Professional Documents
Culture Documents
Facilitating Learning EDITED
Facilitating Learning EDITED
Facilitating Learning EDITED
Newborn Reflexes
1. Root reflex
2. Suck reflex
3. Moro reflex
4. Tonic neck reflex
5. grasp reflex
6. Babinski reflex
7. step reflex
BRAIN DEVELOPMENT
The brain’s ability to change from
experience is known as
4
Jerome bruner’s three
learning models
7
Discovery Learning
believes that it is best for learners
to discover facts and relationships
for themselves.
he learner draws on his or her
own past experience and existing
knowledge to discover facts and
relationships and new truths to be
learned
-by Jerome Bruner
8
Conditions of Learning Robert Gagne
9
Conditions of Learning Robert Gagne
12
Gestalt Principles
-Wolfgang Kohler
19
Meaningful Learning
To learn meaningfully,
students must relate new
knowledge (concepts and
propositions) to what they
already know.’
- By David Ausubel
20
Intelligence Quotient
IQ=MA/CA * 100,
21
The Memory Process
Locus of Control Theory
Locus of control is an
individual’s belief system
regarding the causes of his
or her experiences and the
factors to which that person
attributes success or failure.
23
Locus of Control Theory
This concept is usually divided into two categories:
internal and external. If a person has an internal locus of
control, that person attributes success to his or her own
efforts and abilities. A person who expects to succeed will
be more motivated and more likely to learn. A person with
an external locus of control, who attributes his or her
success to luck or fate, will be less likely to make the effort
needed to learn. People with an external locus of control
are also more likely to experience anxiety since they
believe that they are not in control of their lives.
24
25
26
Intermittent Schedules of Reinforcement
28
29
30
• Fixed Ratio:
In a fixed ratio (FR) schedule, a specific or “fixed”
number of behaviors must occur before you
provide reinforcement. Example: You provide
Jane with praise (“good job”) every fifth time Jane
says “please.”
31
IntermittentSchedulesofReinforcement
Variable Ratio:In a variable ratio (VR) schedule,
an average number of behaviors must occur
before reinforcement is provided. There is no
fixed number of behaviors that must occur;the
behaviors can vary around an average. Example:
You provide Jane with praise (“good job”) about
every 3, 4, or 5 times Jane says “please.:
32
IntermittentSchedulesofReinforcement
Fixed Interval:In a fixed interval (FI) schedule, the
first behavior is reinforced after a specific or
“fixed” amount of time has passed. Example: You
provide Jane with praise (“good job”) the first
time she says “please” after 60 minutes have
passed.
33
IntermittentSchedulesofReinforcement
Variable Interval:In variable interval (VI)schedule,
the first behavior is reinforced after an average
amount of time has passed. Example: You provide
Jane praise (“good job”) the first time she says
“please” after about every 55, 60 or 65 minutes.
35
KEY TERMS IN
DISCIPLINE
36
With-it-ness
• The teacher knows
what is going on in the
classroom at all time
• Not necessarily that the
teacher knows what is
going on—it is what the
students believe she
knows
• Eyes in the back of
his/her head
37
Hawthorne Effect
• It refers to
improvements in
productivity or
quality resulting
from the mere fact
that workers were
being studied or
observed.
38
Pygmalion Effect
• Students
performed better
than the other
students simply
because they were
expected to do so.
39
treatment, apparently
because the patient
believes it will work.
41
Halo Effect
• people to be biased in their
judgments by transferring their
feelings about one attribute of
something to other, unrelated,
attributes.
• Our overall impression of a
person influences how we feel
and think about his or her
character.
Ripple Effect
42
Antiseptic Bouncing
Direct Appeal
Proximity Control
The teacher simply states,"Stop this
behavior because...", or "Thank you for
• simply refers to standing not doing...because".
in close proximity to any
student that causes, or is
about to cause, a class
disruption.
I Messages
46
Signal Interference
This is ‘a teacher The teacher uses non-
delivered message’ verbal language to
that communicates signal inappropriate
how the teacher behavior.
feels as a result of a Ex: the ‘look’, finger
student behavior. snap,
pause, etc.
48
Mistaken Goals of
Misbehavior
51
52
54
55
56
57
Powerin the
Classroom
58
1. Expert Power
• Expert power is the knowledge and experience a teacher brings with
theminto the classroom.Teachers with this form of power not only
know their "stuff" but also can express it in a way that is clear to the 60
students.
3. Legitimate Power
• By just being a teacher, a person has a certain amount of authority over their
students. However, this form of power does not last long with children. As they 61
become comfortable, the students will begin to test the teacher unless he or she
develops other forms of powersuch as expert and or referent power.
4. Reward Power
• Reward power is theability to provide approval, privileges,orsome other
form of compensation.Reward power can be connected with operant
conditioning in that rewards could be given when the student
demonstrates appropriate behavior.
59
2. Referent Power
• Referent power is a measure of how much students like
and respect a teacher. This form of power can be
5. Coercive Power
• Coercive power is in many ways the
opposite of reward power. In this form
of power, students are given
punishment instead of rewards. Any
book on conditioning will indicate that
punishment will stop misbehavior for a
time but will normally not work in the
long run.
66
67
Metacognition- John Flavell
“thinking about thinking”.
3 categories of Metacognitive Knowledge