3. Dear. Mentors
Hello, all volunteers. First, congratulate you become a 'mentor' of
program for University student :"I AM A MENTOR". You're expected to
meet teenage student as a mentor and teacher next month. Then you will
encounter a variety of cases including their big or small worry and
psychological unstability as well as manage class to achieve improvement of
their cognitive skill.
This program is high standard of activity that require professional
knowledge beyond your prediction. Thus, we provide you with PreTraining Program introducing Instructional-Learning Theory that make you
understand teenager's mental trait and make your class more effective, As
we think it better for you to meet them after trained rather than to blindly
meet them without preparation.
The training will progress on the basis of contents and schedule in this
textbook. On the opening day, you will learn psychological trait of
teenager (mentee) with overall guide about mentoring. And you will
demonstrate your teaching after taking a lecture about Skinner’s
Behaviorism on the next day, and Vygotsky’s Social-Constructivism on the
third day.
In addition, this training process as competing system. We add up grade
of Instructional-Learning Theory quiz , peer evaluation and specialists’
evaluation about Teaching Demonstration. Then we rank most excellent
five mentor, who will be supported 20% of next semester tuition fee.
We expect your active participation.
From. “ I AM A MENTOR” Design T
eam
3
4.
5. You Are a Mentor
•
•
What is the role of ‘Mentor’?
Understanding Teenagers
Be the Skinnerian
•
•
•
•
•
•
•
•
•
Skinner / Behaviorism
Reinforcement Type
Reinforcement Schedule
Teacher & Students’ Role
Strength & Weakness
Instructional Strategies
Seniors’ Advice
Mini Quiz
Case Study(Discussion)
Be the Vygotskian
Vygotsky / Constructivism
Cognitive Development
Zone of Proximal Development
Scaffolding
Teacher & Students’ Role
Strength & Weakness
Instructional Strategies
Seniors’ Advice
Mini Quiz
Case Study(Discussion)
•
•
•
•
•
•
•
•
•
•
Appendix
Summary
•
•
Comparing Skinner& Vygotsky
A point of Similarity
•
•
5
Glossary
Instructional-Learning Material
6. Day 1
Day 2
Be the
Skinnerian
Day 3
Be the
Vygotskian
AM10:00~PM12:30
Make & Share Classroom
Rules
With Other Mentors
PM13:30~PM16:00
Skinner Theory
: Operational Conditioning
Quiz for mentors
AM10:00~PM12:30
Discussion Activity
& Feedback from Others
Be a
Mentor
Understanding
Middle School Students &
High School Students
PM13:30~PM16:00
Vygotsky Theory
: Social-Constructivism
Quiz for mentors
AM10:00~PM12:30
Discussion Activity
& Feedback from Others
PM13:30~PM16:00
6
8. B. F. Skinner
(March 20, 1904 – August 18, 1990)
American psychologist,
behaviorist, author, inventor, and
social philosopher
Behaviorism
- Psychology should be concerned only with the objective
data of behavior
- Behaviors are the result of experience
- Focus on observable events
Black box Metaphor
Operant Conditioning
-A type of learning in which behavior is influenced by
consequences
- A type of natural section that facilitates an organism’s
personal adaptation to environment
- Organisms learn to increase behaviors that has positive
result and reduce behaviors that harm them.
8
9. 4 Types of Reinforcement
Positive Reinforcement: addition of pleasant stimulus
EX) Giving a student a prize after he gets an A on a test
Negative Reinforcement: removal of aversive stimulus
EX) Taking painkillers that eliminate pain increases the likelihood that you
will take painkillers again
Positive Punishment: addition of aversive stimulus
EX) Giving a student extra homework after she misbehaves in class
Negative Punishment: removal of pleasant stimulus
EX) Taking away a teen’s computer after he misses curfew
9
10. ABCs of Operant Conditioning
A
• Antecedent of
Stimuli
• If A is present
• If I say sit
B
C
• Behavior
• AND B is
emitted
• AND my dog
sits
10
• Consequences
• THEN C will
occur
• THEN it gets a
tasty treat
11. Reinforcement
Schedule
Real-world example
Fixed-ratio
Factory workers who are paid
according to the number of products they produce
Variable-ratio
Payoffs from slot machines and other games of chance
Fixed-interval
People who earn a monthly salary
Variable-interval
Person who checks voice mail for messages
11
12. Teacher’s Role
• Motivates and facilitates learning
• Actively keeps students participating
• Provides stimulus
(which may be the lesson plan, theme, or subject matter at hand)
• Provides positive reinforcement
• Be responsible for student learning
Students’ Role
• Students work for rewards for some sort
• Students respond to stimulus
• Passive students in learning
•Repetitive behaviors
12
13. Strength
① It can be used to formulate behavioral contracts in the school
as well as at home.
② It is helpful in bringing about behavior modification (desired
outcome) with the help of reinforcement, punishment and
extinction.
③ Success of outcomes is easily measurable.
④ Guarantees specific learning.
Weakness
① Some critics say that it is an extrapolation of animal behavior
to humans.
②
Effect of environment in shaping the behavior of a human, is
not taken into account by the behaviorists.
③
Does not account for processes taking place in the mind that
cannot be observed
④ Behaviorism is too teacher-centric and compulsory.
⑤ Deny the intrinsic motivation before behavior.
13
14. 1
Use a teacher-led approach(Lecture-based)
Use rewards and punishments
This strategy will helpful to manage
the classroom. Children likes token.
3
Break down learning into small tasks
B. F. Skinner argued that the process of
shaping, where the program of learning starts
from the student's initial knowledge and then
moves forward incrementally, is crucial to
successful learning.
Use drills and memorization techniques
It helps students learn specific facts, such as
capital cities or a list of American presidents.
5
2
4
Check instructional objectives.
Behaviorism focuses on
evidence of learning.
In the classroom, the consequence of learning
should be shown to achieve the instructional
objectives.
14
15. “ Hi! I’m Ji-yun Park. I was the edu-volunteer of the
last semester. Today, I want to share my experience
with you. I usually used Skinner’s theory in my class. I
think behaviorism is very useful when you teach young
children. But, you have to keep in mind that negative
reinforcement could arouse negative emotions such as
worry, fear, and anxiety. So, I recommend you that
you should be careful at using reinforcement type. In
my opinion, positive reinforcement would be effective
enough when you manage and facilitate the students.’
“ Hi! I’m Eun-ji Seo. I participated in this volunteer
work during the last summer vacation. I leave a short
comment for you, hoping all of you prepare your
teaching more easily. I also like Skinner’s theory. But I
think we have to be flexible in applying the theory.
Even though behaviorism suggests teacher-centric
lecture and views students as passive position, we try
to facilitate learner’s motivation and autonomy
continuously. To achieve this, you need overall
understanding about other learning theories. In my
case, I usually mix the implication of behaviorism and
that of constructivism. I wish you also consider this
approach in your own classroom. Thanks.”
15
16. How much do you know
about behaviorism, Skinner, and learning?
In this section, we’re going to take a following quiz.
This is prepared for checking your understanding
of Skinner’s theory before your actual mentoring.
1
What learning process did B.F. Skinner describe?
2
What is a reinforcement?
3
A) Classical Conditioning
B) Operant Conditioning
C) Modeling
D) Observational Learning
A) Any event that strengthens or increases a response.
B) Something the individual finds pleasant.
C) Anything that decreases a response.
D) An incentive.
What is a punishment?
A) An unpleasant event or stimulus.
B) Any undesired event or stimulus that weakens or decreases a behavior.
C) A disagreeable consequence.
D) Something the individual dislikes.
16
17. How much do you know
about behaviorism, Skinner, and learning?
In this section, we’re going to take a following quiz.
This is prepared for checking your understanding
of Skinner’s theory before your actual mentoring.
4
Skinner favored reward over punishment largely because
5
Any aversive condition that when removed from a situation
increases the probability that a given behavior will occur is a
A) reward is more humane than punishment.
B) punishment is more expensive.
C) the effects of punishment are less predictable.
D) the effects of reward are less predictable.
A) negative reinforcement
B) positive reinforcement
C) reward
D) negative punishment
E) positive punishment
6
According to Skinner, internal mental states such as thinking,
foresight, and reasoning
A) do not exist.
B) exist, but should not be used to explain behavior.
C) exist and should be used to explain behavior.
D) do not exist, but nevertheless can be used to explain human behavior.
E) are solely responsible for human behavior.
17
18. You did very good job to learn Skinner’s learning theory.
Now, we’re going to do some discussion activity.
Please make a group with 3-4 people surrounding your seat.
Then, solve the problem using Skinner’s theory
and share with the whole mentors.
You become a mentor for 2nd grade students of XX middle school during this
semester.
Problem: Students are not interested in learning, and do not have a need
of self-actualization.
Goal of mentoring: Facilitating students to have motivation and to study
basic English vocabulary of their textbook.
Mentoring period: Will be 4 weeks.
Which behavioristic strategies are effective for this case? Please discuss about
the solution, and specify your group’s instructional plan on below chart.
Then, we’re going to share it with the whole.
1) Free Note
2) Useful Skinner’s
Strategies
18
3) Brief Plan for 4 weeks
20. Lev S. Vygotsky
(November 5, 1896 – June 11,
1934)
Russian psychologist
Constructivism
- Grew out of and in response to cognitivism, framed around
metacognition
- Knowledge is actively constructed
- People produce knowledge and form meaning based upon
their experiences
- “Man is not a skin sack filled with reflexes.”
Learning is…
-
A search for meaning by the learner
Contextualized
An inherently social activity
Dialogic and recursive
The responsibility of the learner
20
21.
Results from dialectical process, whereby the child learns through
problem solving experiences shared with someone else, such as
parents teacher or a peer
Language is primarily social, and it becomes a tool for thought
later.
According to Vygotsky, language plays 2 critical roles in cognitive
development
1.
It is the main means by which adults transit information to
children
2.
Language itself becomes a very powerful tool of
intellectual adaptation
21
22.
Capacities that are being developed but are not as yet fully
functioning
There is a gap between what children can solve on their own
and what they could solve with adult or peer help and guidance
Skills too difficult for a child to master on his/her own, but that
can be done with guidance and encouragement from a
knowledgeable person
22
23.
The process of controlling task elements that are beyond the
learners capabilities so that they can focus on and master those
features of the task that they can grasp quickly
Adults (experts) can provide a “Scaffold” to help children
develop their cognitive skills
Adults can show the way and support children and then slowly
withdraw their support as the child becomes more confident
and competent
① Provide support
② Function as a tool
③ Extend the range of the learner
④ Permit the attainment of tasks not
otherwise possible
⑤ Use selectively only as needed
23
24. Teacher’s Role
• Provides scaffolding (collaborative dialogue) to
assist students on tasks within their ZPD
• Fosters critical thinking, and creates motivated and
independent learners
• Modeling – provide opportunity for students to
experience
Students’ Role
• Students are the independent thinker who
develop questions and identify issues
• Engage in experiences that challenge hypotheses
and encourage discussion
• Involve in real-world situations from which they
can generate abstract concepts
24
25. Strength
① It plays considerable attention to the socio-cultural context.
② It gives an account of the relation between cognitive
development and learning
③ It acknowledges differences between individuals within the
same culture and between people from different cultures.
④ Rather than looking at the endpoint of developmental
processes, he looked at the process itself and analyzed the
subject’s participation in social activities.
Weakness
①
Vagueness of ZPD – only knowing the width of children’s
zones doesn’t provide an accurate picture of their learning
ability, or current level of development.
② A more developmental account of both contexts and children
is needed. Vygotsky’s theory offers little description of contexts
of children of various ages or developmental levels.
③
The sociocultural approach to development appears to lack
any major prototypical tasks that others immediately associate
with the theory.
25
26. 1
Hands-on activities are the best for the
classroom applications of constructivism,
critical thinking and learning
2
Collaborative & Cooperative learning
More expert peers can spur children’s
development along as long as they adjust the
help they provide to fit the less mature child’s
ZPD
3
Use journaling
It helps the students to better understand
how their own experiences contribute to the
formation of their theories and observational
notes.
Having students working together and
aiding to answer one another’s questions.
26
4
27. “ Hi! I’m Ji-hye, Yang. I was the mentor of this
program last summer vacation. Constructivism is quite
popular these days because this theory proposes
student-centered learning. So, it often looks the most
ideal aspects of the education. However, I want to
recommend you to consider the learning environment
and teaching goal before applying this theory to your
class. Because Vygotsky’s theory doesn’t fit well with
traditional age grouping or large size class. So, I think
the theory wouldn’t be effective in too large class
environment. Maybe you can’t manage whole
students because this theory is seen as less rigorous
than traditional approaches to instruction. Please keep
in mind this point, then good luck to you!
“ Hi! I’m Mi-jin, Lee. I was the mentor of volunteer
work. Vygotsky’s approach brought an important
change of view in instruction-learning relationship. I
really like his approach when I teach students. I want
to give you a tip for preparing your class. The tip is
using collaborative learning. Students can learn and
develop their own knowledge system within the
group. They can interact each other, and study
together. As a teacher, I was really fun when I looked
their activities and tried to support them. So, just trust
me and have a plan for group activity!”
27
28. How much do you know
about constructivism, Vygotsky, and learning?
In this section, we’re going to take a following quiz.
This is prepared for checking your understanding
of Vygotsky’s theory before your actual mentoring.
1
According to the constructivism, Which is an incorrect
answer about learning?
A) Learning is a search for meaning by the learner
B) Learning is defined by the outward expression of new behaviors
C) Learning is dialogic and recursive
D) Learning is contextualized
2
3
Which of the following is true according to Vygotsky?
A) Knowledge is individually constructed
B) Knowledge is constructed between people as they interact
C) Knowledge is gained through reinforcement
D) Knowledge is gained in a passive manner
Vygotsky’s terms for the capacities that are being developed but
are not as yet fully functioning is
A) community of learners
B) internalization
C) scaffolding
D) zone of proximal development
28
29. How much do you know
about constructivism, Vygotsky, and learning?
In this section, we’re going to take a following quiz.
This is prepared for checking your understanding
of Vygotsky’s theory before your actual mentoring.
4
Choose two roles of language in cognitive development
5
Instructional strategy that using constructivism is
6
A) Involved in real-world situations
B) Means by which adults transit information to children
C) Process of relating incoming information to concepts and ideas already
in memory
D) Very powerful tool of intellectual adaptation
A) lecture based
B) highly structured
C) collaborative and cooperative learning
D) curiosity encouraged
E) inquiry-oriented projects
Teachers in constructivism are
A) fostering critical thinking, and creating motivated and independent
learners
B) Modeling that provides opportunity for students to experience
C) providing stimulus
D) providing reinforcement
29
30. You did very good job to learn Vygotsky’s learning theory.
Now, we’re going to do some discussion activity.
Please make a group with 3-4 people surrounding your seat.
Then, solve the problem using Vygotsky’s theory
and share with the whole mentors.
You become a mentor for 1st grade students of XX high school during this
semester.
Problem: Students have difficult in solving math problems about the
relation of function of sine, cosine, and tangent.
Goal of mentoring: Facilitating students to know the right answer for a
long time.
Mentoring period: Will be 4 weeks.
Which constructivism strategies are effective for this case? Please discuss about
the solution, and specify your group’s instructional plan on below chart.
Then, we’re going to share it with the whole.
1) Free Note
2) Useful Vygotsky’s
Strategies
30
3) Brief Plan for 4 weeks
32. Skinner
Vygotsky
Reinforcement Type
& Schedule
Key Factors of
Learning
Social Interaction
Does not related to
learning
Context of Learner
Strongly influence
on learning
Strong Director of
his or her class
See Teacher As…
Just an Advisor, not
controller of class
Passive receiver of
Given Knowledge
See Children As…
Active Constructor
of Knowledge
Absolute /
Be given to learners
Knowledge is…
Relative /
Be constructed by
learners
Quantitative way
How to evaluate
learning?
Qualitative way
32
33. We think that Skinner’s fading strategy which used teaching new
behaviors is similar with Vygotsky’s scaffolding strategy.
Fading refers to fading out of discriminative stimuli used to initially
establish a desired behavior. And scaffolding is the support given
during the learning process which is tailored to the needs of the
student with the intention of helping the student achieve his/her
learning goals. So, we think that they are similar in the way that
providing enough stimuli or support to students and reduce the
degree of stimuli or support.
Also, we view that Skinner and Vygotsky have a common in
considering learning speed of students. Both were trying to
understand the individual’s differences in learning time and ability.
Even Skinner, one of the behaviorists, recognize students’ pace in a
way, and we can know this fact through the development of his
teaching machine.
33
36. 1
Application
as a Portable Guidance
Search “I am a mentor” at Google
Play Store. You can get an application
including contents of the guidance
book. Moreover, you can share your
problems brought about from
teaching activities via this application.
2
Animation Exhibition by
ILTisney Pictures
Using Adobe Flash
Visit animation exhibition by ILTisney.
You can see various videos about
behaviorism and constructivism.
36
37. Instructional-Learning Theory 2013-2
Educational Technology, College of Education
Ewha Womans University
2013/11/28 THU
DoTeample2013 Group
1142053 Lee, SeoYon
1140018 Park, JiYun
1346011 Seo, EunJi
1346017 Yang, JiHye
1346022 Lee, MiJin
