Expanding on Skinner

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Expanding on Skinner

• Robert Gagné

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Connectionist vs. Info ProcessingView of
learning

• Skinner
• Connections between stimulus response (i.e.
  conditioned response)
• Pairing of stimulus response over a series of
  trials

• Complex processes in the learners nervous system
  where information is registered by the senses and
  placed into STM, which is coded to help it to be
  retrieved easier.

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Connectionist vs. Info ProcessingImplications
in the Classroom
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Connectionist

• The tasks done using this theory would indicate
• less time between stimulus and response the
  better the learning
• the more repetition of these events the better
  the learning
• Gagné explained that studies had shown that
  practice does not increase the strength of each
  learned item.

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So why do we practice in the classroom?

• What do we believe?
• What was specific about the studies Gagné
  reported on.

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Information Processing

• Gagné would say since repetition or practice is
  not the major factor in learning (retention) the
  major factor in learning is the prior learning of
  pre-requisite capabilities.
• How would find out our students pre-requisite
  capabilities?
• How does this statement support Skinners
  progression of learning?

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Gagné also makes the case

• that coding of information makes it easier to
  retrieve.
• What is often done on tests to cue students to
  help make it easier to retrieve. Should we do
  this?

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Gagné also stated

• Periodic and spaced reviews have an important
  parts to play in retention. This provides
  students with additional opportunities to
  retrieve the information.
• How would this fit into the classroom?

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Madeline Hunter

• Where the Skinner tire hits the road

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Before teaching the teacher will have

• Identified the major target objective and located
  the students educational positions in relation
  to that objective.
• Where does this fit into Skinner?
• Where does this fit into Gagné?

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As we look at the 7 steps

• Think about how each would fit into the view of
  learning advocated by Skinner or that advocated
  by Gagné. Write your response down.

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Madeline Hunter Step 1

• Anticipatory set
• focuses student attention
• provides brief practice of previous learning
• develop a readiness for the instruction to follow

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Madeline Hunter Step 2

• The objective and its purpose
• The teacher informs the student bout what he will
  be able to do at the end of the instruction

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Madeline Hunter Step 3

• Instructional input
• The teacher decides what the student needs to
  accomplish the objective and then selects the
  means to deliver the message.

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Madeline Hunter Step 4

• Modeling
• The teacher provides a visual modeling
  accompanied by a verbal description of and
  example of successful completion of the
  objective.

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Madeline Hunter Step 5

• Checking for Understanding
• Check for student possession of essential
  information and visually check to see if student
  performance demonstrates the skills required to
  achieve the objective.
• Posing questions to the group.
• Written responses

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Madeline Hunter Step 6

• Guided Practice
• Guide students initial practice so that it is
  successful. Remediate as necessary.

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Madeline Hunter Step 7

• Independent practice
• Student practices without the teacher present

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Lets look again

• Talk about how each step would be more Skinner or
  more Gagné and back up your comment with
  specifics.

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Madeline Hunter Step 1

• Anticipatory set
• focuses student attention
• provides brief practice of previous learning
• develop a readiness for the instruction to follow

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Madeline Hunter Step 2

• The objective and its purpose
• The teacher informs the student bout what he will
  be able to do at the end of the instruction

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Madeline Hunter Step 3

• Instructional input
• The teacher decides what the student needs to
  accomplish the objective and then selects the
  means to deliver the message.

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Madeline Hunter Step 4

• Modeling
• The teacher provides a visual modeling
  accompanied by a verbal description of and
  example of successful completion of the
  objective.

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Madeline Hunter Step 5

• Checking for Understanding
• Check for student possession of essential
  information and visually check to see if student
  performance demonstrates the skills required to
  achieve the objective.
• Posing questions to the group.
• Written responses

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Madeline Hunter Step 6

• Guided Practice
• Guide students initial practice so that it is
  successful. Remediate as necessary.

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Madeline Hunter Step 7

• Independent practice
• Student practices without the teacher present

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Examples from you
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Reading Homework

• Orange divider Cognitive Science Cognitive
  Scientists
• In Defense of Advance Organizers
• Cognitive Structure and the Facilitation of
  Meaningful Verbal Learning

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Task - See Syllabus

• Paper on Behaviorism its proponents
• Describe of behaviorist view of learning
• Describe the theorists - what each believed
• Describe pedagogues associated with behaviorism
• Describe your thoughts on behaviorism its use
  in the classroom.

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Lesson Plan on Behaviorism

• Individual lesson design on this type of
  learning.
• Identify the specific pedagogues
• Explain the theory behind the lesson.

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Must do Presentation

• With 24 people we need 8 people to sign up for
  each theory/teaching strategy.
• Behaviorist Model
• Cognitive Science Model
• Constructivist Model