The document discusses the behaviorist perspectives on learning and education from 1900-1950s. It describes three major behaviorist theories - classical conditioning by Pavlov, connectionism by Thorndike which included four laws of learning, and operant conditioning by Skinner. Behaviorism views learning as changes in observable behavior due to environmental stimuli. It had a significant influence on reading instruction, breaking reading down into discrete skills taught through direct instruction and reinforcement. Research studies found both support and limitations for behaviorist theories in reading development.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Evaluating and Adapting materials, Technology in ELTUNY Pasca PBI-B
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Evaluating and Adapting materials, Technology in ELTUNY Pasca PBI-B
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Guidelines for Designing Effective Language Teaching MaterialsRonald Suplido Jr
Paper by: Jocelyn Howard & Jae Major of Christchurch College of Education
Abstract:
There are many reasons why English language teachers may choose to construct their own teaching materials, despite the availaility of commercially produced materials. This paper presents some of these reasons by examining advantages and disadvantages of teacher-produced materials. The authors also suggest factors that teachers should take into account when designing or adapting materials for diverse learners, and present a set of guidelines for designing effective materials for teaching and learning English.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Guidelines for Designing Effective Language Teaching MaterialsRonald Suplido Jr
Paper by: Jocelyn Howard & Jae Major of Christchurch College of Education
Abstract:
There are many reasons why English language teachers may choose to construct their own teaching materials, despite the availaility of commercially produced materials. This paper presents some of these reasons by examining advantages and disadvantages of teacher-produced materials. The authors also suggest factors that teachers should take into account when designing or adapting materials for diverse learners, and present a set of guidelines for designing effective materials for teaching and learning English.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrBenitoSumpter862
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrAnastaciaShadelb
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
learning and ,motivation, nature of learning, characteristics, factors affecting learning,
domains of learning, educational implications of theories of learning
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What is Behaviorism?
● Behaviorism is the theoretical perspective of learning that focuses on observable changes in
behavior.
● Behaviorism changed the depiction of reading from one of perceptual processing to one of
reading as a behavior composed of isolated skills, each of which could be reinforced to increase
student achievement.
● Behaviorism continues to be significant today as the theoretical underpinning associated with
direct instruction.
● Two underlying assumptions are present in all theoretical versions of Behaviorism.
o The first is the belief that behavior is the result of an organism’s or person’s, response to
stimuli.
o The second is the belief that external stimuli can be manipulated to strengthen or reduce
an organism’s or an individual’s behavior.
3. Three major behavioral theories:
1. Classical Conditioning Theory created by Ivan Pavlov
2. Connectionism by Edward Thorndike
3. Operant Conditioning Theory by B.F. Skinner
4. Classical Conditioning Theory
● Classical Conditioning occurs when two stimuli become paired, eventually both eliciting the
same response.
● Pavlov created Classical Conditioning Theory as a result of his research studying dogs’ digestion
in the 1920s. In this study, the dogs had learned through association to connect their food bowls
with their dinners. Eventually, Pavlov was able to produce salivation in his dogs simply by
ringing a bell. This conditioning was achieved by the repeated pairing of bell ringing with the
delivery of food to the dogs. This form of associational learning became known as classical
conditioning.
● Watson (1878-1958), was the first behaviorist to apply the concepts inherent in Classical
Conditioning Theory to the realm of human behavior.
5. Classical Conditioning Theory
● One example of classical conditioning often seen in schools is teachers’ use of turning off the
lights to quiet down their students. Students have learned to associate the physical motions of
turning off the lights with becoming quiet.
● Through classical conditioning, students often develop strong feelings related to learning and
other school-based matters.
● Through classical conditioning, students’ learning anxiety can be reduced when teachers
stress improvement rather than perfection during instruction.
● Classical Conditioning Theory exemplifies Behaviorism because it focuses on observable
changes in behavior and responses to stimuli as demonstrative of learning.
6. Connectionism
● Extension of Behaviorism that deals with the stimuli that
occur after a behavior and its effect on future behaviors.
● Created by Edward Thorndike
● Made up of 4 laws
o Law of Effect/Principle of Reinforcement
o Law of Readiness
o Law of Identical Elements
o Law of Exercise
7. 4 laws
Law of Effect/Principle of Reinforcement
● If an act is followed by a “satisfying change” in the environment, the chance of the action being repeated
increases. However, if the act is followed by an “unsatisfying change”, the chance of a repeat performance
decreases.
● One’s present performance plays a crucial role in one's future performance
o Implication- Correct response such as the reading of a story made up of the target words or filling
in a blank with a target word in a workbook should be praised
Law of Readiness
o Learning happens when easier tasks occur after a related but more difficult task
i. Implication- stated that the critical behaviors of reading which were viewed as recognizing
the most frequently used words needed to be sequenced.
8. Laws Continued
Law of Identical Elements
● States that the more elements of one situation are identical to the elements of a second one, the greater the
transfer, and thus the easier the learning the second situation.
o Implication-Students practice repeatedly on specific sets of target words to make a connection
between stimulus and response.
Law of Exercise
● The more stimulus-response connections are practiced, the stronger the bonds become. The less the
connections are used, the weaker bonds.
9. Operant Conditioning
“Programed learning” / “program instruction” Learning is broken down into small successive steps that are
carefully designed to maximize the likelihood of students’ success, and to minimize the likelihood of students’
frustration and failure.
1. B.F. Skinner- creator
a. Programed instruction is usually implemented through the use of behavioral objectives.
● Behavioral Objective
● A statement that is created to identify a target behavior in need of change, as well as to
identify what behavioral change will constitute success.
a. Ex: Students will independently rotate through the classroom centers. &
Students will be achieved when students are able to complete their center
rotations for 1 month with three or less teacher assists per day.
10. Operant Conditioning Cont.
a. Schedule of reinforcement
● how often the reinforcement is delivered, and is being manipulated to achieve the behavioral
objective.
● Day one-teacher will positively reinforce her students after 3 mins.
● Day 2 positive reinforcement would occur after 5 mins, and so on
b. Shaping
● Gross approximations of the desired behavior are initially reinforced with the use of positive
reinforcement
● Thereafter only more and more reined approximations of the desired behavior are reinforced.
● Ex: young children we reinforce them for looking at pictures and telling the story in
their own words. With an older child our expectations increase and we only reinforce
them when their reading becomes more conventional
c. Chaining
● Enables a person to sequence small, individual conditioned acts into a complex skill.
● Central element of Skinner's application of operant theory to the classroom
11. Classroom Applications
● Behaviorism has affected reading by the way the task of reading is understood,
perceptions of how reading instruction should proceed, the creation of reading
materials, and the assessment of reading progress.
● It has created a new perception of the task of reading as a complex act consisting of component
parts.
● Component Parts- visual discrimination, auditory discrimination, left-to-right progression
during reading, vocabulary, and comprehension.
● Provides an important instructional element in helping general education students and
ELL's progress in reading
● Provides a structure and framework for a child.
● When programs are created with behaviorism, they often have scripted plans for the teacher and
worksheets for the children to complete to demonstrate proficiency
● Combination of direct and explicit instruction to guide an activity and allowing students to
put their own thoughts down, allows students to construct meaning.
12. Direct Instruction
● Teacher is responsible for children learning
● Key to successful instruction is to find out what the student has been able to learn
● Teachers need to find ways to respond to children individual differences
● teach children in a way that allows feedback on what they have learned and their struggles.
● Direct instruction allows teachers to focus children's attention on specific reading
concepts such as phonics, vocabulary, and comprehension skills. In direct
instruction, teachers have a clear understanding of those skills that are necessary for
successful reading and know how to assess their students abilities and teachers directly
teach those skills.
● 6 steps:
a. specify objectives
b. devise instructional strategies
c. develop teaching procedures
d. select examples
e. sequence skills
13. Direct Instruction (continued)
Instruction stage: teacher demonstrates the steps in a strategy and then
provides structured practice in using the strategy
Guided practice stage: teacher reduces help and prompting which a;;pws the
students to apply the steps in their own way.
Discrimination: teacher presents a set of examples that provide practice on a
new strategy and items from previous strategies.
5 steps to teaching a skill
1. Pre-skills of a strategy are taught before the strategy itself is presented
2. Instances that are consistent with a strategy are introduced before exceptions
3. high utility skills are introduced before less useful ones
4. Easy skills are taught before more difficult ones
5. Strategies and information likely to be confused are not introduced at the same time
6. Always concluded with independent
7. practice, repeated practice, and review.
14. Reading Readiness:
Educators focus on facilitating reading development through instruction in skills
and sub skills identified as prerequisites for reading. Instruction takes place
through the use of worksheets
Skills:
Auditory discrimination
visual discrimination
left-to-right progression
visual-motor skills
large-motor abilities
15. Research Applications
Montare:
● 4 year old non readers were shown 22 pictures of known objects
● Pictures and words were shown to children via tachistoscope
● No reinforcement
● 10 conditioning trials for each word picture pair
● Retention was measured by presenting each child with the printed word prompt
● Results:
o 95% retention rate- children were able to read the printed word in the absence
of the pair picture
o Classical conditioning could be demonstrated in single-word identification, it was
unlikely to be applicable to the reading of connected text that requires higher levels
of cognition.
16. Research Applications
Study(Shen, 2009)
● Studied the impact of a reading- writing connection project on first- year English
as a foreign language college students was evaluated
● Research created a classroom environment supportive of reading-writing
connections including explicit instruction of text structures and story elements, use
of reading logs, and creative writing in response to story books.
● Results:
o learners literacy developed not only in linguistic progress but also in critical thinking
as well as personal growth.
o Reading helped the EFL learners development of their writing with the
stimulus, structures, vocabulary, and prior experience
17. Research Applications
Edens
● Compared the effects of an operant conditioning intervention with one that focused
on metacognition
● 120 undergraduates participated in a study that explored two uses of an electronic
student response system that provides immediate feedback to their teachers and are
displayed in a graphic representation
● Operant condition group: data from clickers were used to provide motivation to students
and affected their class grade
● Metacognition group: data were used to help students better understand their
preparation for and performance in class, and were not associated with their grades
● Results:
o no significant achievement difference for the students in the two groups. Students in
the operant conditioning group outperformed those in the metacognitive group on
measures of class preparedness and attendance
o Students in the metacognitive group outperformed students in the operant
condition group on the development of intrinsic goals and self- regulatory