Theories

1. Theories Educational Psychology 201 Professor Sassaman Alison Mummert2012

2. Behaviorism B.F. Skinner

3. Behavior- • The observable, measurable movement of an organism in it’s environment. • This means you can see it, count it, and measure it’s duration!

4. Operant Behavior • Operant Behavior is learned behavior that is shaped due to consequences. • Consequences occur after the behavior • Consequence include principles of Reinforcement, Punishment, and Extinction.

5. Consequence… • Reinforcement- increases behavior Positive Reinforcement SR+ something is added after a particular behavior that increases the future probability of that behavior occurring again when under similar circumstances. Tokens, Verbal Praise, Edibles, Money, Knowledge of being Socially/Culturally correct. Positive Reinforcement – Adding something to the environment causing conditions in the environment to improve. .

6. SR+ Classroom • A student who normally shouts out the answer, raises his hand. • Teacher gives the student an extra token and says, “Good job remembering to raise your hand.” This increases the probability of the student raising his hand in the future. The teacher also paired verbal praise with the token, this was done intentionally to condition verbal praise as a reinforcer.

7. C0nsequence… SR- • Negative Reinforcement- something is taken away that increases the probability of the behavior accruing again when under similar circumstances. • Student was expressing with a loud voice that he did not want to complete task, saying that it was to hard. Student laid his head down on desk and kicked at the desk legs. • Student was sent to principle’s office… where the principle talked to him . • This resulted with an increase of this type of problem behavior. The student learned that when he wants to get out of a situation…to lay his head down and kick, and then he will be removed from the unwanted condition. SR- Removal of an aversive, causing conditions in the environment to improve.

8. The Skinner Box • Allowed Skinner to manipulate the environment one factor at a time, and shape specific behaviors.

9. Shaping • Behaviors can be shaped by reinforcing specific behaviors that are similar to targeted behavior. • As behavior gets closer to targeted behavior, previous behaviors are no longer reinforced. • Differential Reinforcement- More/better Reinforcement is delivered for behavior that is closer to desired behavior. This increases the likelihood of that behavior occurring again, since it contacted more reinforcement.

10. The Teaching Machine…Programming • Information is carefully designed and arranged in small sections. • Preventing the material form becoming overwhelming to the student. • Provides the answers, which serves as immediate reinforcement • Moving on to the next question functions as reinforcement.

11. Teachers can make changes to the environment… • To increase specific behaviors • Reduce specific behaviors • Increase Motivation to learn

12. Cognitive Constructivist theory Jean Piaget Father of Developmental Psychology

13. Cognitive Constructivist theory….Genetic Epistemology…how the mind accumulates knowledge. • Piaget believed that we are naturally curious, and that we are driven to organize our schemes, in order for us to understand or adapt to our environment. Equilibration:

14. Develop Schemes through…Adaption • Assimilation: placing new information into existing schema. Camel-(Existing schema) What is this? “Camel”

15. Process of finding a good fit to new information- Adaption • Accommodation- When experience does not fit into existing schema… schema is either changed or a new one is created.

16. Stages of Cognitive Development Thinking leads to learning… • Sensorimotor(birth to two yr.)- Everything is explored through sensory impute. • Object permanence is developed btw 4-8 months. Before object permanence is developed… out of sight is out of mind.

17. Stages of Cognitive Development • Preoperation (two to seven years) Many new schemes are developed, but thinking is very concrete and not logical. • They are unable to understand that the quantity of two equal parts remains the same, even if it has changed in shape/size. • They tend to focus on one aspect of something • They do not understand that things can be reversed. • They do not understand that people see things from another point of view.

18. Stages of Cognitive Development • Concrete Operational Stage (Elem-Middle school) • They are able to understand more advanced concrete concepts, due to experience. • FormalOperational Stage (Middle, High school and up) • They are able to think/reason/understand abstract concepts.

19. Piaget- classroom • Learning occurs in stages, when students are able to make sense of their world….by using existing knowledge and viewpoints of others. • Build on past experiences/knowledge, • Teachers need to assess skills to determine • knowledge level.

20. Piaget- classroom • Example of building on past experiences… • Use examples that are familiar to them… use concrete/hands on material. Students are familiar with sharing their toys… (use toy cars) Give students 3 cars “you have three cars, you give one to your friend. How many do you have?” Also write the problem on board…transferring this skill to a less concrete concept. 3-1=2

21. Piaget- Constructivism Classroom • Use lessons that are meaningful/useful • Teach using concrete experiences…teach: conservation concepts, that things can be reversed, show others point of view, and that things can be reversed. Thinking leads to learning.

22. Erik Erikson

23. Erikson- Psychosocial Development • Epigenetic – Humans go through genetically predestinated stages of conflict/crisis. • Crisis occurs from having to adapt to societies expectations. • Erikson identified 8 stages of conflict/crisis, from birth to death. Trust Vs Mistrust

24. Erikson… • If the crisis is handled well…positive personality is developed. • If the crisis is not resolved…negative personality is developed. • Erikson named both a positive and a negative outcome for each stage. Trust vs Mistrust- A baby develops trust in its parents through getting it’s basic needs met. Industryvs Inferiority- Young children are very willing to try their hand at new task, even if its difficult for them. Children needs to be encouraged and not discouraged for their failure to successfully complete the task.

25. 8 Stages Freud Erikson

26. Classroom • Teachers need to understand what stage their students are at, in order to understand what conflicts they are going through. • This also enables Teachers to encourage the positive outcome of the crisis. • Teachers can set up specific lessons/situations that address the needs of their students.

27. Sociocultural Theory Lev Vygotsky

28. Social Cognitive Theory • Development occurred through social/cultural interaction. • Learning leads to the ability to think! • Play is an import aspect in developing basic facts/language… • Interaction with someone with higher skills is the most valuable.

29. Social Cognitive Theory • Vygotsky believed that children’s schemes developed quicker when with other children. • Vygotsky believed that formal teaching should be systematic. Reversed Inclusion Program Alison Mummert 2010-2011 9 students with autism 12 Regular Ed students. Principles of ABA were used. VB-MAPP showed an increase in development of Social skills.

30. Zone of Proximal Development/Classroom • What a child can accomplish with some assistance from someone more advanced. • Assessing students academic level is important, in order to know what the child can do independently and what they can accomplish with assistance.

31. Scaffolding/Classroom • Teach within ZPD. • A child may not be able to do many things on their own, however typically developing children are great imitators. A teacher can teach by modeling how a task/skill is completed, enabling the student to be successful. Prompts- anything added, that leads to the desired behavior.

32. Informational Processing Theory

33. How we get information into and out of the brain.

34. Informational Processing Theory • Our sense receptors are stimulated from environmental stimuli. • This information is taken to the Sensory Register where 99% of this information is thrown out. Information is held for 1-3 seconds, if stimuli is recognized from past experiences, similar to information stored in long term memory; we will pay attention and the information and it will then be passed onto the short tem memory. (sight, smell, taste, sound, touch) but how much will make it to his long term memory?!

35. The Short Term memory holds the information for 15-30 seconds, 98% gets thrown out. We are aware of the information at this stage, enabling us to work to hold onto the information for longer periods of time. Rehearsal of the information is what passes the information to the long term memory.

36. Once information is in the Long Term memory, it is there forever. Only .008916% of information received from our senses….. makes it to our Long Term memory! What can teachers do to get information into students brain?

37. Classroom… • Make information relative to students build upon previous learned information/experiences. • Use hand on manipulative/experiences that provide several ways for the brain to take in the information. • Rehearsal Break information into CHUNKS Repetitive practice (working memory) with class PARTICIPATING. • Don’t allow students to practice (rehearsal) of wrong answerers. Use effective teaching procedures. TEACHERS make CHANGES to the Environment and teaching procedures, to capture students attention and make information relative…. to ensure that learning occurs!

38. Classroom… • The brain pays attention to what it recognizesfrom past experiences (long term memory.) • The brain also pays attention to changesin the environment. You can NOT teach a skill unless you have their attention!!!

39. Constructivism Bruner

40. Constructivism • Meaningful learning occurs when people construct their own interpretation of their world. • This interpretation is developed through using others view points and existing schemes.

41. Constructivism • Cognitive Constructivism- Meaningful learning occurred if a person can accurately put new information into schemes. • Social Constructivism- Meaningful learning occurs through social interactions.

42. Constructivism- classroom • Make lessons meaningful to the students; something that they can relate to and have motivation to learn about. • Create an environment that will increase their desire to learn about specific topics. • Create an environment that enables them to experience new concepts. • Build upon students existing knowledge level. • Encourage discussion of opinions, in order for students to develop their own opinion. • Direct discussions, but let students come to their own opinion/understanding.

43. Social Cognitive Learning • Bandura

44. Social Cognitive Learning theory • Learning is a result of three factors: • Personal Characteristics • Behavioral Patterns • Social Environment • The influence of these three factors Bandura called…. Triadic reciprocal causation.

45. Triadic Reciprocal Causation Model: • Behavior is a result of the combination of: • Personal Characteristics- a persons mental and emotional characteristics. • Self efficacy- How a person views their ability to complete a task or activity, based on past experience.

46. Self efficacy- classroom • How a student views their ability to complete a task will impact their behavior. • If a student thinks that they can not do something they will have little to no motivation to attempt to complete the task. • This will affect if they pursue higher education and what career they chose.

47. Triadic Reciprocal Causation Model: • Behavioral patterns- Reflecting…Understanding how certain things affect ones learning, motivation, and emotions. • Causing a person to make the changes needed for a positive outcome.

48. Behavioral patterns- • Encourage students to identify tasks that frustrate them, discuss changes that could be made to help overcome these difficulties.

49. Triadic Reciprocal Causation Model: • Environmental factors- • A person’s physical and social environment. • Includes consequences received in the past from others, and modeling the behaviors of others.

50. Social Cognitive Theory • People are in control of their behavior and not environmental stimuli and consequences. • Self-regulation is a result of the triadic model… Set own standards Evaluate outcome Reinforce self