1. FEATURE CUES FOR TEACHING • Law of Effect “Pleasurable consequences, motivate performance” *Meeting a deadline for Term Paper * Stimulus Response Punishment and Reward • Law of Exercise “Practice with feedback, enhances performance” *Reporting in the class * Stimulus Response Practice Feedback Enhancement • Law of Readiness “ Preparedness means better performance” *Reminding the class of having an oral recitation. Stimulus Response Readiness Edward Thorndike's theory

2. FEATURE CUES FOR TEACHING Classical Conditioning * Every group activity has a point system. The group with the highest points at the end of the session will get incentives in the form of additional points directly to their quizzes. John B. Watson's Theory

3. FEATURE CUES FOR TEACHING Practice should take the form of question ( stimulus) – answer (response) frames which expose the student to the subject and gradual steps. Require that the learner makes a response for every frame and receives immediate feedback Try to arrange the difficulty of the questions so the response is always correct and hence, a positive reinforcement Ensure that good performance in the lesson in paired with secondary reinforces such as verbal praise, prizes and good grades. Behavior that is positively reinforced with reoccur; intermittent reinforcement is particularly effective. Information should be presented in small amounts so that response can be reinforced ( “shaping”) Reinforce will generalize across similar stimulus ( “ stimulus generalization “) producing secondary conditioning. Frederick Skinner’s Theory

4. FEATURE CUES FOR TEACHING • Observational Learning • Modeling and Selection • Imitation GROUP WORKS Students will learn through group sharing of individual experiences and perspective. Students will learn from one another through collaborative group works. There is mutual benefit of learning. Observation + Selection = Imitation Social + Cognitive = Learning Albert Bandura’s Social Learning Theory

5. FEATURE CUES FOR TEACHING Stimulus 1+2 +Stimulus 4=R/L (present stimulus) * Reading * During 1st meeting the teacher will teach the students how to read stories. * 2nd meeting the teacher will teach them proper postures for reading. * At the 3rd meeting the class will have reading exercises. Edward Tolman's theory

6. Resources: * Bandura, A., Grusec, J. E., & Menlove, F. L. (1966). Observational learning as a function of symbolization and incentive set. Child Development, 37, 499-506. *http://www.southalabama.edu/oll/mobile/theory_workbook/social_learning_theory.htm http://www.des.emory.edu/mfp/Bandura1966CD.pdf *Hall, R.(1998, March). Classical Conditioning. Retrieved January 19, 2011 from the World Wide Web: http://web.mst.edu/~psyworld/classical_conditioning.htm

7. Tasking *Gueverra justine - Researcher (Tolman) *Rivera, Christian Conrad - Researcher (Watson) * Lisondra, Marietoni -Researcher (Thorndike) *Odan, Grace -Researcher (Skinner) *Ochigue, Christle Mae -Researcher (Bandura)