EDAT 6115 Reflection Journal #2

Description
            This week’s readings for EDAT 6115 were over chapter 5. This chapter discusses learning, behavioral theories, and behavioral learning. It also talks about hose these topics relate to the educational classroom.

Analysis
            Slavin (2012) discusses two types of behavioral learning theories in this chapter. The first one being that of Pavlov’s theory of classical conditioning. The second one being Skinner’s theory of operant conditioning. Both of these theories are used in a variety of different situations, including the classroom.
            Pavlov was a Russian scientist that studied the behavioral patterns of dogs. Slavin (2012) states that Pavlov’s theory pairs an unconditioned stimulus with an unconditioned response. These unconditioned responses and stimuli reflect on the dog’s natural instincts. In this type of experiment, the animals respond with no prior exposure or conditioning (Slavin, 2012, pg. 101).
            Slavin (2012) also expands on the topics of Pavlov’s neutral stimuli paired with a conditioned stimulus. A neutral stimulus is defined as: “stimuli that have no effect on the response in question (Slavin, 2012, pg. 101).” However, when a neutral and unconditioned stimulus are paired together, the neutral transforms into a conditioned stimulus. When these steps are put together, it is a process called classical conditioning (Slavin, 2012, pg. 101.)
            The textbook (Slavin, 2012) states that another form of behavioral learning is called “Operant Conditioning from B.F. Skinner.” This theory is an example of the rewards system. When a teacher reinforces good behavior, and the students notice and do the same thing, the teacher is using Operant Conditioning (Slavin, 2012pg. 101. This theory is very useful in a PBIS strategy for schools that implement the PBIS policies.
            These theories can apply to some of the principles of behavioral learning. When behavioral learning occurs, the consequences of a student’s actions, will influence them later on in life (Slavin, 2012, pg. 103). The role of consequences plays a vital role in a student’s behavior. A positive consequence will encourage the student to repeat that behavior, and a negative one will encourage the student to discontinue that specific behavior. These consequences can be strengthened by primary and secondary reinforcers, as well as positive and negative reinforcers (Slavin, 2012, pg. 103).

Reflection
            In my classroom (and most others), operant conditioning and consequences with reinforcers are used a lot of the time. For example, I spend a lot of time at the beginning of the year practicing procedures with my students. This is done so that the students have a lot of practice with the procedures before we dive into the curriculum. It is difficult for a lot of teachers to have a well-managed classroom without practicing the procedures the first few weeks of school. The students will not behave correctly without the rules being communicated and practiced. I also make it a point to call on students that quietly raise their hand, instead of those that are blurting out and making noise. This operant conditioning tactic allows the students not doing the right thing to witness what good behavior looks like, and how it is rewarded. My last example is my PBIS charts. I create a chart with a “measure” on it for each grade-level. Each class gets a whole note, and every time they have a good class, they move up one line or space. If they have reached the top of the measure by the end of the grading period, the class receives a party. Every grade level is posted on the board, so the students like to compete with other classes and grade levels.

Reference

Slavin, R. E. (2012). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.

Comments

Post a Comment

Popular posts from this blog

EDAT 6115 Journal Entry #3

Description             This week’s readings in EDAT 6115 were over chapter six. This chapter covers the Cognitive Theories of Learning and how they affect today’s students. Chapter six also covers memory strategies. Analysis             The first topic in this chapter is the Information-Processing model. There are three different parts of the memory such as: the sensory register, short-term or working memory, and long-term memory. The sensory register detects stimuli but many of them do not advance further than that. The ones that our brain recognizes or is important to us, moves on to the working memory. This is where the brain analyzes it to understand what it is and its purpose (Slavin, 2012, pgs. 124-126). Long-term memory is very important in a student’s learning. This is because when you learn something, it is stored in the long-term memory for life. If a student...
Read more

EDAT 6115 Journal Entry #5

Description             Journal entry number five is based upon chapter 8 in our Educational Psychology textbook. This summary will describe the constructivist view of learning and how it applies to the classroom. Analysis             The constructivist theory of learning is based upon giving the students the tools they need to guide the learning process for students. Children cannot simply be given the knowledge in order to learn. They have to be given the tools they need to reach conclusions and discover content on their own. The historical aspects of constructivism are based on Piaget and Vygotsky’s thoughts on cognitive development and social learning. Vygotsky was a major proponent of social learning because he felt that grouping students by ability level, or mixing ability levels helps the students grow (Slavin, 2012, pg. 190).     ...
Read more

EDAT Journal Entry #8

Description             This week in EDAT 6115 the journal entry is over chapter 13. Chapter 13 covers how student learning is assessed. Instructional objectives and aligning those with the assessments are major topics of this chapter. Analysis             Instructional objectives are essential to guiding a lesson and helping the students know what the goals for their learning are. An instructional objective is defined as a “statement of skills or concepts that students are expected to know at the end of some period of instruction (Slavin, 2012, pg. 340).” For example, a typical objective in an elementary music classroom would be “the students will be able to identify the notes on the lines and spaces.” This objective would be used in a lesson about what letters each line and space gets, so that the students can identify note names. When a teacher is planning his or...
Read more