LE A R N I N G F R O M T H E B E H A V I O R IS T

P E R S P E C T IV E :

Behaviorism,
Neo Behaviorism
A STUDENT-LED DISCUSSION
GROUP 3
 Meet the team

JOAN BELGICA LALYN BORAIS ABEGAIL DE LA TRINIDAD

JEMAR APUYAN ALEXA DE JESUS AUBREY PONTALBA

Content I PAVLOV

II THORNDIKE

III WATSON

IV SKINNER

V TOLMAN

IV BANDURA
Never Have I Ever
 Pavlov, Thorndike, Watson, and Skinner

I n this Module, you will be able to:

a. Identify the basic principles of behaviorism.

b . Explain the importance of the different theories.
c. Differentiate how to use rewards in the learning
process more effectively.
T he theory of behaviorism focuses on the study
of observable and measurable behavior. It
emphasizes that behavior is mostly learned
through conditioning and reinforcement
(rewards and punishment). Contributions in the
development of the Behaviorist theory largely
came from Pavlov, Watson, Thorndike and
Skinner.
 Ivan Pavlov
(1849-1936) CLASSICAL CONDITIONING THEORY

 Russian Physiologist, well known

A
for his work in classical conditioning
or stimulus substitution.

Pavlov's most renowned experiment

involved meat, a dog and a bell.
Initially, Pavlov was measuring the
dog in order to study digestion.
 Classical conditioning Theory
Classical conditioning—also sometimes referred to as Pavlovian
conditioning—uses a few different terms to help explain the learning
process.

Neutral Stimulus Conditioned Response

Is a stimulus that doesn't initially trigger a Is a learned response or a response that is created
response on its own. where no response existed before.

Conditioned Stimulus Unconditioned Response

I s a stimulus that was once neutral (didn't trigger a I s an automatic response or a response that occurs
response) but now leads to a response. without thought when an unconditioned stimulus is
present.
Unconditioned Stimulus
Is a stimulus or trigger that leads to an automatic.
 Is when the occurrences
of a conditioned response
decrease or disappear.

Is the tendency for a Sometimes a learned

conditioned stimulus to response can suddenly
evoke similar responses reemerge, even after a
after the response has period of extinction.
been conditioned.
 Is the ability to Changing Stimulus
differentiate between a
conditioned stimulus and
other stimuli that have not
been paired with an
unconditioned stimulus.
Edward L. Thorndike
(1874-1949) CONNECTIONISM THEORY

American psychologist
He wrote a text book entitled
“Educational Psychology”.
He studied learning in animals
(usually cats).
Proposed on theory of
connectionism.
Explained the S-R theory was
trial and error learning.
The learning theory represents the
original S-R framework of behavioral
psychology. S + R = LEARNING such
associations or “habits” become
strengthened or weakened by the
nature and frequency of the S-R
theory.
 The model for S-R Theory was a trial
and error of learning in which certain
responses came to be repeated more
than others because of rewards.

Educational Implications;
Effect of motivation, Exercise patience,
learning must exercised, make learning in
meaningful, learn when doing a thing.
CONNECTIONISM Theory

States that learning has taken place when a strong connection or

bond between STIMULUS and RESPONSE is FORMED.

Emotional reaction Encourage Physical, mental

of the learner repetition to and emotional
acquire skills state of the
learner
CONNECTIONISM Theory

This states that a connection between S-R

is strengthened when the consequence is
positive (reward) and the connection
between S-R is weakened when the
consequence is negative.

REVISED: Negative rewards (punishment)

do not necessarily weaken bonds and that
some seemingly pleasurable consequences
do not motivate performance.
This states that S-R bond is practiced the stronger it will become. “Practice
makes perfect”.

REVISED: Practice without feedback does not necessarily enhance

performance.
This states that the
more readiness the
learner has to
respond to the
stimulus, the
stronger will be the
bond between
them.
1. Learning requires both practice and It emphasizes the importance of
rewards (law of effect and exercise). motivation in learner
2. A series of S-R connections can be It stresses the importance of mental
chained together if they belong to the readiness, meaningful practice and
same action sequence (law of incentives in learning process.
readiness).
3. Transfer of learning occurs because of And implies that the teacher should
previously encountered situations. prepare the mind of the students.
4. Intelligence is a function of the Give the learners more opportunity
number of connections learned. to use repeat and acquire
knowledge. Learning based on past
experiences.
John B. Watson
(1878-1958) CLASSICAL CONDITIONING

American psychologist
Born on: January 9, 1878 at
Travelers Rest, South Carolina
United States.
Died in 1958
Known for his methodological
behaviorism: Behavior
modification
Education of Watson: John Hopkin
University, Greenville Senior high
school, The university of Chicago
and Furman University
The little albert experiment, presents and example of how classical conditioning
can be used to condition an emotion response
Baby Albert is When Albert tried When Albert was
allowed to play with to pet or come near presented with the
a pet rat. Albert to the rat, Watson rat again, he
enjoys petting the would make a loud became scared,
rat and does not noise. This scared cried and tried to
fear it. Albert. move away from
the rat.
 BF Skinner
(1904-1990) OPERANT CONDITIONING

He also believed in the stimulus-

response pattern of conditioned
behavior.

 alden tool
W
Science and human Behaviour
1953
 is anything that strenghtens the desired response.

Positive Reinforcement
Any stimulus that is given/added to increase a response.
Example: When a teacher promises extra time in the play area to children who
behave well during the lesson.
Negative Reinforcement
Any stimulus that results in the increases frequency of a response when it is
withdrawn/removed.
Not a punishment, it Is a reward.
Example: A teacher announces that a student who gets an average grade of 1.5
for the two grading periods will no longer take the final exam.
is anything that strenghtens the desired response.

Extinction
Responses that are not reinforced are not likely to be repeated
example: Ignoring a student’s misbehavior may extinguish that behavior.
shaping of Behavior
An aspect of behavior analysis that gradually teaches new behavior through
the use of reinforcement until the target behavior is achieved.

Behavioral Chaining
When a series of steps are needed to be learned. The animal would master
each step in sequence until the entire sequence is learned.

Reinforcement Schedules
Once the desired behavioral response is accomplished, reinforcement does not
have to be 100% in fact, it can be maintained more successfully
FIXED INTERVAL Schedules - Rewards depend on the specific number of
times a behavior occurs. For instance, a child is applauded after spelling 10
words correctly.
VARIABLE INTERVAL SCHEDULES - Responses are rewarded after an
unpredictable amount of time has passed. An example is unpredictable check-
ins by a health inspector.
FIXED RATIO SCHEDULES - Rewards are provided at consistent times. An
example is a weekly paycheck. Another example is a child being rewarded
once a week if the dishes are done.
VARIABLE RATIO SCHEDULES - This reinforcement is unpredictable and yields
a high number of responses. For example, gambling may offer wins after
several unpredictable attempts.
1. Practice should take the form of question(stimulus)-answer(respose)
frames which expose the student to the subject in gradual steps.
2. Require that the learner makes a response for every frame and
receives immediate feedback.
3. Try to arrange the difficulty of the questions so the response is
always correct and hence, a positive reinforcement.
4. Ensure that good performance in the lesson is paired with secondary
reinforcers such as verbal praise, prizes and good grades.
1. Bahavior that is positively reinforced will reoccur; intermittent
reinforcement is particularly effective.
2. Information should be presented in small amounts so that responses
can be reinforced (“shaping”)
3. Reinforcements will generalize across similar stimuli (“stimulus
generalization”) producing secondary conditioning.
 Tolman and bandura

I n this Module, you will be able to :

a. Identify Tolman's purposive behaviorism and

Bandura's social learning theory.
b . Give specific application of each theory in
teaching.
New theories came into view which maintained
some of the Behaviorist concept but excluded
others, and added new ideas which later came
to be associated with the cognitive views of
learning. The neo-bahavioris, then, we're
transitional group, bridging the gap between
behaviorism and cognitive theories of learning
 It has aspects of behaviorism but it also reaches
out to the cognitive perspective.

PURPOSIVE SOCIAL LEARNING

BEHAVIORISM THEORY
Has also been referred to as sign learning theory and is often seen as
the link between behaviorism ang cognitive theory. Tolman’s theory
was founded on two psychological views: the Gestalt psychologist
and John Watson, the behaviorist.
 Edward Tolman
(1886-1959) PURPOSIVE BEHAVIORISM

Edward C. Tolman, in full Edward

Chace Tolman, (born April 14, 1886,—
died November 19, 1959, Berkeley,
California)
American psychologist who
developed a system of psychology
Edward Tolman taught psychology at
the University of California.
PURPOSIVE BEHAVIORISM

This tendency to “learn location”

signified that rats somehow formed
cognitive maps that helped them
perform well on the maze. He also
found out that ORGANISMS WILL
SELECT THE SHORTEST OR
EASIEST PATH TO ACHIEVE A
GOAL
This tendency to “learn location” signified that rats somehow formed
cognitive maps that helped them perform well on the maze. He also
found out that ORGANISMS WILL SELECT THE SHORTEST OR EASIEST
PATH TO ACHIEVE A GOAL
Is a kind of learning that remains or stays with the individual until
needed.

A two-year-old always sees her dad operate the TV remote

control and observes how the TV is turned on or how channel is
changed, and the volume adjusted. After sometime, the parents are
surprised that the first time that their daughter holds the remote
control, she already knows which buttons to press for what
function.
Intervening variables are variables that are not readily seen but serve
as determinants of behavior.

Tolman concluded that reinforcement is not essential for learning,

although it provides an incentive for performance.
 Albert Bandura
(1925-2021) SOCIAL LEARNING THEORY

Canadian–American psychologist born on

December 4, 1925 in Mundare, Canada.
The David Starr Jordan Professor Emeritus of
Social Science in Psychology at Stanford
University.
In a 2002 issue of the General Review of
Psychology, he was ranked the fourth “most
eminent psychologist of the 20th century”
behind B. F. Skinner, Jean Piaget and Sigmund
Freud.
Famous for his Social Learning Theory
Creator of the Bobo doll experiment (1961)
that was the foundation for multiple social
learning and behavioral studies.
Social learning theory

Focuses on the learning that occurs within social context. It considers

that people learn from one another, including such as concepts as
observational learning, imitation, and modeling.

The ten year old boy Sergio Pelico did watch Saddam's execution on
TV and imitated it. (A news article from the book entitled "The 10
Year Old Boy in Texas Hang Himself After Watching Saddam
Execution")
1. People can learn by observing the behavior of others and the
outcomes of those behaviors.

2. Learning can occur without a change in behavior. Behaviorist says that

learning has to be represented by a permanent change in behavior, in contrast
social learning theorists say that because people can learn through
obeservational alone, their learning may not necessarily be shown in their
performance. Learning may or may not result in a behavior change.
3. Cognition plays a role in learning. Over the last 30 years, social
learning theory has become increasingly cognitive in its interpretation in
human learning. Awareness and expectations of future reinforcement or
punishments can have a major effect on the behaviors that people
exhibit.

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

between behaviorist learning theories and cognitive learning theories.
1. The observer is reinforce by the model.

2. The observer is reinforce by a third person.

3. The imitated behavior itself leads to reinforcing consequences.

4. Consequences of the model's behavior affect the observers behavior

vicariously known as vicarious reinforcement.
1. Attention

2. Retention

3. Motor Reproduction

4. Motivation
1. Modeling teaches new behaviors

2. Modeling influences the frequency of previous learned behaviors.

3. Modeling may encourage previously forbidden behaviours.

4. Modeling the frequency of similar behaviors.

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

behavior.

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.

Think of a teacher that's most unforgettable to you in elementary or
highschool. What kind of rewards and punishments did she/he apply in
your class? For what behaviors were the rewards and punishment for?
Thank
you
 Cognitive Perspective:
01 Gestalt Psychology

02 Information Processing
Group 4
01
Gestalt Psychology
Objectives:
• Describe the different gestalt psychology.
• List ways of applying Gestalt psychology in the
teaching-learning process.
• Demonstrate appreciation of the usefulness of
gestalt principles in the teaching-learning
process.
Introduction

Gestalt psychology was at the forefront of the cognitive

psychology. It served as the foundation of the cognitive
perspective to learning. It opposed the external and
mechanistic focus of behaviorism. It considered the
mental processes and products of perception.
Advance Organizer
Gestalt Theory
• was the initial cognitive response to behaviorism. It
emphasizes the importance of sensory wholes and
the dynamic nature of visual perception.

• the term gestalt means “form” or “configuration”.

These are the psychologists who studied Gestalt
theory:
Max Wertheimer
Born: April 15, 1880
Prague, Austria-Hungary
Died: October 12, 1943 (aged 63)
New Rochelle, New York, United States
Kurt Koffka
Born: March 17, 1886
Berjin, German Empire
Died: November 22, 1941 (aged 55)
Northampton, Massachusetts
Wolfgang Kohler
Born: January 21, 1887
Reval (now Tallinn) Governorate
of Estonia, Russian
Died: June 11, 1967 (aged 80)
Enfield, New Hampshire, U.S
 These are the psychologists who studied Gestalt theory:

Psychologist, Max Wertheimer, Kurt Koffka, and Wolfgang Kohler

studied perception and concluded that learners were not
passive, but rather active. They suggested that learners do not
just collect information as is but they actively process and
restructure data in order to understand it. This is the perceptual
process.
6 Gestalt Principles
 Law of Proximity

Elements that are closer together will

be perceived as a coherent object.
When objects we are perceiving are
near to each other , we perceive them
as belonging together.
 Law of Similarity

Elements that look similar will be

perceived as part of the same form.
We link similar elements together.
 Law of Closure

We tend to fill the gaps or "close

" the figures we perceived. We
enclosed a space by completing
a contour and ignoring gaps.
 Law of Good Continuation

Individuals have the tendency to

continue contours whenever the
elements of the pattern establish an
implied direction. People tend to draw
a good continuous line.
 Law of Good Pragnanz

The stimulus will be organized into as a

good figure as possible . Based on our
experiences with perception, we
"expect" certain patterns and
therefore perceived that expected
pattern.
 Law of Figure/Ground

We tend to pay attention and perceive things in the

foreground first. A stimulus will be perceived as separate
from its ground.
 Insight Learning

Gestalt psychology adheres the to the idea of

learning taking place by discovery or insight. The idea of
insight learning was first developed by Wolfgang Kohler
in which he described experiments with apes.
Sultan the Ape
 In each of the problems, the important aspects
of learning was not reinforcement, but the
coordination of thinking to create new organizations
(of materials ). Kohler referred to this behavior as
insight or discovery learning. His theory suggested
that learning could occur when individual perceived
the relationships of the elements before him an
reorganizes these elements and comes to a greater
understanding or insight. This could occur without
reinforcement , and once it occurs, no review, training
or investigation necessary. Significantly , insight is not
necessarily observable by another person
Gestalt Principles and the
Teaching-Learning
Process
 Psychologist Kurt Lewin, on his
theory on " life space" adhered to
gestalt psychology . He said that an
individual has inner and outer forces
that affect his perceptions and also
his learning. Inner forces include his
own motivation , attitudes and
feelings. Outer forces may include the
attitude and behavior of the teacher
and the classmates . All of these
forces interact and impact on the
person's learning. Mario Polito an
Italian psychologist writes about the
relevance of gestalt psychology to
education.
 Gestalt is focused on the experience of contact that occurs
in the here and now. It considers with interest the life space of
teachers as well as students. It takes interest in the complexity of
experience, without neglecting anything, but accepting and
amplifying all that emerges. It stimulates learning as experience
and the experience as a source of learning. It appreciates the
affections and meaning that we attribute to what we learn.
Knowledge is conceived as a continuous organization and
rearrangement of information according to needs, purposes and
meanings. It asserts that learning is not accumulation, but
remodeling or insight. Autonomy and freedom of the student is
stimulated by the teacher. The time necessary for assimilation and
for cognitive and existential remodeling is respected. The contact
experience between teachers and students is given value: an
authentic meeting based on sharing ideas and affections.
02
Information Processing
Objectives:

• Described the processes involved in acquiring,

storing and retrieving knowledge; and
• Cite educational implications of the theory on
information processing.
Introduction

Information processing is a cognitive

theoretical framework that focuses on how
knowledge enters and is stored in and is retrieved
from our memory. It is one of the most significant
cognitive theories in the last century and it has
strong implications on the teaching-learning
process.
Advance Organizer
Information Processing Theory

Relating how the mind and computer woks is a powerful

analogy. The term used in information processing theory (IPT)
extends this analogy. In fact, those who program and design
computers aim to make computer solve problems through
processes similar to that of the human mind.

Cognitive psychologist believed that cognitive processes

influenced the nature of what is learned. They considered learning
as largely an internal process, not an external behavior change
(as behaviorist theorist thought).
• They looked into how we receive, perceive, store and retrieve
information. They believed that how a person thinks about and
interprets what s/he receives shapes what he/she will learn. All
these notions comprise what is called the information processing
theory.
• IPT describes how the learner receives information (stimuli) from
the environment through the senses and what takes place in
between determines whether the information will continue to
pass through the sensory register, then the short term memory
and the long term memory. Certain factors would also determine
whether the information will be retrieved or “remembered” when
the learner needs it.
• We first consider the types of knowledge that the learner may
receive.
Types of Knowledge

General vs. Specific – Useful in many tasks, or only in one.

Ex. General Knowledge: Knowing that fruits are delicious and healthy foods that come in
different shapes, colors, and flavors.
Specific Knowledge: Knowing that apples, oranges, and bananas are specific types of
fruits.
Declarative – Factual knowledge. They may be in the form of a word or an image.
Ex. Knowing that apples are round and can be red, green, or yellow.
- Knowing that oranges are citrus fruits and have a tangy taste.
Procedural – How to do things.
Ex. Knowing how to peel a banana and eat it.
- Knowing how to cut an apple into slices and remove the core.
Episodic – Memories of life events.
Ex. Remember the time you went apple picking with your family and enjoyed
eating freshly picked apples.
- Recalling a fun experience of having a picnic and eating juicy oranges with your
friends.
Conditional – Knowing when and why. Apply declarative or procedural strategies.
Ex. Knowing that you should eat fruits when you feel hungry or as a healthy
snack.
- Understanding that you should wash fruits before eating them to remove any
dirt or pesticides.
Stages in the Information
Processing Theory

The stages of IPT involve the functioning of the

senses, sensory, register, short-term memory and
the long-term memory. IPT asserts three primary
stages in the progression of external information
becoming incorporated into the internal cognitive
structure of choice {schema, concept, script, frame,
mental model, etc.}.
Primary stages in IPT are:

Encoding - information is sensed, perceive and attended to.

Storage – the information is stored for either a brief or extended

period of time, depending upon the processes following encoding.

Retrieval – the information is brought back at the appropriate time and

reactivated for use on a current task, the true measure of effective memory.
Main Stages in the Memory Process:

Sensory Register
- The first step in the IP model holds all sensory information for a very
brief time.

Capacity: Our mind receives a great amount of information, but it is

more than what our minds can hold or perceive.

Duration: The sensory register only holds the information for an

extremely brief period – in the order of 1 to 3 seconds.
The Role of Attention

● We can only perceive and remember later those things that pass
through our attention “gate”.
● Before information is perceived, it is known as “precategorical”
information. Once it is perceived, we can categorize, judge,
interpret, and place meaning to the stimuli. If we fail to perceive, we
have no means by which to recognize that the stimulus was ever
encountered.
Short-Term Memory (STM or Working Memory)

Capacity: 5 to 9 “chunks” of information,

Duration: Around 18 seconds or less.

Ex. 7323545254 vs. 732-353-5254

Long-Term Memory LTM

The LTM is the final or permanent storing house

for memory information.

Capacity: unlimited capacity.

Duration: indefinite.
Executive Control Process

The executive control processes involve the executive

processor or what is referred to metacognitive skills.
These processes guide the flow of information through
the system, help the learner make informed decisions
about how to categorize, organize or interpret
information.
 Forgetting

It is the inability to retrieve or access information when

needed.

Two main ways:

DECAY – Information is not attended to, and eventually

“fades” away. Very Prevalent in Working Memory.
INTERFERENCE – New or old information ‘blocks’ access
to the information in question.
Methods in Increasing Retrieval of Information

Rehearsal – This repeating information verbatim, either

mentally or aloud.
Meaningful Learning – these making connections between new
information and prior knowledge.
Organization – It is making connections among various pieces of
information. Info that is organized efficiently should be recalled.
Elaboration – This is adding additional ideas to new information
based on what is already knows. It is connecting new info with
old to gain meaning.
Visual Imagery – This means forming ‘pictures’ of the
information.
Generation – Things we ‘produce’ are easier to remember
than things what we ‘hear’.
Context – Remembering the situation helps recover
information.
Personalization – It is making the information relevant to
the individual.
 Other Memory Methods
Serial Position Effect (recency and primacy) – you will remember the
beginning and end of a ‘list’ more readily.
Part Learning – Break up the ‘list’ or ‘chunk’ information to increase
memorization.
Distributed Practice – Break up learning sessions, rather than
cramming all the info in at once. (Massed Practice)
Mnemonic Aids – These are memory techniques that learners may
employ to help them retain and retrieve information more
effectively. This includes the loci technique, acronyms, sentence
construction, peg-word and association techniques, among
others.
Thank
Thank you!
you!
GOOD DAY!
CSNORTCUITVIMS
CONSTRUCTIVISM
BORPELM VINGSOL
PROBLEM SOLVING
CEARITIVYT
CREATIVITY
FERSNART FO ELRAINNG
TRANSFER OF LEARNING
 “TEACHING IS NOT ABOUT
FILLING UP THE PAIL ;
IT IS ABOUT LIGHTING A FIRE.”
Williams Butler Yeats Treats
CONSTRUCTIVISM?
Module 14
Constructivism:Knowledge
Contruction/Concept Learning
Presented By: Group 5
Catimbang, Rejalde
Salinas, San Pablo
Sibulo, Tablizo
 Objectives
a. Explain the role of contructivism
in facilitating learning.
b. Describe strategies that
promote knowledge construction
c. Describe strategies to facilitate
concept learning.
 2 views of
constructivism
Individual Constructivism
This is also called Cognitive Constructivism.
It emphasizes individual, internal construction of knowledge.
Proponents of this type choose child-centered and discovery learning.

Social Constructivism
It emphasizes that knowledge exists in a social context and is
initially shared with others instead of being represented solely
in the mind of an individual.
 Characteristics
of Constructivism
 Four Characteristics of
Constructivism
Learners construct Learning is
01 understanding 03 facilitated by social
interaction

Now learning Meaningful learning

02 depends on current 04 occurs within
understanding authentic learning
task
Organizing
Knowledge
Concept is a way of grouping or
categorizing objects or events
in our mind.
A concept of “ teach” includes a
group of tasks such as model,
discuss, illustrate, explain, assist,
etc.
Concept as;
Concept as Feature Lists- Learning a concept
involved learning specific features that characterize
positive instance of the concept. Included here are
defining features and correlational features

Concept as Prototypes- a prototype is an idea or

a visual image of a “typical” example. It is usually
formed based on the positive instances that
learners encounter most often.

Concept as Exemplars- Exemplars represent a

variety of examples. It allows learners to know that
an example under a concept may have variability.
 Making Concept-
01
learning Effective
Provide a clear definition of the concept
make the defining features very
concrete and prominent
Give a variety of positive instances
Give negative instances
Cite a “ best example” or a prototype
Provide opportunity for ; Learners to
identify positive and negative instances
Ask learners to think of their own
example of the concept
Point out how concepts can be related
to each other
02 Schemas and Script
A schema is an organized body
of knowledge about something.
It is a file of information you hold
in your mind about something.

A script is a schema that

includes a series of predictable
events about a specific activity.
Applying Constructivism in Facilitating Learning
Aim to make learners understand a few key ideas in an in-depth
manner, rather than taking up so many topics superficially.
Give varied examples.
Provide opportunities for experimentation..
Provides lots of opportunities for equality interaction.
Have lots of hand-on activities.
Relate your topic to real life situations.
Do not depend on the explanation method all the time.
 MODULE 15
TRANSFER OF LEARNING
 Transfer of Learning
02
Task Name 01
Conditions
Types of and
Transfer
Task Name Principles
of Transfer
Transfer of Learning
It happens when learning
in one context or with one
set of materials affects
performance in another
context or with other
related materials.
 Definition:
Transfer of Learning consists of two words:

Transfer Learning Transfer of Learning

An act of moving An act of gaining A process in which

something or some knowledge, skill by something is learnt in
to another place. experience, study, being one situation is used
taught or creative. in another situation.

It occurs when the learner:

Recognizes common features among concepts, skills or principles.

Links the information in memory.
Sees the value of utilizing what was learned one situation in another.
 Example:
Learning to use roller skates later helps a person to
learn more quickly to ice skate.
Learning mathematics can be applied while shopping.
 Types of Transfer
01 02
Positive Negative
Transfer
Task Name Transfer

03 Near
04 Far
Task Name
Transfer Transfer
 Positive Transfer
It occurs when learning in one
context improves performance
in some other context

Example:
Learning addition facilitates
learning multiplication
playing badminton helps of
learning tennis
 Negative Transfer
It occurs when learning in one context
impacts negatively on performance in
another.

Example:
A student who has learned to ride a
bike with training wheels may struggle
when transitioning to a two-wheeled
bike without training wheels due to
negative transfer
 Near Transfer
refers to transfer between very
similar contexts. This is also
referred to as specific transfer.

Example:
When student answer types of
algebra word problems in an exam
which are similar to what they had
in their seatworks
 Far Transfer
refers to transfer between contexts
that, on appearance, seem remote and
alien to one another. This is also called
general transfer.

Example:
Stephen Covey applied the lesson of the
Aesop’ fable of “The Goose That Lays the
Golden Eggs” to managing corporations.
 Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning
The more similar the two Involve students in
situations are, the greater learning situations and
Similarity between two the chances that learning tasks that are similar as
learning situations from one situations will be possible to the situation
transferred to the other where they would apply
situations the tasks.

Remember to provide
Degree of Meaningful learning leads opportunities for learners
meaningfulness/
relevance of to greater transfer than to link new materials to
learning rote learning what they learned in the
past.
 Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning
To ensure transfer, teach
The longer the time spent a few topics in depth
Length of instructional
Si in instruction, the greater rather than many topics
time the probability of transfer tackled in a shallow
manner.

illustrate new concepts

Exposure to many and and principles with a
Variety of varied examples and variety example. Plan
learning
experience opportunities for practice activities that allow your
encourages transfer learners to practice their
newly learned skills.
 Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning

Transfer of learning is
Relate a topics in one
most likely to happen
subjects to topics in
when learners discover
Context for
Si
learner’s that what they learned is
other subjects or
experiences disciplines. Relate i also
applicable to various
to real life situtions.
contexts.

Focus on Zero in on principles

principles rather Principles transfer easier
related to each topic
than tasks together with strategies
than facts
based on those
principles
 Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning

Encourage students to
Student reflection take responsibility for
Emphasis on improves transfer of their own learning, and
metacognition
learning. to reflect on what they
learned.

Focuson
principles rather
than tasks
 Module 18
Problem Solving
and Creativity
 Objectives

Explain the Four Criteria of Creativity by Torrance,

Creative Problem Solving (CPS), and Other Model
for Problem Solving
What is Problem Solving?
It is the act of defining a problem; determining
the cause of the problem; identifying,
prioritizing, and selecting alternatives for a
solution; and implementing a solution.
 What is Creativity?

It is the use of the imagination or original ideas,

especially in the production of an artistic work.
About Edward Paul Torrance

Father of Creativity
A professor emeritus of educational
psychology, invented the beachmark
method for quantifying creativity and
arguably created the platform for all
research on the subject
“Torrance Test of Creative Thinking” helped
shatter the theory that IQ test alone were
sufficient to gauge real intelligence.
Torrance Test of Creative
Thinking

A test that assess how creatively a child’s

mind works and are often given to children
to determine advance placement or as a
part of an entrance examination.
2 parts - Verbal Test & Figural Test
 Advance Organizer

FLUENCY
Torrance’s
Creativity
FLEXIBILITY
Problem Framework

Solving/ ELABORATION
Creativity
ORIGINALITY

Creative
Problem
Solving
(CPS) SIX STAGES OF CPS
Torrance Framework for
Creative Thinking
A common framework for creative thinking
processes is described by Torrance (1979). Each
aspect is defined below, along with ways to
facilitate the respective aspect by using key
words and application activities.
 Fluency
Fluency refers to the production of a great number of ideas or
alternate solutions to a problem. Fluency implies understanding,
not just remembering information that is learned.

Keywords
Compare, convert, count, define, describe, explain, identify,
label, list, match, name, outline, paraphrase, predict,
summarize.
Application Activities
Trace a picture and label the parts.
Outline an article you find on your topic.
List 15 things that are commonly red or contain red.

Example: Apple, blood, brick, caboose, cherry, Christmas stocking, exit sign. fire
alarm, flag, heart, red nose reindeer, rose, tomato, wagon.
 Flexibility
Flexibility refers to the production of ideas that show a variety of
possibilities or realms of thought. It involves the ability to see
things from different points of view, to use many different
approaches or strategies.

Keywords
Change, demonstrate, distinguish, employ, extrapolate,
interpolate, interpret, predict

Application Activities
What would happen if ... there were no automobiles?
How would you feel if ... you were invisible for a day?
How would you group the ideas about "red" into categories?

Example: Fruit, safety features, vehicles.

 Elaboration
Elaboration is the process of enhancing ideas by providing
Additional detail and clarity improves interest in, and
understanding of, the topic. more details.
Keywords
Appraise, critique, determine, evaluate, grade, judge,
measure, select, test.
Application Activities
Tell your neighbor about your last family trip using as many
details as possible.
Describe all the possible characteristics of the red quality in a
wagon.

Example: Shade, finish, texture, uniformity.

 Originality
Originality involves the production of ideas that are unique
or unusual. It involves synthesis or putting information
about a topic back together in a new way.

Keywords
Compose, create, design, generate, integrate, modify,
rearrange, reconstruct, reorganize, revise.

Application Activities
What would be the strangest way to get out of bed?
Design a new that is better than the one you have.
Write an unusual title for the ideas about red.

Example: Revolutionary "Red" Representation.

Creative Problem Solving - CPS
Creative Problem Solving (CPS) is an intentional process for
solving problems and discovering opportunities. It espouses
the use of creativity in coming up with solutions which are not
only novel but practical as well. In the 1950's Alex Osborn
described this process in his book, Applied Imagination.
Osborn opened the process in the public domain which meant
anyone can use it. Over the years countless people have
utilized the CPS in various fields and endeavors.
Creative Problem Solving - CPS
Osborn's Checklist, the origin of Classical Brainstorming is
the root of creative problem solving (CPS). There are a
variety of general structures: 'define problem, generate
possible solutions, select and implement the best which can
be found extensively, in several different academic
traditions.
 Creative Problem Solving - CPS
In its most extended and formalized form it has the six stages
shown below, each with a divergent and a convergent phase.
However, more recent publications seem more interested in
focusing on procedure and technique issues, with less weight
on the full elaboration of this structure.

The following, based on Van Gundy (1988's) description, is a very brief

skeleton of a very rich process, showing it in its full '6 x 2 stages' form:
 Sensitize yourself (scan,
Stage 1: Mess finding: search) for issues (concerns,
challenges, opportunities,
etc.) that need to be tackled

Divergent techniques include 'Wouldn't It Be Nice If...' (WIBNI) and 'Wouldn't

It Be Awful If... (WIBAI)- brainstorming to identify desirable outcomes and
obstacles to be overcome
Convergent techniques include the identification of hotspots.
(Highlighting), expressed as a list of IWWMS ('In What Ways Might..."), and
selection in terms of ownership criteria.
 Stage 2: Data finding: Gather
information about the problem.
Divergent techniques include Five Ws and H (Who, Why, What, When,
Where and How) and listing of wants, sources and data: List all your
information 'wants' as a series of question; for each, list possible sources
of answers; then follow these up and for each source, list what you
found.
Convergent techniques again include: identifying hotspots
(Highlighting); Mind-mapping to sort and classify the information
gathered; and also restating the problem in the light of your richer
understanding of it.
Stage 3: Problem finding: convert a fuzzy
statement of the problem into a broad
statement more suitable for idea finding.
Divergent techniques include asking 'Why?' etc. - the repeatable questions and
Five W's and H. •
Convergent techniques include highlighting again, reformulation of problem-
statements to meet the criteria that they contain only one problem and no
criteria, and selection of the most promising statement (but NB that the
mental 'stretching" that the activity gives to the participants can be as
important as the actual s chosen). statement
 Stage 4: Idea Finding generate as many
ideas as possible
Divergence using any of a very wide range of idea-generating techniques.
The general rules of Classic Brainstorming (such a are likely to underpin all
of these.
Convergence can again involve hotspots or mind-mapping, the combining
of different ideas, and the shortlisting of the promising handful, perhaps
with some thought for the more obvious month evaluation criteria, but not
over-restrictively. (deferring judgement)
 Stage 5: Solution finding:
Generate and select obvious evaluation criteria (using an
expansion/contraction cycle) and develop (which may include combining)
the short-listed ideas from Idea Finding as much as you can in the light of
these criteria. Then opt for the best of these improved ideas (eg. using
Comparison tables).
 Stage 6: Acceptance finding:
How can the suggestion you have just selected be made up to standard and
put into practice? Shun negativity, and continue to apply deferred judgment
- problems are exposed to be solved, not to dishearten progress. Action
plans are better developed in small groups of 2-3 rather than in a large
group (unless y particularly want commitment by the whole group).

Particularly for you 'people' problems it is often worth developing several

alternative action plans. Possible techniques include - Five W's and H.
Implementation Checklists, Consensus Mapping. Potential-Problem Analysis
(PPA) Retrieved from
“http://www.mycoted.com/Creative_Problem_Solving - CPS”
 Other Model for Problem Solving
Bransford's IDEAL Model
1. Identify the problem.
2. Define the problem through thinking about it and sorting
out the relevant information
3. Explore solutions through looking at alternatives,
brainstorming, and checking out different points of view.
4. Act on the strategies.
5. Look back and evaluate the effects of your activity.

www.mycoted.com
QUIZ
1. He is known as the
Father of Creativity.
 2. It occurs when
learning in one context
improves performance
in some other context.
3. It is a schema that
includes a series of
predictable events
about a specific
activity.
4. It refers to transfer
between very similar
contexts. This is also
referred to as specific
transfer
5. It is an intentional
process for solving
problems and
discovering
opportunities.
6. It is also called
cognitive
constructivism.
 7. It refers to the
production of ideas
that show a variety of
possibilities or realms
of thought.
 8. It happens when
learning in one context or
with one set of materials
affects performance in
another context.
 9. It is a constructivist
that believes in creating a
"community of learners",
within classrooms.
 10. He is the one who
described the Creative
Problem Solving process in
his book, Applied
Imagination.
Thank
you!