1. What are the two main elements of Skinner's Behavioral Learning Theory?
I agree that this is a level one question in Bloom's taxonomy because it asks to identify an idea.
The two main elements of Skinner's Behavioral Learning Theory are stimulus response and reinforcement.
5. Kruse writes: "when discussing learning, we must realize that the process is the same, but the learner is different." What do you believe Kruse means by this?
At first, this question strikes me as a level 2 because it asks to define meaning. But the addition of "what do you believe" makes it more like a level 4 (infer).
I think Kruse means to say that rather than say that people learn in different ways, (i.e., the process is the same), we just need to know that each learner comes to the process at a different point in it.
5. Construct a lesson plan that uses scaffolded instruction as defined by Vygotsky.
I am not sure if this is a level 5 or more of a level 3, applying the scaffolding idea.
Outline of a lesson plan of setting the table for my six year old daughter with a cognitive disability:
Students prior knowledge:
Cannot count but can name off people in family
Goals:
set plates and silverware in correct spot on table and in the right amount
Plan:
Set out placemats on the table so she knows where to place plates and then remove placemats after she gets used to the places.
Help her take plates out of cupboard using names of family members, one for each member. Show her where they go on the table.
Help her take silverware out of draw, one fork for each family member, one knife for each family member and show her where they go on the table.
Demonstrate counting as a substitute for naming family members. Show counting on fingers up to five. Count together until she can count on her own.
Gradually remove assistance for taking out silverware and plates as she understands how to do it on her own.
Response to comments:
Sarah's ZPD in this case include the area between putting all the plates in a pile on the table (which she can do independently) and putting them in specific places around the table (which she can do with help). it also includes the area between putting a bunch of silverware on the table and putting the correct amount on the table. One way to assist her in this ZPD would be to incorporate social learning. That is, she could set the table with one of her siblings, who could sing a song about five pieces of silverware or sing a song with the names of the family. We could make this song part of our family life at other times thereby adding to the social reinforcement of the learning.
Eileen,
ReplyDeleteYour lesson plan makes sense and is thorough. You have applied Vygotsky's concept of scaffolding and demonstrated you know how it could be applied in a situation with a particular learner.
How could you incorporate another Vygotskian concept like the ZPD (and the social aspect of learning he found so fundamental) to your lesson?
Keep pressing!
GNA
Response to comments:
ReplyDeleteSarah's ZPD in this case include the area between putting all the plates in a pile on the table (which she can do independently) and putting them in specific places around the table (which she can do with help). it also includes the area between putting a bunch of silverware on the table and putting the correct amount on the table. One way to assist her in this ZPD would be to incorporate social learning. That is, she could set the table with one of her siblings, who could sing a song about five pieces of silverware or sing a song with the names of the family. We could make this song part of our family life at other times thereby adding to the social reinforcement of the learning.