Activity:

RUN TO THE BOARD

STEPS:
1.Split students into 2 teams and give each a pen/marker with a different
color.
2.Divide the board into 2halves one for each team.
3. Give students a topic about the previous lesson
4.Instruct students that in the teams they must take up in turn to run into
the board and write that word that is related to the topic. Only one word
per person.
5. Once a person has written to the board he must pass the pen/marker
to the other person and again run to write another word to the board.
6. This must be done in just 3 minutes then count off the words per team.
The team with the most words WIN.
 Countdown Clock
Back to Clock Home By Dr. Jeff Ertzberger
Nature of Learning &
Theories of Learning
By: GROUP 1
LURUHAMA ABASOLA
JULIE CAGAPE
SUZETH ALVAREZ
 Nature of Learning
• Introduction:
• A new born child is helpless at birth. He depends upon
others. But in due course, he learns a number of things.
He learns to crawl, stand, walk, run, eat, speak, dress
etc. The process of learning continues till death. Even
an adult during the course of his daily routine goes on
learning and adding to his experience. Why does a
person learn? He learns because he has to make
adjustment in the changing environment. The stimulus
from the environment is there on the one hand.
• On the other hand, there are innate dispositions –
instincts and emotions. Guided by these dispositions a
person goes on learning i.e., constructing and
reconstructing his experience throughout his life, at all
its stages.
 What is • Is a long- lasting change in
behaviour as a result of experience.

learning? • Learning is the acquisition of

knowledge, attitudes and values,
emotional responses, and motor
skills, such as happiness and fear,
operating a computer keyboard or
driving a car.
• Defined as a relatively permanent
change in behaviour that occurs as a
result of experience.
• Experience alters behaviour.
 2 BASIC KINDS OF LEARNING
• Non- associative Learning - involves
learning about a single stimulus, and it
includes habituation, and sensitization.
• Associative Learning - It is much more
complicated than non-associative because it
involves learning relationship among events
such as classical conditioning and operant
conditioning.
Learning Theory
• It emphasizes the role of
experience, examining whether a
person’s behaviour is rewarded or
punished.
• People learn from watching
others around them.
5 Main Theories of
Learning
 • Learning and behaviour are
described and explained in
BEHAVIORISM terms of stimulus- response
relationships.
• Behaviourist believed that
people’s behaviour are a result
of their interaction with the
environment, specifically people
become conditioned or molded
to response in certain ways
based on responses like
feedback, praises and rewards.
Key Assumptions of Behaviorism
• Learning is described through stimuli
and responses
• Learning must involve a behavioural
change
• Learning must occur when stimulus
and response occur close together in
time.
• Animals and humans learn in similar
ways
 Major
Behaviourist: 1. John B. Watson(1878- 1958)
• The Father of Behaviourism.
• He believed that infant’s minds
were essentially “blank slates”
and argued that learning
determines what people will
become. He assumed that with
the correct techniques,
anything could be learned by
almost anyone.
 Major
Behaviourist: 2. Edward Thorndike(1874-1949).
• Born in Williamsburg,
Massachusetts
• Founder of behavioural
psychology
• He argues that learning takes
place through trial and error
method.
TRIAL AND ERROR • According to this theory when an
individual is placed in a new
LEARNING THEORY situation, he makes number of
random movements. Among them,
those which are unsuccessful are
eliminated and the successful ones
are fixed. Improvement takes place
through repetition.
• Thorndike studies the character of
trial and error learning in a number
of experiments on cats-using a box
which he called “puzzle box”.
 Major
Behaviourist: 3. Ivan Petrovitch Pavlov(1849- 1936)
• Russian Psychologist
• Described classical conditioning in
1899
• Experimented on the conditioned
and unconditioned reflexes on dogs
which influence training and
learning.
CLASSICAL CONDITIONING
LEARNING THEORY • This method of conditioning
got its name from the fact that,
it is a kind of learning situation
that existed in the early classical
experiments of Ivan Pavlov.
Pavlov described classical
conditioning as the association
of a stimulus with an
involuntary response. It focuses
on automatic, involuntary
behaviours. He noticed that a
neutral stimulus before a reflex
causes an association.
CLASSICAL CONDITIONING
Pavlovian Terms
LEARNING THEORY • Neutral Stimulus (NS): stimulus that does
not evoke a response
• Conditioned Stimulus (CS): stimulus that
evokes a response because it has been
repeatedly paired with an unconditioned
stimulus
• Unconditioned stimulus (US)/(UCS):
stimulus innately capable of eliciting a
response.
• Unconditioned Response (UR)/(UCR):
innate reflex response elicited by an
unconditioned stimulus
• Conditioned Response (CR): learned
response elicited by a conditioned
stimulus.
 Major
Behaviourist: 3. Burrhus Frederic Skinner (1904-1990)
• Born in Pennsylvania, USA
• American psychologist, inventor,
social philosopher, poet
• He developed the operant
conditioning model.
OPERANT CONDITIONING
THEORY
• This theory is also known as
“Instrumental
Conditioning”, because the
animals use certain
operations or actions as
instruments to find solution.
• BF Skinner described this
theory as the association of
voluntary behavior with the
consequence.
OPERANT CONDITIONING
THEORY • Skinner conducted his experiment
by placing a hungry rat in a box
called after his name “Skinner Box”.
This box was containing a lever and
a food tray in a corner of the box.
• It was so arranged, that the animal
was free to move inside the box, but
the pressing of the lever would get
the animal a pallet of food in a tray
as reinforcement.
• This is his basis of his famous
statement, “Rewarded behavior is
repeated”.
 COMPONENTS OF OPERANT
CONDITIONING
•
A. REINFORCEMENT- strengthen a responses
• Positive reinforcement- use in reward training. The addition
of stimulus.
• Negative reinforcement- used to stop undesired responses
or behaviours. The removal of stimulus.
• B. PUNISHMENT- Weakens a responses by adding and
removing of stimulus. A consequence that decreases the
future likelihood of the behavior that it follows.
 COMPONENTS OF
OPERANT CONDITIONING
OTHER THEORIES OF LEARNING:
• Learning by Insight ( Wolf
Gang Kohler) – Learning by
perceiving the relationship
in the scene and
understanding the situation
is insightful learning. Kohler
concluded that the
occurrence of insight to find
solution to a problem is
possible by perception of
the whole situation.
OTHER THEORIES OF LEARNING:
• Learning by Imitation – It is
the simplest method of
learning. Many of our day-
to-day’s activities are learnt
by imitating others.
Psychologist like Millar and
Dollard have tried to show
tendency to imitate is itself
a learned response and if
reinforced, the individual
will be more likely to
continue to imitate.
 BEHAVIORISM IN THE CLASSROOM
Roles of Instructors and students
A. INSTRUCTOR
• Passive control
• Role is to respond to learning and
demonstrate level of performance
on goals and objectives
B. STUDENT
• Instructor-centered
• Ability to modify behavior
• Use of behavior objectives
• Outcome-based
LEARNING SUITED TO BEHAVIORIST APPROACHES
Types of Learning and Instructional Strategies
Types of Learning Instructional Strategies
Recalling facts Drill
Defining concepts and explanation Behavioral objectives

Performing procedures

Behavioral VS Cognitive Learning

Behavioral
New behaviors are learned
Reinforcement strengthens responses
Teacher-centered instruction
Cognitive
Knowledge is learned
Reinforcement is feedback and
information
Student centered instruction
THANK YOU!
Group 1
Abasola, Luruhama
Alvarez, Suzeth
Cagape, Julie