Learning Episode 1: Educational Theories

Name of Observer Romina V. Daquel

Name of School St. Anthony Integrated School
School Address Holy St. Saint Francis VII, San Antonio, Binan City of Laguna
Name of Teacher Sir Chris Gaguis (Science IV)
Date(s) of
November 14, 2023 Time Observed 10:00 AM
Observation

OBSERVATION 1.1: Behaviorist Theory in Learning

Introduction: What educational learning theories are utilized by the teachers in class?
How are these used in the teaching practice?

In ancient Greece, Plato, asked the question “How does an individual

learn something new if the subject itself is new to them”. and ever
since, many theorists have emerged regarding how students learn.
These theories of learning or educational theories are a set of
principles that explain how best a student can acquire, retain and
recall new information. Basically, learning can be viewed into two
perspectives: objectivism and constructivism.

Regardless of the perspective, the fact is that there are so many

educational theorists, but they can be clustered in to three major
groups: behaviorism, cognitivism and social learning theory. For this
observation, we will focus on behaviorism. So, let’s get started.

Learning At the end of this module, I will be able to:

Outcomes:
• observe behaviorism applied in the conduct of class
• identify part of the lesson/teaching behaviorism is applied
• analyze how behaviorism is utilized in teaching-learning process
• synthesize the advantages and disadvantages of behaviorism
in the classroom

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 Observation Guide 1. Locate a classroom setting where a class is ongoing.
2. Ask permission to the teacher-in-charge that you will be conducting
an observation.
3. Observe the class and be guided by the provided checklist

4. Put a check mark (✔) in the column that suits the answer.

OBSERVATION REPORT
Strength of Concept Concept Strength of Concept
Not Not Effective Highly
present effective Effective
CONDITIONING
Is there a stimulus being presented to the
✔ Classical learner that elicits a response alongside a
Conditioning
stimulus that does not?
Is there a reward or punishment being
✔ Operant introduced following a desired or undesired
Conditioning
behavior?
STIMULUS
Example of Something introduced into the environment
✔ stimulus
that the learners can respond to
Variety of media Multiple ways to introduce new material:
✔ recordings, photos, text, etc.
Variety of Multiple ways to teach a desired behavior:
✔ strategies aural, visual, kinesthetic, etc.
REINFORECEMENT
Examples of Token reward system in place, verbal or visual
✔ reinforcement positive reinforcement or punishment
Reinforcement Is the teacher consistent with the rewards and
✔ schedule punishments they are presenting?
Shaping/Chaining Does the teacher break the desired behaviors
✔ down to manageable parts?
Does the teacher provide timely feedback
✔ Immediate when a student performs
feedback appropriate/inappropriate behaviors?
Reward contingent Do the rewards/punishments coincide with the
✔ on behavior behavior the teacher is trying to encourage/
discourage?
STUDENT/TEACHER BEHAVIOR

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 Learner active Are learners engaged in the learning? Are they
✔ participation asking questions and on task?
Teacher Is the teacher asking questions that the
✔ questioning-Check learners can relate to the objectives?
for understanding

STUDENT OBSERVATION NOTES

Mr. Gaguis started the class with classroom management (chair arrangement) and he uses
strong voice and words that are understandable by the comprehending capacity of Grade 4
students. During the discussion, he then makes sure that the students copy and make notes
in their designated notebook. Those students who behaves were told to be given additional
points in their activity and those who misbehave would not get additional points. He makes
sure that he roams around the classroom so that the engagement of student will be
increased. It is also noticeable that he asked questions on those student who do not pay
attention to his lesson.

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space
provided.

1. Briefly explain the meaning of reinforcement. Did the teacher use reinforcement in
the class? In which part of the teaching-learning process was it observed?

Reinforcement is something a teacher give the student in order to praise or change a

behavior of a student. During the observation, reinforcement is present during the class of
Sir Gaguis in Science. The teacher told the students to behave accordingly so that they will
get additional points in an activity. This serves as a reward for students who wil not
misbehave during his class and serves as punishment to those who misbehave since they
will not be receiving any additional points.

2. What kind of reinforcement was observed in the class? Explain it briefly.

The kind of reinforcement used by the teacher is what we call the POSITIVE
REINFORCEMENT. It is the act of rewarding a positive behavior in order to encourage it to
happen again in the future. The teacher assigned a specific student to list all of his/her
classmates who listens quietly to him during discussion and those who will be on the list will
receive additional points in an activity.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
3. Did the teacher use punishment in the class? What kind of punishment was observed?
In which part of the teaching-learning process it was observed?

Sir Gaguis do not used a punishment during the class. However, he uses positive reinforcement
instead to make the students behave properly that can lead to proper grasping of the lesson.
Although punishment is not present, the grades of those who misbehave and is not included in
the list will be affected.

4. What kind of conditioning was utilized by the teacher? In what way was it effective?
Explain your answer.

Based on what I observed, the teacher somehow uses both OPERANT CONDITIONING or also
known as INSTRUMENTAL CONDITIONIN. This conditioning focuses on using either
reinforcement or punishment to increase or decrease a behavior. It is formed between the
behavior and the consequences of that behavior. The reason why it is operant because the
teacher used a reinforcement or a reward in exchange of a desired behavior which is to listen to
him quietly.

5. What stimulus was introduced by the teacher to elicit response from the learners?
How was it done?

A stimulus is anything that can trigger a physical or behavioral change. There are moments in
class that the students became uninterested or distracted and do not pay attention to the lesson
so the teacher loudens his voice to caught the attention of students who are not listening to him.
It is an effective stimulus since the students automatically became attentive in class.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 KEY INSIGHTS

Instructions: Describe the three most important learning you have in using behaviorism
in the teaching-learning process.

The three main insights that I have learned in this learning episode are:
1. Reinforcement plays an important role to properly manage student’s behavior and make
every lesson be grasped by them effectively but it is also essential to use proper reinforcement
that will be a suitable approach in managing student’s behavior.
2. Voice modulation of a teacher can be used as a stimulus to make the students learn
effectively and behave accordingly so a teacher should really invest on taking care of his/her
voice.
3. There are many ways to praise or punish a student behavior. A teacher should be good at
choosing one to ensure the learning of a student while also teaching them how to properly
behave in class.
Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.

PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 Learning Episode 1: Educational Theories

Name of Observer Romina V. Daquel

Name of School St. Anthony Integrated School
School Address Holy St. Saint Francis VII, San Antonio, Binan City of Laguna
Name of Teacher Sir Chris Gaguis (Science IV)
Date(s) of
November 14, 2023 Time Observed 10:00 AM
Observation

OBSERVATION 1.2 Cognitivism in Learning

Introduction: The Cognitive Learning Theory describes learning as an internal

process of making connections between previously learned material
and new information, thereby creating meaning to that information and
making it more easily retrievable. The students are always active in
the learning, always building off of previously learned information,
rehearsal, retrieval, and review are necessary components of the
learning process, and meaning is often built into the process, all of
which help students retain newly acquired information.

For this observation, we will focus on cognitivism. So, let’s get started.

Learning At the end of this module, I will be able to:

Outcomes:
• observe cognitivism applied in the conduct of class
• identify part of the lesson/teaching cognitivism is applied
• analyze how cognitivism is utilized in teaching-learning process
• synthesize the advantages and disadvantages of cognitivism
as applied in the classroom

Observation Guide 1. Locate a classroom setting where a class is ongoing.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 2. Ask permission to the teacher-in-charge that you will be conducting
an observation.
3. Observe the class and be guided by the provided checklist

4. Put a check mark (✔ ) in the column that suits the answer.

OBSERVATION REPORT
Strength of Concept Concept Strength of Concept
Not Not Effective Highly
present effective Effective
HELPING STUDENTS TO ORGANIZE KNOWLEDGE
Teacher uses The instruction includes materials that
✔ advanced organize the content in a logical way to help
organizers the student learn.
Teacher signaled The teacher highlights important information,
✔ to important either through verbal instruction, graphic
information organizers, or gestures.
Teacher uses a The content is delivered in an organized way,
concept related material is grouped together when
✔ map/knowledge introduced and the instruction is sequenced.
map
BUILDING ON PRIOR KNOWLEDGE
Teacher activates The teacher encourages the students to think
✔ prior knowledge in about they already know, through
students questioning, thought exercises or activities.
Teacher relates The teacher helps learners draw connections
✔ new information to between new information and previously
learner(s) learned information.
SCHEMA AND DUAL MEMORY
Students were Students respond to new information through
required to discussion, writing exercises or
✔ verbalize new presentations.
information
Students were Students practice recalling information
engaged in repeatedly through activities, assessments
✔ rehearsal, and discussions.
repetition and/or
review of new
information
Students enacted Students physically demonstrate their
✔ new information understanding of knowledge.
Students were The teacher engages the students in thought
asked to visualize exercises, discussions and activities that
✔ new information require them to imagine the information in a
visual way.
Students were The teacher plans activities that require
✔ asked to students to compare and contrast two or
make connections more related concepts.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 STUDENT OBSERVATION NOTES

Sir Gaguis’ discussion emphasizes the important information necessary for the student to grasp
and it is also noticeable that he asks questions from time to time that can spark the curious
minds of the students. The lesson tackled on the day of observation is “Major Parts of the Body”
which the teacher explain in a way that the student can understand. The teacher also recalls the
past lessons they had prior to the observation to relate to the organs that is presented that day.
He also makes sure that the students take notes and highlight the important details.

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

1. How did the teacher connect the previous topic/lesson with the new lesson? What
was the students’ response to it?

The teacher recalls all the other organs that was discussed prior to the day of observation and
asks the students what they can remember about it. The students actively answers the question
that displays a clear proof that they have learned the previously discussed topic.

2. In which part of the teaching and learning process does activation of prior knowledge
occur? Briefly explain your answer.

The recall is done after the classroom management happened. The teacher asked the student
of what they can remember about the past lesson and the students interpret it as how they
learned it. The recall is done briefly as the lesson on the day of observation is just their
continuation.

3. How did the teacher help students in organizing the lesson in the class? What
strategy(ies) did the teacher utilize?

The teacher makes sure that all the students copies the definition that is presented on the
monitor and he also say the parts that should be highlighted and remembered by them. He also
used voice modulation of emphasize the main descriptions of the organs that is discussed so
that the knowledge would be stuck on the student’s mind.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
4. In which part of the lesson did you observe elaboration? How did the teacher facilitate
this? Explain it briefly.

The elaboration is done every discussion of concepts. For example, the teacher discussed
about the heart. He then elaborate the importance and function of the heart in out body. He also
asks the students some entertaining questions to the students like “May puso ba kayo?” that
make them very interested about the topic. Also, he discusses concepts very clear and is
understandable by the students, not using complex and unfamiliar words.

5. Did the teacher utilize scaffolding? How was it done in the class?

Scaffolding refers to a method where teachers offer a particular kind of support to students as
they learn and develop a new concept or skill. It is also sometimes described as “I do. We do.
You do.” The teacher offers new knowledge to the student that is alligned in the learning
objectives. Scaffolding is also done when the tecaher asked the students where they can find
their certain body parts. In that way, he is assessing the prior knowledge of the students so that
he can guide them to better learning.

KEY INSIGHTS

Instructions: Answer the following questions

How is assimilation different from accommodation? If learning is considered as a

relatively permanent change in a mental process or schema, how can we determine if
there is a change?

Assimilation of knowledge occurs when a learner encounters a new idea, and must ‘fit’ that idea
into what they already know. Think of this as filling existing containers. Accommodation of
knowledge is more substantial, requiring the learner to reshape those containers. To see if a
student is really learning, a teacher should check if they feel a bit confused or challenged when
they encounter something new. If they have to adjust what they already know (like making room
for new info or changing their understanding), that's a sign they're learning and changing their
thinking.

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents

Maniacop, J. R. (2020). Field Study 1 Learning Episode 1: Educational Theories. Cavite State
University, Indang Cavite.