Miss Intan Baiduri Bt Abu BakarJabatan HEPIPG Kampus Batu LintangEDU3103LEARNING THEORIES:SOCIAL LEARNING THEORY & HUMANISTIC LEARNING THEORY

CONTENTS Social and Social Cognitive Theory: - Albert Bandura Humanistic Learning Theories: - Carl Rogers - Abraham Maslow Islamic Perspectives: Saidina Ali Implications of Social and Social Cognitive Learning Theory and Humanistic Learning Theory

Bandura believed that human beings learn naturally through observation and imitation The earlier theory put forward by Bandura was the Social Learning Theory (1977) - emphasized the importance of observation, imitation of behavior, attitude and actions of others - this theory is quite similar to operant conditioning theory which also takes into consideration the effect of reinforcement on behaviorSOCIAL & SOCIAL COGNITIVE LEARNING THEORIES

Example children and adolescents like to imitate the hair style and dressing of their favorite actors or actresses Children imitate behavior that they observe, especially behavior that is given good appraisal by others

The Social Learning Theory later developed into the Social Cognitive Theory (1986), which emphasizes the function of cognitive processes in social learning - the behavior of human beings is the result of reciprocal interaction between individual influences (cognitive) behavioral influences, and environmental influencesSocial Cognitive Theory

CognitiveProcesses BehavioralProcessesEnvironmentalProcesses Triadic Reciprocality (Bandura, 1986)

Experiments with the doll named Bobo: Preschool children were divided into three groups to view different videos After that, they were placed in rooms with the doll The childrens behavior concerning the doll were observed

EXPERIMENTS WITH THE DOLL BOBO

GROUP 1GROUP 2GROUP 3Viewed video of adults being aggressive towards the doll and given positive reinforcementViewed video of adults being aggressive towards the doll and NOT given positive reinforcementViewed video of adults NOT being aggressive towards the dollThe children were aggressive towards the dolls The children were not aggressive towards the dolls The children were not aggressive towards the dolls

Modeling(Direct Imitation)Concept: Occurs directly after observing the model carry out the actionExample: The PE teacher demonstrates how to bounce a ball and the student does it after thatTHREE TYPES OF IMITATION

Inhibitory and disinhibitory imitation Concept: Involves behaviors that can occur in all situations (disinhibitory) and behaviors that can only be carried out in certain situations only (inhibitory)e. g. disinhibitory behavior -Informal way of addressing someone such as sister, uncle can be used in the house / markete. g. inhibitory behavior in a formal situation such as an official meeting / function, the informal way of addressing is not suitable; more appropriate to use Sir, Madam

Concept: Involves responses that are similar but do not precisely match those of the modele.g. seeing someone being generous such as giving to charity might move the observers to do the same but not giving to the same persons / organizationsEliciting

Bandura put forward four steps in observational learning / imitation: 1. Observe the behavior (attention) 2. Mentally remembering the steps (retention) 3. Reproduce the behavior (production) 4. Continue the behavior when there is motivation or reinforcement (motivation and reinforcement)ELEMENTS IN OBSERVATIONAL LEARNING

Ormrod (2008) There are two types of models in social learning:

- Real-life model: the behavior of a person, animal or object is imitated; Example imitating a mother who can cook very well

- Symbolic model: steps or procedure in cooking a certain dish Example recipe for the dishWhat are the implications of social Learning Theory on T-L in the classroom?

Views human beings as special creatures that are different from animals Humans perform actions based on their needs, motivation, interest and values The humanistic approach views students as having the potential, motivation and ability to study and develop The learning situation, relationship with and acceptance of the teacher and peers are important factors influence learningHUMANISTIC LEARNING THEORY

Five Basic Objectives of Education (Gagne & Berliner 1991)

Five Principles in the Approach to Education (Gagne & Berliner 1991)

Students will find it easy to learn what they want to study2. Knowing how to study is more important than having a lot of knowledge3. Self-assessment by students is a more meaningful form of assessment4. Feelings are just as important as facts5. Students learn better in environments that are non-threatening, safe physically, emotionally, psychologically, and comfortable

CARL ROGERS THEORY Rogers believed that each person has within him/her the innate tendency to continue to grow and develop. As such, they will develop well spiritually and physically if they are given the right guidance All human beings have the drive and desire to learn If a person fails to learn, the reason could be an unsuitable learning environment and not his/ her lack of ability to study Rogers emphasized learning through experience (experiential learning)

Two Categories of Learning (Rogers)

Rogers placed emphasis on the relationship between the teacher/facilitator and the student: Learning should be student centered and non-biased The teacher should facilitate learning, not do everything for the student If the learning environment is not conducive, learning will be jeopardized Learning will be effective if the student feels relaxed and calm

Maslow believed that learning is influence by human needs such as food, safety, self esteem and achievement All human beings are motivated by the same basic needs These needs can be arranged in a hierarchy according to the order of importance of the needs for survival, and physical and psychological healthMASLOWS HIERARCHY OF NEEDS

Needs that are nearer the base of the pyramid are more important to physical and mental health as can be seen from the larger space they occupy There are two categories of needs: deficiency needs and being needs When deficiency needs are fulfilled, the motivation for them decrease When being needs are fulfilled, the motivation for them increases

Maslows Hierarchy of Needs

Physiological needs food, water, place to stay Safety needs surrounding that is stable and predictable Need for belongingness and love the need for relationships that support, help and love Self-esteem the need for status and positive self concept The need to know and understand to know, understand and explain the surroundings

Aesthetic needs the desire to appreciate beauty and find symmetry and perfection Self-actualization the need to develop ones own abilities and gifts to the highest level possible

Development of needs through childhoodHampden-Turner (1981) In infancy, a child is aware of little else than immediate needs and the presence of the primary caregiver At this age physiological needs are most important As the child grows older and become better able to imagine the future, the stability and predictability of the environment become more important - they become more concerned about safety needs than physiological needs

As children continue to mature, the social aspects of life assume greater importance and belonging needs supersede safety needs Finally, in young adulthood, esteem needs become more influential The growth needs such as self actualization and cognitive needs become stronger with each opportunity for gratification These needs may eventually become so influential that a person may sacrifice everything else (esteem, relationships, safety, health) to achieve self-actualization or intellectual or aesthetic growth

NEEDSIMPLICATIONS IN TEACHING-LEARNINGPhysiologicalEnsure that students do not feel hungry, thirsty, sick or uncomfortable physically before T-L startsSafetyEnsure that students feel safe physically and psychologically in your class; create a non-threatening, risk-free environmentBelongingness and loveEnsure that students feel loved, feel that they belong in your class and know they are accepted by peers and by the teacherSelf-esteemBoost students self-esteem through praise/positive reinforcement, applause, and opportunities to succeed

When all the deficiency needs are satisfied, students will be able to focus on achieving the growth needs:

Need to know and understandThere is a natural tendency in human beings to try to understand and know the world; provide opportunities to explore and find out; impart knowledge and skills so that they are able to learnAesthetic needsThere is a natural desire to experience beauty and find ways to create symmetry and completeness provides opportunities for expression of theseSelf-actualizationAllow or provide students with the opportunity to develop their unique abilities and talents to the highest level possible

ISLAMIC PERSPECTIVES OF EDUCATION Educators should teach children in a noble way (courteous, respectful, sincere, honest) Saidina Umar al-Khattabs suggestion Didiklah anakmu untuk dia hidup pada zamannya According to the book Pendidikan Anak dalam Islam, education of children starts informally from the time they are born According to Saidina Ali r.a., development in children is divided into three stages:

DEVELOPMENT OF CHILDREN (SAIDINA ALI)

STAGE AGEACTION IMPLICATION10-7 yearsPlay with childrenChildren should be treated with love but exposed to general discipline27-14 years Discipline children; be their leaderInstil respect for elders and other peoples rights314-21yearsGive your support to adolescents; treat them as friendsHave discussions with them; suitable to apply the humanistic approach

IMPLICATIONS OF SOCIAL & HUMANISTIC THEORIESThe teacher should:

Focus to the student, not the subject taught onlyTreat students as human beings before treating them as studentsTake into consideration student individual differencesWherever possible, give students the opportunity to choose the assignment / learning activity they preferHelp students to set realistic targetsAlways be a role model to students

continued:

Involve students in group activities to enhance social and emotional developmentPraise students for good behaviorAdapt the contents of the lesson to the students level of developmentMotivate students to learnMake an effort to establish warm and respectful teacher-student relationshipBelieve that all students can learn if they are given enough time and guidance

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