BAAO COMMUNITY COLLEGE

Baao, Camarines Sur

Email add: baaocommunitycollege@gmail.com
College of Education
S/Y 2022-2023

EDUKASYONG
PANTAHANAN AT
PANGKABUHAYAN WITH
ENTREPRENEURSHIP
Module for Students
UNIT 2

Prepared by:
Robelene D. Andes
Module Overview
This module is designed for Bachelor of Elementary Education that
introduces Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship in
the Philippine educational context.

This course shall include pedagogical content, knowledge and skills in

technology and livelihood education necessary in teaching and learning in
the elementary level. Selected topics in agriculture, industrial arts,
fisheries, and livelihood education and entrepreneurship shall form a major
part of the course. The students will learn appropriate teaching and
assessment strategies and techniques including preparation of fruitful and
usable projects that can be utilized in teaching TLE in the elementary
grades. This course will utilize project based and experiential learning
approaches.

UNIT II-LEARNING THEORIES AND THEIR IMPACT TO EPP TEACHING

A. Behaviorism
B. Constructivist
C. Social learning
D. Experientialism

How to learn from this module

To aid in your learning of those lessons aforementioned,
this module contains lessons within a chapter. Lesson must be
accomplished weekly and is further divided into parts, as
follows:

1. Learning Compass This portion orients you with the learning outcomes for
the learning unit.
2. Let’s Begin! After the identification of learning outcomes and overview
for every lesson, you will be given a task that leads you to the key
concepts to be discussed in that unit.
3. Let’s Learn This serves as the discussion of the concepts of lesson.
4. Take Note! This provides the summary of the important concepts of the
lesson.
5. How Far Have We Gone? To check whether the given learning outcomes are
met, you are given another task to assess the extent of understanding.
6. Walk the Extra Mile! Every lesson is ended with suggested activities for
the enrichment of learning and further application of what has been
learned.
Welcome to this learning adventure!
UNIT II-LEARNING THEORIES AND THEIR IMPACT TO EPP
TEACHING

Learning Compass

At the end of the unit, the pre-service teacher can:

A. explain and be guided by the different learning theories needed in

teaching EPP.
B. Summarize the theories and their impact to EPP teaching
C. State the theory and explain how will apply it in teaching

Let’s Begin!
…are you ready to share your knowledge? Here we go…

Think of a teacher that’s most unforgettable to you in elementary or

high school. Are there things that when you encounter at present (see,
hear, touch, smell) make you “go back to the past” and recall this teacher?
What are these things?
 Let’s Discuss
LEARNING THEORIES AND THEIR IMPACT TO
EPP TEACHING

Introduction:

Learning theory describes how students receive, process, and retain

knowledge during learning. Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how
understanding, or a world view, is acquired or changed and knowledge and
skills retained.

Learning design should be based on learning theories because:

 Theories provide a basis to understand how people learn and a way to

explain, describe, analyze and predict learning

 There are different learning theories (behaviourism, cognitivism,

constructivism, connectivism, etc.). These theorists have thought deeply
about learning and contemplated and researched it extensively. Learning
designers can leverage this knowledge to think critically about learning
and education.

 Learning theories offer frameworks that help understand how

information is used, how knowledge is created and how learning takes place.
Learning designers can apply these frameworks according to different
learning and learner needs and make more informed decisions about choosing
the right instructional practices.

There is no one ‘best’ learning theory because:

 Each theory offers a different way to look at learning and the

essential ingredients that make learning happen. Using these theories as
lenses, learning designers can understand and describe the role of the
learner, role of the instructor/teacher/facilitator and how learning
happens in different ways.

 Different theories provide the context of learning, underlying

motivation and methods of teaching and these have implications for
designing and delivering instruction.

 Since each theory comprises of facts and assumptions, learning

designers must begin the design of training by first identifying the goal
of training and then select the right theoretical framework that can help
achieve those learning outcomes.
 LEARNING THEORIES
Behaviorism is a worldview that assumes a learner is essentially passive,
responding to environmental stimuli.

The learner starts off as a clean slate (i.e. tabula rasa) and behavior is
shaped through positive reinforcement or negative reinforcement. Both positive
reinforcement and negative reinforcement increase the probability that the
antecedent behavior will happen again. In contrast, punishment (both positive and
negative) decreases the likelihood that the antecedent behavior will happen
again. Positive indicates the application of a stimulus; Negative indicates the
withholding of a stimulus. Learning is therefore defined as a change in behavior
in the learner. The theory of behaviorism focuses on the study of observable and
measurable behavior.

It emphasizes that behavior is mostly learned through conditioning and

reinforcement (rewards and punishment). It does not give much attention to the
mind and the possibility of thought processes occurring in the mind.
Contributions in the development of the behaviorist theory largely came from
Pavlov, Watson, Thorndike and Skinner.

Behaviorism

Classical Conditioning Connectionism Operant Conditioning

(Pavlov/Watson (Thordike) (Skinner

Reinforcemen
Law of effect
t

Law of Exercise

Shaping
Law of Readiness Behavior

Ivan Pavlov, a Russian physiologist, is well known for his work in classical
conditioning or stimulus substitution. Pavlov’s most renowned experiment involved
meat, a dog and a bell. Initially, Pavlov was measuring the dog’s salivation in
order to study digestion. This is when he stumbled upon classical conditioning.

Pavlov’s Experiment. Before conditioning, ringing the bell (neutral stimulus)

caused no response from the dog. Placing food (unconditioned stimulus) in front
of the dog-initiated salivation (unconditional response). During conditioning,
the bell was rung a few seconds before the dog was presented with food. After
conditioning, the ringing of the bell (Conditioned stimulus) alone produced
salivation (conditioned response). This is classical conditioning.
Edward Thorndike’s Connectionism theory gave us the original S-R framework of
behavioral psychology. More than a hundred years ago he wrote a textbook
entitled, Educational Psychology. He was the first one to use this term. He
explained that learning is the result if associations forming between stimuli (S)
and responses (R). Such associations or “habits” become strengthened or weakened
by the nature and frequency of the S-R pairings. The model for S-R theory was
trial and error learning in which certain responses came to be repeated more than
others because of rewards. The main principle of connectionism (like all
behavioral theory) was that learning could be adequately explained without
considering any unobservable internal states.

Thorndike’s theory on connectionism, states that learning has taken place when a
strong connection or bond between stimulus and response is formed. He came up
with three primary laws:

 Law of Effect. The law of effect states that a connection between a stimulus
and response is strengthened when the consequence to positive (reward) and the
connection between the stimulus and the response is weakened when the consequence
is negative.

Law of Exercise. This tells us that the more an S-R (stimulus-response) bond is
practiced the stronger it will become. “Practice makes perfect” seem to be
associated with this. However, like the law of effect, the law of exercise also
had to be revised when Thorndike found that practice without feedback does not
necessarily enhance performance.

 Law of Readiness. This states that the more readiness the learner has to
respond to the stimulus, the stronger will be the bond between them. When a
person is ready to respond to a stimulus and is not made to respond, it becomes
annoying to the person.

Burrhus Frederick Skinner Like Pavlov, Watson and Thorndike, Skinner

believed in the stimulus-response pattern of conditioned behavior. His theory
zeroed in only on changes in observable behavior, excluding any likelihood of any
processes taking place in the mind. Skinner’s 1948 book, Walden Two, is about a
utopian society based in Operant conditioning. He also wrote, Science and Human
Behavior, (1953) in which he pointed out how the principles of Operant
conditioning function in social institutions such as government, law, religion,
economics and education.

Skinner’s work differs from that of the three behaviorists before him in
that he studied operant behavior (voluntary behaviors used in operating on the
environment). Thus, his theory came to be known as Operant Conditioning.

Operant Conditioning is based upon the notion that learning is a result of

change in overt behavior. Changes in behavior are the result of an individual’s
response to events (stimuli) that occur in the environment.

Reinforcement is the key element in Skinner’s S-R theory. A reinforcement is

anything that strengthens the desired response. There is a positive reinforcement
and a negative reinforcement.
 A positive reinforcement is any stimulus that is given or added to increase
the response. An example of positive reinforcement is when a teacher promises
extra time in the play area to children who behave well during the lesson.

A negative reinforce is any stimulus that results in the increased frequency

of a response when it is withdrawn or removed. A negative reinforce is not a
punishment, in fact it is a reward. For instance, a teacher announces that a
student who gets an average grade of 1.5 for the two grading periods will no
longer take the final examination, the negative reinforce is “removing” the final
exam, which we realize is a form of reward for working hard and getting an
average grade of 1.5

Implication of Operant Conditioning.

These implications are given for programmed instruction.

1. Practice should take the form of question (stimulus) – answer (response)

frames which expose the student to the subject in gradual steps.

2. Require that the learner makes a response for every frame and receives
immediate feedback.

3. Try to arrange the difficulty of the questions so the response is always

correct and hence, a positive reinforcement.

4. Ensure that good performance in the lesson is paired with secondary

reinforcement such as verbal praise, prizes and good grades.

Social learning theory

Albert Bandura’s Social learning theory focuses on the learning that occurs
within a social context. It considers that people learn from one another.

General principles of social learning theory

1. People can learn by observing the behavior of others and the outcomes of those
behaviors.

2. Learning can occur without a change in behavior. social learning theorists say
that because people can learn through observation alone, their learning may not
necessarily be shown in their performance. Learning may or may not result in a
behavior change.

Conditions necessary for effective modeling to occur

Bandura mentions four conditions that are necessary before an individual can
successfully model the behavior of someone else.

1. Attention – the person must first pay attention to the model.

2. Retention – the observer must be able to remember the behavior that has been
observed. One way of increasing this is using the technique of rehearsal.
3. Motor reproduction – the third condition is the ability to replicate the
behavior that the model has just demonstrated. This means that the observer has
to be able to replicate the action.

4. Motivation – the final necessary ingredient for modeling to occur is

motivation, learners must want to demonstrate what they have learned. Remember
that since these four conditions vary among individuals, different people will
reproduce the same behavior differently.

Educational Implications of social learning theory

1. Students often learn a great deal simply by observing other people.

2. Modeling provides an alternative to shaping for teaching new behaviors.,
modeling can provide a faster, more efficient means for teaching new
behavior. To promote effective modeling, a teacher must make sure that the
four essential conditions exist; attention, retention, motor reproduction,
and motivation.
3. Teachers and parents must model appropriate behaviors and take care that
they do not model inappropriate behaviors.
4. Teachers should expose students to a variety of other models.
CONSTRUCTIVIST (CONSTRUCTIVISM)
The term refers to the idea that learners construct knowledge for
themselves---each learner individually (and socially) constructs meaning---
as he or she learns.

Two Views of Constructivism

Individual Constructivism. This is also called cognitive constructivism.

It emphasizes individual, internal construction of knowledge. It is largely
based on Piaget’s theory. Proponents of this type choose child-centered and
discovery learning. They believe the learners should be allowed to discover
principles through their own exploration rather than direct instruction by
the teacher.

Social Constructivism. This view emphasizes that “knowledge exists in a

social context and is initially shared with others instead of being
represented solely in the mind of an individual.” It is based on Vygotsky’s
theory. Here, construction of knowledge is shared by two or more people.
According to social constructivists, the opportunity to interact and share
among learners help to shape and refine their knowledge construction becomes
social, not individual.

Characteristics of Constructivism Whether one takes the individual or

social view of constructivism, there are four characteristics that these two
views have in common. According to Eggen and Kauchak, these are:

1. Learners construct understanding. As discussed earlier, constructivists

do not view learners as just empty vessels waiting to be filled up. They see
learners as active thinkers who interpret new information based on what they
already know. They construct knowledge in a way that make sense to them.
2. New learning depends on current understanding. Background inform is very
important. It is through the present view or scheme that the learner has
that new information will be interpreted.

3. Learning is facilitated by social interaction. Constructivists believe in

creating a “community of learners” within classrooms. Learning communities
help learners take responsibility for their own learning. Learners have a
lot of opportunities to cooperate and collaborate to solve problems and
discover things. Teachers play the role of a facilitator rather than an
expert who has all the knowledge.

4. Meaningful learning occurs within authentic learning tasks. An authentic

task is one that involves a learning activity that involves constructing
knowledge and understanding that is so akin to the knowledge and
understanding needed when applied in the real world. Example, a writing
activity where six-year old prepare a checklist of things they need to do in
school is a more an authentic activity than for them to be working only on
tracing worksheets with dotted lines.

EXPERIANTIALISM

Learning by doing. This is the basis for the experiential learning theory.
Experiential learning focuses on the idea that the best ways to learn things
is by actually having experiences. Those experiences then stick out in your
mind and help you retain information and remember facts.
David Kolb is best known for his work on the experiential learning theory or
ELT. Kolb published this model in 1984, getting his influence from other
great theorists including John Dewey, Kurt Lewin, and Jean Piaget. The
experiential learning theory works in four stages—concrete learning,
reflective observation, abstract conceptualization, and active
experimentation. The first two stages of the cycle involve grasping an
experience, the second two focus on transforming an experience. Kolb argues
that effective learning is seen as the learner goes through the cycle, and
that they can enter into the cycle at any time.

 Concrete learning is when a learner gets a new experience, or interprets a

past experience in a new way.
 Reflective observation comes next, where the learner reflects on their
experience personally. They use the lens of their experience and
understanding to reflect on what this experience means.
 Abstract conceptualization happens as the learner forms new ideas or
adjusts their thinking based on the experience and their reflection about
it.
 Active experimentation is where the learner applies the new ideas to the
world around them, to see if there are any modifications to be made. This
process can happen over a short period of time, or over a long span of time.

Kolb's experiential learning cycle model. The experiential learning cycle

rests on the idea that each person has a specific type of learning
tendencies, and they are thus dominant in certain stages of experiential
learning. For example, some learners will be more dominant in concrete
learning and reflective observation, while others will be dominant in
abstract conceptualization and active experimentation. The four learning
styles are:
1. Diverging. The diverging learning style is full of learners who look at
things with a unique perspective. They want to watch instead of do, and they
also have a strong capacity to imagine. These learners usually prefer to
work in groups, have broad interests in cultures and people, and more. They
usually focus on concrete learning and reflective observation, wanting to
observe and see the situation before diving in.
2. Assimilating. This learning style involves learners getting clear
information. These learners prefer concepts and abstracts to people, and
explore using analytic models. These learners focus on abstract
conceptualization and reflective observation in the experiential learning
style.
 3. Converging. Converging learners solve problems. They apply what they’ve
learned to practical issues, and prefer technical tasks. They are also known
to experiment with new ideas, and their learning focuses on abstract
conceptualization and active experimentation.
4. Accommodating: These learners prefer practicality. They enjoy new
challenges and use intuition to help solve problems. These learners utilize
concrete learning and active experimentation when they learn.

REMEMBER: Learning is a change and

modification in behavior

How Far Have We Gone?

Summarize the Four (4) learning theories and their impacts to EPP
teaching using the table below:

Behaviorism Constructivism Social Experientialism

Learning
Knowledge is:
Learning is:
Knowledge is:
Learning is:
EPP teaching
impact/s:

Walk the Extra Mile!

Choose 3 key concepts of Bandura’s social learning theory then state
how you will apply these concepts when you teach. Use the table below
for this purpose.

3 Key Concepts of Albert Bandura How I will apply it in my

teaching
1 1.1
1.2
2 2.1
2.2
3 3.1
3.2