FACILITATING

LEARNING-
CENTERED
TEACHING

MA. LARACHEL R. BERMOY, MAEd-

FILIPINO
CARISSA A. EUGENIO, MAEd- GEN. SCI
College Instructors
PROGRAM OUTCOMES:

The objectives of the Bachelor of Secondary Education and of the Bachelor of Elementary
Education are as follows:

a. have the basic and higher level literacy, communication, numeracy, critical thinking,
learning and ICT skills needed for lifelong learnig;
b. have a deep and principled understanding of the learning processes and the role of
the teacher in facilitating these processes in their students;
c. have a deep and principled understandingof how educational processes relate to
larger historical, social,cultural, and political processes;
d. have a meaningful and comprehensive knowledgeof the subject matter they will
teach;
e. can apply a wide range of teaching process skills (includingcurriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches);
f. have direct experience in the field/classroom (e.g., classroom observations, teaching
assistance, practice teaching);
g. can demonstrate and practice the professional and ethical requirements of the
teaching profession;
h. can facilitate learning of diverse types of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills;
i. can reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and the broader
social forces encumbering the school and educational processes in order to constantly
improve their teaching knowledge, skills and practices;
j. can be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and
k. are willing and capable to continue learning in order to better fulfill their mission as
teachers.

COURSE TITLE: FACILITATING LEARNING-CENTERED TEACHING

COURSE DESCRIPTION:

The course emphasizes a contemporary theories and research on learning. As such,

some of the traditional theories of learning will not be addressed in detail. The exploration
and discussion of these theories and research will focus on how these theories will be
applied to Philippines, regional, local, and personal experience in educational system.
More importantly, this help process the theories and research how the teacher may use the
various ideas to better facilitate the learning among students.
COURSE OUTCOMES:

In this course, you should be able to:

1. Create a physical and psychological environment that facilities learning for all
kinds of learners.
2. Demonstrate understanding of:
a) various learning and development motivation theories.
b) the 14 learner-centered psychological principles.
3. Apply the various theories of learning and motivation to help students become
highly motivated and self-directed learners.
4. Demonstrate learning skills that facilitate and maximize self-directed learning

MODULE 4-

Lesson 2

NEO-BEHAVIORISM: TOLMAN AND BANDURA

I. Learning Outcomes:
In this lesson, you should be able to:

1. Explain Tolman’s purposive behaviorism.

2. Explain Bandura’s social learning theory
3. Give specific applications of each theory in teaching.
II. Pre – Assessment:
A. Instruction: Without browsing the internet, answer the following
questions briefly and concisely.

1. Differentiate Tolman and Bandura’s theory.

2. What is neo-behaviorism?
III. Lesson Map

NeoBehaviorism

Tolman’s Purposive Bandura

Behaviorism Social Learning Theory

Goal-Directedness Principles

Cognitive Maps
Modeling
Latent Learning
Four Conditions For
Intervening Effective Modeling
Variables

IV. Core Content:

ENGAGE: SOLVING THE MAZE

Activity 1: Learning Purposive Behaviorism

Instruction: Solve maze A. Enter on the right side and exit at the left. Solve maze
B. Enter on the left side and exit to the right.
1. How did you solve Maze A? What strategy did you use?

2. Was it easier to solve maze B? Why?

EXPLORE: UNDERSTANDING BANDURA’s SOCIAL LEARNING

THEORY

Activity 2: Article Reading!

Instruction: Read the following news article and answer the preceding
questions.
 1. What do authorities say might be the reason why Sergio hanged himself?

2. What facts made them give this reason?

3. Comment on the opinion of the clinical psychologist.

4. What do you think is the effect of telivision on the behavior of young people
(preschool to college? Cite specific examples.

EXPLAIN: KNOWING NEO-BEHAVIORISM

I. Tolman’s Purposive Behaviorism

- referred to as “ Sign Learning Theory ” and is often seen as the link between
behaviorism and cognitive theory. Learning is a cognitive process. Learning is acquired

through meaningful behavior.

- The stimuli which are allowed in are not connected by just simple one-to-one
switches to the outgoing responses. Rather the incoming impulses are usually worked over
and elaborated in the central control room into a tentative cognitive like map of the
environment.” A new stimulus ( the sign) becomes associated with already meaningful
stimuli (the significant) through a series of pairings; there was no need for reinforcement
in order to establish learning.

II. Tolman’s Key Concepts

a. Learning is always purposive and goal – directed. Individuals do more than

merely respond to stimuli; they act on beliefs, attitudes, changing conditions, and they
strive towards goal.

b. Cognitive Maps. Famous experiment on rats concluded that Organism or

Individual to be exact learned the location and will select the shortest or easiest path
to achieve goal.
 c. Latent Learning. Learning that remains or stays with the individual until needed.
Learning that is outwardly manifested at once.

d. The Concept of Intervening Variable. Variables that are not readily seen but
serves as determinants of behavior. Learning is mediated or influenced by
expectations, perceptions, representations, needs and other internal or environmental
variables.

e. Reinforcement Not Essential for Learning. Reinforcement is not essential for

learning, although it provides an incentive for performance.

III. Bandura’s Social Learning Theory

-also called observational learning. This theory emphasizs learning through

observation 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.

A. General Principles of Social Learning Theory

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

2. Learning can occur without a change in behavior.

3. Cognition plays a role in learning.

4. Social learning theory can be considered a bridge or a transition between

behaviorist learning theories and cognitive learning theories.

B. How the environment reinforces and punishes modeling

1. The observer is reinforced by the model.

2. The observer is reinforced by a third person.

3. The imitated behavior itself leads ro reinforcing consequences.

4. Consequences of the model’s behavior affect the observer’s behavior vicariously

C. Contemporary Social Learning Perspective of Reinforcement and Punishment

1. Contemporary theory proposes that both reinforcement and punishment have

indirect effects on learning.
 2. Reinforcement and punishment influence the extent to which an individual
exhibits a behavior that has been learned.

3. The expectation of reinforcement influences cognitive process that promote

learnin.

D. Cognitive Factors in Social Learning

1.Learning without performance (through observation and actual imitation)

2.Cognitive processing during learning (attention)

3.Expectations (consequences)

4.Reciprocal causation (person, behavior and environment)

5.Modeling (live models and symbolic models)

E. Behaviors that can be learned through modeling

- Many behaviors can be learned at least party, through modeling.

- Aggression can be learned through models.

- Moral thinking and moral behavior are influence by observation and modeling.

-Moral judgment regarding right and wrong which can, in part, develop through
modeling.

F. Conditions necessary for effective modelling to occur.

a. Attention - mental focus or concentration. Willingness of a child to observe and

mimic the behavior of the model.

b. Retention - the observer must be able to remember the behavior that has been
observed.

c. Motor reproduction - the ability to replicate the behavior that the model has
just demoonstrated.

d. Motivation - learners must want to demonstrate what they have learned.

G. Effects of modeling on behavior

1.Modeling teaches new behaviors.

2.Modeling influences the frequencyof previously learned behaviors.

3.Modeling may encouragepreviously forbidden behaviors.

4.Modeling increases the frequencyof similar behaviors.

H. Educational Implications of Social Learning Theory

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

2. Describing the consequences of the behavior can effectively increase the

appropriate behaviors and decrease inappropriate ones.

3. Modeling provides an alternative to shaping for teaching new behaviors.

4. Teachers and parents must model appropriate behaviors and take care that they
do not model inappropriate behaviors.

5. Teachers should expose students to a variety of other models.

EXTEND: MODIFYING WHAT I’VE LEARNED

Activity 3: Dissecting Neo-Behaviorism!

1. How are Tolman’s Purposive Behaviorism and Bandura’s Social Learning

theory able to bridge behaviorism and cognitive theory?

2. Read this article about Bandura’s views about telivision and violence, Albert
Bandura Lecture - Bing Distinguished Lecture Series “The Power of Social Modeling:
The Effects of Telivision Violence” by Christine Van de Velde
(www.stanford.edu/dept/bingschool/rsrchart/bandura.htm).

EVALUATE: SURFING THE INTERNET!

 Activity 4 / Post – Assessment:

Instruction: Read a research or study related to Tolman and Bandura. Fill

out the matrix below.

Problem Research Methodology

Title and Source: (Complete APA bibliographical entry format)

Findings Conclusions/
Recommendations

V. Topic Summary

a. Tolman’s Purposive Behaviorism has been referred to as Sign Learning Theory.

The key concepts are learning is always purposive and goal-directed, cognitive
maps, latent learning, concept of intervening variable, and reinforcement not
essential for learning.

b. Bandura Social Learning Theory focuses on the learning that occurs within a
social context.

VI. References

 Corpuz, B.B., and Lucas M.R.D.(2013). Metacognition. Facilitating

Learning: A Metacognitive Process. Lorimar Publishing, Inc. ISBN 971-
685-775-7’
 https://www.academia.edu/34757010/Module_8_Neo_Behaviorism_Tolman
_and_Bandura_INTRODUCTION
 www.stanford.edu/dept/bingschool/rsrchart/bandura.htm