Transcript How do we learn? - Ms. Jacques

HOW DO WE LEARN?
INTRODUCTION TO PSYCHOLOGY WEBQUEST
INTRODUCTION
Most often, we think of learning as something we do
in school; something formal. Learning, however,
takes place continuously every day. We learn not to
touch hot surfaces, how to hit a baseball, and how to
behave in a restaurant.
We essentially learn in one of three ways:
1. Operant Conditioning (by reinforcement)
2. Classical Conditioning (by association)
3. Cognitive Learning (observational & latent
learning)
How do we learn bad habits?
Why do some believe wearing their
“lucky” socks will help their team win
a game?
What study habits work the best?
Why?
Why are you anxious every time you
go to the dentist?
THINK ABOUT IT!
YOUR TASK:
Research and design a project of your choosing that
illustrates the principles of the three learning theories
and provides two original examples of each.
THE PROCESS:
Step 1: Research the different ways we learn.
Identify the following:

a description / definition of the learning theory

characteristics of the theory
(For each learning theory,
slides identifying key concepts
& suggested websites follow)
Step 2: Describe/illustrate two examples of real-life
applications of each learning theory.
Step Three: Choose a project or presentation type
from the menu board below.
Design & display Write an essay.
a bulletin board.
Create a poster
series.
Teach a lesson.
Create an
illustrated
subject
dictionary.
Design &
present a power
point.
Design a
brochure or
guide.
Write & illustrate
a children’s
book.
Perform a talk
show.
Perform a series
of one-act
plays.
Design and
present a prezi.
Create a board
game.
CLASSICAL CONDITIONING
Think about:
Principles of learning by association
 Clear explanation of unconditioned stimulus, unconditioned
response, conditioned stimulus, conditioned response
 Examples of generalization, extinction, spontaneous
recovery, extinction (if applicable to your example)
 Little Albert video clip for those interested:
http://www.youtube.com/watch?v=9hBfnXACsOI
SUGGESTED WEBSITES – CLASSICAL
CONDITIONING
• http://www.learning-theories.com/
• http://allpsych.com/psychology101/learning.html
• http://www.simplypsychology.org/classicalconditioning.html
• http://www.psychpost.org/2011/04/classicalconditioning-in-marketing.html
• http://cla.calpoly.edu/~cslem/101/8-C.html
OPERANT CONDITIONING
Think about:
 An explanation of the role of reinforcement in learning
 Types of reinforcers and reinforcement (examples)




primary & secondary reinforcers
Positive reinforcement
Negative reinforcement
Punishment
 Role of generalization, extinction, and discrimination (examples)
 Schedules of Reinforcement (examples)
 Variable and Ratio Schedules
It is not necessary to include ALL of the above in your presentation/project.
However, you should correctly identify your example(s) using the appropriate
vocabulary.
SUGGESTED WEBSITES: OPERANT
CONDITIONING
http://www.simplypsychology.org/operantconditioning.html
http://www.seaworld.org/infobooks/Training/atlearn.html
http://www.learning-theories.com/
http://allpsych.com/psychology101/learning.html
http://www.psychologyandsociety.com/operantcondition
ing.html
http://peoplelearn.homestead.com/BEduc/Chapter_4.pd
f
http://www.cliffsnotes.com/study_guide/OperantConditioning.topicArticleId-25438,articleId-25346.html
http://www.netplaces.com/psychology/conditioningand-learning/applications-of-operant-conditioning.htm
COGNITIVE LEARNING –
OBSERVATIONAL & LATENT
LEARNING
Think about:
E.C. Tolman’s research on latent learning
Bandura’s research on observational learning &
modeling
SUGGESTED WEBSITES – SOCIAL
LEARNING
http://www.learning-theories.com/
http://allpsych.com/psychology101/learning.html
http://www.sccs.swarthmore.edu/users/08/ajb/tmve/
wiki100k/docs/Observational_learning.html
http://psychcentral.com/encyclopedia/2009/observ
ational-learning/
http://www.netplaces.com/psychology/conditioning
-and-learning/applications-of-observationallearning.htm
http://peace.saumag.edu/faculty/kardas/courses/G
PWeiten/C6Learning/ObsvLearn.html
HOW DO WE LEARN ? PROJECT RUBRIC
Distinguished
Proficient
Developing
Unacceptable
Collaborate & Cooperate
Actively helped to
identify group goals &
worked hard to meet
them;
Communicated
commitment to group
goals & carried out
assigned tasks.
Communicated
understanding of group
goals but did not carry
out assigned tasks
satisfactorily
Did not work toward group
goals or may have actively
worked against them.
Examples & Theoretical
explanations
Two original examples
were included for each
of the four learning
theories. Project included
a thoughtful explanation
of the learning theory &
accurately used terms to
describe examples.
Two examples were
included for each of the
four learning theories.
Summaries of the
learning theories were
accurate for the most
part and terms were
used appropriately.
Examples for the four
learning theories were
presented. Examples
may have included
some inaccuracies or
theories were not clearly
explained. Term use was
limited in the
descriptions.
Examples may have been
missing or incorrect. Limited
explanations of the theories
were included and/or term
was limited.
Sources &
Documentation
Works Cited page
complete & correct.
Works Cited page with a
few errors.
Works Cited page
incomplete, significant
errors.
Works Cited page absent.
Quality Work – The
Product
Advice was presented in
a creative, engaging,
well-organized, and
illustrated project.
Advice was presented in
an organized and
creative project.
Advice was presented in
a project. Limited
creative efforts – a basic
presentation.
Advice was presented in a
poorly organized and
developed project.
Exceeded objectives,
expectations, &
requirements.
Met objectives,
expectations, &
requirements.
Met some but not all
objectives, expectations,
& requirements.
Engaging, articulate,
audible; demonstrates
confidence & poise;
doesn’t not depend
solely on aids (PPT or
notes) to discuss project.
Eye contact is present.
Generally clear &
audible, few vocal
distractions, good eye
contact. Limited
reliance on aids to
discuss project.
Sometimes unclear; poor
eye contact, some
distracting habits; may
have read directly from
notes or PPT.(
Presentation / Oral
Communication
School-wide rubric components are underlined.
Did not meet objectives,
expectations, &
requirements.
Difficult to follow, little or no
eye contact, frequent vocal
distractions OR played no
role in the group
presentation.(
*Graduation competencies are available.
CONCLUSION
Now that you have become experts on the main
ways people learn behaviors: classical conditioning,
operant conditioning, and observational learning,
our focus will shift to cognitive learning and the
factors which impact our ability to learn.
Do learning styles matter in the classroom?
What is intelligence and how is it defined?
Is there more than one kind of intelligence?
What factors impact our intelligence?