Psychological Theories in Learning
Psychological Theories in Learning
Psychological
Theories in Education
EMELY MARIE S.
ATIENZA
Discussant 2
TOPIC: LUZ
C.CAJEGAS
Learning Theory Discussant
1
-Sensorimotor
-Pre-operation
-Concrete operational
-Formal operational
Piaget’s Cognitive Development Theory
Stages Age Range Description
Sensorimotor
Stages Preoperational
Concrete operational
Piaget Theory Formal operational
of Cognitive Schemas
Development Cognitive Assimilation
Process Accomodation
Equilibration
Cognitivism in Classroom
-Positive reinforcement
-Drills
-Guided practice
-Regular reviews and acknowledge
Constructivism
Safety
Physiological
Humanism in Classroom
Learning Theory
1. Disorienting Dilemma
A significant experience or crisis that challenges
existing beliefs and assumptions.
2. Critical Reflection
Examining personal assumptions and
questioning deeply held beliefs.
3. Rational Discourse
Engaging in open discussions with others to
explore new perspectives.
4. Perspective Transformation
A shift in worldview that changes how a person
interprets and interacts with the world.
5. Action and Integration
Applying the new perspective to everyday life,
leading to personal and social change.
Phases of Transformative Learning
(Mezirow, 1991)
1. A disorienting dilemma.
2. Self-examination.
3. A critical assessment of assumptions.
4. Recognition that others have gone through similar
transformations.
5. Exploration of new roles and actions.
6. Developing competence and confidence in new
roles.
7. Reintegration into life with a new perspective.
Applications of Transformative Learning
Education:
Encourages critical thinking and
self-reflection in adult learning.
Workplace Training:
Helps employees adapt to new roles and
changes.
Social Change:
Supports individuals in questioning societal
norms and advocating for change.
Personal Growth:
Encourages deeper self-awareness and
emotional intelligence.
Social Learning Theory
(SLT)
– The Modeling Process developed by
Albert Bandura,
-It explains how people learn by
observing and imitating others.
-The modeling process is a key
component of SLT, describing how
Attention
Four Steps in We must 1st pay
attention to the
SLT Modelling model
Processes
Retention Reproduction
SLT we must be able
We must be able
to remember the Modeling to replicate the
observed behavior
behavior Process demonstrated
Motivation
We must be motivated
to demonstrate what
we have learned
Four Steps of SLT Modeling
Process
1. Attention – The learner must focus on the
model’s
behavior.
Factors affecting attention:
The model’s attractiveness, status, or
relevance.
The learner’s interest and cognitive
ability.
2. Retention – The learner must
remember the observed behavior.
Strategies to enhance
retention:
Repetition, mental rehearsal, and
summarization.
Example: The student takes notes and
practices the math problem later.
3. Reproduction – The learner
attempts to imitate the behavior.
Influencing factors:
Physical ability, cognitive skills, and
practice.
Example:
The student tries to solve a similar
math
4. Motivation
-The learner needs a reason to imitate the
behavior.
Sources of motivation:
Direct reinforcement (e.g., praise, rewards).
Vicarious reinforcement (seeing others rewarded for
the behavior).
Intrinsic motivation (personal satisfaction).
Example: The student is motivated to master math
because
Application in Education
Teachers as Role Models –
Demonstrating critical thinking, problem-
solving, or respectful communication.
ABSTRACT CONCRETE
CONCEPTUALIZATION EXPERIENCE
Learning from the Having the actual
experience experience
REFLECTIVE
OBSERVATION
Reflecting on the experience
The Four Stages of Kolb’s
Learning Cycle
1. Concrete Experience (Feeling)
Learning begins with a direct experience—
doing something new or encountering a
challenging situation.
Example:
A student performs a science
experiment in a lab.
2. Reflective Observation
(Watching)
The learner reflects on the experience
and considers what happened.
Example:
The student thinks about why the
experiment produced certain results.
3. Abstract Conceptualization
(Thinking)
The learner analyzes the experience
and forms new ideas or modifies existing
knowledge.
Example:
The student connects the experiment’s
results to scientific theories.
4. Active Experimentation (Doing)
The learner applies what they learned to
new situations and tests their
understanding.
Example:
The student designs a new
experiment to test
their hypothesis further.
Kolb’s Learning Styles