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Pao Gil
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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.

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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.
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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.
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.
Behaviorism John Watson (18781959) 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.
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.
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.
CLASSICAL CONDITIONING
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.
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.
OPERANT CONDITIONING
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.
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.
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.
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.
CONSTRUCTIVISM
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Informal or post-modern theory In Marzanos 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.
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.
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BY: MR. AMELIL T. LUMENDA & MS. FATIMA JEAN T. FERRAREN

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  • 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 (18781959) 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.
  • 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.
  • 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.
  • 24. Informal or post-modern theory In Marzanos 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
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