2. A Portrait of the Student as a Young Wolf Using Canine/Lupine Behavior Models to Increase Classroom Motivation “Wisdom begins in wonder.” --Socrates I wonder what’s for dinner.

3. The Ideal Student

4. The Actual student

5. If dogs, why not students?

6. Dogs and students (or teachers)

7. Parents’ weekend

8. Cheerleading tryouts

9. Sorority sister

10. Frat brother

11. Humans and wolves (and house-wolves such as Gwyn) Distance runners omnivores hierarchical social structure group hunters fluent in body language readily motivated

12. Both want reward: tangible and intangible

13. Both fear discomfort: pain, humiliation, vulnerability

14. : Neither is inherently reinforced by formal education “You want it so badly? You pick up the stupid thing.”

15. Game 1: Motivate the student

16. Our student: friendly, articulate, and willing to perform manageable tasks.

17. Motivation Reinforcement: Positive Negative no reward marker Play/prey drive Status

18. Reinforcement Anything that, occurring in conjunction with an act, tends to increase the probability that the act will occur again.

19. Good Reinforcers Immediate (“YES!!” “NO!” “TOUCHDOWN!!”) timing is information

20. Focused

21. Something the student wants….

22. …. or wants to avoid

23. You would do almost anything for a million dollars. Would Gwyn? Important note: Reinforcers are relative! Think about it. Gwyn would do almost anything for a piece of raw liver. Would you?

24. Poor Reinforcers Overly deferred (grades) Unfocused (given for vague tasks) Unwanted rewards Nagging and scolding (if it doesn’t stop immediately when the behavior changes, it’s nothing more than noise)

25. Reinforcers Positive reinforcer Negative reinforcer No-reward marker

26. Positive Reinforcement: “What you are doing now is good, and will gain you something, so do it some more.”

27. Positive Reinforcement: advantages Highly motivational Shapes precise behavior

28. Positive Reinforcement: disadvantages Can lose impact quickly Can focus student on reward rather than task “Mom, I am not a billionaire! A billion is like a thousand million; I’m worth a hundred million. A hundred million is just a hundred million.”

29. Positive Reinforcement: overcoming disadvantages Conditioned reinforcer Variable schedule Jackpotting

30. Conditioned Reinforcer –Instant--focuses on specific behavior –Promotes long-term work (“keep going”; “you’re getting there”; e.g., people work endlessly for money, a conditioned reinforcer for things money can buy) –ALWAYS leads to tangible reward –Must be reserved for “real” task--a specific, realizable goal

31. Gwyn’s CR Game Part 1 Find the glove!

32. Variable Reinforcer: think slot machines (or cartoons) Constant reinforcement only for learning stages encourages improvement longer schedule, more powerful motivator exception: puzzle or test, which must be rewarded each time “Oh, good Lord. Let him have the damned cookie.”

33. Jackpot earned and unearned can be used to mark a sudden breakthrough, or to motivate an unwilling, fearful, or resistant subject

34. Aversives “Natural” aversives Negative reinforcers Punishment

35. “Natural” aversives Product of “natural” distaste or social conditioning Must be overcome (using whatever creative measures are necessary) before progress can be made

36. Negative Reinforcement “What you are doing is not good, and something bad will happen unless you stop.”

37. “Mind if I turn my hearing aid down?” Negative Reinforcement Based on student control--can be halted or avoided by changing behavior Linked to clear, specific task Stops immediately when new behavior begins

38. Results of Negative Reinforcement Student confidence Self-motivation

39. Punishment: too much, too late Based on student weakness--change in behavior will not affect outcome Based on student confusion--no idea of how to escape the punishment

40. Results of Punishment Flight

41. Fight

42. Total Submission

43. Shutdown

44. No-reward marker “That will not be reinforced”; “Save your strength”; “That’s a blind alley” Neutral--no aversive Informative

45. Game 2: Train the dog We need 4 volunteers

46. Behavior shaping: performance without pain Single large goal broken into a series of feasible intermediate tasks (no one can write a book) Each specific task is selectively reinforced Reduction in repetition Increase in quality

47. Karen Pryor’s 10 laws of shaping 1. Raise criteria in increments small enough that the subject has a realistic chance for reinforcement. 2. Train only one aspect of any particular behavior at a time. 3. Put current level of response onto a variable schedule of reinforcement before adding to or raising the criteria. 4. When introducing a new criterion, or aspect of the behavioral skill, temporarily relax the old ones. 5. Stay ahead of the subject: plan your shaping program completely so that if the subject makes sudden progress, you know what to reinforce next. 6. Don’t change trainers in midstream. 7. If something doesn’t work, try another strategy. 8. Don’t interrupt a training session gratuitously--unless you mean it as a negative reinforcer--otherwise, it’s punishment 9. If behavior deteriorates, go back. 10. End each session on a high note--quit while you’re ahead.

48. Shaping the scent retrieve 1.Dog holds forefinger unwillingly 2.Dog holds forefinger willingly 3.Dog opens mouth for forefinger 4.Dog reaches for forefinger 5.Dog holds paper roll 6.Dog reaches for paper roll 7.Dog picks up paper roll 8.Dog holds dumbbell 9.Dog reaches for dumbbell 10.Dog picks up dumbbell from 2, 4, 6, 8, 10, 12 feet 11.Dog retrieves dumbbell next to unscented anchored leather article 12.Dog holds leather article 13. If averse to leather, desensitize 14.Dog reaches for leather article 15.Dog picks up leather article 16.Dog picks up leather article from 2, 4, 6, 10, 12 feet 17.Dog retrieves leather article next to unscented leather article 18.Dog holds metal article 19.Dog reaches for metal article 20.Dog picks up metal article from 2, 4, 6, 8, 10, 12 feet 21. If averse to metal, desensitize 22.Dog retrieves metal article next to unscented anchored metal article 23.Dog retrieves leather article next to unscented anchored metal and leather article 24.Next to unscented anchored leather and two unscented metal 25.Dog retrieves metal article next to unscented anchored metal and leather article 26.Dog retrieves metal article next to unscented anchored metal and two unscented leather 27.Dog retrieves metal article next to gradually increasing combinations of anchored unscented metal and leather up to 10 unscented articles 28.Gradual removal of anchors--if dog retrieves unscented article, repeat steps 19 to 24 as needed 29.Introduction of “cold” vs. “hot” scent 30.Introduction of foreign scent 31.Dog does scent retrieve in distracting areas

49. Self-reinforcement I suppose it should be enough that I heard it…

50. Prey drive The “Aha!” moment “Killing” a problem Following movement Physical activity

51. Competition

52. Status Most powerful motivator-- stronger than food or sex drives Linked to tangible rewards and prey drive “Getting USDA approval means a lot to you, doesn’t it?”

53. Game 4: Beat the Dog Winners of game 2 vs. Gwyn “You feeling lucky, punk? Go ahead…make my day.”

54. The Pack and Pack Dynamics

55. Pack hierarchy

56. The Alpha Wolf (or student) assumes leadership (or may challenge existing leadership) makes rules (or tries to get around existing rules) gives orders (or subverts them) takes chances learns and innovates has most rewards is most stressed

57. As goes the alpha, so goes the pack. Control the alpha, and you control the pack. As go the alphas, so goes your class. Control your alphas, and you control your class. Note: Alpha identification is essential to effective teaching !

58. The Beta Wolf good follower takes direction obeys rules avoids risks memorizes fewer rewards less stress

59. The Omega Wolf bottom dog in pack outcast often attacked by other pack members when they’re uncertain of their own status only reward is pack association (quintessential groupie)

60. Searching for Your Alphas

61. Search Strategies 1. bone/magic pen 2. games (which can separate alpha from mere extroversion) 3. relative space/seating (two sides in front, rear center) 4. body language 5. eye contact

62. Alpha Multiplication

63. The Well-run Pack in the Home Multiple beta system designed to promote peace

64. A Peaceful Pack

65. A Winning Pack

66. The well-run pack in the classroom Traditional methods (lecture) designed to produce multiple betas

67. Teaching the Pack model: the lecture mode Maintains order Effective for transmitting facts Produces stasis Rewards followers, memorizers, risk- avoiders Directed toward comfort of all Only one Alpha

68. The multiple Alpha model: peer learning Challenges Motivates Excites Encourages critical thinking Encourages original ideas Uncomfortable Multiple Alphas

69. Using Multiple Alpha Status in the classroom Alpha squares Alpha circles Leader of the pack

70. Alpha Squares Basis of the peer learning idea. Students form groups of 2-4, shifting the alpha pattern, reshuffling the pack Individual strengths emerge Students get taste of alpha-hood

71. The Alpha Circle Circle shifts Alpha role from minute to minute High initial stress, resistance

72. Leader of the pack Traditional oral presentation; lecture format not stressful when used after successful trial alpha runs with alpha squares and circles

73. The Alpha Olympics Designated audience members will each select two or three “coaches” Designated audience members will serve as “judges.”

74. Leader of the pack workshop The three volunteers will each rise in alphabetical order (what else?) and perform a 30-60 second interpretive dance representing their teaching style. The three volunteers designated as “judges” and will score on content and entertainment value using an Olympic 10.0 scale. Remaining audience members will form “packs” to coach their alphas.

75. The pack in action Take a few minutes to coach your alpha’s presentation. Remember that s/he will be judged on both content and entertainment. And remember: the honor of your pack is at stake!

76. Status Competition Tangible reward Praise Note elements of the following:

77. Recap: Using canine behavior models to motivate students Positive reinforcement NO punishment--ever Negative reinforcement--think student control Behavior Shaping—know what you’re shaping and why Play/prey drive: competitive (including self- competitive) games; “killing” the problem Status: bringing out the alpha in your students

78. The End: Good audience! So clever!! Good work!!! “I understand the Everest climb used to be quite a chore.”

79. Selected Bibliography Benjamin, Carol Lea. Mother Knows Best: The Natural Way to Train Your Dog. New York: Howell, 1985. Chance, Paul. First Course in Applied Behavior Analysis. Pacific Grove CA: Brooks/Cole, 1998. Galvin, Kathleen M. and Pamela J. Cooper. The Basics of Speech. NTC/Contemporary, 2001 Smith, Karl A. et al. Cooperative Learning : Increasing College Faculty Instructional Productivity. Wiley: 1992 Lewis, Janet R. Smart Trainers; Brilliant Dogs. Lutherville MD: Canine Sports Productions, 1997. Pryor, Karen. Don’t Shoot the Dog! The New Art of Teaching and Training. New York: Bantam, 1999. Walvoord, Barbara et al. Effective Grading. Jossey-Bass, 1998. "Every teacher should have been an animal trainer at some time in his career, because when the animal doesn't do the trick, you don't blame the animal!" --Jean Piaget

80. A Portrait of the Student as a Young Wolf Using Canine/Lupine Behavior Models to Increase Classroom Motivation “A dog has the soul of a philosopher.” --Plato