과제2 iltbook sl

Guidance

Book

Training Program For Edu-Volunteers

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 Pre-

Training 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 Team

3

5

Be the Skinnerian

Summary Appendix

• Glossary

• Instructional-Learning Material

You Are a Mentor

• What is the role of ‘Mentor’?

• Understanding Teenagers

• Skinner / Behaviorism

• Reinforcement Type

• Reinforcement Schedule

• Teacher & Students’ Role

• Strength & Weakness

• Instructional Strategies

• Seniors’ Advice

• Mini Quiz

• Case Study(Discussion)

• Vygotsky / Constructivism

• Cognitive Development

• Zone of Proximal Development

• Scaffolding

• Teacher & Students’ Role

• Strength & Weakness

• Instructional Strategies

• Seniors’ Advice

• Mini Quiz

• Case Study(Discussion)

Be the Vygotskian

• Comparing Skinner& Vygotsky

• A point of Similarity

6

Day 1

Be a

Mentor

Understanding

Middle School Students &

High School Students

AM10:00~PM12:30

Make & Share Classroom

Rules

With Other Mentors

PM13:30~PM16:00

Day 2

Be the

Skinnerian

Skinner Theory

: Operational Conditioning

Quiz for mentors

AM10:00~PM12:30

Discussion Activity

& Feedback from Others PM13:30~PM16:00

Day 3

Be the

Vygotskian

Vygotsky Theory

: Social-Constructivism

Quiz for mentors

AM10:00~PM12:30

Discussion Activity

& Feedback from Others PM13:30~PM16:00

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.

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

10

ABCs of Operant Conditioning

A

• Antecedent of

Stimuli

• If A is present

• If I say sit

B

• Behavior

• AND B is

emitted

• AND my dog

sits

C

• 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

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

13

Strength

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.

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.

14

1

2

3

4

Use a teacher-led approach(Lecture-based)

Use rewards and punishments

This strategy will helpful to manage

the classroom. Children likes token.

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 Check instructional objectives.

Behaviorism focuses on

evidence of learning.

In the classroom, the consequence of learning

should be shown to achieve the instructional

objectives.

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.”

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.

What learning process did B.F. Skinner describe?

A) Classical Conditioning

B) Operant Conditioning

C) Modeling

D) Observational Learning

What is a reinforcement?

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.

1

2

3

17


about behaviorism, Skinner, and learning?



of Skinner’s theory before your actual mentoring.

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.

Any aversive condition that when removed from a situation

increases the probability that a given behavior will occur is a

A) negative reinforcement

B) positive reinforcement

C) reward

D) negative punishment

E) positive punishment

Skinner favored reward over punishment largely because

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.

4

5

6

18

1) Free Note

2) Useful Skinner’s

Strategies

3) Brief Plan for 4 weeks

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.

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

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

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

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

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

25

Strength

Weakness

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.

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.

26

1

2

3

4

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

Hands-on activities are the best for the

classroom applications of constructivism,

critical thinking and learning

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.

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!”

28


about constructivism, Vygotsky, and learning?



of Vygotsky’s theory before your actual mentoring.

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

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

1

2

3

29

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

Instructional strategy that using constructivism is

A) lecture based

B) highly structured

C) collaborative and cooperative learning

D) curiosity encouraged

E) inquiry-oriented projects

4

5

6

Choose two roles of language in cognitive development

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


about constructivism, Vygotsky, and learning?



of Vygotsky’s theory before your actual mentoring.

30

1) Free Note

2) Useful Vygotsky’s

Strategies

3) Brief Plan for 4 weeks

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.

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

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.

35

Skinner

Operant conditioning

~~~~~~~~~~~~p.8

Positive reinforcement

Negative reinforcement

Positive Punishment

Negative Punishment

~~~~~~~~~~~~p.9

ABCs

~~~~~~~~~~~~p.10

Fixed-ratio

Variable-ratio

Fixed-interval

Variable-interval

~~~~~~~~~~~~p.11

Vygotsky

Constructivism

~~~~~~~~~~~~p.20

ZPD

~~~~~~~~~~~~p.22

Scaffolding

~~~~~~~~~~~~p.23

Modeling

~~~~~~~~~~~~p.24

Socio-cultural context

~~~~~~~~~~~~p.25

Hands-on activity

Collaborative learning

Cooperative learning

Journaling

~~~~~~~~~~~~p.26

36

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.

1

Animation Exhibition by

ILTisney Pictures

Using Adobe Flash

2

Visit animation exhibition by ILTisney.

You can see various videos about

behaviorism and constructivism.

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

Training Program For Edu-Volunteers

과제2 iltbook sl

Education

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