This document provides an overview of behaviorism. It defines behaviorism as predicting and controlling human behavior through objective measurement and without consideration of internal mental states. Key figures discussed are Ivan Pavlov, known for classical conditioning experiments with dogs, B.F. Skinner who developed operant conditioning through reinforcement techniques with pigeons, and Albert Bandura who studied social learning and observational modeling. The document also outlines classroom implications of behaviorism through operant conditioning with rewards and punishments.
The document discusses two League of Legends champions, Nocturne and Ahri. Nocturne is a shadowy assassin who stalks his prey from the darkness. Ahri is a fox spirit who uses magic and charm to defeat her enemies. Both champions rely on stealth and deception to gain advantages in battles on Summoner's Rift.
Progressivism is an educational philosophy based on pragmatism, which holds that ideas should be tested through practical experience rather than theoretical speculation. Progressives believe that education should focus on teaching students a process of problem-solving to help them manage constant change, rather than memorizing facts or following a prescribed curriculum. According to progressivism, the value of education lies in fostering continued growth and learning, not just preparing students for jobs. Progressives emphasize learning through experience, group work, and open-ended questions rather than rote memorization or closed questions with right answers.
Behaviorism is the theory that human behavior can be measured, trained, and changed through conditioning techniques without reference to internal mental states. Key figures who developed behaviorism include Ivan Pavlov, known for classical conditioning experiments with dogs, and B.F. Skinner, who discovered operant conditioning through experiments rewarding pigeons with food. In behaviorism, learning is viewed as an objective process where behaviors are shaped through reinforcement or punishment. This theory influenced classroom practices where teachers reward students for desired behaviors like sitting quietly.
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
This document provides an overview of learning theories including classical and operant conditioning. It defines key concepts such as unconditioned and conditioned stimuli/responses. Classical conditioning involves learning associations between stimuli through repeated pairings, as demonstrated by Pavlov's dog experiment. Operant conditioning refers to learning through reinforcement and consequences, as explored by Thorndike's law of effect and Skinner's work with reinforcement schedules and the Skinner box. Different types of schedules including fixed interval/ratio and variable interval/ratio are described. Applications for classical conditioning such as taste aversion and fear reduction techniques are also outlined.
This document provides an overview of behaviorism. It defines behaviorism as predicting and controlling human behavior through objective measurement and without consideration of internal mental states. Key figures discussed are Ivan Pavlov, known for classical conditioning experiments with dogs, B.F. Skinner who developed operant conditioning through reinforcement techniques with pigeons, and Albert Bandura who studied social learning and observational modeling. The document also outlines classroom implications of behaviorism through operant conditioning with rewards and punishments.
The document discusses two League of Legends champions, Nocturne and Ahri. Nocturne is a shadowy assassin who stalks his prey from the darkness. Ahri is a fox spirit who uses magic and charm to defeat her enemies. Both champions rely on stealth and deception to gain advantages in battles on Summoner's Rift.
Progressivism is an educational philosophy based on pragmatism, which holds that ideas should be tested through practical experience rather than theoretical speculation. Progressives believe that education should focus on teaching students a process of problem-solving to help them manage constant change, rather than memorizing facts or following a prescribed curriculum. According to progressivism, the value of education lies in fostering continued growth and learning, not just preparing students for jobs. Progressives emphasize learning through experience, group work, and open-ended questions rather than rote memorization or closed questions with right answers.
Behaviorism is the theory that human behavior can be measured, trained, and changed through conditioning techniques without reference to internal mental states. Key figures who developed behaviorism include Ivan Pavlov, known for classical conditioning experiments with dogs, and B.F. Skinner, who discovered operant conditioning through experiments rewarding pigeons with food. In behaviorism, learning is viewed as an objective process where behaviors are shaped through reinforcement or punishment. This theory influenced classroom practices where teachers reward students for desired behaviors like sitting quietly.
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
This document provides an overview of learning theories including classical and operant conditioning. It defines key concepts such as unconditioned and conditioned stimuli/responses. Classical conditioning involves learning associations between stimuli through repeated pairings, as demonstrated by Pavlov's dog experiment. Operant conditioning refers to learning through reinforcement and consequences, as explored by Thorndike's law of effect and Skinner's work with reinforcement schedules and the Skinner box. Different types of schedules including fixed interval/ratio and variable interval/ratio are described. Applications for classical conditioning such as taste aversion and fear reduction techniques are also outlined.
Vragend veranderen in het onderwijs - Claire Boonstra - april 2016Claire Boonstra
Slides als achtergrond van de presentatie over Vragend Veranderen in het onderwijs door Claire Boonstra - verkennen van het leren van morgen, bevragen van het onderwijs van vandaag. Waarom doen we het zo in het onderwijs? Wat is het doel van onderwijs als we steeds langer leven in een samenleving die razendsnel verandert?
Versie: april 2016
Slides van de presentatie van Claire Boonstra over "Vragend Veranderen in het onderwijs" tijdens het AVS Congres op 18 maart in Nieuwegein. #avscongres #avs2016 #avs
Vragend veranderen in het onderwijs - Claire Boonstra - april 2016Claire Boonstra
Slides als achtergrond van de presentatie over Vragend Veranderen in het onderwijs door Claire Boonstra - verkennen van het leren van morgen, bevragen van het onderwijs van vandaag. Waarom doen we het zo in het onderwijs? Wat is het doel van onderwijs als we steeds langer leven in een samenleving die razendsnel verandert?
Versie: april 2016
Slides van de presentatie van Claire Boonstra over "Vragend Veranderen in het onderwijs" tijdens het AVS Congres op 18 maart in Nieuwegein. #avscongres #avs2016 #avs
3. Астафьев
“Bij voortduring zeggen we: kinderen
betekenen geluk, kinderen betekenen
vreugde, kinderen zijn lichtstraaltjes!
Maar kinderen zijn ook een last! onze
eeuwige zorg!
4. Ze zijn het oordeel over ons in de
wereld, onze spiegel waarin alles
naakt te zien is - ons geweten, ons
verstand, onze eerlijkheid, onze
zuiverheid.”
20. Scholen kunnen er heel verschillend uit zien.
Hoeveel essentiele verschillen
kent u in Nederland?
21. Hoe stelt u zich de HAVO voor?
“Een gepimpte vmbo-tl of een onvolwaardig vwo?”
“Vlees noch vis of tussen servet en tafellaken?”
Maar dat betekent niet dat de HAVO niets voorstelt!
25. “Ieder kind het beste uit
zichzelf laten halen. Dat is
de kern van het onderwijs.”
Dekker
26. ”… we like to learn; we are
good at it; we don't need to
be shown how or made to
do it. What kills the
processes are the people
interfering with it or trying
to regulate it or control it”
Holt
27. In de praktijk:
Als docent de
auto vormgeven
terwijl we aan
het rijden zijn.
28. De docent!
Niet slechts HOE bepalen maar ook WAT + WAAROM
Niet slechts UITVOEREN maar ook ONTWERPEN
30. “Altijd houdt de meester een
weten achter de hand, dat wil
zeggen een onwetendheid van de
leerling. Dat heb ik begrepen, zegt
de leerling tevreden – dat denk je
maar, corrigeert de meester.”
38. Arendt
“… every child instinctively seeks authorities to
guide it into the world in which he is still a
stranger, in which he cannot orient himself by
his own judgment”