Journal Entry 2

Journal Entry #2

Christy Dixon

Describe

Chapter 5 of Slavin’s Educational Phychology: Theory and Practice, discussed the different physiological theories that relate to behavior. These theories all relate to the ability of a person to learn behaviors based on their own personal experience.

This chapter discusses several different behavioral theorists. Two of these theorists, a Russian scientist named Ivan Pavlov and a man by the name of B.F. Skinner, used animals in their research of behavior.

Pavlov proved that natural reflexive behaviors, such as a dog salivating in the presence of a desirable food (which would be considered the unconditioned stimuli) can be triggered by an object that would normally not cause this reaction (the neutral stimuli). This can be taught through the animal learning the association between the two stimuli.

His experiment used meat (unconditioned stimuli) and a bell (neutral stimuli). The meat would cause the dog to salivate. Then the dog would be presented with only the sound of the bell. This did not cause the dog to salivate. However, Pavlov started to ring the bell every time he fed the meat to the dog. After doing this repeatedly, Pavlov removed the meat and only rang the bell. Now that the dog has associated the sound of the bell with eating the meat; the sound of the bell alone caused the dog to salivate. This is an obvious learned behavior, or in other words, the dog was conditioned to react.

B.F. Skinner continued with this type of study, however he used pigeons and rats. Skinner looked more at the relationship between behavior and consequences. One important finding that Skinner made was that consequences (whether good or bad) need to be immediate. The effectiveness of the consequences lessened when the consequences were not immediate. His theory states that reinforcements encourage behaviors to continue, and punishments cause behaviors to become fewer. He believed that a person’s behavior could be “shaped” by using these reinforcements and punishments.

The behavioral learning theories, presented in this chapter, discusses their idea of how reinforcements and punishments can shape one’s behavior. These theories show that reinforcers can be used in a number of ways. They can be primary (rewarded by meeting natural human needs) or secondary (rewarded by wants/likes), positive (encouraging a desired behavior) or negative (encouraging an undesired behavior), intrinsic (naturally wanting something) or extrinsic (an outer source persuading you).

Punishments can also be administered in various ways. Punishments can be administered by presenting an unpleasant consequence, or it can be the removal of pleasant consequence.

This chapter also discussed antecedent stimuli. This type of stimuli “serves as cues indicating which behaviors will be reinforced or punished.” Slavin (2012)

Another theorist mentioned in this chapter was a man by the name of Albert Bandura. Bandura’s theory is called the Social Learning Theory. His theory focuses on the ability to learn behaviors based on observational learning, modeling, and vicarious learning. In other words, people learn what are desired behaviors and undesired behaviors by watching others around them.

Analyze

In the book, it pointed out the differences between reinforcers and punishers. As stated in the book, reinforcers are defined as “any consequence that strengthens (that is, increases the frequency of) a behavior” Slavin (2012). Punishers on the other hand, are “consequences that weaken behavior” Slavin (2012). It is vital that educators recognize the difference between the two. Otherwise, a teacher may think that she is punishing a child for a disruptive behavior, when in fact she is actually reinforcing his behavior by giving the student what they desire. For instance, the book gave a great example of this. The example that the book gave discussed how sending a student to the office could actually be a reinforcement of a behavior instead of a punishment. If that student is being removed from a situation he/she didn’t want to be in (like a boring class), then the student is actually being rewarded for their behavior.

In our group discussion Erin R. made an excellent point on this same situation. She said, “When students are unsuccessful in the classroom and do not know the material, they see being sent out of the classroom as a relief rather than a punishment. Because of this, the student’s negative behavior will not decrease; in fact, the behavior typically increases because students relish the opportunity to leave the classroom, where they risk being embarrassed for their lack of knowledge in front of their peers." In my experience of teaching, this is something that I have found to be very true.  

Reflect

As an educator, I feel that it is vital to understand that all students learn in different ways. This is true for behavior management as well. What works with one student may not work with another. It is essential to have clear, well defined behavior expectations. Creating and implementing an effective behavior management system is key in establishing a positive and effective learning environment.

When it comes to behavior management, I have always had some sort of behavior system in my classroom. However, I started using a free educational app/website called Class Dojo. I really like this program. I have had a ton of positive feedback from both parents and students. I set the program up to coincide with my school’s PBIS system. This program was so effective for my grade level, that my entire school will be using it next year. It’s great for behavior, parent contact and data collection. The program (Dojo) is constantly making changes/upgrades to better the program. I would highly recommend it to others. Although I try to stick to positive reinforcement, sometimes punishments are also necessary. The program I use is good for both positive reinforcements and those seldom necessary punishments.

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Erin R. Group 4, Week 3 Discussion

Journal Entry 1

Journal Entry #1

Christy Dixon

Describe

The concept that was presented in this chapter (chapter 2) was the different theories of how children cognitively progress and learn (cognitive development). This chapter focused on two different psychologists and their theories of cognitive development.

One of the psychologists discussed in this chapter was a man by the name of Jean Piaget. Slavin, R. E. (2012) states that Piaget is known as one of “the most influential developmental psychologists in the history of psychology. (Flavell, 1996; Wadsworth, 2004.)” Slavin also says that “Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progresses through four distinct stages. Each stage is characterized by the emergence of new abilities and ways of processing information.” Slavin R.E. (2012).

The first stage is called Sensorimotor. This includes children from birth to 2 years of age. The second stage is Preoperational. The Preoperational stage includes kids age 2 to 7 years old. The third stage is called the Concrete Operational stage. This stage includes kids from 7 years old to 11 years old. The fourth and final stage that Piaget discusses is the Formal Operational stage. This stage includes ages 11 to adulthood.  In each of the four stages, children progress in different ways. Piaget believes that “people adjust their schemes for dealing with the world, through assimilation and accommodation.” Slavin R.E. (2012).  This process happens as children progress through each stage.

As most theories, Piaget’s theory has its critics who do not fully agree with his way of thinking. Due to some of these criticisms, revisions have been made to Piaget’s theory. One such revision is known as the Neo-Piagetian view of development. This view is very similar to the original theory; however, it focuses more on the task hand rather than the age factors.

The second psychologist discussed in this chapter was Lev Semionovich Vygotsky. “In contrast to Piaget, Vygotsky proposed that cognitive development is strongly linked to the input of others. Like Piaget, however, Vygotsky believed that the acquisition of sign systems occurs in an invariant sequence of steps that is the same for all children.” Slavin R.E. (2012). He believed that learning came before development, not the other way around.

Vygotsky theorized that you should teach just above the ability of the student, within that student’s zone of proximal development. With help, such as scaffolding from peers or instructors, the student could grasp the concept being taught and then, with practice, the student could do it on their own. Vygotsky was a believer of cooperative learning (where students work with their peers to further their knowledge).

Analyze

From the time we are born, we begin to take in the world around us. We try our best to make sense of it all. 

As an educator, it’s important that we help guide our students as they discover new things and make connections with the world around them. I liked how the class discussion made me think about the level at which my students’ cognitive abilities are developing. It also made me think about my style of teaching within my classroom. For example, the discussion question had me think of how to deliver a new science concept to both 2^nd graders and 8^th graders. This really hit home, considering I am currently a 4^th grade a science teacher. It made me evaluate my style of teaching.

During the discussion with my group, Erin made a great point. She said that "Teachers should introduce topics in manners that are appropriate to students’ cognitive abilities; if students are unable to reason through a problem because it requires abstract thinking that they are not capable of, both the students and the teacher will become frustrated. However, if the teacher takes into account the students’ stages of cognitive development when preparing lessons, he or she will be much more successful." In my years of teaching I have found this to be true; especially in the subject of science. Erin gave a great example about allowing 2nd graders to work hands on with magnets. I have taught 2nd grade before and I have found that hands on activities truly help the students make connections and retain the information learned. 

Megan also gave some great examples about allowing concrete operational stage students to use familiar objects to discover laws of force and motion. She said "When educating students on balancing forces, it was important to show the students the concept instead of simply tell them about it." I also teach force and motion each year and I have found when teaching about inertia, it is difficult for my students to grasp this concept until I allow them to actually feel the effects of inertia. I find that I must tie it to something that they understand before they can make that connection.

Reflect

After reading the entire chapter, I found myself thinking about my belief of cognitive development. Where do I stand? Which one of these theories effect the way I teach the most? I see aspects from both theorists within the way I deliver content in my classroom. Vygotsky and Piaget both have their good points and gaps; however, if I had to pick one; I would have to say that I tend to agree more with Mr. Vygotsky. 

I like to present the information first, model what is expected and then scaffold the students until they can be successful on their own. I agree with cooperative learning because I have found that it can be beneficial to allow students to work in pairs/groups based on the right criteria. Listening to the students’ self-talk during the process allows me to have a greater insight to how those students are processing the information.

On the other hand, I also find myself allowing my students to make discoveries on their own; especially during science experiments. I believe this is important to do from time to time, but not ALL the time. 

So, how does knowledge of these theories make me a better teacher? Well, effective teachers are “intentional” teachers. These intentional teachers (as we learned in chapter 1) never stop learning. The more I can understand about the way my students learn, the better I will be able to meet their needs in education. Therefore, it is of great importance to study these different theories.

Works Cited

Slavin, R.E. (2012) Educational Psychology: Theory and practice (10^th ed.) Boston, MA: Pearson

Class Discussion Week 2