PROF.ED.

163
FACILITATING LEARNER-CENTERED TEACHING

PREPARED AND TEACHED BY:

MRS. ELENA B. DELA CERNA
 CHAPTER 1
Lesson 1: Learning Principles Associated to Cognitive,
Metacognitive, Motivational, and Affective Factors Cognitive and
Metacognitive Factors
1.The learning of complicated subject matter is most effective when it is
intentional process of constructing meaning from information and experience
2.The successful learner, overtime and with support and instructional guidance,
can create meaningful, coherent representation of knowledge
3.The successful learner can link new information with existing knowledge in
meaningful ways.
4.The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
5. Higher - order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
6. Learning is influenced by environmental factors, including culture, technology,
and instructional practices.

Motivational and Affective Factors:

1.What and how much are learned are influenced by the learner's motivation.
2. The learner's creativity, higher- order thinking, and natural curiosity all
contribute to the motivation to learn 3. Acquisition of sophisticated knowledge
and skills requires extensive learner's effort and guided practice .

Lesson 2: Learning Principles on Development Social, and Individual Differences

1.As individuals develop, there are different opportunities and constraints for
learning.
2. Learning is influenced by social interactions, interpersonal relations, and
communication with others.
3. Learners have different strategies, approaches and capabilities for learning that
are a function of prior experience and heredity
4. Learning is most effective when differences in learners' linguistic, cultural, and
social backgrounds are taken into account.
5. Setting appropriately high and challenging standards and assessing the learner as
well as the learning progress - including diagnostic process and outcome
assessment - are integral parts of the learning process.
ACTIVITY:
Follow the direction. Read and analyze the statements. If true, write YES after the item; if false, write
N O.
1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
2. The motivation of a learner from the urban community is similar to that from the rural areas
3. The development of higher- order thinking skills is attainable among the lower years.
4. Making learning alive and active initiates student’s positive. love for the subject.
5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior high
school level.
6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners.
7. The assistance of a more advanced student to a slow learner in explaining the lesson is defeating
the purpose of active engagement of the learner.
8. Praising a slow learner for a little effort exerted is a steppingstone for his or her progress 9. Using
new technologies in the classroom has more disadvantages and advantages as learners are
overwhelmed.
10. A teacher who facilitates learning becomes the main source of knowledge in every lesson in
class.

PO, MA. MELANIE L.

1. Differentiated instruction attempts to resolve diversity of learners in the classroom. -YES 2. The
motivation of a learner from the urban community is similar to that from the rural areas -NO
3. The development of higher- order thinking skills is attainable among the lower years. -YES
4. Making learning alive and active initiates student’s positive .love for the subject. -YES
5. Verbal reinforcements ,as they seem fitted for the elementary level , are avoided in the senior high
school level. –
NO 6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners. -
YES
7. The assistance of a more advanced student to a slow learner in explaining the lesson is defeating
the purpose of active engagement of the learner. -NO
8. Praising a slow learner for a little effort exerted is a stepping stone for his or her progress -YES
9. Using new technologies in the classroom has more disadvantages and advantages as learners are
overwhelmed. -YES
10. A teacher who facilitates learning becomes the main source of knowledge in every lesson in class
. -YES

Activity 2: Put a check mark before each item if the teaching practice satisfies the development
and social factors, and individual differences of learning; put an x mark if not.

1. A teacher varies the level of difficulty of the same task for bright and slow learners.
2. A teacher allows a learner in Social Science to explain the answer to the question in the dialect in
which learner is fluent and the class understands.
3. Mr. Ramos asks far- sighted learners to be seated in front. 4. Mrs. Jurado tolerates the minor
misbehavior of a learner.
5. Miss Renate discourages the use of local materials in the Art projects of her learners.
6. A teacher cites cultural practices of the students as examples of learning.
7. Mr. Ruma asks the fast learners to coach or mentor the learner’s needing assistance.
8. Miss Pascual tells Rema, the class singer.to enroll in the Special Program for the Arts track.
9. Girlie was told by the teacher to concentrate on academics, not on the school paper assignment.
10. The Science teacher asks for the help of the school nurse to explain fertilization.

Po,Ma.Melanie L.
Activity 2 : Put a check mark before each item if the teaching practice satisfies the development and
social factors, and individual differences of learning ; put an x mark if not.

✓ 1. A teacher varies the level of difficulty of the same task for bright and slow learners.
✓ 2. A teacher allows a learner in Social Science to explain the answer to the question in the dialect
in which learner is fluent and the class understands.
x 3. Mr Ramos asks far- sighted learners to be seated in front.
x 4. Mrs Jurado tolerates the minor misbehavior of a learner.
x 5. Miss Renante discourages the use of local materials in the Art projects of her learners.
✓ 6. A teacher cites cultural practices of the students as examples of learning.
✓ 7. Mr. Ruma asks the fast learners to coach or mentor the learners needing assistance.
✓ 8. Miss Pascual tells Rema ,the class singer to enroll in the Special Program for the Arts track.
x 9. Girlie was told by the teacher to concentrate on academics, not on the, school paper assignment.
✓ 10. The Science teacher asks for the help of the school nurse to explain fertilization.

Chapter 2 : Metacognition: Thinking About Thinking

Lesson 1:
Metacognition and Metacognitive Knowledge Metacognition - simply stated, metacognition is
“knowledge and cognition about cognitive phenomena”. This is attributed to Flavell. The meaning
metamorphosed into “thinking about thinking,” knowing about knowing,” and “cognition about
cognition.”

Components of Metacognition:
1. Declarative knowledge or personal knowledge. This is learner’s knowledge about anything.
2. Procedural knowledge or task knowledge. This involves the knowledge of how to do things and
how skills or competencies are executed.
3. Conditional knowledge or strategy knowledge. This refers to the ability to know when and why
various cognitive acts should be applied.

Metacognitive knowledge is the result of an individual’s metacognitive experiences. Metacognitive

knowledge depends so much on the learner’s metamemory. Two aspects of metacognitive
instructions:
1. Content knowledge (concepts, facts, procedures)
2. Strategic knowledge (heuristic, metacognitive, learning)

Activity 1
Identify if the following thoughts are more a declarative, procedural, or conditional knowledge.
Write your answers on a separate sheet of paper.
1. I know that the context of this problem is not suited to the theory
2. There are three ways to solve these problems.

3
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
5. This is an irregular verb, thus adding - ed to the word to make it past tense does not apply.

Lesson 2: Metacognitive Regulation and Control Metacognitive regulation the 2nd element
of metacognition.

Metacognitive knowledge refers to learners' knowledge or beliefs about the factors that affect
cognitive skills metacognitive regulation pertains to the student’s ability to keep track of (monitor)
and assess their knowledge or learning.

This includes the ability it finds out what, when and how to use a particular skill for a given task. Self
- regulation is essential in metacognition. Metacognitive regulation involves three processes: setting
goals and planning, monitoring, and controlling learning and evaluating own regulation. Planning
involves the selection of appropriate strategies and the allocation of resources that affect
performance. It is considered a central part of student's ability to control their learning processes and
to learn the outcomes through deliberate self- regulatory decisions and actions.
Monitoring refers to one's ongoing awareness and task performance. Evaluating assessing knowledge
or learning. It is to appraise the products and efficiency of one ‘ds learning. It involves ability to
evaluate how well the strategies are used to lead to the solution of the problem or completion of the
task. Likewise, it tells whether the procedure resulted to the correct answer or a different answer.

Activity 1
Classify the ff. questions/statements if the learners are engaged in planning monitoring or evaluating
phases of metacognitive regulation and control. Write your answer in a separate sheet of paper.
1.Is this strategy leading me to the correct answer?
2. My answer does not meet the standards in this scoring rubric.
3. What strategy is best for this type of problem?
4. What does this task expect me to produce?
5. The teacher is nodding as I speak. I am right in organizing my answer.

Lesson 3 : Metacognitive Instruction Principles of Metacognitive Instruction

1.Embeddec in the context of the task at hand in order to allow for connecting task specific condition
knowledge to the procedural knowledge of "How" the skill is applied in the context of the task.
2. Learners should be informed about the benefit of applying metacognitive skills in order to make
them exert the initial extra effort
3. Instruction and training should be stretched over time, thus allowing for the formation of
production rules, and ensuring the smooth and maintained application of metacognitive skills
Metacognitive Teaching Strategies:
1. Think aloud (What do I know?)
2.Journalizing (What I want to know)
3. Error Analysis (How do I find out?)
4. Wrapper (What have I learned?)
5. Peer mentoring (What action will take/What new questions do I have?)
KWHLAQ chart a variant of KWL chart - useful during the planning, monitoring, and evaluating
phases of metacognition.

Activity

Identify the metacognitive teaching strategy used based on the description given

1. Mrs. Cruz asks her Mathematics learners, "Give me one significant learning you derive from this
lesson.
2. Mr. Ravena groups his learners into two with each member inquiring how the other has arrived at
the measures to combat air pollution.
3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit learners' prior
knowledge about the topic for discussion
4. Miss Tomas assigns EPP learners to reflect on the learnings in class, and what these meant to them
as a member of the family.
5. To process their thinking Mr. Paraiso asks learners she failed to get the answer correctly to identify
the reason how and why they went wrong.

Chapter 3
Cognitive Learning Theories
Cognitive learning defined by an electronic dictionary, as " the mental action or process of
acquiring knowledge and understanding through thought, experience, and the senses”. Thus,
learners are viewed to learn by using their brains.
Lesson 1: Piaget's Cognitive Development Theory
Accdg. to Piaget cognitive development is influenced by biological maturation and their interaction
with the environment. How Learning Occurs?

Cognitive development happens as Piaget introduced the concept of Schema Assimilation

Accommodation Stages of Cognitive Development:

1. Sensorimotor (0-2 years)

2. Preoperational (2-7 years)
3. Concrete Optional (7-11 years)
4. Formal Operational (12years and up)
 Piaget's Conservation Tasks Conservation Tasks Number
Liquid
Mass
Area
Age of Acquisition Number and Liquid - 6 to 7 y and Mass Area - 8 to 10

Teaching Implications of Piaget's Cognitive Development Theory Berk (2013)

Provided a summary of teaching implications derived

Piaget's theory of cognitive development:
1. A focus on the process of children' thinking not just its products.
2. Recognition of the crucial role of children' self - initiative, active involvement in learning
activities.
3. A de-emphasis on practices aimed at making children adult-like in their thinking
4. Acceptance of individual differences in
development progress Webb (1980) recommended some considerations for teachers in their
teaching practices:
1. Consider the stage characteristics of the student's thought processes in planning learning activities
2. Use a wide variety of experiences rather than drill on specific tasks to maximize cognitive
development
3. Do not assume that reaching adolescence or adulthood guarantees the ability to perform formal
operations
4. Remember that each structure each learning situation in terms of schemata; therefore, no two
persons will derive the same meaning or benefit from a given experience.
5. Individualize learning experiences so that each student is working at a level that is high enough to
be challenging and realistic enough to prevent excessive frustration.
6. Provide experience necessary for the development of concepts before the use of these concepts in
language
7 Consider learning an active restructuring of thought rather than an increase in content. 8.Make full
use of wrong answers by helping the student analyze his or her thinking to retain the correct elements
and revise the miscomprehensions.
9. Evaluate each student in terms of improving his or her performance.
10. Avoid overuse of materials that are so highly structured that creative thought is discouraged
11. Use social interaction in learning experiences to promote increase in both interest and
comprehension.

Activity1:

1. John claims that 5+3 and 3 + 5 are both equal to 8.

2. Susan peeped under the cabinet where her ball rolled in.
3. Kenneth reads the days of the week in the calendar from left to right.
4. Rocky argues that the 4Ps program has more disadvantages than advantages.
5. Mary insists that her rules must be followed.
6. Enzo does not envy his younger brother who received five one- peso while he has one five-peso
coin
7. Josie grabs the milk bottle of the baby next beside her.
8. Renzo explains that the cold water comes from the block of ice that melted.
9. Teresa groups tamarind, santol Kamias and pomelo together.
10. Three-year-old Kenjie names the picture of a bird correctly. Identify the mental abilities the
learners possess based on the descriptions provided.

Lesson 2: Vygotsky ‘s Sociocultural Theory of Cognitive Development Sociocultural Theory

— This was formulated by Lev Semenov ich Vygotsky, a Russian psychologist. A social interaction
mediated through language., a key factor in the child’s development.
The Role of Social Interaction The use of MKO (more knowledgeable others) The Role of Language
plays multiple roles, including culturally shaping the overt behavior of individuals as well as
influencing their covert behavior, such as thinking.

Three stages of speech development:

1. Social or External Speech—thinking not related to speech or thinking in the form of images,
emotions.
2. Egocentric speech — thinking out loud or talking to oneself
3. Inner speech — speech internalized or speech guides thinking,
4.Behavior Zone of Proximal Development. — help the child move from the level of current
independent performance to the level of potential performance achieved.

Scaffolding an intervention to reach the zone of potential development. Teaching Implications

of Vygotsky ‘s Theory
1. Instruction can be planned to provide practice within the ZPD for individual children or groups of
children.
2. Scaffolding provides hints and prompts at different levels.
3. Cooperative learning activities can be planned with groups of children at different levels who can
be help each other to learn.

Activity 1:
Tell whether the statement depict practices supportive of cognitive development according to the
sociocultural theory of Vygotsky. Write S(supportive) if the stated action supports cognitive
development, NS if not supportive. Write your answer after the question.

1. Father models to his son how to saw wood.

2. Mrs. Reyes permits the learners to use trial and error to solve a difficult task.
3. Mr. Cruz requests Jose’s parents to tutor his son.
4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach him to divide.
5. Ann asks why Mom has to peel the carrot; her mom has no time to explain.
6. After one example of adding binomial, Mr. Andres gives board exercises.
7. Instead of confiscating cell phones, Mr. Cruz uses them to test spelling among learners.
8. Expensive toys bought by the mother are just for display, not for her child’s play.
9. Miss Melad groups the class by two’s, with members critiquing each other’s work.
10. Mr. Rival relies on peer tutors in enhancing poor learner’s achievement.
Graphic Organizers - visual illustrations displaying the relationship between facts, information,
ideas, or concepts.

KWHLAQ chart matrix

K - What do I KNOW?
W- What do I WANT to know??
H - How do I find out? L - What have I Learned?
A- What Action will I take?
Q - What new QUESTIONS do I have?

Lesson 3: Information Processing Theory Nature of Information Processing

This is developed by American psychologist George A. Miller, the information processing theory
(IPT) of cognitive development pertains to the study and analysis of what occurs in a person’s mind
as one receives information.

Common assumptions on different theories:

1. Information processing occurs in stages that intervene between receiving a stimulus and producing
a response.
2. It is analogous to computer processing.

Basic Components of the IPT Model Input Stimulus Smell Touch Hear Taste See Sensory
memory - state in which the stimuli sensed are temporarily held in mere seconds for the information
to be processed further.
Short term memory - a temporary memory while the information is given further processing before
transferred to long term memory. Before information is transferred to long term memory two
strategies involved:
Rehearsal Encoding or elaboration Maintenance rehearsal involves repetition of the information
to sustain its maintenance in the short-term memory.
Elaborative rehearsal- process of relating new information to what is already known and stored in
the long-term memory to make new information significant.
Use of mnemonic devices Imagery Long - term memory- storehouse of information transferred
from short term memory.

Varied contents of information are stored namely:

1.Semantic memory -the memory for ideas, words, facts, and concepts that are not part of the
person’s own experience
2. Episodic memory - includes events that happened in a person’ life, connected to a specific time
and place.
3. Procedural memory - how to do things
4. Imagery - refers to mental images of what is known. Retrieving Information from the Long -
term memory Retrieval of information from the long-term memory entails bringing to mind the
previously acquired information to understand new input or to make a response.
1. Recalling (free recall or cued recall)
2. Recognition Forgetting- loss of information either in the sensory memory, short term memory or
long-term memory. Interference is the process that occurs when remembering certain information
hampered by the presence of another information.

Three aspects of interference:

1.retroactive interference
2 proactive interferences
3.time delay

Lesson 4: Problem Solving and Creativity Problem Solving

- a cognitive processing directed at achieving a goal for which the problem solver does not initially
know a solution method.
Four major elements namely:
1. Cognitive - problem solving occurs within the problem solver’s cognitive system and can only be
inferred indirectly from the solver’s behavior.
2. Process- involves mental computations in which an operation is applied to a mental
representation, sometimes resulting in the creation of new mental representation.
3. Directed - aimed at achieving a goal.
4. Personal - depends on the existing knowledge of the problem solver so that what is a problem for
one problem solver may not be a problem for someone who already know a solution method.

Types of Problems:
1.Well-defined problem (Robertson) - provides all the information required to solve it.
2. Ill- defined problem - a complex problem Common approach to problem solving is the behaviorist
approach. Problem-solving Cycle 1. Identify the problem and opportunities 2. Define goals
3. Explore possible strategies
4. Anticipate outcomes and act
5. Look back and learn Barriers to Problem Solving
 Mental set
 Functional fixedness
 Failure to distinguish relevant and irrelevant information Creativity in Problem Solving 1.
Developmental
2. Cognitive Several Processes of Creativity
1.fluency
2.flexibility
3.originality
4. elaboration Creative Process / Stages of Creative Process
1. Preparation
2 Incubation
3. Illumination
4 Verification Transfer of Learning in Problem Solving and Creativity
1.Near transfer and far transfer
2. Positive and negative transfer
3. Vertical and lateral transfer
4 Neutral or zero transfer Classroom Applications of Cognitive
Learning Theories:
 1. Ask students if they understand the problem
2. Encourage attempts to see the problem from different
angles.
3. Let student’s think; do not just hand them solutions
4. Help students develop systematic ways of considering
5. Teach heuristics.

Recommended Strategies:
1. Accept and encourage divergent thinking.
2. Tolerate dissent.
3. Encourage students to trust their judgment.
4. Emphasize that everyone is capable of creativity in some form.
5. Provide time, space, and materials to support projects.
6. Be a stimulus for creative thinking.
7. Capitalize on new technology. Strategies in teaching- learning to promote transfer of
learning.
1. Keep families informed about the student’ curriculum so they can support their
learning.
2. Give families ideas on how they might encourage their children to practice, extend, or
apply what they learn from school.
3. Show connections between learning in school and life outside of school.
4. Partner with families in practicing learning strategies.

Activity1:
Identify the term described in the statement. Write your answer in another sheet of paper.

1. The production of something novel and useful to address a problem in life.

2. The ability to use prior learning to solve problem in another context
3. The ability to overcome a hindrance to arrive at a specific goal
4. The situation in which a learner focuses on the traditional strategy used to unsuccessfully solve a
problem requiring another solution.
5 The ease in using skill learned to a similar situation when it was learned.
6. It refers to the number of details a learner can provide to explain a novel solution to a problem.
7. The strategy the learner uses when he applies established steps or procedures in solving a problem.
8. The stage in creativity in which a novel idea suddenly pops in out of the blue.
9. That theory which explains that solving a problem is merely repeating the strategy found useful in
the past for a similar problem.
10. That scheme in the K to 12 curriculums wherein skills taught across the grade levels are of
graduated complexity.

Chapter 4
Behavioral Learning Theories The most popular learning theories are lodged under
behaviorism
Lesson 1: Pavlov’s Classical Conditioning Pavlovian Conditioning In the parlance of
psychology
Behaviorism
Is concerned with the behavioral changes and the role of the environment in these changes
Known behaviorists Watson and Pavlov John Watson writes that the ultimate goal is to derive laws
to explain the relationship existing among antecedent conditions(stimuli), behavior (behavior)
responses and the following conditions (rewards, punishment, or neutral effects) Theory of
behaviorism may be dichotomized into associationism and reinforcement.
Ivan Pavlov (1849-1936) underscores on association theory on behaviorism. With the context of
behaviorism out of serendipity discovered classical conditioning. He spent his life studying reflexes
of dogs, led him to discover classical conditioning, also known as association theory.
Pavlovian Conditioning Before Conditioning Food Bone.
Dog Response salivate Bell.
No response During Conditioning Bell+ Food Salivation.
Awareness After Conditioning Bell + Salivation.

Awareness Other phenomena in Classical Conditioning:

* Extinction
* Spontaneous recovery
* Generalization
* Discrimination Watsonian Conditioning Bell

Watsonian Conditioning Stimulus Association:

* Response
* Repetition Behavioristic Learning

Activity:
Write Yes if the statement is true and no if the statement is false
1. Pavlovian conditioning is an example of associationism which involves rewards and punishments.
2. Watson: psychologist: Pavlov: physiologist
3. Classical conditioning is applied in teaching in kindergarten and college students
4. Behaviorists consider anything that triggers a response in the environment as stimulus.
5. The formation of stimulus and response is the major concern of behaviorism.
6. Pavlov theorizes that learning and relearning of conditioned responses might occur.
7. Watson posted that as time passes extinction may occur, but the unconditioned response may still
be restored.
8. A boy always associates the sound of the school bell with either break to or dismissal of classes.
When he can decipher that the sound of the church bell does not mean the dismissal of classes as
when the school bell rings, the phenomenon present in this association scenario is a generalization
9. When an unconditioned response is paired with a conditioned stimulus, the phenomenon,
according to Watson, is called discrimination.
10. The UCS and UCR are considered unlearned stimulus-response units termed as reflexes Answers
pls indicate in your papers

Chapter 4 Lesson 2 Thorndike’s Connectionism Laws of Learning:

1. Law of Exercise
2. Law of Effect
3. Law of readiness Other Laws of Learning:
1. Law of Primacy
2. Law of Intensity
3 Law of Recency Principle of Associative Shifting:
* Generalization
Activity 1

Read the concept of the statement defined or described:

1. Exciting, enjoyable, and immediate learning experience can facilitate learning.

2. Teachers should ensure that students are free from any anxieties before they are engaged in the
learning process.
3. Teacher JC leads his class to a short revisit of the salient concepts tackled yesterday before the
continuation of the lesson for the day.
4. Teacher x provides the short, unrecorded drills at the middle of his class.
5. Teacher Joy makes use of student - centered activities to detect misconceptions of her class. Later,
she will correct such misconceptions to ensure that her students had grasped the concepts correctly.

Chapter 4 Lesson 3 Skinner's Operant Conditioning One of the most popular

behavioral theorists of all time is B. F. Skinner (1904-1990).
Postulated the operant conditioning. Classical conditioning refers to the
association of stimuli whereas operant conditioning actively involves the subject
participation.
The subject in operant conditioning has a choice to respond in other words
operant conditioning is the type of learning whereby learning occurs as a
consequence of the learner's behavior.
He made an experiment on rat with mechanism of a lever, a bowl, and a closed
chamber.
Reinforcement:
1. Positive reinforcement (reward.)
2.Negative reinforcement (punishment.

Reinforcement schedule accdg.to Skinner Continuous schedule Intermittent

schedule Fixed interval Variable interval Ratio schedule Fixed ratio Variable ratio
Punishment Positive punishment Negative punishment Relationship of
reinforcement and punishment Reinforcement (increasing the behavior Positive
(adding) adding something to increase the behavior Negative (subtracting)
subtracting something to increase the behavior Punishment (decreasing the
behavior.)
Positive adding something to decrease the behavior Negative Subtracting
something to decrease the behavior Alternatives to Punishment Change the
discriminative stimuli Allow the unwanted behavior to continue Extinguish the
unwanted behavior Condition an incompatible behavior.

Activity 1
Write YES if the statement is true and NO if it is false
1. In the context of operant conditioning punishment aims to strengthen pleasant
behavior.
2. Operant conditioning is the type where learning occurs as a consequence of the
learner's behavior.
3. Classical conditioning: Watson: Operant conditioning: Skinner
4. Every time the students get the correct answer to a word problem, Teacher x
gives them appreciative statements. This is a sample application of the
intermittent schedule of reinforcement.
5. The main aim of negative reinforcement is to diminish the occurrence of
unpleasant behavior.
6. Positive reinforcement is adding something pleasant to sustain the occurrence
of the behavior.
7. Negative punishment strengthens the occurrence of behavior by taking away
something pleasant to the learner
8. Operant conditioning is also referred to as associationism
9. In the context of operant conditioning, the consequences that strengthen any
behavior are referred to as "reinforces".
10. Negative reinforcement is taking something away from a situation that
increases the occurrence of the response.
Chapter 4 Lesson 4 Neo- Behaviorism As behaviorism developed

One more sub-branch came out and fill in the gap between behaviorism and cognitive learning
beliefs, called neo- behaviorism posited by Edward Tolman and Albert Bandura.
It is believed that some mediating variables into the established stimulus -response theory much to
learning.
Tolman’s Purposive Behaviorism Purposive learning encapsulates Edward Tolman’s theory that all
behavior is directed because of a purpose. All behaviors are focused
on achieving some goals by cognition—-an intervening variable. For Tolman a behavior is never
merely the result of S-R connections. He further believed that mental processes are to be identified in
terms of the behaviors to which they lead. The intervening variables are tied to observable behaviors.
Latent learning - a form of learning that occurs without any visible reinforcement of the behavior or
associations that are learned. Cognitive map - a mental illustration of the layout of the environment.
Tolman’s Other Salient Principles:
1. Behavior is always purposive.
2. Behavior is cognitive.
3. Reinforcement establishes and confirms expectations.
Bandura’s Social Learning Theory This is about observing and copying other’s behavior or
imitation. Albert Bandura posited this theory where modeling is a crucial component. Modeling
refers to a change in one’s behavior by observing models. It is equated with imitation, but modeling
is an inclusive concept.
Bandura’s theory is also called the social-cognitive theory because of the influence of cognition in
one’s theory. Self- efficacy bridged social learning and cognitive psychology. It is defined as one’s
evaluation of his or her own ability to accomplish or perform an action in a particular context.
The following are the fundamental principles of social learning theory:
1. One may learn without changing his or her behavior.
2. Learning takes place by imitating a model
3. An observing person will always react to the one being imitated depending on whether the model
is rewarded or punished.
4. Acquiring and performing behavior are different.
5.Interaction is vital for successful social learning.
6. Learning is self- regulated.
7. Learning may be acquired vicariously.
8. Learning maybe reinforced by the model or by others. Components of Successful Modeling:
1. Attention
2. Retention Rehearsal
3. Production
4. Motivation

Activity 1
Make a Venn diagram by pointing out the similarities and differences of Behaviorism by Pavlov,
Watson, Thorndike, and Skinner to Neo- Behaviorism by Tolman and Bandura.