Carl Rogers

1. Carl Rogers 1902-1987

2. I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING - the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser'. I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I need and what I want to know!"

3. Questions from rogers • Does a person need to perform in order for learning to have happened? • Are there other factors that may cause behavior to change? • Can the change involved include the potential for change?

4. People learned from include: • John Dewey • Otto Rank • Sigmund Freud • W.H. Kilpatrick – Student of Dewey

5. The Realness in the Facilitator of Learning: • 2 “real” people must interact with each other to experience learning

6. Prizing, acceptance, and trust • Caring for the learner. • Show interest in the subject matter.

7. Empathic understanding • The student will learn better when not evaluated and tested on their knowledge of the subject. Rather the student will feel better when they are appreciated and not judged. • The student should be asked their viewpoints on the subject.

8. B.F. Skinner 1904-1990

9. “Education is what survives when what has been learned has been forgotten”-B.F. Skinner

10. Behaviorism • B.F. Skinner became the leading advocate for behaviorism. • Behaviorism- is described as a developmental theory that measures observable behaviors produced by a learner’s response to stimuli. • Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors.

11. Continued • Skinner did much work popularize the use of positive reinforcement to promote desired learning. • Behaviorist urge teachers to use a system of reinforcement to encourage desired behaviors, to connect learning with pleasure and reward.

12. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. • Educational effects of behaviorism are key in developing basic skills and foundations of understanding in all subject areas and in classroom management.

13. Typical classroom instruction consistent with the behaviorist theory includes; classroom management, rote memorization, and drill and practice.

14. Skinner’s Teaching Machine • Skinner's first teaching machine simply presented problems in random order for students to do, with feedback after each one. • But this machine did not teach new behavior. All it did was give more practice on skills already learned. • One question at a time appears in the window nearer the center. The student writes an answer on a paper tape to the right and advances the mechanism. • This reveals the correct answer but covers his answer so that it may not be changed.

15. Continued • Skinner's "programmed learning" was refined and adopted in many classrooms in the 1960s. It underlies techniques still used in instruction for the office, the home and the school.