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Homework answers / question archive / Learning Guide Unit 2 Overview Unit 2: Behaviorism and the Information Processing Model in Classroom Practices   Topics:   Assumptions of behaviorism and applications of behaviorism to classroom instruction Major components of the information processing model Applications of the information processing model to classroom instruction Learning Objectives: By the end of this Unit, you will be able to: Construct examples which demonstrate assumptions from the behaviorist approach and cognitive approach to teaching

Learning Guide Unit 2 Overview Unit 2: Behaviorism and the Information Processing Model in Classroom Practices   Topics:   Assumptions of behaviorism and applications of behaviorism to classroom instruction Major components of the information processing model Applications of the information processing model to classroom instruction Learning Objectives: By the end of this Unit, you will be able to: Construct examples which demonstrate assumptions from the behaviorist approach and cognitive approach to teaching

Writing

Learning Guide Unit 2

Overview


Unit 2: Behaviorism and the Information Processing Model in Classroom Practices
 


Topics:
 

  • Assumptions of behaviorism and applications of behaviorism to classroom instruction
  • Major components of the information processing model
  • Applications of the information processing model to classroom instruction

Learning Objectives:

By the end of this Unit, you will be able to:

  1. Construct examples which demonstrate assumptions from the behaviorist approach and cognitive approach to teaching.
  2. Apply the major components of information processing to an educational environment.
  3. Distinguish between different views of attention and explain how attention affects learning.
  4. Compare and contrast the epistemological differences between the behaviorist and cognitive approaches by identifying major assumptions of personal teaching practices.

Tasks:

  • Peer-assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignment
  • Complete the Discussion Assignment in the Discussion Forum
  • Respond to three of your fellow classmates’ posts in the Discussion Forum
  • Complete and submit the Written Assignment
  • Complete and submit the Portfolio Activity
  • Learning Guide Unit 2
  • Introduction

  • This unit will introduce two distinct learning theories: behaviorism and the information processing model (from the cognitive approach). These approaches employ contrasting epistemologies, assumptions, and learning philosophies.
  • Behaviorists assume that the only real learning that occurs is learning that is demonstrable. The learner (including both humans and animals) must exhibit some outwardly evident behavior that presents objective evidence that learning has taken place. Traditional behaviorist do not value mentalistic concepts. Instead, subjective introspective concepts (mental imagery, consciousness, cognition, etc.) are relegated to the ‘black box’ of the mind. These concepts are unmeasurable and do not conform to the rigors of the scientific method. Therefore, they are not worthy of study.
  • The assumptions of behaviorism have a decades-long legacy in traditional American school systems, as well several other school systems throughout the world. It is indeed very likely that your school (or your own classroom procedures) have been influenced by behaviorist theories.
  • In stark contrast to behaviorism, the cognitive approach gives particular emphasis to mentalistic concepts. The ‘cognitive revolution’ which challenged the behaviorist paradigm in the mid-1950s, ushered in a new zeitgeist of research methods and teaching approaches. Cognition, language, attention, memory, and perception became the focus of an emerging psychological approach that inspired novel teaching approaches and theories about student learners (emphasizing humans).
  • These approaches offer two competing strategies: the behaviorist, which focus on external behaviors and the cognitive, which focus on internal processing. As you read through the two approaches, be mindful of how these perspectives can offer insights into your classroom management, teaching approaches, learning expectations, and assessment techniques.

Reading Assignment


1. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.  

  • Read- Ch 3 pp 71-116 & Ch 5 pp 163-227
  • This portion of the text discusses the main principles, concepts, and applications of behaviorism and the information processing model as these approaches apply to key theories of learning and teaching.

2. Northern Illinois University. (n.d.). Gagne’s 9 Events of Instruction. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml

  • This document provides an explanation of Gagen's 9 events of instruction and ways to incorporate them into classroom instruction.

3. Berkeley Lab. (n.d.). Robert Gagne's nine events of instruction. Retrieved from: http://training.lbl.gov/Resources/NineSteps.html

  • This website provides an explanation of Gagne's 9 events. It includes a linear diagram and examples of how to apply them in some cases.

4.  McLeod, Saul. (2018). Jean Piaget's Theory of Cognitive Development. Simple Psychology. Retrieved from https://www.simplypsychology.org/simplypsychology.org-Jean-Piaget.pdf

  • This article introduces Jean Piaget's theory of Cognitive Development, its basic components, and how it differs from other learning theories.

Discussion Assignment


In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

Create a hypothetical contingency contract (see Schunk, p 113) utilizing behaviorist principles. You can draw from the experiences of a current or former student in your classroom or create a fictitious student profile if you are not currently teaching. Begin the contract by explaining the concerns you have been experiencing with the student. Include as many concerns as necessary to fulfill the post. As you construct the specifics of your contract, be sure to include (in any order) the following components:

1.  One example of operant conditioning (Schunk, pp 90-95). Your one example may demonstrate operant conditioning used as reinforcement or punishment (positive or negative).

If you need a quick review of the features of operant conditioning, please access this video: 

2.  One example of a scheduled reinforcer (Schunk, pp. 95-96). What consequence will be applied at what frequency or time or behavior (fixed/variable/ratio/interval)?

If you need a quick review of the schedules of reinforcement, please access this video:

3.  An example of a habit that needs to be corrected (draw from Guthrie’s model Schunk, pp 86-88).

After you post your sample contingency contract, respond to three peers. When you respond to a peer, please comment on their examples or strategies. Did your peer correctly apply the use of operant conditioning (reinforcement or punishment, positive or negative)? Did your peer correctly apply an example of a scheduled reinforcer (fixed, variable, ratio, interval)? What do you suspect would be the likelihood of success given the situations described in their plan?  Do you see any similarities between your approach and theirs? Draw from your understanding of the readings and your personal school setting or teaching experiences when possible. Use APA citations as necessary when referencing the text or videos.

Discussion Forums will be assessed using this rubric.

Written Assignment


Gagne suggested that certain conditions must be present in order for knowledge acquisition, retention, and retrieval to occur. His nine events are intended to describe learning conditions which can then inform a teacher’s ability to unpack a lesson plan/unit. Review p. 222, Table 5.5 in the Shunk text.

  • If you need a little more insight into Gagne’s approach, please access the site, Gagne’s 9 Events of Instruction and Robert Gagne's nine events of instruction: https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml 
  • In addition, this Robert Gagne video link may also be helpful: 

Gagne’s nine events include aspects of behaviorism and cognitive psychology. Examine each of Gagne’s nine events and consider whether it best illustrates a philosophy from the behaviorist approach or the cognitive approach. In your paper, list the event and justify why you think it best fits a behaviorist or cognitive approach. Then, create one strategy or one classroom practice that illustrates the event. The strategy or practice you create should reflect the principles of the behaviorist or cognitive approach. It is not necessary to apply both approaches to each of the nine steps; apply only one.

Submit a paper which is 3-4 pages in length (no more than 4 pages), excluding the References page. Your paper should be double-spaced and cite at least 2 outside sources in APA format.  Your paper should be free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01

Papers will be peer-assessed using this rubric.

 

Portfolio Activity


Please reflect on your understanding of the two theoretical approaches presented in this unit.

Behaviorist theory has a substantial presence in educational practices. Teachers give grades for meeting performance standards. They provide rewards for appropriate behaviors and punishment for whatever is against the rules. Teachers give homework, tests, and speak with students in order to evaluate content knowledge.

Cognitive theorists have influenced the ways teachers consider how students process information. Teachers expect students to remember the content. They try to capture and maintain student attention. Teachers want students to use their knowledge to analyze, synthesize, and problem-solve.

Please consider three domains of your teaching: classroom management, lesson plan construction, and instructional delivery style. If you are not currently a teacher, then imagine how your classroom model might incorporate the three domains of teaching. Reflect on where you find evidence of behaviorist or cognitive principles in what you already do across the three domains? What modifications to your practices would you consider (if any) given your understanding of the theories?

You may find that you are behaviorist-heavy in your classroom management, but cognitive-heavy in your lesson planning for example. Please examine where you notice particular biases or preferences for one theoretical approach over another across the three domains. There’s nothing wrong with having these preferences, but please reflect on why you have them.

Consider the following questions to guide your reflections:

  • What drives the philosophy of your classroom management, lesson planning, and delivery style?
  • What if you changed the philosophy of your classroom? Should you engage in the same pedagogies for all lessons?
  • To what extent does your student population, community expectations, school culture, and/or personal strengths influence your bias/preference for behaviorist/cognitive practices?

It is not necessary to address each of these issues; these are only suggestions to inspire your reflection. Consider creating a mind map rather than a written document to complete this assignment. If you choose to use mind mapping, include a reference to the course learning resources. 

There are many mind mapping software programs available on the web or you can use the one available here. To learn more about mind mapping you can review the following resources:

  • Using Mind Maps in the Classroom
  • What is a Mind Map?
  • Visual Thinking 

This activity will be assessed by your instructor using the Portfolio Activity Rubric.

 

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