Behaviorism Martin Valcke

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Presentation transcript:

Behaviorism Martin Valcke

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

Activity 1 Black Britney Stetos Bed Zoötrope Christmas

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. )

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

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

Associative shifting

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

Skinner

‘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.

Reinforcement = Immediate feedback

‘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

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

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!

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

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

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

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

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

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

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.

Behaviorism Martin Valcke