SAMAR COLLEGE
Catbalogan City
COLLEGE OF GRADUATE STUDIES
Subject Code
Descriptive Title
Professor
Topic
Discussant
Term
:
:
:
:
:
:
EM 201
Foundation of Education
Florena M. Dolorzo
The Learning Process
Mark Errol B. Laboc
2nd Semester 2018–2019
Defining Learning
A relatively permanent change in behavior or knowledge that occur
as a result of an experience is learning.
Types of Learning
There are different types of learning which may require different
teaching and study procedures. While theoretically there is unity
in learning and much interplay and overlapping with one type with
one another, at least three types are commonly recognized.
Cognitive Domain (Benjamin Bloom Taxonomy et. Al, 1956) – domain
of thought process.
1. Knowledge – recall, remembering or prior learned materials in
terms of facts, concepts, theories and principles. It is the
lowest cognitive level.
2. Comprehension – ability to grasp the meaning of material.
3. Application – the ability to use learned material in new and
concrete situation.
4. Analysis – ability to break down materials into component
parts so that its organizational structure may be understood.
5. Synthesis – ability to put parts together to form a new whole.
6. Evaluation – ability to pass judgement on something based on
given criteria.
2. Psychomotor Domain understanding the external work through the
senses and muscles. The chief outcome is the development of
movement as reaction to stimuli resulting in speed and precision
in performance, it may vary from large muscular to fine motor
skills.
Psychomotor Domain (Simpson, 1972) domain of the use of psychomotor
attributes.
1. Perception – use of sense organs to guide motor activities.
2. Set – refers to the readiness to take a particular type of
action.
3. Guided Response – concerned with the early stages in learning
complex skills, imitation and trial and error are some of the
ways of doing.
4. Mechanism – responses have become habitual. Performance
skills are executed with ease and confidence.
5. Complex overt response – skillfully performance and with
complex movement patterns.
6. Adaptation – well developed skill is now very easy.
7. Origination – refers to creating new movements and patterns
to fit the situation, showing creativity.
Affective Domain
Involves assimilation of values,
emotional reactions and
acquisition of attitudes. It involves the assimilation of values,
mental understanding, emotional reactions, the sense of pleasure
and satisfaction.
Affective Domain (Krathwohl, 1964)
1. Receiving – student’s willingness to pay attention to particular
event, stimuli or classroom activities.
2. Responding – active participation on the part of the students.
3.Valuing – concerned with the worth or value a student attaches
to a particular phenomenon, object or behavior.
4. Organization – concerned with bringing
values and building a value system.
together
different
5. Characterization of value or value complex – developing a
lifestyle based on a value system
Basic Levels of Learning
1. Rote – the ability to repeat something back which was learned
but not understood.
2. Understanding – to comprehend or grasp the nature or meaning of
something.
3. Application – the act of putting something to use that has been
learned and understood.
4 Correlation – associating what has been learned, understood and
applied with previous or subsequent learning.
What I hear, I forget. What I hear and see, I remember a little.
What I hear, see, and ask questions about or discuss with someone
else, I begin to understand. What I hear, see, discuss and do, I
acquire knowledge and skill to teach to another, I master.
(Siberman,1966,p.1).
Taste
3%
3%
Touch
6%
13%
Sight
75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Most learning occurs through sight, but the combination of sight
and hearing accounts for about 88% of all perception.
Characteristics of Learning




Learning is Purposeful – each student has specific intention
and goals. Some may be shared by other students. Students
learn from any activity that tends to further their goals.
Learning is a result of an experience – Learning is the
discovery of the personal meaning and relevance of ideas.
It is necessary that teacher relates lesson to the needs,
interests and problems of the learner.
Learning is Multifaceted – each student approaches a task
with preconceived ideas and feelings, and for many students,
these ideas change as a result of experience.
Learning is an active process – students do not soak up
knowledge like a sponge absorbs water. The instructor cannot
assume that students remember something just because they
were in the classroom, when the instructor presented the
material. Students need to react and respond.
Principles of Learning






Readiness – individual learn best when they are ready to
learn, and they do not learn well if they see no reason for
learning. Readiness implies a degree of single-mindedness and
eagerness.
Exercise – The principles of exercise states that those things
most often repeated are best remembered. It is the basis of
drill and practice. The human memory is fallible. The mind
can rarely retain, evaluate, and apply new concepts or
practices after a single exposure.
Effect – Based on the emotional reaction of the student. it
states that learning is strengthened when accompanied by a
pleasant or satisfying feeling, and that learning is weakened
when associated with an unpleasant feeling.
Primacy – The state of being first, often creates a strong,
almost unshakable, impression. For the instructor, this means
that what is taught must be right the first time. For the
student, it means that learning must be right.
Intensity – The principle of intensity implies that a student
will learn more from the real thing than from a substitute.
Recency – The principle of recency states that things most
recently learned are best remembered. Instructors recognize
the principle of recency when they carefully plan a summary
for a ground school lesson, a shop period, or a post flight
critique.
Theories of learning
Three groups of learning theories like behaviorism or association
theories, cognitive-information processing theories (Ornstein &
Hunkins, 2004).
1. BEHAVIORISM OR ASSOCIATION THEORY emphasize the establishment
and strengthening of relationships between the stimulus (S) and
the emphasize the role of reinforcement in the learning process.
It includes among others, the following:

Edward Thorndike’s
Stimulus-Response.
Connectionism/Association
Theory
or
The basic concept of associations was formulated shortly
before 1990 by Edward Lee Thorndike. The findings of
Thorndike’s studies were based mostly on experiments
conducted with animals. Human activity is based on
association between stimulus and response.
Based on this research, three major laws of learning emerged.
1. Law of Effect
2. Law of Exercise
3. Law of Readiness

Conditioning Theory – There are two names which are closely
associated with conditioning in learning that of Ivan Pavlov
on classical conditioning and B. F. Skinner on Instrumental
or Operant Conditioning.
o Classical conditioning (Ivan Pavlov) it is based on
ADHESIVE principles which means that a response is
attached to a stimulus through a stimulus occurring just
prior to the response so that the recurrence of the
stimulus will evoke or cause the response. (ex. Dog’s
salivation experiment)
o Operant conditioning (B. F. Skinner) Organism has to do
something in order to get a reward that is it must
operate on its environment. Reinforcement: is any
behavioral consequence that strengthens behavior it
increases that likelihood of the recurrence of a
particular type of response.
Types of Reinforcement:
-Positive Reinforcement: These reinforces increase
response frequency.
-Negative Reinforcement: Strengthens behavior by
their removal.
-Primary Reinforcement: food, water, sleep
-Secondary Reinforcement: money. grades. stars,
tokens etc.

Social Learning Theory of Albert Bandura and Richard Wallace
hold another view on the role of reinforcement in learning.
it puts emphasis on OBSERVATIONAL LEARNING.
2. COGNITIVE INFORMATION PROCESSING THEORY
Learning constitute a logical method for organizing and
interpreting learning. Learning is rooted in the tradition of
subject matter and is similar to the cognitive development theory.
Teachers use a lot of problem solving and thinking skills in
teaching and Iearning. These are exemplified by practices and like
reflective thinking, creative thinking, intuitive thinking,
discovery learning and many others. (Bilbao. 2009).




Wolfgang Kohler’s Insight Theory - Gaining insight is a
gradual process of exploring, analyzing and reconstructing
perceptions until a solution is arrived.
Kurt Lewin’s Topological & Vector Theory (Field Theory) - The
behavior of an individual at a given moment is the result of
existing forces operating simultaneously in his life space.
(Internal and External forces).
Jerome Bruner’s Theory of learning -focused on the problem of
what people do with information to achieve generalized
insights and understanding. He sees learning as a cognitive
process that involves & simultaneous processes:
o 1. Acquisition is the process of obtaining new
information that can either replace or refine something
previously known.
o 2. Transformation is the manipulation of information to
fit new situations.
o 3. Evaluation is checking whether or not the learned
material has been manipulated appropriately
Information Processing Theory-describes the psychological
events in terms of transformations of information from input
to output. It stresses the value of perception, attention.
and memory in the learning process.
3. HUMANISTIC PSYCHOLOGY
Are concerned on how learners can develop their human potentials.
Traditional psychologist does not recognize humanistic psychology
as a school of psychology. However, observers view humanistic
psychology as the third force learning theory after behaviorism
and cognitive development.



Learning can be explained in terms of the wholeness of the
problem and where the environment is changing and the learner
is continuously recognizing his or her perceptions -Gestalt
Theory
Theory of human needs for self-actualizing persons -Abraham
Maslow
Non-directive lives (Carl Roger).
In summary, psychology has a great influence on the curriculum.
Learners are not machines, and the mind is not a computer. Humans
are
biological
beings
affected
by
their
cultures.
The
psychological foundations will help curriculum makers in nurturing
a more advanced more comprehensive and Complete human learning
(Bilbao 2009).