The big ideas of this chapter revolve around the main behavioral learning theories discussed in the module. The module explains how learning theories provide the basis for the different types of conditioning used to teach in the classroom. The module explains how all learning occurs because of the required assumptions of behavioral learning theories.
When reading this module, I was particularly interested in the application of shaping. In the book it says, "shaping is used when a behavior is not currently being displayed and therefore cannot be reinforced..." (167). This concept confused me as a reader because how can behavior that is not actively do something to change it. The example in the book refers to when a student never bring a pencil and paper to class, a teacher can not help reinforce it. How do you take appropriate steps in shaping when there are no actions being done? How do you encourage the behavior to happen if the student is unreliable in showing the behavior?
"Change the environment, change the behavior," makes sense to me as a future educator. I would use this as a teacher to help my students attention. Being in a classroom everyday, all day, can drive even the most focused students to lose attention. When a change an environment happens, children have the ability to view the material in a new way, instead of just being in a classroom. A new room helps children to engage in the material more, and not be in a desk and chair all the time. I would use this for different lessons in my classroom. Sometimes, a new environment also adds to the information being tauhgt. For example, if we are learning about leaves, and trees, and photosynthesis, I don't need to tell them in the classroom how leaves look, and what happens. I can take my classroom outside, and let them experience it themselves, using all their senses.
I definitely agree with the fact that even the most focused students can lose attention by being in a classroom all day. Environments should constantly be changing in the classroom, whether that means decorations, set up, or going outside even can really help the focus of students if the environment changes because students become less and less motivated if they sit in the same seat all day every day. I like your idea of going outside to explore leaves because it is a part of nature not your classroom and using the senses of students can really help students learn more effectively.
ReplyDeleteThe first paragraph here lists some topics of what was discussed in the chapter, but what useful information came out of the chapter? If you were describing the chapter to a practicing teacher, what information or tools would you share? (just listing the topics for him may not tell him anything)
ReplyDeleteI think there's a better video I could have shown in class that shows shaping in pigeons. You saw how they learned to turn around with the sign 'turn' but in a separate video, it shows the process in more detail. Of course, the pigeons didn't turn around by themselves at first. Whenever they approached the 'turn' sign and turned their heads slightly, they were reinforced. After a while, they were reinforced as their bodies turned slightly. Each slight step toward the desired (eventual) behavior can be reinforced to shape effectively. Remember in class when you participated in the shaping activity: You didn't immediately walk into class and step up onto the chair. We couldn't reinforce that behavior. We clapped as you took one step closer to the chair, and eventually when you leaned over it.... etc.
Your last paragraph makes sense, but I don't understand it in terms of behaviorism. I'd need to hear a little more about what you're considering a stimulus, what you consider the target behavior, and how you're acting to change behavior through environment. Attention is a vital part of the next topic we're discussing--Information Processing, so we'll learn how attention determines what gets into working memory (and all the information that is lost).