1. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

2. Structure Exercise: Activity 1 Overview precursors and typical behaviorists: activity 2 (Thorndike) Pairwise discussion: activity 3 Define learning goals: activity 4 Feedback ~ feedback model Applying feedback model: activity 5

3. Activity 1 Black Britney Stetos Bed Zoötrope Christmas

4. Precursors: associationists Associations: a connection between ‘psychological’ contents. These can be feelings, perceptions or representations –Philosophy! Aristoteles, Locke, Berkeley, Hume –But developed into a complete theory (e.g., David Hartley, Thomas Brown, James Mill, John Stuart Mill, enz. )

5. Associationism Associationist laws: –Contiguity principle (time/space) –Similarity principle –Contrast principle

6. Precursor: Thorndike Connectionism (Stimulus- Response) Four laws –Law of effect: reinforce behavior –Law of readiness: when learner is ready, faster connections between S-R –Law of exercise: repeat connection S–R –Associative shifting: R is applicable to new S that is slightly different from initial S

7. Associative shifting

8. Apply Thorndike: activity 2 Group 1 & 2: Basic knowledge course Group 3 & 4: CPR training

9. http://www.pbs.org/wgbh/aso/databank/entries/bhskin.html Skinner

10. ‘Learning’ according to Skinner Learning: observable change in behavior Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.

11. Reinforcement = Immediate feedback

12. ‘Learning’ according to Skinner ‘Operant learning‘: manipulate reinforcer to influence frequency of behavior. ‘Contingency principle’: reinforcer in time and space sufficiently connected to the behavior Positive reinforcement! ‘Shaping' - 'successive approximation

13. Shaping ‘Shaping' - 'successive approximation’ Reinforcement schemas Open tasks/questions (active production instead of recognizing)

14. Design “Skinnerian” education: Describe final desired behavior Describe initial behavior Task analysis Lead learner through sequens: reinforce step by step Contingent feedback Continuous evaluation Individual tempo!

15. Defining learning objectives Behaviorism: focus on BEHAVIOR Example 1815 What could you ask students to DO with/in relation to the date 1815 –X –Y –z

16. Defining learning objectives Learning objectives –Content category: example 1815 = facts –Behavior category: example Remember, tell story about, depict the circumstances that led to the Battle of Waterloo, make a painting that evokes the tragedy of 1815 … Mager (1962) operational learning objectives: –Describe the behavior in observable terms –Write a separate objective for each different behavioral level Bloom revised: most famous taxonomy

19. Bloom: content categories Importance of foundation knowledgebasiskennis! Metacognition Procedures Concepts Facts

21. Feedback Activity 3 –Two preparatory question about “feedback” Kind of feedback during task execution Kind of feedback after task execution –Develop short integrated answer on flipboard. –Discussion of answers

22. The “feedback scene” Timperly & Hattie, 2007, p. 83

23. The “feedback scene” Timperly & Hattie, 2007, p. 84 Towards a “model” for giving feedback

26. Activity 4 Choose one of the observed “feedback” appraoches Re-engineer according to the “feedback model” Apply as much as possible elements of the feedback model.

27. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm