Q1: Lower Order Thinking (Knowing, Understanding, and Applying): What are at least 3 principles or assumptions that are implied through behaviorism? Think of at least one supporting example that you might see in the classroom.
Q2: Higher Order Thinking (Analyze and Create): After carefully considering the ideas and principles of the behaviorist views of learning consider the grade level you want to teach and create three or four strategies that you could use as classroom management tools (that follow behaviorist theories) and briefly discuss how these strategies may be useful in your future classroom.
Q1: Lower Order Thinking
ReplyDeleteOne underlying assumption is that environmental experiences or events influence our behavior. For example, if a dog bites you as a child, you will be more likely to fear dogs as a grown up. Another assumption is that learning involves a change in behavior. For example, when a teacher asks his/her students if they understand the material, that teacher has no way of knowing unless the students demonstrate their knowledge by actually doing something. Finally, learning occurs when a stimulus and response happen more or less at the same time. For example, when you frown every time you give a child a bad grade, he/she will learn that a frown means a bad grade.
Q2: Higher Order Thinking
First, I would try to create a positive classroom environment by establishing rules and expectations at the beginning of the year to avoid negative experiences. By explaining the rules and appropriate behavior, the students will not be surprised or caught off guard when they get in trouble for acting out, which will hopefully eliminate the humiliation factor. Also, I will explain the consequences so they can modify their behavior accordingly. Next, I could reinforce good behavior with stickers or praise and reinforce bad behavior by taking the stickers away. Finally, I could teach my students that every time I say "let me see your bubble" they will know to be quiet. I have seen this done at one of my placement schools, and it was really effective with kindergardeners. I personally feel like it is less harsh then saying "BE QUIET," and it makes it harder for them to talk when their mouths are filled with air.
Sorry I forgot! I think that you labeled your questions appropriately according to Bloom's Taxonomy! I had to recall what behaviorism was, understand the various assumptions, and apply it to a hypothetical situation. As for the higher-order thinking, I had to create and analyze my own strategies to make them work in my future classroom.
ReplyDeleteCiera Rinck QTC Chapter 9
ReplyDeleteQ1: Lower Order Thinking (Knowing, Understanding, and Applying): What are at least 3 principles or assumptions that are implied through behaviorism? Think of at least one supporting example that you might see in the classroom.
Three principles implied through behaviorism include:
1. Peoples’ behaviors are largely the result of their experiences with environmental stimuli
2. Learning involves a behavioral change.
3. Learning involves forming associations among stimuli and responses.
In my future classroom, by being able to assess student’s learning prior to the lesson, formatively and summatively will enable me to look at my students ongoing progress and performance and thus involve the behavior change needed for learning
Q2: Higher Order Thinking (Analyze and Create): After carefully considering the ideas and principles of the behaviorist views of learning consider the grade level you want to teach and create three or four strategies that you could use as classroom management tools (that follow behaviorist theories) and briefly discuss how these strategies may be useful in your future classroom.
Three strategies that I would use in my future elementary classroom related to behaviorist views, include:
1. Creating a classroom environment in which stimuli elicit enjoyable/ relaxed responses by using positive feedback and engaging activities. I want my students to feel safe physically and psychologically. If students encounter an unpleasant experience, they may likely associate that experience with fear and dislike which could then be associated with school, me as their teacher and their learning.
2. I plan to give immediate praise for appropriate behaviors which will help them associate that behavior with the praise, particularly if I’m consistent
3. Offer privileges to those exhibiting desired behaviors. For example, allow students that are being quiet to line up to go to recess first.
Ciera,
I agree with the Bloom’s Taxonomy classification of your questions. The first question related to lower order thinking required me to understand the concept and apply it to my future classroom. The second question related to higher order thinking required me to analyze behaviorism and then create my own classroom strategies based upon that analysis.
9.1 Behaviorism assumes that people are “blank slates” and are shaped mostly by their environment. Another assumption is that learning involves a behavior change. Behaviorism also assumes that learning involves forming associations among stimuli and responses. An example of this that you might see in a classroom would be a student who learns to sit quietly in his or her seat because the student know that he or she will be rewarded by a token.
ReplyDelete9.2 For a kindergarten classroom I would be sure that students know what behavior is expected of them. I would also make sure that students knew and understood the consequences of their actions if they choose to follow directions and if they do not. I will reinforce behavior consistently in the beginning and intermittently as the year progresses.
Ciera, I thought your questions correspond will with the order of Bloom’s Taxonomy. The first question required that I recall the assumptions of behaviorism and apply one to a real classroom example. The second question required that I think about behaviorism strategies and apply them to my future classroom. Your questions really caused me to reflect and analyze what I had read. Great job!