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Learning:

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A Definition acquiring new behaviors, and new behaviors are learned because of the role that the external environment plays.

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contingunity

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whenever two or more sensations or events can occur together often enough, they will become learned.

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classical conditoning

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- association of automatic responses with new stimuli, when a repeated neutral stimulus (bell) is repeated paired with an unconditioned stimulus such as (food) eventually become conditioned stimulus an creates a response

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Respondents-

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responses generally auto or involuntary elicited by specific response.

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unconditioned stimlus

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stimulus that automatically produces an emotional or psychological response

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Unconditioned Response

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naturally occurring emotional or psychological response

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conditioned stimlus

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- stimulus that evokes an emotional or psychological response after conditioning.

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Conditioned Response-

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learned response to a previously neutral stimulus.

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operants

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voluntary( and generally goal -directed) behaviors emitted by a person or animal.

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Operant conditioning

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- learning in which voluntary behavior is strengthen or weakend by consequences or antecedents.

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Antecedents

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-events that precede an action

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consequences

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- events that follow an action

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Reinforcement

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- any consequence that strengths the behavior it follows

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Positive Reinforcement

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- occurs when behavior produces a new stimlus

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negative reinforcement

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strengthening behavior by removing an averse stimulus when the behavior occurs.

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punishment

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decreasing or suppressing the behavior

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Reinforcement Schedules

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(see also Table 6.1) continuous reinforcement presenting reinfocer after each appropriate response. Intermitintent reinforcement presenting reinforce after some but not all. Two types of intemintent schudle: interval schudle amount of time that passes during reinforces, ratio based on the number of responses learners give during reposes.

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Antecedents and Behavior Change

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- the events preceeding a behavior provide information about which behaviors will lead to positive conquses and which will lead to pleasant ones. We learn to read situations

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cueing

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act of providing an antecedent stimulus just before a specific behavior takes place. this is particularly useful in setting the stage for behaviors that must occur at a given time.

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prompting

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a reminder that follows the cue to make sure person reacts to the cue. Two principles for prompts and cues makes sure each stimulus you want to become a cue make sure is before the prompt , so students learn to respond to the cue. Second fade the prompt as soon as possible.

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Definition of ABA-

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application of behavioral learning principles to change and understand behavior. This requires clear specification of the behavior to be changed, careful measurement of the behavior,anaylsis of the antecedent that might cause the behavior.

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Methods for Encouraging Behavior

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- teacher attention and praise, the Premack principle, shaping and positive practice. Reinforcing with teacher attention praise students for good behavior, while ignoring misbehavior, carefully and systematically praise students for positive behavior

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The Premack Principle

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- a high frequency(preferred activity) can be an effective reinforce for a low frequency behavior

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Shaping-

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involoves reinforcing each small step of progress instead of waiting for perfection, in order to use shaping the teacher must break down the finial complex behavior into small steps. task analysis is one form.

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Negative Reinforcement-

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if an action stops or is the undesired behavior,, then that action is likely to occur again. Negative reinforcement can be used to enhance learning place students in a unpleasant situation so they can escape when their behavior improves.

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repraminds

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cristims for misbehavior, soft quite private are more effective then loud private one in decreasing mishbehavior

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response cost

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for certain infractions against the rules the students must loose a reinforce. This can be used in the classroom many ways for one infraction against rule the student gets a warning 2nd time the teacher makes a mark for each mark the students looses time in recess.

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social isolation

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one of the most controversial methods of decreasing undesirable behavior often called " time out" removing a student from class for 5-10 minutes, the student is placed in a room with no desirable objects, the study is brief isolation for 10 minutes. Don't do any longer time out because this means the stargaey is failing and we need to do more to increase the positive behavior.

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Discovering the "Why": Functional Behavioral Assessment

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The reasons for the why behaviors fall into four different cateorgries 1. Receive attention from others 2. Escape from some unpleasant situation academic or social. 3. Get a desiered item or activity, 4. Meet sensory needs, such as simulation from rocking or flapping arms for sum with autism.

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Functional behavioral assessment(FBA)

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wide range of situations used to map the A-B-C of the situations, antecendts, behavior, consequences teachers try to identify the reason for the behavior. Interviewing the child about what happened before and after this seemed to benefit the child talking to a concerned adult about the behavior.

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Positive Behavioral Support

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- can help students with disabilities succeed in inclusion classroom. This is designed to replace problem behaviors with new actions that serve the same purpose for the student.

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Social Learning Theory

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Albert Bandura- noted traditional views of learning were accurate but incomplete because they gave only a partial view of learning and overlooked elements including social influences. Reniforcement and punishment and observing others. NON BEHAVIORAL approach

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learning and performance

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we know more than we show, the bobo doll experiment those who watched video mimicked what they saw and those who saw people getting punished didn't do but when a incevtive was placed they hit the bobo doll. Incetives can effect performance, although learning occurred it wont happen till situation is appropriate.

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Enactive and Vicarious Learning-

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enactive - learning by doing, and experineceing the consequences for the action not like operant condiong consequences are different more information based in encasive, our interpretations of the consequences create expectations and influence motivation. Vicarioius - learing by observing others people and animals observe other animals and humans learning and this challenges the behaviorist idea cognitive factors are unnecessary in explanation of learning. If pople can learn by watching others and making decision that affect learning.

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Elements of Observational Learning Attention

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- in demonstrating a skill you may need to have students look over your shoulder, seeing your hands from the same perspective as their own directs their attention to the right features of the situation

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retention

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can be improved by mental rehearsal or by actual practice, practice helps us remember in the observational learning the elements of desired behavior and the sequence of steps.

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Production-

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once we know how a behavior should look and remember the steps, we still might not be able to perform it smoothly, sometimes we need practice, in the production stage practice makes behavior smoother and expert like

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Motivation and Reinforcement-

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social learning theory distinguishes between acquisition and performance. Important in maintain learning, person who tries something new is unlikey to continue without reinforcement Bandura 3 kinds of reinforcement 1. Observer may reproduce behaviors of the model 2. Vicarious reinforcement- observers sees somebody else get reinforced for a behavior and then increase his or her production of the behavior.3. self reinforcement-controlling own reinforcement

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Beyond Behaviorism

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- social cognitive theory- is a dynamic system that explains human adaptation, learning and motivation. The theory addresses how people develop social, emotional, cognitive, and behavioral capabilities. The dynamic interplay between three kinds personal, environmental, behavioral is know as Triarchic Reciprocal causality- explanation of behavior that empathizes mutual behavior. They influence and are influenced by others.

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Self-efficacy and Agency-

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predctions about possible outcome of behavior are critical for learning because effect golas, effoert. Effiecy our beliefs about our personal comptience or effectiveness in a given area, agency- exercising influence over life events, involves the ability to make intentional choices and action plans, students and teachers have become more agentic- self directing and in charge of their own learning.

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Self-efficacy, self-concept, and self-esteem-

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self effiecy isn't the same asconcept and esteem. Concept is more global construct that bcontains many percepations about self, developed as a result of external and internal, Esteem- concerd with judgements of self worth. Efficacy focuses on ability to succuessly accomplish a particular task. Efficacy varies depending on the subject or task.

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Sources of self-efficacy - four sources of efficacy mastery experiences,psychological, vicarious- emotional,

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- is most direct and powerful sources of efficacy, success raises efficiay beliefs and - positive or negative arousal excitement and a feel of be psyched someone else models accomplishments, the more closely the student identifies with accomplishments the grater the impact of accomplishments. Students rely more on modeling.

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social persuasion

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- specific performance feedback, persuasive boost in self efficacy can lead the student to make effort and lead to new experiences

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modeling

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Learning from Others: learning by observing is a key element of social cognitive theory. Several factors play as to why children perform oberservable behavioras. 1. Development level of the observer, as children get older attention span is longer, use memory stargties.2. status of the model, children are most likey more likely to copy model who look competent, powerfull.3.by watching others, we learn what behaviors are appropriate for people like ourselves.

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Observational learning in teaching-

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social cognitive theory powerful implications for teachers. The five outcomes of observational learning directing attention, encouraging existing behaviors, changing inhabitations, teaching new behaviors and attitudes, and arousing emotions.

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Directing attention-

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we want to learn about the actions but the objects involved as well.

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Fine-tuning already learned behaviors-

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learing cues from other , observing other tells us which one to use.

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Strengthening or weakening inhibitions-

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ripple effect when one students is observed getting punished for breaking the rule. If I is someone well like d in class getting in trouble for breaking the rule the students can see this and be inhibited to break rules.

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Teaching new behaviors-

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modeling is key for teachers and students- students who are low achieving students who try harder master the material.

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Arousing emotions

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- through observational learning students develop reactions to different situations.

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Self-efficacy in learning and teaching-

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there are dangers in underestimating abilities becaue students are less likey to give up . students who think they are better readers than they are wont try as hard. when students are motivated that increases self efficiay. Research shws that when 1. Students adopt short term goals 2. Taught to use specific language strategies 3. Receive rewards based on achievement

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Teachers' sense of efficacy-

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belief that he or she can reach difficult students to help them learn, appears to be one of the few personal characteristics of teachers. Teachers with a high sense of efficacy work harder and longer even when students are most difficult to teach, in part because theses teachers believe in themselves. Sesnse of efficacy goes up during student teaching.

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What influences self-regulation the skill of self regulated three factors influence skill and will:

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knowledge, motivation, and self discipline.

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Knowledge-

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to be self regulated learners students need knowledge about themselves. Expert students know how they learn best.

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Motivation-

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these types of students enjoys many tasks in school intresting because ethey value learning

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Violation-

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is an old fashioned word for will power, self regulated learners know how to protect themselves from distractions, know how to cope when feel anxious

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Models of self-regulated learning and agency

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Many models of self regulated one by Phil and Allyson, anazyling the task - setting goals and devising plans.

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Constructivist views of learning

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- no one constructivist theory 1 central idea learners are active in constructing their own knowledge. Centeral 2.social interactions are important in this knowledge construction process. Organize constructivist views is talk about psychological and social construction.

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Constructionism-

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interested in how common sense ideas, everyday belief, and commonly held understandings about people and the world.

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Construscivim-

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view that emphasis the active role of the learner in building understanding and making sense of information

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Psychological/Individual Constructivism -

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construvist are concerned with how individuals build up certain elements of their cognitive and emotional apparatus. Sometimes called individual constructivist or congtive consrtust because they all focus on the inner psychologist

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Vygotsky's Social Constructivism-

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social interaction, cultural tools and activity shape individual shape and development

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Appropriation

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means being able to reason, act using cultural tools: One advantage of Vystoksy learing is a way to consider psychological and the social

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How is Knowledge Constructed

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one tension among different approach to constructivism based on knowledge: realties and truths of external knowledge construction, internal process such as piagets orginzation, assimilation, and accomadtion of direct knowledge: Both external and internal factors direct knowledge

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Knowledge: Situated or general-

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community of practice social situation at time and place ideas judged true or useful. Situated - idea that skills and knowledge are tied to the situation in which they were learned.

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Common Elements of Constructivist Student-Centered Teaching-

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theorioes knowing develops as learners, share similar goals for learning. Five Common elements construcvists use 1, embeded learning in complex learning enivorment 2. Provide for social negoation and shared responsibility.3.support multiple perspectives4. Nurture self awareness and understanding of knowledge 5. Encourage ownership in learning.

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