The document discusses two theories of neo-behaviorism: Tolman's purposive behaviorism introduced concepts like cognitive maps and latent learning, rejecting the idea that reinforcement is necessary for learning; Bandura's social learning theory emphasized observational learning and modeling, introducing cognitive factors and stating that learning can occur without an immediate behavior change. Both theorists sought to address limitations of behaviorism by incorporating cognitive elements into learning explanations.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Neo Behaviorism by Tolman and Bandura.pptxPegasusX
Neo-behaviorism is a school of thought that emerged in the 1950s as a response to the limitations of traditional behaviorism. It combines elements of behaviorism with cognitive psychology, and it emphasizes the importance of internal mental processes in learning. Two prominent neo-behaviorists are Edward Tolman and Albert Bandura.
Edward Tolman’s purposive behaviorism is based on the idea that learning is a cognitive process that involves forming beliefs and obtaining knowledge about the environment, which is then revealed through purposeful and goal-directed behavior. Tolman believed that people create mental maps of things they perceive, which help them respond to other things or tasks later, especially if they see the similarity. This is what neo-behaviorism is about. It has aspects of behaviorism but also reaches out to the cognitive perspective.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Neo Behaviorism by Tolman and Bandura.pptxPegasusX
Neo-behaviorism is a school of thought that emerged in the 1950s as a response to the limitations of traditional behaviorism. It combines elements of behaviorism with cognitive psychology, and it emphasizes the importance of internal mental processes in learning. Two prominent neo-behaviorists are Edward Tolman and Albert Bandura.
Edward Tolman’s purposive behaviorism is based on the idea that learning is a cognitive process that involves forming beliefs and obtaining knowledge about the environment, which is then revealed through purposeful and goal-directed behavior. Tolman believed that people create mental maps of things they perceive, which help them respond to other things or tasks later, especially if they see the similarity. This is what neo-behaviorism is about. It has aspects of behaviorism but also reaches out to the cognitive perspective.
Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.
The advancement of understanding enables the learner to function better in their environment, improve and adapt behaviors, create and maintain healthy relationships, and achieve personal success. Learning has taken place if an individual behaves, reacts, and responds taken from others as a result of experiencing a change in behavior or formerly behavior. 4 Theories of learning are Classical Conditioning, Operant Conditioning, Cognitive Theory, and Social Learning Theory. Learning is the individual growth of the person as a result of cooperative interaction with others.
The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development.
Though rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.
His theory added a social element, arguing that people can learn new information and behaviors by watching other people.
Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2. INTRODUCTION
With new researches, explanations
provided but the basic principles of
behaviorism appeared not satisfy all
learning scenarios. New theories came
into view which maintained some of the
behaviorist concepts but excluded
others, and added new ideas which later
came to be associated with the
cognitive views of learning. The neo-
behaviorists, then, were a transitional
group, bridging the gap behaviorism
and cognitive theories of learning.
5. Tolman’s Purposive Behaviorism
AKA “ Sign Learning
Theory ”
Learning is a
cognitive process
Learning is acquired
through meaningful
behavior
6. “ The stimuli which are allowed
in are not connected by just
simple one-to-one switches to
the outgoing responses. Rather
the incoming impulses are
usually worked over and
elaborated in the central
control room into a tentative
cognitive like map of the
environment.”
7. A new stimulus ( the sign)
becomes associated with
already meaningful stimuli (the
significant) through a series of
pairings; there was no need for
reinforcement in order to
establish learning.
8. Tolman’s Key Concepts
Learning is always
purposive and
goal – directed
Individuals do
more than merely
respond to stimuli;
they act on
beliefs, attitudes,
changing
conditions, and
they strive
towards goal.
9. Tolman’s Key Concepts
Cognitive Maps
Famous experiment
on rats concluded
that Organism or
Individual to be
exact learned the
location and will
select the shortest
or easiest path to
achieve goal.
Ex. Going to school everyday.
10. Tolman’s Key Concepts
Latent Learning
Learning that
remains or stays
with the individual
until needed.
Learning that is
outwardly
manifested at once.
Ex. A 2 yr. old handling remote
for the first time.
11. Tolman’s Key Concepts
The Concept of
Intervening Variable
Variables that are not
readily seen but serves as
determinants of behavior.
Learning is mediated or
influenced by expectations,
perceptions,
representations, needs and
other internal or
environmental variables.
Ex. Experiment on Rats - Hunger
12. Tolman’s Key Concepts
Reinforcement Not
Essential for Learning
Reinforcement is not
essential for learning,
although it provides an
incentive for
performance.
Ex. Rats acquired knowledge of
the way through maze in the
absence of reinforcement.
13.
14. Activity 2
Reading a News Article
10-Year-Old Boy in Texas Hangs
Himself After Watching
Saddam Execution
26. GENERAL PRINCIPLES OF
SOCIAL LEARNING THEORY
1. People can learn by observing the
behavior of the others and the outcomes
of those behaviors.
2. Learning can occur without a change
in behavior.
3. Cognition plays a role in learning.
4. Social learning theory can be
considered a bridge or a transition
between behaviorist learning theories
and cognitive learning theories.
27. HOW ENVIRONMENT AND
PUNISHES MODELING
People are often to reinforced
for modeling the behavior of
others. Bandura suggested
that the environment also
reinforces modeling.
This is in several possible ways:
31. HOW ENVIRONMENT AND
PUNISHES MODELING
4. Consequences
of the model’s
behavior affect
the observer’s
behavior
vicariously.
32. CONTEMPORARY SOCIAL LEARNING
PERSPECTIVE OF REINFORCEMENT
AND PUNISHMENT
1. Contemporary theory proposes that both
reinforcement and punishment have
indirect effects on learning.
2. Reinforcement and punishment influence
the extent to which an individual exhibits a
behavior that has been learned.
3. The expectation of reinforcement
influences cognitive process that
promote learning.
33. COGNITIVE FACTORS IN
SOCIAL LEARNING
1. Learning without performance
(through observation and actual imitation)
2. Cognitive processing during
learning (attention)
3. Expectations (consequences)
4. Reciprocal causation (person, behavior and
environment)
5. Modeling (live models and symbolic models)
34. BEHAVIOR THAT CAN BE
LEARNED THROUGH MODELING
Many behaviors can be learned at least
party, through modeling.
Aggression can be learned through
models.
Moral thinking and moral behavior
are influence by observation and modeling.
Moral judgment regarding right and
wrong which can, in part, develop through
modeling.
46. EFFECTS OF MODELING
BEHAVIOR
1. Modeling teaches new behaviors.
2. Modeling influences the frequency
of previously learned behaviors.
3. Modeling may encourage
previously forbidden behaviors.
4. Modeling increases the frequency
of similar behaviors.