superordinate learning
The teacher asked the students to give different names of
person, place, things, ideas, or feelings. All of the students know
that the words they had given are names. The teacher then
explained that those names are called nouns in general.
Specific to general
Combinatorial learning
The teacher taught the students to read English words and
relate to their lessons in phonemes.
This is when newly – acquired information combines with prior
knowledge to enrich the understanding of both concepts.

29. JEROME BRUNER - CONSTRUCTIVIST THEORY – CLASSROOM IMPLICATION
Jerome Bruner was one of the first proponents of constructivism. A major theme in the theory
of Bruner is that learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
Theory of Instruction
Bruner states that a theory of instruction should address four major aspects
Predisposition to Learn
A kindergarten teacher taught the English alphabet to the
students to prepare them for learning different words.
“readiness for learning”
Structure of Knowledge
The teacher taught the students the relationship between
different shapes.
The ways in which a body of knowledge can be structured so
that it can be most readily grasped by the learner.
Effective Sequencing
The kindergarten teacher first taught the letter of the
alphabet, followed by the phonemes, then lastly, word
samples for each letter and sound.

30. Refers to the idea of revisiting basic ideas over and over,
building upon them and elaborating to the level of full
understanding and mastery.
Reinforcement
The student was given a treat every time he/she answered the
teacher’s questions and additional questions to answer
whenever he/she cannot.
Rewards and punishments should be selected and paced
appropriately.

31. TRANSFER OF LEARNING –CLASSROOM IMPLICATION
Transfer of learning happens when learning in one context or with one set of materials
affects performance in another context or with another related material.
Types of Transfer
Positive Transfer
For example, a teacher in a Physics class noticed that the
students who has a good skills in solving mathematical problems
got higher scores in solving different equations in physics.
Positive transfer occurs when learning in one context improves
performance in some other context.
Negative Transfer
A Filipino teacher noticed that her students who got used in
speaking English is having a hard time in formulating sentences
in Filipino.

32. Negative transfer occurs when learning in one context impacts
negatively on performance in another.
Near Transfer
A science teacher noticed that students tend to get higher
scores in long examinations if the questions used were also the
same questions used during quizzes.
Near transfer refers to transfer between similar contexts.
Far Transfer
A teacher connected the short story “A Giving Tree” to lessons
in Multi-cultural classroomhandling.

33. BENJAMIN BLOOM- TAXONOMY OF OBJECTIVES – CLASSROOM IMPLICATION
Bloom’s taxonomy was a model that described the different levels of learning outcomes that
target what skills and competencies the teachers aim to develop in the learners.
Bloom’s Revised Taxonomy of Objectives
Remember
The teacher asked the students to recite the different Subject-
Verb Agreement rules.
Understand
The teacher asked the students to explain the different S-V-A
rules.
Apply
The teacher will asked the student to complete the sentence by
choosing the correct form of the verb based on the different S-
V-A rules.

34. Analyze
The teacher will ask the students to justify their answer by
analyzing the sentence formed.
Evaluate
The teacher will check the answer of the students and explain
possible errors committed by the students.
Create
The teacher will ask the students to create and formulate their
own sentences.

35. ROBERTJ. STERNBERGS SUCCESSFUL INTELLIGENCETHEORY AND WICS MODEL –
CLASSROOM IMPLICATION
In the WICS model, intelligence is viewed as a set of fluid abilities to learn from experience and
to adapt to one’s surroundings. WICS stands for wisdom, intelligence, creativity, and
synthesized.
Applying the WICS Model
One way that you can apply the WICS Model in instruction is when you reflect and make
choices on the tasks and activities that you will give toteach and assess your students. You
may choose to each analytically, creatively, practically, as well as teach for wisdom.
Teach Analytically
The teacher asked the students to analyze and create a book
review of the classic novel Romeo and Juliet.
Teach Creatively
The teacher asked the students to think of the different
possibilities that may happen if the supercontinent Pangea did
not break apart.

36. Teach Practically
The teacher asked the education students to create classroom
rules based on their knowledge in classroom management.
Teach for Wisdom
The teacher asked the students to think of ways that they can
do to help improve their way of living

37. PROBLEM SOLVING AND CREATIVITY –CLASSROOM IMPLICATIONS
Problem solving and creativity go hand in hand. You need to be creative in order to solve a
problem. It is unfortunate that these are not adequately taught in the classroom.
Creative Problem Solving
Creative Problem Solving is an international process for solving problems and discovering
opportunities. It espouses the use of creativity in coming with solutions which are not only
novel but practical as well.
Step 1: Mess finding
The teacher asked the students for the things around them that
they want to change or improve.
Step 2: Data finding
The teacher then asked students to gather data related to the
problems or things that they want to improve.

38. Step 3: Problem finding
The teacher then asked the student to formulate a title for the
problem that they to want to change or improve to better help
in data gathering.
Step 4: Idea finding
The teacher then asked the students to brain storm with their
group to formulate concrete ideas about their topic.
Step 5: Solution finding
After concretizing the ideas, the teacher then asked the students
to suggest possible solutions to their formulated problems.
Step 6: Acceptance finding
Lastly, the teacher will ask the students to think of ways how can
their formulated solution be applied to solve their identified
problem.