PSYCHOLOGICAL FOUNDATION o COMBS

CONTENT BEHAVIORISM
1. PSYCHOLOGICAL FOUNDATION  Behaviorism is a theory of learning
2. BEHAVIORISM based on the idea that all behaviors
3. COGNITIVISM are acquired through conditioning,
4. CONSTRUCTIVISM and conditioning occurs through
5. HUMANISM interaction with the environment
PSYCHOLOGICAL FOUNDATION
 WILHELM WUNDT (1879), establish
 Derived from the word psyche, means the first laboratory in Germany,
soul dedicated to the scientific study of
 Study of behavior, mind and thought. human thought processes which is
 Provides basis of understanding how often used as the beginning of
students learn and understand a body modern psychology. (introspection)
of knowledge
 Anything that is to be taught in the
IVAN PAVLOV
classroom should be subjected to a
psychological “screen” to established  Russian Psychologist
whether they are congruent with how  Theory of Classical Conditioning
humans learn (Ralph Tyler, 1960s) through study of dogs.
 He showed that an organism can
associate a particular stimulus (S) with
Psychological Perspective Influencing
a particular response.
Curriculum and their Proponents
EDWARD THORNDIKE
CURRICULUM
 Define learning as habit formation.
 BEHAVIORISM
 He developed an approach called
o PAVLOV
connectionism, which was about
o SKINNER
interpreting learning in terms of the
o THORNDIKE
concrete connections between
o BANDURA stimulus response.
 CONSTRUCTIVISM  His theories were based on work
o BRUNER conducted using a “puzzle box”
o PIAGET  Thorndike propose three laws which
o VYGOTSKY he called; Law of Effect, Law of
o VONGLASERFE Exercise, Law of Readiness
 COGNITIVISM
o WERTHEIMER
o KOHLER LAW OF EFFECT
o MILLER
o CRAIK  If a response is followed by a
o TULVING pleasurable or rewarding experience,
the response will be strengthened and
o AUSUBEL
become habitual.
 HUMANISM
o MASLOW LAW OF EXERCISE
o ROGERS
  Connection between stimulus and  Provide practice, drill and review
response is strengthened with activities to enhance mastery of facts.
practice and weakened when practice  Break down complex task into smaller
is discontinued and manageable sub skills.
 Sequence material to enhance
LAW OF READINESS
understanding eg. teach simple
 It is preparation for action concepts first before proceed to more
difficult and abstract concept.
 Model the behavior students are to
BURRHUS FREDERIC SKINNER imitate and repeat demonstrations
when necessary.
 He worked with rat and pigeons.  Reinforce when students demonstrate
 His theory is based upon on the idea the modelled behavior.
that learning is a function of change in  State the learning outcomes desired
overt behavior. for the benefit of both teachers and
 He introduced the “operant students.
conditioning”, which means a form of  Established a contract with students
learning in which the motivation for a on the work to be done and what
behavior happens after the behavior rewards will be given.
is demonstrated.
 Reinforcement is the key element in COGNITIVISM
Skinners’s S-R theory.  Cognitivists believe that humans learn
ALBERT BANDURA from thinking. They believe that we
learn from our experiences and that
 His social learning theory emphasized we can change our behaviors based
the importance of observing and on new information. Knowledge is
modeling the behaviors, attitudes , considered an internal process rather
and emotional reactions of others . than a product.
 Cognition can define broadly as the
 According to Bandura, learning would act or process of knowing.
be a slow process if people had to rely
solely on their own efforts to do
anything. • Cognitive theory of learning focus on the
 Fortunately, a substantial amount of mind or "block box" and attempt to show how
human behavior is learned by information is receive, assimilated, stored and
observing others. recalled.
 The students must have the necessary
motor and cognitive skills to produce LEVELS OF COGNITIVE DEVELOPMENT
the modelled behavior.
According to genetic epistemologist, Jean
BEHAVIORISM IN THE CLASSROOM Piaget (1995), information that is attended to
is absorbed by the senses and the human
 Use a system of rewards to encourage mind goes to work to organize it and to
certain behaviors and learning. impose personal understanding by relating
 When learning factual material what is already knows.
provides immediate and frequent
feedback for complex and difficult A. Sensorimotor Stage (birth to age 2)
concept.
 In the early stage, the child’s reactions are ACTION: action is the ability to use self-
based on reflex operation and progresses regulatory mechanism to ensure successful
towards being able to differentiate self completion of the task such as:
from objects. By the end of this stage, the
 planning your next move
child achieves object permanence and
 checking the outcome of any move
realizes that objects continue to exist even
made, and,
when they cannot be seen or felt.
 evaluating the effectiveness of any
B. Pre-operational Stage (2-7 years) attempted move.

The child learns to use language and is COGNITIVISM IN THE CLASSROOM

able to represent objects symbolically.
The following is a list of cognitivist principles
C. Concrete Operational (7-11 years) that may be practiced in the teaching and
learning of various subject areas.
The child can think logically about objects
and event. Gain the students' attention

D. Formal Operation (11 years and  Use cues to signal when you are ready
onwards) to begin.
 Move around the room and use voice
The young person can think logically
infections (change tone)
about abstract ideas, evaluate data and
test hypotheses systematically. he or she Bring to mind relevant prior learning
able to analyze ideas and comprehend
 Review previous day's lesson.
spatial and temporal relationships.
 Have a discussion about previously
METACOGNITION covered content.

Metacognition is thinking about thinking" and Point out important information

involves:
 Provide handouts
 your knowledge of the task.  Write on the board or use
 awareness of your own ability. transparencies.
 and the action you will take.
Present information in an organized manner
KNOWLEDGE: Unless you know how to order
 Show a logical sequence to concepts
your thoughts, attention goes to whatever is
and skills.
in the surroundings.
 Go from simple to complex when
AWARENESS: Awareness of your cognitive presenting new material.
behavior includes being
Show students how to organize (chunk)
 aware of the purpose of the task. related information
 aware of what you know about the
 Present information in categories.
task,
 Teach conductive reasoning.
 aware of what needs to be known,
 aware of the strategies which Provide opportunities for students to
facilitate or impended learning. elaborate on new information
"Knowing that you know and knowing that  Connect new information to
you do not know" something already known.
  Look for similarities’ differences experiences make their learning
among concepts. unique to them.

Show students how to use coding when LEARNING IS THE ACTIVE CONSTRUCTION OF
memorizing lists KNOWLEDGE

 Make up silly sentence with the first Constructivism is a perspective of learning

letter of each word in the list. that has its origins in the works of Bruner,
 Use mental imagery techniques such Piaget and Vygotsky. The knowledge, beliefs
as the keyword method. and skills an individual brings to a learning
situation should be given due importance.
Provide for repetition of learning
Learners are not passive recipients of
 State important principles several information but are active agents engaging in
times in different ways during constructing their own knowledge.
presentation of information (STM).
Three mechanism of Piaget (1955)
 Have items on each day's lesson from
previous lessons (LTM). 1. Assimilation (fitting a new experience
 Schedule periodic reviews of into an existing mental structure)
previously learned concepts and skills
(LTM).
2. Accommodation (revising an existing
schema because of a new experience)
CONSTRUCTIVISM 3. Equilibrium (seeking cognitive stability
through assimilation and
 Constructivism is an important
accommodation).
learning theory that educators use to
 Knowledge is the result of an
help their students learn.
individual subject's constructive
 Constructivism is based on the idea
activity, not a commodity that
that people actively construct or make
somehow resides outside the knower
their own knowledge, and that reality
and can be conveyed or instilled by
is determined by your experiences as
diligent perception or linguistics
a learner. Basically, learners use their
communication" (von Glaserfeld,
previous knowledge as a foundation
1990, p.37).
and build on it with new things that
 Knowledge is something which is
they learn. So, everyone's individual
constructed personally by individuals
experiences make their learning
in an active way, as they try to give
unique to them.
meaning of that knowledge. Learners
 Constructivism is an important
construct their own knowledge by
learning theory that educators use to
looking for meaning and order, they
help their students learn.
interpret what they hear, read and see
 Constructivism is based on the idea
based on their previous learning
that people actively construct or make
habits and experience.
their own knowledge, and that reality
is determined by your experiences as LEARNING IS A SOCIAL ACTIVITY
a learner. Basically, learners use their
Constructivism emphasizes that learning is a
previous knowledge as a foundation
social activity. The environment in young
and build on it with new things that
people learn has a very powerful influence on
they learn. So everyone's individual
them.
  The community is the basic f of Students are engaged in experience that
student learning encompassing the challenge hypotheses and encourage
values, beliefs, norms, habits and discussion
behaviors of a cul (Vygotsky, 1978)
 students generate varying hypotheses
 Cooperative, collaborative and group
about phenomena
investigate methods allow students to
 provide opportunity to test their
discuss ideas, beliefs, conceptions,
hypotheses through dialogue
inconsistencies and misconception
 the class use raw data, primary
with their peers and teachers.
sources, manipulative, physical and
 Every child's learning develops in the
interactive materials
context of a culture and through
 involve students in real-word
culture students acquire much of the
situations
content of their thinking as well as the
tools of intellectual adaption.

Curriculum
CONSTRUCTIVISM IN THE CLASSROOM  Curriculum emphasize big concepts,
beginning with the whole and
Student autonomy and initiative are accepted
expanding to the parts
and encouraged
 Knowledge is seen as dynamic, ever
 respect students’ ideas and encourage changing with experience
independent thinking
HUMANISM
 teacher help students attain their
intellectual potential  The humanistic approach learning
 students take responsibility for their refers to a wide variety of ideas and
own learning techniques.
 They all advocate humanizing
Higher-level thinking is encouraged
teaching and learning.
 teachers challenge students to make
Abraham Maslow
connection, analyze, predict, defend
their ideas justify and defend their  He observed that humans are
ideas. constantly striving to control their
 way in which teachers ask questions behavior and seeking to gratify
will influence student response themselves.
 teachers ask open-ended questions  He proposed his well-known theory
and allows wait time for responses. called "Maslow's Hierarchy of Need
(1994)"
Students are engaged in dialogue with the
teacher and with each other. According to his theory, individuals satisfy
their needs as follows:

 Survival needs: food, water, air and

CONSTRUCTIVISM IN THE CLASSROOM
rest
 students are able to present what  Safety needs: to be safe and avoid
they know and build their personal danger
knowledge  Belongingness and love needs: gain
 comfortable to express their ideas to affection of people and need to
allow for meaningful learning belong to a group
  Esteem needs: to be recognized and HUMANISM IN THE CLASSROOM THE
feeling worthwhile FOLLOWING ARE SOME HUMANISTIC
 Knowing and understanding needs: a TECHNIQUES IN THE CLASSROOM:
desire to know, learn and understand
 Establish a warm, democratic, positive
things
and non-threatening learning
 Self-actualization needs: to develop
environment in which Learner's self-
one's full potential and to fulfil one's
concept and self-esteem are
aesthetic needs.
considered essential factors in
learning

Carl Rogers

Carl Rogers was a psychotherapist who  When it seems appropriate, function

believed that the most important person and as a facilitator where he or she works
developed what he called client centered and shares ideas with students.
therapy.  When the teacher is comfortable, the
teacher may occasionally show his or
 When applied to education, he
her "real person" by telling students
proposed that classrooms learner-
how he or she feels.
centered and teachers should
 Provide learning experiences that will
facilitate learning.
lead to the development of habits and
 Letting students talk about their
attitudes that teachers want to foster.
feelings and finding ways to vent their
 Teachers should be role models and
and productively can help them to
should set good examples.
learn.
 Students and teachers plan together
Arthur Combs the experiences and activities of the
curriculum.
 Arthur Combs believed that how a  Students are given choices (with
person perceives himself or herself is limitations) and freedom (with
most important and that the basic responsibilities); the extent of choices
purpose of teaching is to help each and freedom is related to the maturity
student develop a positive self- level and age of student.
concept.  Learning is based on life experiences,
 Combs elaborated on these points by discovery, exploring and
listing six characteristics of good experimenting.
teachers:
1) they are well-informed about their THANK YOU!!!
subject;
2) they are sensitive to the feelings of
students and colleagues;
3) they believe that students can learn;
4) they have a positive self-concept;
5) they believe in helping all students do
their best;
6) and they use many different methods
of instruction.
Group of Psychological Foundation

- Ostos, Zoilo
- Padilla, Roy Angelo
- Palma Gil, Blessy Bel
- Parillo, Larasheen
- Pansag, Alisa
- Policianos, Juanito
- Ricarse, Divine Grace
- Salgado, Charles Christian
- Sion, Maria Leslie
- Vale, Ivy Joy
- Saumat, Caryll Jane Marie