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Module 7 Facilitating Learner Centered Teaching Lou

This document summarizes a module on behaviorism and its major theorists like Pavlov, Thorndike, Watson, and Skinner. It lists the learning outcomes as explaining behaviorism principles, applying primary laws of learning, and using rewards effectively. The activities describe observing a memorable teacher to identify triggers and recall them, noting the teacher's applied rewards and punishments, and observing adult-child interactions to identify stimulus-response-consequence patterns. Key points are consistency in conditioning and using attention and success to motivate learning.

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Lou Jane Yesca
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2K views5 pages

Module 7 Facilitating Learner Centered Teaching Lou

This document summarizes a module on behaviorism and its major theorists like Pavlov, Thorndike, Watson, and Skinner. It lists the learning outcomes as explaining behaviorism principles, applying primary laws of learning, and using rewards effectively. The activities describe observing a memorable teacher to identify triggers and recall them, noting the teacher's applied rewards and punishments, and observing adult-child interactions to identify stimulus-response-consequence patterns. Key points are consistency in conditioning and using attention and success to motivate learning.

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.


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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