Behavioral Views of Learning. Understanding Learning Learning occurs when experience causes a...
-
Upload
evelyn-shields -
Category
Documents
-
view
217 -
download
1
Transcript of Behavioral Views of Learning. Understanding Learning Learning occurs when experience causes a...
Understanding Learning
• Learning occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior.
• Theses changes can be deliberate or unintentional, but to qualify as learning the change must be brought on by experience.
• Ex. Young child learning words.
Contiguity
• When contiguity happens you have two or more sensations occur together often enough, they will become associated.
• When you have a stimulus happen, your response occurs also.
Classical Conditioning
• Learning of involuntary emotional or physiological responses.
• Ex. Fear, muscle tension, salivation, sweating.
Operant Conditioning
• Use of a behavior's antecedent and/or its consequence to influence the occurrence and form of behavior.
• Antecedents are behaviors that precedes the operant and consequences are those that follow it.
Operant Conditioning
• Reinforcement is an example of a consequence that strengthens behavior.
• Positive reinforcement occurs when a behavior produces a new stimulus. (Ex. Compliments for and action or dress.)
• Negative reinforcement occurs when a behavior takes away that stimulus. (Ex. Car seatbelt buzzer and getting sick before a test.)
• Remember to encourage behavior is to reinforce it.
Applied Behavior Analysis
• Sometime called behavior modification, it is the application of behavioral learning principles to understand and change behavior.
• Simpler terms is to know the behavior and then introduce an intervention such as giving a reward for every problem right. Then you will stop the reward to see if the behavior goes back and then reintroduce the reward.
Methods for Encouraging Behaviors
• Praise for on-task contribution and ignore off-task contribution.
• Premack principle – Can be understood as do what I want you to do and then you can do what you want to do. This means to use a less desirable but important lesson as a precursor to a lesson the student want to do.
Methods for Encouraging Behaviors
• Shaping – reinforcing small steps of progress toward a desired goal or behavior. In a math equation instead of neg. reinforcement for missing the entire equation use pos. reinforcement for getting certain steps right.
• Positive practice – Practicing correct responses immediately after errors.
Coping with Undesirable Behavior
• Negative Reinforcement – Not allowing students to join in with a fun activity until the lesson for the day is completed.
• Satiation – Requiring a student to repeat a problem behavior past the point of interest or motivation. (Bouncing Ball)
• Reprimands – Cristicism for mis-behavior. Many time private reprimands are much better than public reprimands
Coping with Undesirable Behavior
• Response Cost - Punishment by loss of reinforcers.
• Social isolations – Removal of a disruptive student for 5 or 10 minutes.
Group Consequences
• Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.
• Breaking classes into two groups and giving the group with less points a reward.
• Caution to punishing the whole team every day because of one student due to class making that student and outcast.
• This may not work for every class you have.
Contingency Contracts
• A contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege.
• Use a line chart and as long as student stays above the proposed due dates as a whole they will receive a reward such as extra points or other educational rewards.
• This is more for intermediate or advanced students.
Token Reinforcement
• System in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward.
• Students can earn tokens for academic work or positive behaviors.
• Students can turn these tokens in for certain rewards (Ex. Free time or other privileges)
• These should be used to motivate, encourage students or to deal with an out of control class.
Observational Learning
• Learning by observation and imitation of others.• Four elements– Attention- In order to learn you have to pay attention.– Retention- In order to imitate the behavior, you have
to remember it.– Production- Practice makes the behavior smoother
and more expert– Motivation and Reinforcement- Person needs
motivation to use the behavior and reinforcement to continue it.
Observational Learning in Teaching
• Directing attention- Observing others directs our attention. (Ex. Kids toy)
• Fine-Tuning Already-Learned Behaviors- Observing others to tell us what learned behaviors to use.
• Strengthening or Weakening Inhibitions- Deal effectively with rule breaker, the idea of breaking this rule for other students will be inhibition.
Observational Learning in Teaching
• Teaching New Behaviors- Modeling behaviors or ways of learning are important roles.
• Arousing Emotion- Emotional reactions to situations they have never experienced personally but have witnessed.
Self Management
• Use of behavioral learning principles to change your own behavior.
• Three steps in implementing a basic behavior change program– Goal setting – Setting goals and making and making them
public. Higher standards lead to higher performance.– Monitoring and Evaluating Progress – Monitoring daily
activities to see where change needs to be made.– Self-Reinforcement – Creating rewards for completion of
first two steps.
Cognitive Behavior Modification
• Procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self-instruction.
• Four skills that you can ask yourself to increase student learning– Listening, Planning, Working, Checking
Listening
• “Does this make sense”• “Am I getting this”• “I need to ask a question now before I forget”• “Pay attention”• “Can I do what he’s saying to do”
Planning
• “Do I have everything together’• “Do I have my friends tuned our for right now”• “Let me get organized first”• “What order will I do this in”• “I know this stuff”
Working
• “Am I working fast enough”• “Stop staring at my girlfriend and get back to
work”• “How much time is left”• “Do I need to stop and start over”• “This is hard for me, but I can manage”