ED 300: Human Growth and Learning Welcome Opening Prayer

Review: How students learn: Cognitive Growth: – disequilibrium, assimilation, schemes, accommodation Personal and Social growth: – Students need teachers and classroom where they can discuss and learn from each other Differences – Cultural, Gender, Individual

Review: How students learn: Model of Human Memory – Sensory, Short-Term Memory, Long-Term Memory Knowledge Construction – Concepts, Schema and Scripts, Theories, Worldviews Complex Cognitive Processes – Metacognition and Learning strategies – Problem solving strategies – Fostering Creativity – Fostering critical thinking

Assignment 1.Write a lesson plan you will use before the end of the school year. (20 points) 2.Label the concept or schema that will be the focus of the lesson. (Topic or title of the lesson.) 3.Include and label activities which will promote effective knowledge construction. – Modelling – Emphasizing Conceptual Understanding – Encouraging Classroom dialogue – Authentic activities – Scaffolding

Assignment Choose one of the four strategies for promoting complex cognitive processes and include it in the lesson plan. (10 points) 1.Metacognition and Learning strategies 2.Problem solving strategies 3.Fostering Creativity 4.Fostering critical thinking Label the strategy in your lesson plan.

Behaviorist Views of Learning Content/ Objectives I will identify behaviors that can disrupt the learning in a classroom. I will identify positive reinforcement strategies to help students improve their behavior in the classroom. Language Objectives: I will discuss and write a Behavior Intervention Plan using positive reinforcement strategies to improve a student’s behavior in the classroom.

Behaviorists View of Learning Basic Assumptions Belief 1.Our behaviour is a result of our experiences with our environment. 2.Learning involves a behaviour change. 3.Learning involves forming a relationship between stimuli and response. 4.Learning will most likely occur when the stimuli and response close together in time.

Behaviorists View of Learning Examples: Stimuli/BehaviourResponse/ConsequenceLearn Touch a hot stove/fireGet burnedNot to touch a hot stove/fire Steal from the storeArrested by policeNot to steal Complete a school assignment correctly Receive a good gradeCompleting assignments correctly will give me good grades Complete the requirements for the ITEP certificate Gain more knowledge, Receive higher pay Completing classes will increase my knowledge and hopefully my pay

Behaviourists View of Learning Reinforcer: Consequences that increase the behaviours Punisher: Consequences that decrease the behaviours.

Behaviourists View of Learning Examples: Stimuli/BehaviourResponse/ConsequenceLearn Touch a hot stove/fireGet burnedNot to touch a hot stove/fire Steal from the storeArrested by policeNot to steal Complete a school assignment correctly Receive a good gradeCompleting assignments will give me good grades Complete the requirements for the ITEP certificate Gain more knowledge, Receive higher pay Completing classes will increase my knowledge and hopefully my pay Punisher Reinforcer

Behaviorists View of Learning ConsequenceEffectExample Positive ReinforcementResponse increases when a new stimulus is presented A student is praised for writing an assignment in cursive. She begins to write other assignments in cursive A student gets lunch money by bullying a girl into surrendering hers. He begins bullying his classmates more frequently Negative ReinforcementResponse increases when a previously existing stimulus is removed A student no longer has to worry about a research paper he has completed several days before the due date. He begins to do his assignments ahead of time whenever possible. A student escapes the principal’s wrath by lying about her role in recent school vandalism. After this incident, she begins lying to school faculty whenever she finds herself in an uncomfortable situation.

Behaviorists View of Learning ConsequenceEffectExample Presentation punishment Response decreases when a new stimulus (presumably one the student finds undesirable) is presented. A student is scolded for taunting other students. She taunts others less frequently after that. A student is ridiculed by classmates for asking what they perceive to be a stupid question during a lecture. He stops asking questions in class. Removal PunishmentResponse decreases when a previously existing stimulus (presumably one the student finds desirable)is removed A student is removed from the softball team for a week for showing poor sportsmanship. She rarely shows poor sportsmanship in future games. A student loses points on a test for answering a question in a creative but unusual way. He takes fewer risks on future tests.

Behaviorists View of Learning Rule of Thumb! Positive Reinforcement will change behaviour over time. “And behold, he preached the word unto your fathers, and a mighty change was also wrought in their hearts,” Alma 5:13 Punishers will decrease or stop behaviour temporarily. Almost always true

Behaviorists View of Learning Positive Reinforcers: Concrete reinforcers: Something you can touch, e.g. snack, sticker, merit card, school supplies, etc. Social reinforcers: Smile, gesture (thumbs up, tap on shoulder), verbal praise, thank you Activity reinforcer: Free time in class, class party, etc.

Behaviorists View of Learning Activity: 1.Brainstorm behaviours you often see in the classroom that are disruptive to the learning environment. Disruptive Behaviours 1. A student shouts out while you are trying to teach. 2.Flying objects, Throwing objects 3. Chewing gum, Popping gum 4 Out of seat 5. Students talking in assembly Replacement Behaviours 1. Student raises his/her hand and waits for the teacher to call on him/her. 2. Keep hands, feet, and objects to self. Put rubbish in garbage can 3. Chew gum only off campus 4 Sit quietly 5. Listen

Behaviorists View of Learning 2. Brainstorm positive reinforcement strategies that could be used to increase the replacement behaviours. Replacement Behaviours (should be taught and practiced in advance) 1. Student raises his/her hand and waits for the teacher to call on him/her Positive Reinforcement strategies 1. Great job raising your hand and waiting to be called on. What do you need to say?

Behavior Intervention Plan 3.Writing a Behaviour Intervention Plan (BIP) a)Choose a student who displays challenging learning behaviours in the classroom. e.g. out of seat, not completing assignments, shouting out, bothering others, coming late, absent, etc. b)Determine the target behaviour that is the most problematic. c)Determine replacement behaviours. d)Determine positive reinforcement strategies. e)Develop a plan of action

Behavior Intervention Plan Class Activity: We will work together as a class to write a Behaviour Intervention Plan for a target student. (see handout)

Behavior Intervention Plan Assignment (20 points) Work with your group to write a behaviour intervention Plan for a student who exhibits challenging learning behaviours in the classroom.

Absolutely Be consistent!!!

Complex Cognitive Processes Content/ Objectives I will identify behaviors that can disrupt the learning in a classroom. I will identify positive reinforcement strategies to help students improve their behavior in the classroom. Language Objectives: I will discuss and write a Behavior Intervention Plan using positive reinforcement strategies to improve a student’s behavior in the classroom.

Next Week: Thurs. Nov 14 Chapter 10: Social Cognitive Views of Learning (Takire) Chapter 11: Motivation and Affect (Bwereia)

Monday, Nov. 25, 9:00 -11:00 am Chapter 12: Instructional Strategies (Mary) Chapter 13: Creating a Productive Learning Environment (Rebwa)

Thurs., Nov. 28, 9:00 – 11:00 am Thurs., Nov. 28, 9:00 – 11:00 am Last Day of Class Chapter 14: Classroom Assessment Strategies (Tebakaro) Chapter 15: Summarizing Students Achievement and Abilities (Babai)