Reflection #2 – Behavioral and Social Theories of Learning

EDAT 6115 

Reflection Blog #2 

Chapter 5 – Behavioral and Social Theories of Learning 

Description This chapter defines learning and describes the behavioral and social theories about learning.  The theories of Pavlov, Skinner and Bandura are specifically described.  These theories are used each day by teachers to manage classroom behavior, teach specific skills, and help students to become self-learners. 

Analysis 

Pavlov and Skinner were notable behavioral theorists, while Bandura and Meichenbaum focused on social learning.  Although there are differences between the two, the ideas are very complementary to one another.Here are a few basics about each of them. 

If you have ever taken even a basic psychology course, then you are sure to have heard of Pavlov and his research with dogs.  Pavlov developed the ideas of classical conditioning in which a neutral stimulus can gain power to prompt the response of an unconditioned stimulus.  In Pavlov’s case, he would ring a bell (neutral stimulus) each time he fed the dog meat (unconditioned stimulus).  With consistent conditioning, the dog would begin to salivate when it would hear the bell.  This is classical conditioning. (Slavin p. 99) 

Skinner developed the ideas of operant conditioning which focused on the relation between a behavior and its consequences. His principal theory was that "behavior changes according to its immediate consequences. Pleasurable consequences strengthen behavior; unpleasant consequences weaken it." (Slavin p 101).  There are multiple types of consequences:  positive and negative reinforcers (strengthen the behavior), intrinsic and extrinsic reinforcers, and punishers.  The timing or immediacy of consequences as well as the "schedule" of reinforcement also affect how well behavior is learned and how long lasting the results will be.  These behavior theories have been proven and demonstrated over and over.  The ideas of how consequences effect behavior is undoubtedly helpful, especially in a classroom environment.  The problem with this theory is that it is focused on outward, observable behavior and not the learning going on inside a child's mind. (Slavin, 115) 

In the 1990’s, Bandura noted that Skinner’s ideas of behavioral consequences did not include the ideas of modeling, which is when one imitates the behavior of another. (Slavin p.112) Bandura developed the four phases of observational learning. The first phase is the attention phase. This is when students pay attention to the model because it is interesting, attractive, or motivating. (Slavin p. 112).  The second phase is the retention phase.  The teacher will model a behavior and the students will attempt to imitate it.  In the third phase, Reproduction, the students practice reproducing the behavior.  Finally, the fourth phase is motivational, which is when the students continue to model the behavior because they believe that doing so will result in positive reinforcement. (Slavin p. 112-113) 

Finally, Meichenbaum, a social learning theorist, developed the idea of self-regulated learning.  In this way, students can learn to think about their own thinking. (Slavin, 115) The effects of these strategies are long lasting and can be generalized to other tasks. In this strategy, the students watch the teacher model the task, then they do it together, and then the student the task independently.  A common strategy used to help student engage in self-regulated behavior is the use of a task completion form or self-monitoring checklist. “The idea behind this form is that breaking down a complex task into smaller pieces encourages students to feel that they are making progress toward their larger goal. Social learning strategies help "bridge the gap" between behavioral and cognitive theories of learning (Slavin, 116). 

Reflection 

20 years ago when I was a new middle school teacher, I was more quick to call out students who were misbehaving.  This, of course did not help classroom management.  The misbehaving students got attention from me and their classmates which was a social reinforcement for the behavior.  In college I had learned that certain behaviors should be ignored or handled quietly in class, but I just didn't quite know how to do that when the students disrupted the lessons that I was teaching.  The first year, with no prior experience was difficult and hard lessons were learned.  Now, when I look at myself, I am sometimes amazed at the change.  I don't raise my voice in class or call out students, yet I have very little misbehavior or disruptions.  What changed?  I learned to ignore certain behaviors and not call attention to it - and it usually stops.  Walking around the classroom, standing near the disruptive student's seat or placing my hand on his shoulder usually remedies the problem without any other students even realizing that there was an issue.  These are examples of "a smaller reinforcer that is given immediately generally has a much larger effect than a large reinforcer given later." (Slavin 105).  It's amazing how much calmer my classroom is and how relaxed I feel simply by changing the way I handle disruptions. 

Meichenbaum’s idea of self-regulated learning has also affected the way that I teach inquiry and writing in social studies.   In my classroom, my students often do DBQs - Data Based Questions.  For the topic being studied, they will study primary and secondary sources, consider the points of view and historical background, then write a paper - usually a persuasive essay using evidence and examples.  For high school freshman, this can be a huge task with a lot of steps.  By teaching this task using self-regulated learning, it is not nearly so overwhelming.  In the fall, we do the first DBQ together.  We read the background information, study the documents, discuss the different points of view and evidence to support them.  Then, together, we write an introduction and thesis statement, body paragraphs with evidence and examples, and a conclusion.  Later in the fall, we do another DBQ.  I introduce each step of the process, but allow them to work with partners as I monitor and answer questions.  In the spring, the students do another DBQ - this time by themselves as I monitor and answer questions.  As they continue through their high school careers they will do other DBQs independently, sometimes without any help.  But they have the knowledge and ability to do the task, because they were taught through self-regulated learning.  Again, the results of this strategy are long lasting and able to be generalized in other subjects and classes. 

Reference 

Slavin, R.E. (2018).  Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education 

Reflection #1 - Cognitive Development

EDAT 6115, Reflection Blog #1 

Chapter 2 – Cognitive Development 

Description 

Chapter 2 of Educational Psychology covered the idea of cognitive development in children.  The two main theorists in this area are Piaget and Vygotsky.  Although modern theorists may suggest some changes to those theories of cognitive development, they are central to understanding the ages and stages at which children learn, from babyhood to adulthood.  Understanding students cognitive development can help teachers aim for their zone of proximal development where they will best learn.  Many strategies can be used to help students learn in and outside of the classroom. 

Analysis 

As educators, our primary focus is teaching children.  The public school system has students who range in age from 4 to 18 years old.  In order to best meet the needs of each child, educators must have an understanding of cognitive development.  The term cognitive development is used to describe how people grow, adapt, and change over the course of their lifetimes (Slavin, 2018, p. 23).  The two most prominent psychologists in this field are Jean Piaget and Lev Vygotsky.  

 Piaget did a tremendous amount of research on the ages and stages of cognitive development in children.  His theory suggests that there are four primary stages of development:  sensorimotor (birth-two), preoperational (2-7), concrete operational (7-11), and formal operational (age 11-adulthood).  Each of these stages have defining characteristics and ways of learning.  Piaget believed that each person must go through each of these developmental steps as they learn.  Steps cannot be hurried or skipped.   

Lev Vygotsky, a contemporary of Piaget, also defined ages and stages of cognitive development.  One difference in theory was that he believed learning precedes development.  Children develop as they learn.  His stages include:  1) Learning that actions and sounds have meaning, 2) Practice using those actions and sounds, and 3) using signs to solve problems without help from others.  In order for a child to learn, they must be taught in their zone of proximal development.  Within this zone, tasks and ideas are not too easy, but also not too hard.  The child needs help to learn them, but with help from a teacher or peers, can learn to the point of being able to do the task alone without help.  The educational ideas of scaffolding and cooperative learning are supported within this theory. 

A few other ideas of cognitive development were also discussed.  This included Bronfenbrenner’s Bioecological theory which suggests that a child’s development is influenced by the environment in which the child grows.  Influences would include home, school, places of worship, neighborhood, peers, mass media, laws and customs.  Stages of reading and writing development were also described.   

Reflection 

The subject of cognitive development is fascinating to me.  As a mother of four children, I have observed my children throughout each one of the stages listed.  As a teacher of students grades 1-12, I have taught students in multiple cognitive stages and have had to use different strategies with each grade.  Over the years, most of my experience has been with younger children.  Now that I am teaching high school freshman, I am trying to better understand their cognitive development.  There were a few sections of this chapter that I found helpful.   

The first idea that struck me was a statement that Slavin gleaned from the works of Niaz, Packard & Babineau, and Meece & Daniels, “The thinking characteristics of the formal operations stage usually appear between ages 11 and 15, but there are many individuals who never reach this stage. As many as two-thirds of U.S. high school students do not succeed on Piaget’s formal operations test.” He went on to say that this can carry on into adulthood.  (Slavin, 31).   Immediately, I asked myself, “How I use formal operational thinking?  How have I grown in my own cognitive development?  Athough I was a straight A student in high school, I can remember needing “help” in the form of discussions, question and answers, and prompts to help me think beyond the “concrete” answers and move into hypothetical thinking about situations which I had not experienced.  I can see how this development has continued to grow throughout adulthood.  Even as I start this graduate program, my thinking is already being challenged about educational ideas and I can “feel” my brain pushing the boundaries of growth.  So, if my brain is still developing, what does that mean for my students who are 14-15 years old?  It means, that they are just beginning to enter this stage of formal operational thinking.  They have not “attained” it.  Instead, they need help to begin thinking about the bigger picture beyond their own experiences.  This leads me to the next point.   

Vygotsky introduced the idea about the zone of proximal development.  This place of learning that is not too easy or too hard.  It is attainable for the student, but not without some help from a teacher or knowledgeable peers.  It is in this zone, that their brains learn and grow.  When I am teaching, am I teaching in this zone?  Are my lectures and activities too easy?  Too hard?  Am I expecting too little or too much?  The other key point is this – they need help from others to challenge their thinking and help them attain growth.  Just like I depended on the prompts from my high school teacher.  My students are depending on me to provide those prompts, questions, answers, and activities to help them stretch their thinking. 

So, how can I do this in the classroom?  Slavin lists 4 of Vygotsky’s ideas that can easily be added into the classroom environment.  Private speech – giving the students time and freedom to put their thoughts into words, think aloud, and listen others think.  Mediation – explaining and modeling complex skills.  Scaffolding – providing more supports initially and gradually allowing the student to do the work with less supports.  Finally, cooperative learning – this gives the students a chance to incorporate private speech and mediation as they work through challenging assignments.  (Slavin, 34) 

I am excited to start re-thinking my lessons for the upcoming school year.  I would love to re-do them in a way that challenges the students at the appropriate level and gives them more opportunities to experience the benefits of cooperative learning. 

Reference 

Slavin, R.E. (2018).  Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education