PRESENTATION

TITLE
Mirjam Nilsson​
 PERSPECTIVE
ON TEACHING
AND LEARNING
 FIVE PERSPECTIVES
ON TEACHING
2006 —
DAN PRATT AND JOHN
COLLINS
 Five Perspectives on Teaching 4

• 1. TRANSMISSION.
o Effective teaching requires a substantial commitment to the content or
subject matter.
o Effective teaching means having mastery of the subject matter or
content
o Teachers’ primary responsibilities are to represent the content
accurately and efficiently.
o Learner’s responsibilities are to learn that content in its authorized or
legitimate forms.
o For many learners, effective teachers are passionate presenters of
their content.
• 2. APPRENTICESHIP:
o Effective teaching is a process of socializing students into
new behavioral norms and professional ways of working.
o Effective teachers are highly skilled practitioners of what
they teach.
o Whether they are in classrooms or in clinical settings,
effective teachers are recognized for their professional
knowledge and expertise
3. DEVELOPMENTAL:
o Effective teaching must be planned and conducted “from
the learner’s point of view”.
o The primary goal is to help learners develop increasingly
complex and sophisticated cognitive structures related to
the content.
• 4. NURTURING:
• Effective teaching assumes that long-term, hard, persistent
effort to achieve comes from the heart as much as it does
from the head.
• effective teachers help learners set challenging but
achievable goals
• 5. SOCIAL REFORM:
• Effective teaching seeks to change society in
substantive ways.
• Students are encouraged to adopt a critical view in
order to take social action to improve their own lives
and the lives of others.
 BEHAVIORISM
• is primarily concerned with observable and
measurable aspects of human behavior.
• in defining behavior, behaviorist learning
theories emphasize changes in behavior that
result from stimulus-response associations made
by the learner
John B. Watson (1878-1958) and B. F.
Skinner (1904-1990) are the two
principal originators of behaviorist
approaches to learning.

Watson believed that human behavior

resulted from specific stimuli that elicited
certain responses.
Watson's view of learning was based in
part on the studies of Ivan Pavlov
(1849-1936). Pavlov was well known
for his research on a learning process
called classical conditioning.
CLASSICAL CONDITIONING
• refers to learning that occurs when a neutral
stimulus becomes associated with a stimulus
that naturally produces a behavior.

• Skinner believed that that seemingly

spontaneous action is regulated through
rewards and punishment.
CLASSICAL CONDITIONING
(IVAN PAVLOV: 1849-1936)
Pavlov rang a bell when he gave food to the experimental
7 dogs. He noticed that the dogs salivated shortly before
they were given food. He discovered that when the bell
was rung at repeated feedings, the sound of the bell alone
(a conditioned stimulus) would cause the dogs to salivate
(a conditioned response). Pavlov also found that the
conditioned reflex was repressed if the stimulus proved
"wrong" too frequently; if the bell rang and no food
appeared, the dog eventually ceased to salivate at the
sound of the bell
OPERANT CONDITIONING
(B. F. SKINNER: 1904-1990)
Skinner developed a more comprehensive view of conditioning, known as
operant conditioning.

Through Skinner's research on animals, he concluded that both animals

and humans would repeat acts that led to favorable outcomes, and
suppress those that produced unfavorable results (Shaffer, 2000). If a rat
presses a bar and receives a food pellet, he will be likely to press it again.
Skinner defined the bar-pressing response as operant, and the food pellet
as a reinforcer. Punishers, on the other hand, are consequences that
suppress a response and decrease the likelihood that it will occur in the
future. If the rat had been shocked every time, it pressed the bar that
behavior would cease. Skinner believed the habits that each of us develops
result from our unique operant learning experiences (Shaffer, 2000).
Simple contracts can be effective in helping
children focus on behavior change.

Contracts, Consequences, Reinforcement, and

Extinction
A student is not completing homework assignments. The
teacher and the student design a contract providing that
the student will stay for extra help, ask parents for help,
and complete assigned work on time. The teacher will be
available after school, and during free periods for
additional assistance.
A student is misbehaving in class. The teacher and student
devise a behavioral contract to minimize distractions.
Provisions include that the student will be punctual, will
sit in front of the teacher, will raise hand with
questions/comments, and will not leave his seat without
permission.
Consequences occur immediately after a
behavior

Consequences occur after the "target"

behavior occurs, when either positive or
negative reinforcement may be given.

Positive reinforcement is presentation of a

stimulus that increases the probability of a
response.
Teachers may provide positive reinforcement by:

Smiling at students after a correct response;

Commending students for their work;
Selecting them for a special project; and
Praising students' ability to parents.
Negative reinforcement increases the probability of a
response that removes or prevents an adverse condition.

Negative reinforcement might include:

1. Obtaining a score of 80% or higher makes the

final exam optional
2. Submitting all assignments on time results in
the lowest grade being dropped; and
3. Perfect attendance is rewarded with a
"homework pass."