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Arcademic Skill Buider Arcade

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Behaviorism Presentation

Behaviorism Presentation


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  • Thorndike and Skinner coined the terms influenced behavior and operant behavior respectively.Operant behavior is so because one is operating on, or influenced by the environment. Compared with classical conditioning, where the stimulus triggers a response; operant conditioning calls for the response to trigger the stimulus and thus, the response determines whether the stimulus occurs again. However, the influenced response must have resulted through a prior environmental change, or event.Our game conditions the user by rewarding or providing positive stimulus, acceleration, for correct or incorrect answers. Additionally, the user is provided a stimulus based upon the speed at which they respond. The quicker the response, the better the chance of reaching the finish line first.The reinforcement of the response with either a positive or negative stimulus is an example of positive or negative reinforcement.
  • Building on what we already know- need classroom instruction of what multiplication isRepetition – playing on a regular basisBy breaking down skills or information into smaller chunksChunking – whole game series touches on all math factsPurpose & Interest – winning as a goal - fast pace holds interest – choose color of car (shows identity of student)
  • With automaticity – more practice the betterDecision making skills – they have to choose the answer instantlySomething that does not happen consciously – pace & repetitionTeacher choosing learning activity – routine for effective transmission of knowledge – better than paper pencil timed tests
  • Associations – relevant to what is covered in classPractice – game done regular basis will improve knowledge – availability outside of the classroomOther situations – can not be done in isolation, must also include connection back to the classroom Distractions – other cars and competition could be distracting (NEGATIVE ASPECT OF GAME) – however, can play by themselves at their own pace if competing against others is too stressful
  • Rewards – trophy, beating classmatesSubject matter – having fun in a race - unique activity - fun vs. chore
  • Program routine skills – duhReward with + reinforement – exciting fuhn game with trophyDirect Assessment – In order to get them right, need to apply knowledge thru classroom instructionClear Goals – learn info that was taught in class, LEARN X Facts and feeling comfortable doing it quickly
  • Transcript

    • 1. www.arcademicskillbuilders.com
      Go to Facebook Group: MAET.East Lansing.Summer.2009
      On wall click on link titled Arcademic Skill Builders
      • Click on Play
      • 2. Click on Continue
      • 3. Enter your name & click create
      • 4. Shortest Person is now the Race Manager
      *Race Manager selects Create Game
      *Then select private game
      *Enter 1234 for password
      *Select Create Game
      *Team Members: click on your Race Mangager’s name under the private tab
      *Click on join game
      *Enter password 1234
      Everyone can click on cars to choose your own color!
      When ready select start race
    • 5. Arcademic Skill Builder ArcadeGrand Prix Multiplication
      Successful technology software that touches on the Behaviorism method of learning
    • 6. 4 Behavioral Concepts
      Operant Conditioning
      Positive Reinforcement
      Shaping
      Missing Concepts – Prompting, Cueing & Fading
    • 7. Operant Conditioning
      Conditioning behavior – a simple form of learning involving the formation, strengthening, or weakening of an association between a stimulus and a response.
    • 8. Positive Reinforcement
      Increase desirable behavior
      Stimulus follows response
      Positive Reinforcement increase correct answer by car moving forward in race
    • 9. Shaping
      Method of successive approximations
      Variant of operant conditioning
      Behavior molded into desired form
      As student becomes successful at the game after playing on a regular basis, multiplication facts will be known quickly
      Student will perform better on curricular activities that require them to multiply
      Students will have more confidence with their mathematical skills when solving multiplication problems
    • 10. Behavioral Concepts Missing
      Prompting & Cueing
      Hint & Crutch
      Artificial Support
      i.e. allowing learners to try again if they get a question wrong
      Fading
      Reducing strength of prompt
      Eliminating help over time
    • 11. Prompts, Cueing & Fading?
      Positive
      Helps learners understand the correct answer before moving on to another question
      Negative
      Reduces speed of game
      Reduces competition
      Solution
      Level system
      Use of fading
    • 12. How do we learn?
      Building on what we already know
      Repetition
      Chunking
      Purpose & Interest
    • 13. How do we transfer learning into other contexts?
      With automaticity
      Decision making skills
      Teacher choosing learning activity
    • 14. How do we forget?
      No associations with material
      Not enough practice with skill
      Not applicable to other situations
      Distractions
    • 15. What drives us to learn?
      Extrinsic rewards
      Interest in subject matter
    • 16. What does it mean for teaching?
      Program that teaches routine skills
      Has reward or positive reinforcement
      Direct Assessment
      Clear Goals
    • 17. How can technology help?
      Helps with motivation and interest
      Game gives immediate feedback
      Interactive
      Seeing games as educational tools – rather than just a way to pass time
      We are math champions!
    • 18. Sources
      Lloyd, M. (n.d.). Psych Web by Russ Dewey. Retrieved June 24, 2009, from http://www.psywww.com
       
      PROMPTING AND FADING. (n.d.). Retrieved June 24, 2009, from http://www.bbbautism.com/prompting_and_fading.htm
       
      Teaching Children with Autism: The Discrete Trial: Prompting. (n.d.). Retrieved June 24, 2009, from http://www.polyxo.com/discretetrial/prompting.html
      "Classical vs. Operant Conditioning." Sacramento Stae University. 20 June 2009 <www.csus.edu/indiv/b/brocks/Courses/EDS%20240/EDS%20240%20Handouts/Operant%20Conditioning%20O_H%20&%20H_O.pdf>.
       
      "Condtioning: Operant vs. Classical." University of West Florida. 20 June 2009 <uwf.edu/jgould/ClassicalvsOperant.pdf>.
       
      "Educational Psychology Interactive: Operant Conditioning." VSU Faculty WWW. 24 June 2009 <http://chiron.valdosta.edu/whuitt/col/behsys/operant.html>.
       
      "Operant Conditioning Basics." Maricopa Center for Learning and Instruction | Maricopa Center for Learning and Instruction. 24 June 2009 <http://www.mcli.dist.maricopa.edu/proj/nru/opcond.html>.
       
      "Operant Conditioning." ePsych: An electronic Psychology text. 24 June 2009 <http://epsych.msstate.edu/adaptive/Fuzz/index.html>.
       
      "Operant Conditioning." ePsych: An electronic Psychology text. 24 June 2009 <http://epsych.msstate.edu/adaptive/Fuzz/index.html>.
       
      "conditioning - Definition from the Merriam-Webster Online Dictionary." Dictionary and Thesaurus - Merriam-Webster Online. 24 June 2009 <http://www.merriam-webster.com/dictionary/conditioning>.
      Behaviorism." Funderstanding: Education and Training for Active Learners. 24 June 2009 <http://www.funderstanding.com/content/behaviorism>. "Behaviorist Learning Theory." Innovative Learning. 24 June 2009 <http://www.innovativelearning.com/teaching/behaviorism.html>. "Behaviorist theories of learning." SIL International: Partners in Language Development. 24 June 2009 <http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/BehavioristTheoriesOfLearning.htm>. Standridge, Melissa. "Behaviorism - Emerging Perspectives on Learning, Teaching and Technology." Projects Server Introduction. 24 June 2009 <http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism>.