2. Under the social learning theory, an
individual learns through observation and
imitation of others.
We learn not only how to perform a
behavior but also what will happen to us in
a specific situation if we do perform it.
4. Characteristics of Social Learning Theory
It is observational learning which consists
of four phases – attention, retention,
reproduction, and motivation.
9. Characteristics of Social Learning Theory
It is vicarious learning which is acquired
from observing the consequences of
other’s behavior.
It is self-regulated which occurs when one
evaluate his or her own behavior.
10. Models used in social learning are classified as :
Real-life (parents and teachers)
Symbolic (books)
Reprentional (films)
11. The components of successful modeling include:
Motivation – Pupils should know the reason why
they demonstrate the behavior of model.
Attention – It is important that students are
observing about what is being done.
Retention – Provide mechanisms to help learners
remember the behavior.
12. Motor Reproduction – Pupils must be
physically capable of the performing the
behavior.
Self Management – Learners should be
helped gain control of their own way of
learning.
14. Behavior is the function of the present life
space.
This theory has also extended the
concept of “wholeness” of the learning
condition by showing the role played by
the cultural and social environment in
determining what man responds to.
16. Learning is the most universal and important
occupation of a man. It is the great task of
childhood and youth.
This is the means of achieving progress in
any period in one’s life.
At every moment in his life, man engage to
some form of learning.
17. Learning is integrated, directed, systematic,
purposive, and ongoing process that occurs
in the individual that enables him to meet
specific objectives, fulfill his interest, and
satisfy his needs, and cope with problems
that confront him.
18. Conceptually, as viewed by educators, the
process of learning involves five well-defined
phases.
21. Goal-Setting
• Stage where the desire changes in attitude,
knowledge, skills, and behaviors are
explicitly stated.
22. New Behavior
• Stage where the individual learns, adapts,
and practices the newer knowledge,
attitudes, skills, and behaviors which are
desired.
23. Refreezing
• Stage where learning have found to be
relevant and beneficial and assimilated into
the learner’s ongoing frame work of
knowledge, attitudes, skill and behavior.
24. • Athikson and Shiffrin postulate information
processing theory as the individual learns
when the brain takes in information
(encoding), performs operation on it, stores
the information (storage), and retrieves it
when needed (retrieved).
27. Pattern of information processing
sensory registers
short term memory
long term memory
28. Concepts in cognitive theories of learning
perception - act of apprehending
storage - putting information in memory
encoding - changing the format
rehearsal - finding the information
retrieval - mental restoration
dual-coding - encodes the complex network
of images
29.
30. episodic memory - images relating to
personal experiences
semantic memory - stores facts and
information
procedural memory - keeps information
about how things are processed
32. Hold learner’s attention and interest in all
cognitive tasks.
Guide learners to assess learning materials
considered most important to learn.
Establish the basis of new learning
materials.
Concentrate on important and key concepts
and ideas.
33. Organize all important information to be
learned.
Confine processing to few information at a
time.
Employ interesting drill strategies and
approaches.
Develop skills of learners in forming images
of information they encounter.
35. CHRISTOPHER KLAUSMEIR, learning occurs as the
individual develops higher level skills that build successively
on lower skills.
TYPES OF LEARNING
1. SIGNAL LEARNING - when two stimuli are
simultaneously presented and the response
previously drawn only by the unconditioned
stimulus is also elicited by the newly conditioned
stimulus.
36. 2. STIMULUS RESPONSE LEARNING -
when a response to specific stimuli that
has been discriminated against from other
stimuli.
3. MOTOR CHAINS / VERBAL CHAINS
LEARNING - when two or more separated
motor/verbal responses may be combined
to develop a more complex learning skill.
37. 4. DISCRIMINATING LEARNING - when
discriminating a specific stimuli from other.
5. CONCEPT LEARNING - when making a common
response to stimuli that are different in various ways.
6. RULE LEARNING - when learning two or more
concepts in a given period of time.
7. PROBLEM SOLVING - this is learning to recall and
apply a rule.
39. observe sequence in teaching in terms of
level of learning skills and capabilities
required of the learner.
check learner's capabilities in each level of
the same lesson.
be sure that the prerequisite learning skills
are acquired before moving to the next.
41. Ausubel postulated meaningful learning
theory where an individual learns by relating
newly acquired information t what the learner
already knows.
The characteristics and concepts related to meaningful
learning theory are:
50. Metacognitive View of Learning
Ability to monitor one’s own cognition.
This is characterized by an awareness of
an ability to capitalize on one’s own
knowledge as applied to specific task.
51. Constructivist View of Learning
This theory states that learners must
individually discover and transform
information, check against old rule and
revise it when it no longer works.
52. Reception and Discovery Learning Theory
This is characterized by the use of
advanced organizers; the use of examples
and the focus on similarities and
differences.
It is important to present both examples
and non-examples to encourage learners
to make intuitive guesses.