1. John B. Watson “Give me a dozen healthy infants, well- formed, and my own specified world to bring them up in”. (Watson, 1924, p. 104) Features Cues for teaching S-R Association (Classical Condition) behavior Condition the students to respond to certain stimuli. Ex. In every group work incentives shall be given for the group that earned the highest points.

2. Features  Behaviour that is positively reinforced will reoccur.  Informations should be presented in small amounts. Cues for Teaching Practice should be Question and Answer. Require students to have a response on every question. Questions should be arranged from simple to difficult. B.F. SKINNER’s Operant Conditioning

3. *Edward Thorndike* Features Cues for Teaching LawOfEFFECT  “Pressured consequences motivate performance.”  Meeting a deadline for a term paper. Stimulus  reward/punishment  Res ponse LawOfEXERCISE  “Practice with feedback enhances performance.”  Reporting in class to practice us for demo-teaching. Stimulus  practice- feedback- enhancement  Response LawOfREADINESS  “Preparedness means better performance.”  Reminds the class that will have an oral recitation. Stimulus  readiness  response

4. Edward Chace Tolman Sign Theory & Latent Learning Features Features Cues for Teaching Cues for Teaching S1 + S2 + S3 + S4= Response S1 + S2 + S3 + S4= Response Current Learning Current Learning (Sign) (Sign) Latent Learning Latent Learning (Significate) (Significate) Purposive Purposive -the Teacher should always make sure to connect his/her lessons to the real world. -the Teacher should always make sure to connect his/her lessons to the real world.Assessments - test the child whether he/she could connect his/her “Significate” with the “Sign”. - test the child whether he/she could connect his/her “Significate” with the “Sign”.

5. Albert Bandura social learning theory Features:Cues for teaching Social Cognitive Learning The teachers should always make sure that she/he includes in her activities social interactions

6. Tasking: ASKALI- researcher; Bandura’s slide ASKALI- researcher; Bandura’s slide BLAQUERA- researcher; Skinner’s slide BLAQUERA- researcher; Skinner’s slide QUIAO- researcher; Watson’s slide QUIAO- researcher; Watson’s slide RODRIGUEZ- researcher; Tolman’s slide RODRIGUEZ- researcher; Tolman’s slide TIZON- researcher; Thorndike’s slide; editing; compilation TIZON- researcher; Thorndike’s slide; editing; compilation

7. References: Papalia, D. & Olds, S. W. (2009) Human development, 9th ed. Asia: McGraw-Hill Education http://www.learning-theories.com/behaviorism.htmlhttp://plato.stanford.edu/entries/behaviorism/ Maria L. & Brenda C. (2007). Facilitating Learning: A Metacognitive Process. Lorimar Publishing, INC. http://tip.psychology.org/bandura.html