B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
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“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
BRYON MASSIALS AND BENJAMIN COX SOCIAL.pdfBeulahJayarani
The social enquiry model is the outcome of the efforts of Benjamin Cox and Byron Massials. It also discuss on elements, Principles of reaction in detail
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
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Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Meaning of interaction
Classroom inetraction(Characterstics, types and objectives)
Interaction Analysis
Classroom Interaction Analysis
Flanders Interaction Analysis
Advantages of FIACS
Limitations of FIACS
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Meaning of interaction
Classroom inetraction(Characterstics, types and objectives)
Interaction Analysis
Classroom Interaction Analysis
Flanders Interaction Analysis
Advantages of FIACS
Limitations of FIACS
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
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Similar to SKINNER OPERANT LEARNING MODEL.pdf (20)
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1. SKINNER OPERANT
LEARNING MODEL
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
2. INTRODUCTION
• B.F. Skinner (1904-1990) chose to study behaviour
through the use of what he called a Skinner box.
Versions were created for rats and pigeons. In
the case of the former, rats earned food pellets when
they pressed a lever or bar and for the latter,
pigeons earned food reinforcers when they pecked a
response key. The Skinner box was known as a
“free operant” procedure because the animal could
decide when to make the desired response to earn a
food pellet (or access to the food) and is not required
to respond at a pre-established time.
14-06-2022 Dr. C. Beulah Jayarani 2
3. CONTD.,
• Consider that in maze learning the
experimenter initiates a trial by placing a
rat in the start box and opening the door
for it to run the maze.
• Skinner’s development of such a
procedure showed that the animal’s rate
of response was governed by the
conditions that he established as the
experimenter and was in keeping with the
strict standards of the scientific study of
behaviour established by Pavlov
14-06-2022 Dr. C. Beulah Jayarani 3
4. Types of behaviours
• Skinner described two types of behaviours —
respondent and operant. These are the types
of behaviour Pavlov described in his work and
can be conditioned to occur in new situations
(i.e. the NS and US relationship).
• In contrast, operant behaviours include any that
are voluntary and controlled instead by their
consequences. We will focus on operant
behaviours for the duration of this module.
Types of
behaviours
1.
Respondent
2. Operant
Involuntary and
reflexive in nature
voluntary and
controlled
instead by their
consequences
14-06-2022 Dr. C. Beulah Jayarani 4
5. Types of
operant
conditioning
1.
Reinforcement
2.
Punishment
A behaviour /
response is more
likely to occur in the
future. It is
strengthened
A Behaviour / response
is less likely to occur in
the future. It is
weakened.
operant conditioning in
action includes:
Positive
reinforcer
Negative
punishment
Negatively
reinforced
Positive
stimulus
14-06-2022 Dr. C. Beulah Jayarani 5
7. Focus
• This teaching model focuses on the modification
of one’s behaviour by making use of the principles
of operant conditioning.
• It aims to control and manage the learning
environment in such a way as to provide proper
reinforcement for the shaping of new or
desired behaviour like learning of academic,
social and self-management skill and
eliminating or reducing the chances for the
recurrence of undesirable behaviours such as
improper habits, attitudes and skills.
14-06-2022 Dr. C. Beulah Jayarani 7
8. Syntax
Phase 1:
Specification of
the terminal or
target behaviour
Phase 2:
Assessment of the
Initial Behaviour
Phase 3:
Formulation of
Behaviour-shaping
programmes
Phase 4:
Implementation of
Planned
Programme
14-06-2022 Dr. C. Beulah Jayarani 8
9. Syntax
• Phase 1: Specification of the
terminal or target behaviour
• 1. Identification and definition of target
behaviour
• 2. Specification of desired behaviour
• 3. To develop plans for measuring and
recording the behaviour outcomes
• Phase 2: Assessment of the Initial Behaviour
• 1. Observe and record frequency of behaviour and if
necessary, nature and context of behaviour
• 2. Formulating the contingency include the following
activities
• 3. Make decisions regarding the environment
• 4. Select the reinforcers and reinforcement schedule
• 5. Final plan of behaviour modification program
14-06-2022 Dr. C. Beulah Jayarani 9
10. • Phase 3: Formulation of Behaviour-shaping programmes
• 1. Attempts are made to chalk out an appropriate Programme for the
Modification And Shaping of the behaviour.
• 2. An assessment of the available environment is first properly made.
• 3. Highlight the behaviour modification task with available resources
• 4. Decision about the nature of reinforcement
• 5. Reinforcement schedule is properly taken
• Phase 4: Implementation of Planned Programme
• 1. Organize the environment in which learning will take place
• 2. Inform the learners
• 3. Provide reinforcement to the learner in a definite schedule
14-06-2022 Dr. C. Beulah Jayarani 10
11. Social System
• This model is highly structured entrusted with the
responsibility of behaviour modification.
• He / She is who assesses the learner’s initial behaviour,
plans and implements the behaviour modification
programme, and then take judgement about the success
and validity of this programme.
• The social system of the model needs a cooperative
set-up, schedule and structuring of the learning
environment are negotiated between the teacher and
the students.
14-06-2022 Dr. C. Beulah Jayarani 11
12. Principles of reaction
• The model works out the following principles of reaction
derived from the theoretical notion of operant conditioning:
• 1. Accuracy and precision in the observation, recording
and assessment of the behaviour should be properly
ensured
• 2. The nature and schedule of reinforcement should be
carefully planned and wisely implemented.
• 3. Undesirable and inappropriate behaviour should be
ignored or restructured if needed.
• 4. The appropriate and desirable behaviours should be
properly reinforced ensured.
14-06-2022 Dr. C. Beulah Jayarani 12
13. Support System
• The model required the support of the following
for its successful execution:
• Reliable and accurate measures for the
observation and recording of the behaviour
and performance level of the students.
• Cooperation from the students and support
from the parents for bringing desirable
according to the needs of the learning
situation and the behaviour modification task.
14-06-2022 Dr. C. Beulah Jayarani 13
14. Contd.,
• Material support for providing reinforcement and
arranging the learning environment according to the
needs of the learning situation and the behaviour
modification task.
• Programmed machines, programmed instruction
and the reinforcing environment help to reduce the
errors while learning.
• Evaluation is done on the basis of right and wrong
responses. Immediate reinforcement is given on
right response and feedback is provided to wrong
responses.
14-06-2022 Dr. C. Beulah Jayarani 14
15. Application
• 1. This learning theory is very well used in programmed
learning.
• 2. This model will help in the development of learners’
abilities with the help of attaining knowledge, skills
and application of the subject-matter.
• 3. It works on the base of independent learning.
• 4. Operant model is content centered and has shown the
path for researches in the field of education.
• 5. Learn of difficult skills, teaching skills and teacher
behaviours
• 6. Designing teacher-learning environment
• 7. Managing the classroom instruction
14-06-2022 Dr. C. Beulah Jayarani 15
16. Assumptions
• 1. Teaching is an important factor in
teaching learning process to bring
desirable changes in the
behaviour of learners.
• 2. Human behaviour can be
understood in terms of the
principles of operant conditions.
14-06-2022 Dr. C. Beulah Jayarani 16
17. REFERENCE
TNTEU – Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Mangal, s.k., Mangal, U. (2011). Essentials of educational
technology. New Delhi: PHI learning private limited.
Google Images
14-06-2022 Dr. C. Beulah Jayarani 17