LPP 1123 Foundation of

Education
Sim Sze Yee (MP111025)
Mardhatillah Az-Zahra Khairuddin (MP132076)
Cindy Loh Chooi Gaik (MP131077)
Chew Hwai Shi(MP111421)
Social & Humanistic
Learning Theories
 Learning Outcomes
Overview of Social and Humanistic
Learning Theories
Application of Learning Theories in
Education
 Introduction

Social Cognitive
focuses on social learning (modeling),
acquired cognitive factors (expectancies,
values), and the person-situation
interaction
Humanistic
focuses on the self, subjective
experience, and the capacity for
fulfillment
 Albert Bandura (1925-
present)
Main architect of social cognitive
theory
Social, cognitive and behaviour
factors play key roles in learning.
When students learn, they can
cognitively represent or transform
their experience.
Social Cognitive Theory
Reciprocal Determinism
Behaviour
What we do

Environment Person/Cognitiv
External situations e
Personality traits
Temperament
 How it works?
Three factors reciprocally influence
each other
Cognition Behaviour
Learning Good
strategies grades
improves boost her
achievem self
ent esteem
Environment Behaviour
School Improved
develop class
study results
skills drive
program school to
for a expand
class the
program
to all
students
Cognition Environmen
Administrat School t
ion plan establish
study skills resource
program for center for
students materials to
improve
study skills
 Self efficacy
The belief one can master a situation
and produce positive outcomes
Person A: I know I can do better if I
study hard!
Person B: I just cant do math!
Observational Learning
Reinforcement/ Pay attention to
incentives to imitate modals behaviours
models behaviour

Motivati
Attention
on

Producti Retentio
on n

Attend the model Code information for

and recall the stored memory storage for
memory recall
 Students should
Instruction should
be provided
support students'
frequent access to
engagement in
models of the
each of the four
knowledge, skills,
sub-processes of
and behaviors
observational
they are expected
learning.
to learn.

Instruction should
help students to Tasks should be
see that classroom moderately
learning and the challenging so
demonstration of that students do
that learning leads well and make
to personally progress when
valued or providing
important reasonable effort.
outcomes.

A clear foundation for classroom interventions designed to

improve students' learning.
LEV VYGOTSKY
LEV SEMENOVICH VYGOTSKY
Born
17/11/1896
Vygotskys work
began when he
was studying
learning and
development to
improve his own
teaching.
 HIS STUDY
His work has
become the Vygotsky
foundation of theories
study in stress the
cognitive fundamental
development, role of social
particularly interaction
what has and he He also
become believed that emphasis on
known as community/ the role of
Social culture play a language
Development very speech is a
Theory important role tool for
of cognitive thinking
developments
.
According to him, all infants are born with basic
abilities for intellectual development but through
socio-cultural environment, it has develop into Higher
Mental Function.

Through social interactions, it can create something

that we called co-operative or collaborative dialogue
especially with a skillfull tutor. Understand the
instruction, internalized the information and using it
to guide their own performance.
 2 MAIN VYGOTSKY
PRINCIPLES
More Zone of Proximal
Knowledgeable Development
Other (MKO) (ZPD)

Refers to someone This zone refers to

who has better the distance between
understanding or the actual
higher ability level development level as
than the leaner independent person
and the level of
potential
development with
guidance and
collaboration with
more capable peers.
 L E OF MKO
EXAMP

i n g h o w to
i s w o nder o ask a
c h i ld e s t
t h e fi rst,a th e n decid kies.
In s . S h e k e c o o
okie hey ba
bake co h o w t
i es o f MKOs
ser n ts ,
r p a re
a s ks first he h e r f r ie nds.
1. She ed by one of s k he r
l l o w t o a
2. Fo e n d e cides
th
3. She er, p u t e r as a
teac h t he co m
u s e
then
4. And rce.
resou
t h e r e d from
p s sh e g a
re o u t how
he ste t o figu
Using t she is a b le
others e c ookies
t h
to bake
ZONE OF PROXIMAL DEVELOPMENT
This is a concept that relates to the difference between
what a child can achieve independently and what a
child can achieve with guidance and encouragement
from a skilled person
There is a social interaction between the
learner and the peer

Creating collaborative learning environment Z

P
D
Encourage an active learning process and
reduce boredom among children

Encourage the learner worked independently

in their next task
 OF OF ZPD
E
EXAMPL
a s t u dy i n
) c o n d ucted h i ch items
1990 i de w
Freud ( ldren has dec ed i n
c h c h i b e p l a c ome
w hi o u l d u s e . S
f fu rn iture sh o f a d o lls ho
h their
o o u s e y w i t
particu
l ar h e d to pla
n w e rea l lo w
a t i o n before
childre a s i m ilar situ Those who
in one.
mother t e d i t a l
e i r m o ther
temp ith th
they at usly w o rk w
ment
p r e v io p ro v e t th e
has e s t i m m p t a
o w e d great i r fi r s t at t e rning
sh i t h t h e e d l e a
compar
ed w
u s i o n is guid
. T h e concl s t a n d ing /
task r u n de r o ne.
r e a t e i ng a l
led to g e t h a n work
an c
perform
 SCAFFOLDING
Scaffolding is guidance , support and
assistance a teacher provides to
students during social interaction
that allow students to gain skill and
understanding. Eventually the
support will be faded so that the
child can perform the task on his
own.
 A F F O L DING
M P L E OF SC
EXA
n h e r first
h o i s give o orly i n
g i rl w s p
A youn
g
s h e p erform
. A l o ne ,
h e p u z zle.
jigsa w s olve t
tin g t o
attemp h e r an d
i th basic
r t h e n sits w s o m e
the tes
The fa or demonstra all the
describ
es s fi n ding
i e s , s u ch a
p ro v i des a
strateg ge pieces and i ld t o put
e d c h
comer/ e c e s f o r the
o f pi ffers
couple e rs e lf a n d o
d o e s so.
rh he
togethe ement when s
ag etent,
encour c o m p
o m e s more r k more
b e c w o
child h ild to
As the a llows t h e c
t h e r
the fa
e p e n d ently.
ind
 Application
Apply in reciprocal teaching to
improve students ability to learn
from text. Teacher and student
collaborate in learning.
His theory promotes the learning
contexts in which students play an
active role in learning.
So this is relevant to the concept of
scaffolding and apprenticeship.
 Conclusion
In conclusion, Vygotsky has
developed a socio-cultural approach
to cognitive learning.
Human use tools that develop from a
culture, such as speech and writing
to mediate their social environment
and eventually will lead to higher
thinking skills.
 Maslows theory in Education

Maslow believed that a

child cannot move from
one level to the next if
they do not satisfy even
the basic needs.
Maslow hierarchy
theory contains five
different levels.
Maslows Pyramid
Maslows theory Level 1-
Physiological
The basics needs of the
child cannot be postponed
for long because if these
needs are not satisfied
the child will not advance
to the next level.

The first stage is the Physiological

needs or biological needs.

The first stage is the fulfillment of

basic Biological needs such as
hunger.
 Maslows theory level 1 -
Physiological
Some of the basic Schools should
necessities that a providing :
Healthy, nutritious &
child needs are: tasty food
Food Encouragement to
Shelter pupils to drink water
Water fountains for
Water
pupils
Activity Education for parents &
Rest pupils about the
Air important of sleep and
regular bedtimes.
Toilets that are well
maintained.
 Maslows theory level 2 -
Safety
The second stage Schools should providing
:
deals with the
A rigorous anti-bullying
security and safety policy.
needs: Teachers visible in break
time.
A child needs to
Clear expectations around
feel physically behavior, supported by
secure. consistent sanctions.
Safe A school nurse & first-aid
trained staff.
Protection.
Clearly communicated &
enforced rules based on
reason & morality.
 Maslows theory level 3 Love,
affection and belonging
Schools should providing :
The third stage is An inclusive atmosphere
related to the child that celebrates diversity.
social needs, such A variety of lunchtime and
after-school clubs catering
as: to a wide variety of
interests.
Love
Use of group work and
Affection collaborative learning.
Care A pastoral system that gives
pupils peer and tutor
Attention support.
Emotional support An ethos in classrooms
which states that all can
achiever and all have the
means to learn.
 Maslow theory level 4 Self-esteem
This stage deals Education setting aim to:
with esteem and Regular praise from
teacher on pupils work,
self-esteem, this behavior, & attitude.
includes feelings Peer and self-assessment
that focuses on strengths
of being: and improvements.
Valued Displays of pupils work in
classrooms and communal
Appreciated areas.
Accepted Pupils involved in and
consulted about major
decisions.
Celebrations of pupils
success in newsletters,
assemblies & local media.
 Maslows theory level 5 Self-
actualization

When the first four

stages being fulfilled, the
last stage was the self-
actualization stage.

In this stage where the

child attempts to
become what they are
capable of becoming.
 Carl Rogers
Carl Ransom Rogers
January 8, 1902 February 4, 1987
American psychologist
Humanistic approach
Client-centered Person-centered
Counselin
Children Education
g
Person- Child- Learner-/
centered centered Student-
centered
 What is student-centered learning?

be prepared to
Pre-condition
for educator: help in the
relationship with
trustfulness.

... a leader or person

Quoted from Carl Rogers (1983)
who is perceived as an authority figure in the
situation, is sufficiently secure within herself
(himself) and in her (his) relationship to others
that she (he) experiences an essential trust in
the capacity of others to think for themselves,
to learn for themselves
 Knowledge is constructed
by students and that the
teacher is a facilitator of
learning rather than a
presenter of information.
(Kember,1997)
5 Hypothesis
Compare and Contrast
Reasons for Student-centered learning
Reasons for Student-centered learning
 Implementation considerations

1. What the student is curious about

learning
2. Teaching strategies to accommodate
individual needs: intellectual,
emotional
3. Student's social needs:
collaboration, communication, peer
approval
4. Curriculum goals overall
 Assessment of student-centered
learning

Students Self-
evaluation
* Problematic on grading
SCL in Higher-Education
A survey: After two years the mean ratings
indicating the students' perception of the
quality of the teaching and learning
environment at the university all rose
significantly

By adapting a more student-oriented

approach to education, the students
enjoy a more positive learning experience
help them develop greater passion for learning
more success in their learning endeavors.
Creating a proactive involvement in
learning.