1.
SOCIAL LEARNING
THEORY
Albert Bandura

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.

3.
Observation
ImitationModeling

4.
Characteristics of Social Learning Theory
 It is observational learning which consists
of four phases – attention, retention,
reproduction, and motivation.

5.
ATTENTION
 Mental focus or
concentration.
 Willingness to
observe

6.
RETENTION
 Ability to store the information

7.
PRODUCTION
 To actually translate
the behavior into
action.

8.
MOTIVATION
Force that drives one to act

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.

13.
FIELD THEORY
Kurt Lewin

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.

15.
The Learning Process

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.

19.
Unfreezing
Stage where individual become motivated
and ready to consider changes in attitudes,
behaviors, knowledge and skills.

20.
Problem Diagnosis
Stage of determining and examining the
forces supporting the need for change.

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).

25.
The sequence of information
processing

26.
INFORMATION PROCESSING
- is the change (processing) of
information in any manner detectable by an
observer.

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.
episodic memory - images relating to
personal experiences
semantic memory - stores facts and
information
procedural memory - keeps information
about how things are processed

30.
Information Processing Theories as
Applied in Classroom Teaching

31.
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.

32.
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.

33.
Commulative learning theory

34.
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.

35.
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.

36.
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.

37.
COMMULATIVE LEARNING THEORY AS
APPLIED IN CLASSROOM TEACHING

38.
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.

39.
Meaningful Learning Theory

40.
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:

41.
Meaningful Learning Set
Characterized by meaningful learning
attitude that the learner can make sense
out of the information to be acquired.

42.
Relevant Prior Knowledge
Characterized by information to which a
new idea can be related and understood.

43.
Organization
Characterized by finding connections
among various pieces of information one
needs to learn.

44.
Elaboration
Expanding on novel information and data
based on what the learner already knows.

45.
Visual Imagery
 This is shaping a mental picture of
information on a given subject.

46.
Advanced Organizers
Initial activities and techniques that
provide a structure for the new information
and relate it to information learners
already know.

47.
Cognitive Structure
Refers to the ability and organization of a
learner’s knowledge in a given subject
matter.

48.
Other Related Views of learning

49.
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.

50.
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.

51.
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.