ED 300: Human Growth and Learning

WelcomeOpening Prayer

Review:How students learn:

• Cognitive Growth: – disequilibrium, assimilation, schemes,

accommodation

• Personal and Social growth: – Students need teachers and classroom where they

can discuss and learn from each other

• Differences– Cultural, Gender, Individual

 

Review:How students learn:

• Model of Human Memory– Sensory, Short-Term Memory, Long-Term Memory

• Knowledge Construction– Concepts, Schema and Scripts, Theories, Worldviews

• Complex Cognitive Processes– Metacognition and Learning strategies– Problem solving strategies– Fostering Creativity– Fostering critical thinking

 

Assignment1. Write a lesson plan you will use before the end

of the school year. (20 points)

2. Label the concept or schema that will be the focus of the lesson. (Topic or title of the lesson.)

3. Include and label activities which will promote effective knowledge construction. – Modelling– Emphasizing Conceptual Understanding– Encouraging Classroom dialogue– Authentic activities– Scaffolding

Assignment

Choose one of the four strategies for promoting complex cognitive processes and include it in the lesson plan. (10 points)

1. Metacognition and Learning strategies2. Problem solving strategies3. Fostering Creativity4. Fostering critical thinking

Label the strategy in your lesson plan.

Behaviorist Views of Learning

Content/ Objectives• I will identify behaviors that can disrupt the

learning in a classroom.• I will identify positive reinforcement

strategies to help students improve their behavior in the classroom.

Language Objectives:• I will discuss and write a Behavior

Intervention Plan using positive reinforcement strategies to improve a student’s behavior in the classroom.

Behaviorists View of Learning

Basic Assumptions Belief

1. Our behaviour is a result of our experiences with our environment.

2. Learning involves a behaviour change.

3. Learning involves forming a relationship between stimuli and response.

4. Learning will most likely occur when the stimuli and response close together in time.

Behaviorists View of Learning

Examples:Stimuli/Behaviour Response/Consequence Learn

Touch a hot stove/fire Get burned Not to touch a hot stove/fire

Steal from the store Arrested by police Not to steal

Complete a school assignment correctly

Receive a good grade Completing assignments correctly will give me good grades

Complete the requirements for the ITEP certificate

Gain more knowledge, Receive higher pay

Completing classes will increase my knowledge and hopefully my pay

Behaviourists View of Learning

Reinforcer: Consequences that increase the behaviours

Punisher: Consequences that decrease the behaviours.

Behaviourists View of Learning

Examples:Stimuli/Behaviour Response/Consequence Learn

Touch a hot stove/fire Get burned Not to touch a hot stove/fire

Steal from the store Arrested by police Not to steal

Complete a school assignment correctly

Receive a good grade Completing assignments will give me good grades

Complete the requirements for the ITEP certificate

Gain more knowledge, Receive higher pay

Completing classes will increase my knowledge and hopefully my pay

Punisher

Punisher

Reinforcer

Reinforcer

Behaviorists View of LearningConsequence Effect Example

Positive Reinforcement Response increases when a new stimulus is presented

• A student is praised for writing an assignment in cursive. She begins to write other assignments in cursive

• A student gets lunch money by bullying a girl into surrendering hers. He begins bullying his classmates more frequently

Negative Reinforcement Response increases when a previously existing stimulus is removed

• A student no longer has to worry about a research paper he has completed several days before the due date. He begins to do his assignments ahead of time whenever possible.

• A student escapes the principal’s wrath by lying about her role in recent school vandalism. After this incident, she begins lying to school faculty whenever she finds herself in an uncomfortable situation.

Behaviorists View of LearningConsequence Effect Example

Presentation punishment

Response decreases when a new stimulus (presumably one the student finds undesirable) is presented.

• A student is scolded for taunting other students. She taunts others less frequently after that.

• A student is ridiculed by classmates for asking what they perceive to be a stupid question during a lecture. He stops asking questions in class.

Removal Punishment Response decreases when a previously existing stimulus (presumably one the student finds desirable)is removed

• A student is removed from the softball team for a week for showing poor sportsmanship. She rarely shows poor sportsmanship in future games.

• A student loses points on a test for answering a question in a creative but unusual way. He takes fewer risks on future tests.

Behaviorists View of Learning

Rule of Thumb!

Positive Reinforcement will change behaviour over time.

“And behold, he preached the word unto your fathers, and a mighty change was also wrought in their hearts,” Alma 5:13

Punishers will decrease or stop behaviour temporarily.

Almost always true

Behaviorists View of Learning

Positive Reinforcers:Concrete reinforcers: Something you can touch, e.g. snack, sticker, merit card, school supplies, etc.

Social reinforcers: Smile, gesture (thumbs up, tap on shoulder), verbal praise, thank you

Activity reinforcer: Free time in class, class party, etc.

Behaviorists View of LearningActivity:1. Brainstorm behaviours you often see in

the classroom that are disruptive to the learning environment.

Disruptive Behaviours1. A student shouts out while you are trying to teach.

2.Flying objects, Throwing objects

3. Chewing gum, Popping gum

4 Out of seat

5. Students talking in assembly

Replacement Behaviours1. Student raises his/her hand and waits for the teacher to call on him/her. 2. Keep hands, feet, and objects to self. Put rubbish in garbage can3. Chew gum only off campus

4 Sit quietly

5. Listen

Behaviorists View of Learning

2. Brainstorm positive reinforcement strategies that could be used to increase the replacement behaviours.

Replacement Behaviours (should be taught and practiced in advance)

1. Student raises his/her hand and waits for the teacher to call on him/her.

2.

3.

4

5.

Positive Reinforcement strategies

1. Great job raising your hand and waiting to be called on. What do you need to say?

2.

3.

4

5.

Behavior Intervention Plan

3. Writing a Behaviour Intervention Plan (BIP)

a) Choose a student who displays challenging learning behaviours in the classroom.

e.g. out of seat, not completing assignments, shouting out, bothering others, coming late, absent, etc.

b) Determine the target behaviour that is the most problematic.

c) Determine replacement behaviours.d) Determine positive reinforcement

strategies.e) Develop a plan of action

Behavior Intervention Plan

Class Activity:

We will work together as a class to write a Behaviour Intervention Plan for a target student. (see handout)

Behavior Intervention Plan

Assignment (20 points)

Work with your group to write a behaviour intervention Plan for a student who exhibits challenging learning behaviours in the classroom.

Absolutely

Be consistent!!!Be consistent!!!Be consistent!!!

Complex Cognitive Processes

Content/ Objectives• I will identify behaviors that can disrupt the

learning in a classroom.• I will identify positive reinforcement

strategies to help students improve their behavior in the classroom.

Language Objectives:• I will discuss and write a Behavior

Intervention Plan using positive reinforcement strategies to improve a student’s behavior in the classroom.

Next Week: Thurs. Nov 14

Chapter 10: Social Cognitive Views of Learning (Takire)

Chapter 11: Motivation and Affect (Bwereia)

Monday, Nov. 25, 9:00 -11:00 am

Chapter 12: Instructional Strategies (Mary)

Chapter 13: Creating a Productive Learning Environment (Rebwa)

Thurs., Nov. 28, 9:00 – 11:00 amLast Day of Class

Chapter 14: Classroom Assessment Strategies (Tebakaro)

Chapter 15: Summarizing Students Achievement and Abilities (Babai)