EDPS 475: Instructional Objectives for Midterm Exam Behaviorism

Transcription

1 EDPS 475: Instructinal Objectives fr Midterm Exam Behavirism 1. Given a nvel example t chse frm, identify the characteristics f classical cnditining. General mdel: Stimulus (S) elicits >Respnse (R) Based n reflexes (R) A bilgically-based invluntary behavir. Befre hear bell (neutral stimuli), n respnse(neutral respnse)/see fd and salivate (uncnditined respnse) During cnditining hear bell and salivate because fd is present After cnditining hear bell (Cnditined stimulus) => salivate (cnditined respnse) 2. Given a nvel example f classical cnditining t chse frm, the student will identify the uncnditined and cnditined stimuli and respnse. Uncnditined is smething that happens naturally withut interference r guidance frm an utside frce (i.e. blwing air in yur eyes will cause yu t blink) 3. Given a nvel example t chse frm, the student will identify which type f learning (psitive r negative reinfrcement r punishment) is taking place. Psitive Reinfrcement Negative Reinfrcement Type I Punishment

2 Type II Punishment Type II Punishment 4. Given an example research study (e.g., Pavlv s dg), the student will identify the implicatins f that study. Emtinal respnses ften becme assciated with nce neutral stimuli. Over time, the previusly neutral stimulus will elicit an emtinal respnse Kisha is harassed by her classmates at schl. Kisha feels sad whenever she is harassed. Over time, Kisha begins t feel sad when she is at schl. An antecedent stimulus signals that a respnse will be reinfrced (r punished) When teaching new behavirs als teach when they are apprpriate. Try eliminating the antecedents fr inapprpriate behavir. Shaping: reinfrcing successive apprximatins t the desired behavir. Chaining: teaching parts f a cmplex behavir separately, then requiring them t be chained tgether fr reinfrcement. Individual Differences in Cgnitin 1. Given varius classrm scenaris related t culture, identify whether the scenari depicts a prblem in scial rganizatin r participatin structure. Piaget 2. Given statements describing the different methds fr dealing with individual differences mentined in class, crrectly identify whether the descriptin characterizes Piaget s and Vygtsky s perspectives. Organizatin f mental cnstructs Scheme r Schemas Used as way t rganize wrld Over time becme mre cmplex Adaptatin Assimilatin The incrpratin f new infrmatin int existing knwledge. (Schema Des Nt Change) Accmmdatin Occurs when new infrmatin des nt fit int an existing schema, causing the schema t change.

3 Children are active and mtivated learners Children are nt passive recipients f their envirnment. Rather they are curius individuals wh interact actively with their surrundings. Children rganize what they learn They d nt just cllect infrmatin as a series f unrelated islated facts. Rather, they try t make sense f the wrld arund them by synthesizing their bservatins and experiences. Children adapt t their envirnment Arguably the mst imprtant aspect f Piaget s thery fr educatrs. New experiences are critical Interactin with physical envirnments is critical fr cgnitive develpment. Interactins with peple are equally imprtant By interacting with ther peple, they gradually begin t realize that ther peple have different perspectives. Children need t feel balance in their wrld. The prcess f equilibratin prmtes prgressin tward increasingly cmplex frms f thught. Children think in qualitatively different ways at different ages. Develpmentally apprpriate instructin Instructin shuld prvke interest and curisity Students shuld be actively invlved Fcus shuld be n the prcess, nt just the prduct Be aware f individual differences students use frmal peratins Cntinue t use cncrete peratinal teaching strategies Prvide pprtunities t explre hypthetical questins Prvide pprtunities t slve prblems and reasn scientifically Teach brad cncepts, nt just facts Vygtsky Internalizatin Cmplex mental prcesses begin as scial activities; as children develp they gradually internalize the prcesses they use in scial cntexts and begin t use them independently. Children can perfrm mre challenging tasks when assisted by mre advanced and cmpetent adults. Actual vs. ptential develpmental level Hw t access children s capabilities? When perfrming alne and with assistance Present challenging tasks, perhaps within the cntext f cperative tasks Scaffld Children s effrts Prmte self-regulatin by teaching children t talk thrugh difficult tasks Assess children s abilities under a variety f wrk cnditins Prvide pprtunities t engage in authentic activities Help children acquire the basic cnceptual tls f varius activities and academic tasks Give children the chance t play

4 Cgnitive Prcessing and Learning Mtivatin Figure 1. Maehr s Persnal Investment Mdel Teaching-Learning Situatin Past Experiences Gals Actin Pssibilities Self- Efficacy Scicultural Cntext Persnal Investment

5 1. Given descriptins f any f the "cmpnents f meaning" r "antecedents f meaning," identify which cmpnent r antecedent is being described.

6 Antecedents f meaning Past Experiences Scicultural cntext - A set f beliefs, attitudes, and values that are held by peple imprtant t the student. Teaching-learning situatin The immediate cntext in which the learning situatin is placed; invlves the way in which the activity is presented 2. Given alternatives t chse frm, identify the three basic needs invlved in Deci & Ryan s self-determinatin thery. Self-determinatin thery (SDT) is a general thery f human mtivatin and is cncerned with the chices peple make with their wn free will and full sense f chice, withut any external influence and interference. Fr example, a self-determined persn chses t behave in a manner that reflects his/herautnmy and his/her behavir is nt t achieve an external reward r escape aversive stimuli in the envirnment. In simple terms, SDT fcuses n the degree t which an individual s behavir is self-endrsed and self-determined 3. Given alternatives t chse frm, crrectly identify the relative level f self determinatin reflected in the fllwing frms f regulatin in Deci & Ryan s thery: external; intrjected, identified, and intrinsic. They are external regulatin, intrjected regulatin, identified regulatin, and integrated regulatin, in rder frm the least t the mst fully internalized Intrjectin refers t taking in a regulatin but nt accepting it as ne's wn; identificatin refers t accepting the value f the activity as persnally imprtant, and integratin refers t integrating that identificatin with ther aspects f ne's self. External and intrjected regulatin are cnsidered relatively cntrlled frms f extrinsic mtivatin, whereas identified and integrated regulatin are cnsidered relatively autnmus 4. Given descriptins f factrs that might influence self-efficacy, identify thse that are mentined by Bandura as influences. Scial Cgnitive Thery - peple with high self-efficacy -- that is, thse wh believe they can perfrm well -- are mre likely t view difficult tasks as smething t be mastered rather than smething t be avided. 5. Given a scenari describing a student wh is mtivated t d things ther than thse assigned by the teacher, (a) analyze the mtivatinal nature f the prblem and identify specific aspects f Maehr s mdel t justify yur analysis; (b) prpse ne r mre changes in the structure f the class and/r the teacher s behavir t imprve the student s engagement in the class. The changes shuld be cnsistent with yur theretical analysis. 6. Given varius definitins t chse frm, select the ne that best characterizes the cncept f student mtivatin t learn.