1. week 14, april 20, tuesday  Behaviorism & Cognitivism, continued the one five o

2. assignments Readings  Fuchs, D. & Fuchs, L.S. (2006) Introduction to Response to Intervention: What, why, and how valid is it?  Safran, S.P. & Oswald, K. (2003) Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?  Michigan State Board of Education Administrative Rules for Special Education (skim) Blog post: In your own words, what is “response to intervention”? What is this approach an alternative to? the one five o

3. behaviorists & cognitivists Behaviorists  Behavior  Environment Cognitivists  Behavior  MIND  Environment the one five o

4. ideas and terminology - behaviorism  To learn is to acquire new responses to cues in the environment  Learning is the process of trial and error, or imitation. Rewarded behaviors tend to continue. Unrewarded or punished behaviors tend to stop.  Learning is motivated by seeking reward, avoiding punishment. the one five o

5. ideas and terminology - behaviorism  The schedule of reinforcement affects the behavior the one five o

6. ideas and terminology - behaviorism  Task analysis part of a teaching process where a complex tasks is broken into simpler parts. the one five o

7. ideas and terminology - behaviorism  Reinforcement (positive or negative) can take many forms: physical, social, vicarious, immediate, delayed the one five o

8. ideas and terminology - behaviorism  To teach is to shape the students’ environment the one five o

9. ideas and terminology - cognitivism  To learn is to make sense of the relationship between pieces of information.  Learning is the process of making sense. New understanding is constructed from prior knowledge and new information.  Learning is motivated by curiosity, the need to make sense of something, or to reduce cognitive dissonance. the one five o

10. ideas and terminology - cognitivism  Knowledge is constructed. It is not simply received.  Reality is perception. Things are always interpreted through our prior knowledge the one five o

11. ideas and terminology - cognitivism  Knowledge is constructed. It is not simply received the one five o

12. ideas and terminology - cognitivism  Knowledge storage: Mental representations, maps, structures, models, scripts the one five o

13. ideas and terminology - cognitivism  One’s learning process can be controlled through strategies, metacognition, executive functioning the one five o

14. requirement for your inquiry 3 The beginning of your report should contain some form of this statement Topic X (the topic of one of the reports) has been brought to our attention. We decided to take a closer look into this interesting (or curious, common, unusual) phenomenon. In our report, we will show how unexpected details of this phenomenon come to light when we look at it from a cognitivist (or behaviorist) perspective. the one five o

15. seeing from each perspective Q: Why is this student behaving in this way? A-Beh: Look at the behavior and the environment.  What in the student’s present environment is reinforcing this behavior?  What in past environments has reinforced this behavior?  What behaviors are not occurring? How is the Ss present/past environment is not reinforcing/punishing these behaviors? the one five o

16. seeing from each perspective Q: Why is this student behaving in this way? A-Cog: Look at the behavior, the environment, and what’s going on in the students’ mind.  How is the Ss interpreting the situation (the environment, their behavior, themselves, etc)? What does it mean to them? How does this affect their behavior?  What are their intrinsic or extrinsic goals?  What is the role of their prior knowledge? the one five o

17. seeing from each perspective Q: Why is this student not doing well? A-Cog: Look at the behavior, the environment, and what’s going on in the students’ mind.  How is the Ss interpreting the situation (the environment, their behavior, themselves, etc)? What does it mean to them? How does this affect their behavior?  What are their intrinsic or extrinsic goals?  What is the role of prior knowledge and conceptions? the one five o

18. time permitting…  Continue lecture from last Tue on Watson, social learning, etc. the one five o

19. how to see from a perspective?  Start with an interesting or important phenomenon that you’d like to understand better. the one five o

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