4. 01. Storyline
Mr. kwon was sent to the one
of rural elementary school, and
became a teacher of 3 children.
His predecessor gave him the
book that contains learning
theories of Skinner & Bandura.
5. 01. Storyline
Using this book, Mr. kwon designed art class plan.
This art class has 6 steps.
Class started with motivation.
6. 01. Storyline
In the situation of
instructing, students learn
something from not only
teacher but also peers.
10. 02. Why we choose art?
Subject : Art
• Art is suitable for applying the components of Skinner’s program
instruction (Active learner response, Immediate feedback).
• Art is suitable for applying the components of Bandura’s
observational learning process.
• In learning Art learners experience “Modeling” many times.
11. 02. Why we choose art?
Models of instruction
: The direct method of art teaching
•
•
This method is one of the art teaching method that appropriate to art
domain of expression.
We borrow this structure, and modify it to match our task’s purpose.
13. 03. Background theories
Skinner's Programmed Instruction
(Skinner, 1958)
The components of Skinner's programmed Instruction include:
• Behavioral objectives (Focus on objectives)
• Small frames of instruction (Must be structured)
• Self-pacing
• Active learner response to inserted question
• Immediate feedback (Teaching machine)
And aside from this,
• Rewards and punishments
• Responsibility for student learning rests squarely with the teacher
•
Lecture-based, highly structured
14. 03. Background theories
So, we are four steps in design of the programmed instruction
• 1. To specify the goal of instruction: what is to be learned
• 2. To identify the 'entry skills of the learners', i.e. what is the
current level of skills of the learners
(-> separated measure that is suitable each student needed)
• 3. To develop a series of steps that will get the students form
where they are to where they should be: instruction is
programmed in small steps, i.e. successive approximations to the
desired behavior (chaining)
• 4. To provide appropriate reinforcement
• 3 + 4 = shaping
15. 03. Background theories
Bandura's The Observational Learning
(Bandura, 1963)
•
•
•
Children see, children do.
We learn behavior through observation
Vicarious reinforcement: Learn through observing consequences of
behaviors of others
There are four steps, too.
• 1. Attentional processes
• 2. Retention processes (Modeled demonstrations)
• 3. Production processes (modeling, reinforcement occur)
• 4. Incentive and motivational processes
But, modeling is differently occurring each student.
16. 03. Background theories
Factors influencing modeling : impact tendency to imitate
• 1. Characteristics of the models
• 2. Characteristics of observers
• 3. Reward consequences of behavior
Among these factors, characteristics of observers include “Selfefficacy”.
• Self-efficacy is including two aspects
• : Self-reinforcement
• / Belief in one’s ability
This picture depicts three bi-directional
arrows. Likewise, in reality overt
behavior, personal factors, environment
are associated each other.
