• Provide students with "good problems" that stimulate exploration and discovery;
• Create group learning activities;
• Model and guide
the knowledge- construction process.
▪ Organize new information;
• Link new information to
existing
knowledge;
• Use techniques to guide and support students' attention, encoding, and retrieval.
▪ State
objectives of
the instruction as learner behaviors;
• Use cues to guide students to desired behavior;
• Use consequences
to
reinforce
desired
behavior.
How does
the teacher carry out his
or her roll?
To provide students with a collaborative learning situation, and to function as a coach and facilitator.
To guide and support cognitive processes that support various memory functions.
To arrange the reinforcement contingencies and present them to
the students.
What is the teacher's role?
Interplay among students' existing knowledge, the social context, and the problems to be solved.
Involves several processes: attention, working memory, encoding into long-term memory schemas, retrieval.
An antecedent, prompts a behavior that is followed by some consequence.
How is learning viewed?
A change in meaning constructed from experience.
A change in
knowledge as
stored in memory.
A change in the probability of a particular behavior occurring in a particular situation.
How is
learning described?
Behaviorism
Arranged
by Gordon Vessels 2005