Behavior Views of Learning

WHAT?

This last week we learned about behaviorism. The definition of learning for behaviorism is a semi-permanent change in behavior. The basic concept of behaviorism is trying to get students to act the way you want them to by reinforcing (not rewarding!) certain behaviors or punishing students for certain behaviors.

We learned about positive reinforcement, negative reinforcement, presentation punishment, and removal punishment. Examples of these include:

• positive reinforcement-extra credit for extra work,
• negative reinforcement- if you turn in your work, I'll quit nagging!
• presentation punishment-because you did this, you will run a lap
• removal punishment- because you did this, I am taking away "your choice Friday"

We also learned about practical reinforcement. We discussed different options for reinforcement. They include:

• self reinforcement- pat on the back
• social reinforcement
• grades and recognition
• home-based reinforcement
• privileges
• activity reinforcement (Premack Principle)
• tangible reinforcement &/or tokens
• food (last resort)

We discusses how different aged kids respond better to different types of reinforcement. We need to be consistent with reinforcement and punishment (for each student, and the class as a whole). Reinforcement and punishment has to be on an individual level because students respond differently to different situations. Another thing that we discussed was that reinforcement always increases a behavior and punishment always decreases a behavior.

The most important thing that we learned was that Dr. Cox is not a fan of behaviorism!

SO WHAT?

If we use reinforcement and punishment correctly we can help students behave more productively. People learn not only from their own experiences but by those of others as well. If a student sees one of their peers punished for a certain behavior, they may be less likely to behave similarly. Also if they see someone praised or rewarded for good behavior they may be more likely to behave well too. We need to somehow make sure that we use reinforcement to increase learning.

NOW WHAT?

Using behaviorism is a great way to see changes in behavior. However, this doesn't always mean that the student is learning more. For example, reinforcing a student so that they study for longer, doesn't necessarily mean the student is understanding what they are studying. I think that a way to reinforce actual learning is to reinforce questions and extra help. If students are given opportunities to ask lots of questions until they understand something, they will be more likely to learn more. I also think that sometimes kids shy away from asking questions or for asking for extra help because they feel like they are not as smart as the kids that already understand the material. If we create an environment where a child feels safe to ask for help and is told so, we will have more students understanding material and really learning.

Knowledge Construction

WHAT?

We have learned many different definitions for learning over the course of the class. With each new concept/theory, there is a new meaning for the word. This week is no different. In regard to constructivism, learning is an active process, learners construct their own meaning of the world based on knowledge and experience. To me the thing about this definition that stood out was that it is an active process. It is never complete; it is something that can and will change over time because of new knowledge and experiences that people have.

We discussed concepts in class as well. A concept is defined as mentally grouping things that have something in common. We discussed "what makes a chair a chair". Who knew there could be a debate on this?! We found definitions, defining characteristics, correlating features, prototypes, and exemplars for a variety of different concepts.

We also talked about worldviews, theories, and misconceptions in class. We used examples such as "can a raccoon ever really be a skunk?" and "can a teapot be a bird feeder?" There are some things that no matter how you change them, will never be something else. Inanimate objects however, can change into a new thing.

As teachers, we will deal with misconceptions frequently in the classroom. A misconception is a belief that is inconsistent with commonly accepted and well-validated explanations of phenomena or events. Students will have many misconceptions about themselves, school, and the world in general. It is part of our role as teachers to help them see past these misconceptions. We must find a way to do this while maintaining the students self-esteem. I think that the best way to do this is to help the student come to a new understanding on their own. If we can have the student explain why something they believe is incorrect and why something else is more conceivable, they are more likely to be open to it.

In class we talked about Jerome Bruner who is a major figure in constructivism. He believed that the purpose of teaching was not to get students to remember facts, but to help students to participate in the process. We also discussed "the 5 E's". Engage, Explore, Explain, Elaborate, and Evaluate.

SO WHAT?

The basic message for chapter 7 is that students (and people in general) are constantly changing their beliefs and their views of the world. Views are changed through personal experiences and interactions with the people in our lives. Because we all see things in a unique way, there are many concepts and misconceptions in the world. Sometimes we must change our basic beliefs because of new knowledge, and sometimes we need to adjust the way we are processing new information. As a teacher, it will be my responsibility to help my students learn how to interpret the world and to give them every opportunity to examine their beliefs.

NOW WHAT?

I need to help students find their own answers and explanations for things they experience. If they understand why or how something happens, they are more likely to believe and accept the new information and they will also have less misconceptions. Having lessons that include the 5 E's will help me do this.

When I am a PE teacher I want to have a more fitness based class. I don't want the whole focus to be on how many sports we can play. When I was working as a personal trainer, I was always bothered by how much people were charged just to have someone work out with them. There are so many people that need help that can't afford a personal trainer. In my mind it makes more sense to charge less and be able to help more people. That is one reason that I want to teach PE. It will be a way for me to share the knowledge that I have with a variety of different people (whether they have money or not) while making a living. So an example lesson using the 5 E's for PE would consist of:

Engage- get students attention by talking about getting in shape/maintaining physical fitness without having to have a gym pass. I think a lot more people would be interested in working out at home if they only knew what to do.

Explore- have students think of previously learned exercises that we have done in class, that could also be done at home. Have the students come up with characteristics of different types of exercise that don't require any equipment.

Explain- as a class, go over the characteristics of the exercises that can be done without equipment. Discuss different types of activities (cardio, resistance training, stretching) that the students can participate in. Also discuss how different types of exercise can help people reach different goals.

Elaborate- Have students practice the different exercises to make sure that they are doing them correctly.

Evaluate- Have the students assess their fitness level and decide what kind of exercise plan they need to help them reach their goals. Students will create a workout routine that fits their needs.