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Module-7-Facilitating-Learner-Centered-Teaching LJ

1. The document discusses behaviorism and its major theorists like Pavlov, Thorndike, Watson, and Skinner. 2. It provides learning outcomes on explaining behaviorism principles, applying primary laws of learning, and using rewards effectively. 3. The document then describes an activity where the learner recalls a memorable teacher and analyzes the rewards and punishments used and their effectiveness.

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Lou Jane Yesca
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2K views5 pages

Module-7-Facilitating-Learner-Centered-Teaching LJ

1. The document discusses behaviorism and its major theorists like Pavlov, Thorndike, Watson, and Skinner. 2. It provides learning outcomes on explaining behaviorism principles, applying primary laws of learning, and using rewards effectively. 3. The document then describes an activity where the learner recalls a memorable teacher and analyzes the rewards and punishments used and their effectiveness.

Uploaded by

Lou Jane Yesca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Facilitating Learner-Centered Teaching

Module 7 – Behaviorism; Pavlov, Thorndike,


Watson, Skinner

Learning Outcomes
1. Explain the basic principles of behaviorism.
2. Make a simple plan applying the primary laws of learning.
3. Determine how to use rewards in the learning process more effectively.

Activity:

1. Think of a teacher that’s most unforgettable to you in elementary or high school.


2. Are there things that when you encounter at present (see, hear, touch, smell) make you “go
back to the past” and recall this teacher? What are these things?
 The things that trigger me to go back to the past and recall this teacher of mine is the
experiences and memories that she afforded to us like during Fridays she treat and
cook us food for snacks and provide us enjoying activities as if it is the day to
celebrate from the past days since it is the last day in weekdays.

3. What kinds of rewards and punishments did she/he apply in your class? For what student
behaviors were the rewards and punishment for?

Student Behavior Reward/Punishment


1. Actively Participating to Class Positive Feedback/Giving candles
2. Noisy Face on the wall
3. Having Chitchat with Seatmate Getting out from the classroom
4. High Score on Quizzes or Exams Exempted on next exam/quiz
Analysis:

1. What makes this teacher unforgettable for you?


 Being kind, being interested, being passionate of their subject, and just caring about
their students are qualities that students still think make a teacher memorable.

2. Why do your answers in no. 1 make you recall this teacher? Describe the connection
these things have on your past teacher?
 Teachers are here for the rest of the years of our lives and as a child teacher is the best
person I believed and loved her thing might she/he still care even though she/he is
mean and that makes a teacher special.

3. Were the rewards and punishments given effective? Please elaborate.


 Yes, they were effective for teaching. It allowed teachers to teach. It allowed teachers
to teach because the teacher could stand in front of the class and deliver content. They
could deliver it in the way that was easiest for the teacher to teach. Mind you,
learning and teaching are different things. They weren’t really effective for learning.
Here’s what I mean If the student had special needs then they were punished and
became so traumatised they acted out or they withdrew. Sometimes they were even
isolated into intervention classes or a special needs school.
If they didn’t have special needs, but acted out, they suffered until the first chance they could
leave school.

If they didn’t act out, and didn’t learn anything, they just failed and came to believe they just
weren’t smart.

If they could fake their learning, then they eventually figured out how to do things but with no
understanding. They knew what to do, but not why.
If the teacher’s teaching style did suit them, then they learnt and got the rewards for being smart.
But then when they enter the big wide world and had to learn without their teacher telling them
what to do, they failed, and thinking that intelligence was inherent, thought, well I must not be
smart after all.

So rewards and punishments are easier for teaching, but not that useful for learning.

It is far better to understand the needs of individual students and give them options in how to
learn. Teach them that learning is a process to be enjoyed and shared. Then the process of
learning is reward and the satisfaction of mastering something is a celebration. But to do this a
teacher has to connect with students as people, and has to learn along the way too. It requires
admitting you don’t know everything but are on a learning journey as well.

I don’t like rewards or punishments. If a student if capable of more, I set goals with them and
push them towards a challenging but achievable goal that lifts the standard. Sometimes students
don’t achieve the goals and it’s because the goal wasn’t quite right. Very rarely does a student
just not want to set a higher goal, and as long as they aren’t setting low goals in other areas, I let
them. I don’t give rewards. I celebrate success, with like a high 5 and “We did it. We’re
awesome!” If students have been learning and have got it, I often reduce the work load. “You
guys get this, no need answering the next 5 questions.” The only thing I reward is effort. Usually
with a short break, a joke or a few minutes discussing something off-topic.

Abstraction:
Application:

Choose a place where you can observe adult-child interactions – such as in a market, in
church, at the playground, etc. Spend some minutes observing such adult-child interactions.
Focus your attention on the stimulus-response-consequence patterns you observe. Describe the
consequences you observe.
 Stimulus – at the time of 8:00 in the morning the child spend much time playing
“Pogs” outside and she don’t want to eat first.
 Response – the child feeling hungry and have a stomach ache. So that her parents get
mad to her.
 Consequence – the child learned to eat first before play.

I observed that after the child feel there is something wrong with her, the
consequences makes her realized to eat a breakfast first than to play a game
outside is much important. Therefore the child will eat berfood than to play so
that she won’t get feeling stomach ache again.

Answer the following questions:

1. What kinds of stimuli for children’s and adult’s behavior did you observe?
 The stimuli of the children that I observed are she have stomach ache.

2. What kinds of behaviors on the part of children elicit reinforcement and punishment
consequences from the adult?
 The child eat her food first before she play outside with friends so that her mother
will get mad to her.

3. What kinds of behaviors of adults are reinforced or punished by the children?


 Children don’t usually rebel against consistency. They rebel against
inconsistency, when they see that their parent’s words, and their parents actions
are not consistent. And that punishes their parents.

4. What kinds of reinforcements and punishments seem to be the most “successful”?


 Consistency is the most important about conditioning or reinforcement. Children
have a drive to explore and succeed, especially to please themselves or their
parents through attention by their parents. Children can learn virtually anything
and excel at it and up to puberty it seems children also have it easier with abstract
math.

Assessment Task:

1. Explain the basic principles of behaviorism.


2. Explain how to use rewards in the learning process effectively.
3. The theory of behaviourism focuses on the study of observable and measureable
behaviour. It emphasizes that behaviour is mostly learned through conditioning and
reinforcement (rewards and punishment). It does not give much attention to the mind
and the possibility of thought processes occurring in the mind. Contribution in the
development of the behaviourist theory largely came from Pavlov, Watson,
Thomdike and Skinner.

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