Educ207 Finals Modules
Educ207 Finals Modules
Educ207 Finals Modules
P E R S P E C T IV E :
Behaviorism,
Neo Behaviorism
A STUDENT-LED DISCUSSION
GROUP 3
Meet the team
II THORNDIKE
III WATSON
IV SKINNER
V TOLMAN
IV BANDURA
Never Have I Ever
Pavlov, Thorndike, Watson, and Skinner
American psychologist
He wrote a text book entitled
“Educational Psychology”.
He studied learning in animals
(usually cats).
Proposed on theory of
connectionism.
Explained the S-R theory was
trial and error learning.
The learning theory represents the
original S-R framework of behavioral
psychology. S + R = LEARNING such
associations or “habits” become
strengthened or weakened by the
nature and frequency of the S-R
theory.
The model for S-R Theory was a trial
and error of learning in which certain
responses came to be repeated more
than others because of rewards.
Educational Implications;
Effect of motivation, Exercise patience,
learning must exercised, make learning in
meaningful, learn when doing a thing.
CONNECTIONISM Theory
American psychologist
Born on: January 9, 1878 at
Travelers Rest, South Carolina
United States.
Died in 1958
Known for his methodological
behaviorism: Behavior
modification
Education of Watson: John Hopkin
University, Greenville Senior high
school, The university of Chicago
and Furman University
The little albert experiment, presents and example of how classical conditioning
can be used to condition an emotion response
Baby Albert is When Albert tried When Albert was
allowed to play with to pet or come near presented with the
a pet rat. Albert to the rat, Watson rat again, he
enjoys petting the would make a loud became scared,
rat and does not noise. This scared cried and tried to
fear it. Albert. move away from
the rat.
BF Skinner
(1904-1990) OPERANT CONDITIONING
alden tool
W
Science and human Behaviour
1953
is anything that strenghtens the desired response.
Positive Reinforcement
Any stimulus that is given/added to increase a response.
Example: When a teacher promises extra time in the play area to children who
behave well during the lesson.
Negative Reinforcement
Any stimulus that results in the increases frequency of a response when it is
withdrawn/removed.
Not a punishment, it Is a reward.
Example: A teacher announces that a student who gets an average grade of 1.5
for the two grading periods will no longer take the final exam.
is anything that strenghtens the desired response.
Extinction
Responses that are not reinforced are not likely to be repeated
example: Ignoring a student’s misbehavior may extinguish that behavior.
shaping of Behavior
An aspect of behavior analysis that gradually teaches new behavior through
the use of reinforcement until the target behavior is achieved.
Behavioral Chaining
When a series of steps are needed to be learned. The animal would master
each step in sequence until the entire sequence is learned.
Reinforcement Schedules
Once the desired behavioral response is accomplished, reinforcement does not
have to be 100% in fact, it can be maintained more successfully
FIXED INTERVAL Schedules - Rewards depend on the specific number of
times a behavior occurs. For instance, a child is applauded after spelling 10
words correctly.
VARIABLE INTERVAL SCHEDULES - Responses are rewarded after an
unpredictable amount of time has passed. An example is unpredictable check-
ins by a health inspector.
FIXED RATIO SCHEDULES - Rewards are provided at consistent times. An
example is a weekly paycheck. Another example is a child being rewarded
once a week if the dishes are done.
VARIABLE RATIO SCHEDULES - This reinforcement is unpredictable and yields
a high number of responses. For example, gambling may offer wins after
several unpredictable attempts.
1. Practice should take the form of question(stimulus)-answer(respose)
frames which expose the student to the subject in gradual steps.
2. Require that the learner makes a response for every frame and
receives immediate feedback.
3. Try to arrange the difficulty of the questions so the response is
always correct and hence, a positive reinforcement.
4. Ensure that good performance in the lesson is paired with secondary
reinforcers such as verbal praise, prizes and good grades.
1. Bahavior that is positively reinforced will reoccur; intermittent
reinforcement is particularly effective.
2. Information should be presented in small amounts so that responses
can be reinforced (“shaping”)
3. Reinforcements will generalize across similar stimuli (“stimulus
generalization”) producing secondary conditioning.
Tolman and bandura
The ten year old boy Sergio Pelico did watch Saddam's execution on
TV and imitated it. (A news article from the book entitled "The 10
Year Old Boy in Texas Hang Himself After Watching Saddam
Execution")
1. People can learn by observing the behavior of others and the
outcomes of those behaviors.
2. Retention
3. Motor Reproduction
4. Motivation
1. Modeling teaches new behaviors
4. Teachers and parents must model appropriate behaviors and take care
that they do not model inappropriate behaviors.
02 Information Processing
Group 4
01
Gestalt Psychology
Objectives:
• Describe the different gestalt psychology.
• List ways of applying Gestalt psychology in the
teaching-learning process.
• Demonstrate appreciation of the usefulness of
gestalt principles in the teaching-learning
process.
Introduction
Sensory Register
- The first step in the IP model holds all sensory information for a very
brief time.
● We can only perceive and remember later those things that pass
through our attention “gate”.
● Before information is perceived, it is known as “precategorical”
information. Once it is perceived, we can categorize, judge,
interpret, and place meaning to the stimuli. If we fail to perceive, we
have no means by which to recognize that the stimulus was ever
encountered.
Short-Term Memory (STM or Working Memory)
Duration: indefinite.
Executive Control Process
Social Constructivism
It emphasizes that knowledge exists in a social context and is
initially shared with others instead of being represented solely
in the mind of an individual.
Characteristics
of Constructivism
Four Characteristics of
Constructivism
Learners construct Learning is
01 understanding 03 facilitated by social
interaction
03 Near
04 Far
Task Name
Transfer Transfer
Positive Transfer
It occurs when learning in one
context improves performance
in some other context
Example:
Learning addition facilitates
learning multiplication
playing badminton helps of
learning tennis
Negative Transfer
It occurs when learning in one context
impacts negatively on performance in
another.
Example:
A student who has learned to ride a
bike with training wheels may struggle
when transitioning to a two-wheeled
bike without training wheels due to
negative transfer
Near Transfer
refers to transfer between very
similar contexts. This is also
referred to as specific transfer.
Example:
When student answer types of
algebra word problems in an exam
which are similar to what they had
in their seatworks
Far Transfer
refers to transfer between contexts
that, on appearance, seem remote and
alien to one another. This is also called
general transfer.
Example:
Stephen Covey applied the lesson of the
Aesop’ fable of “The Goose That Lays the
Golden Eggs” to managing corporations.
Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning
The more similar the two Involve students in
situations are, the greater learning situations and
Similarity between two the chances that learning tasks that are similar as
learning situations from one situations will be possible to the situation
transferred to the other where they would apply
situations the tasks.
Remember to provide
Degree of Meaningful learning leads opportunities for learners
meaningfulness/
relevance of to greater transfer than to link new materials to
learning rote learning what they learned in the
past.
Conditions and Principles of Transfer
Conditions/factors affecting Principle of Transfer Implication
transfer of Learning
To ensure transfer, teach
The longer the time spent a few topics in depth
Length of instructional
Si in instruction, the greater rather than many topics
time the probability of transfer tackled in a shallow
manner.
Transfer of learning is
Relate a topics in one
most likely to happen
subjects to topics in
when learners discover
Context for
Si
learner’s that what they learned is
other subjects or
experiences disciplines. Relate i also
applicable to various
to real life situtions.
contexts.
Encourage students to
Student reflection take responsibility for
Emphasis on improves transfer of their own learning, and
metacognition
learning. to reflect on what they
learned.
Focuson
principles rather
than tasks
Module 18
Problem Solving
and Creativity
Objectives
Father of Creativity
A professor emeritus of educational
psychology, invented the beachmark
method for quantifying creativity and
arguably created the platform for all
research on the subject
“Torrance Test of Creative Thinking” helped
shatter the theory that IQ test alone were
sufficient to gauge real intelligence.
Torrance Test of Creative
Thinking
FLUENCY
Torrance’s
Creativity
FLEXIBILITY
Problem Framework
Solving/ ELABORATION
Creativity
ORIGINALITY
Creative
Problem
Solving
(CPS) SIX STAGES OF CPS
Torrance Framework for
Creative Thinking
A common framework for creative thinking
processes is described by Torrance (1979). Each
aspect is defined below, along with ways to
facilitate the respective aspect by using key
words and application activities.
Fluency
Fluency refers to the production of a great number of ideas or
alternate solutions to a problem. Fluency implies understanding,
not just remembering information that is learned.
Keywords
Compare, convert, count, define, describe, explain, identify,
label, list, match, name, outline, paraphrase, predict,
summarize.
Application Activities
Trace a picture and label the parts.
Outline an article you find on your topic.
List 15 things that are commonly red or contain red.
Example: Apple, blood, brick, caboose, cherry, Christmas stocking, exit sign. fire
alarm, flag, heart, red nose reindeer, rose, tomato, wagon.
Flexibility
Flexibility refers to the production of ideas that show a variety of
possibilities or realms of thought. It involves the ability to see
things from different points of view, to use many different
approaches or strategies.
Keywords
Change, demonstrate, distinguish, employ, extrapolate,
interpolate, interpret, predict
Application Activities
What would happen if ... there were no automobiles?
How would you feel if ... you were invisible for a day?
How would you group the ideas about "red" into categories?
Keywords
Compose, create, design, generate, integrate, modify,
rearrange, reconstruct, reorganize, revise.
Application Activities
What would be the strangest way to get out of bed?
Design a new that is better than the one you have.
Write an unusual title for the ideas about red.
www.mycoted.com
QUIZ
1. He is known as the
Father of Creativity.
2. It occurs when
learning in one context
improves performance
in some other context.
3. It is a schema that
includes a series of
predictable events
about a specific
activity.
4. It refers to transfer
between very similar
contexts. This is also
referred to as specific
transfer
5. It is an intentional
process for solving
problems and
discovering
opportunities.
6. It is also called
cognitive
constructivism.
7. It refers to the
production of ideas
that show a variety of
possibilities or realms
of thought.
8. It happens when
learning in one context or
with one set of materials
affects performance in
another context.
9. It is a constructivist
that believes in creating a
"community of learners",
within classrooms.
10. He is the one who
described the Creative
Problem Solving process in
his book, Applied
Imagination.
Thank
you!