Learning Theorgies and Teaching Methodologies for O&M
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Transcript Learning Theorgies and Teaching Methodologies for O&M
Learning Theorgies and Teaching
Methodologies for O&M
VOL. 1
CHAPTER 7
Behavioral Learning Theory
Classical conditioning
Involves reflexive actions
Innate: Humans are born with reflexes
Most environmental stimuli are neutral therefore do not
automatically elicit a reflexive response
BUT Humans may LEARN to respond reflexively in circumstances
other than those biologically designed.
Conditioning can be used to change behavior
Classical
Conditioniong
What does it mean for
the Orientation and
Mobility Specialist
Desensitization
Fears and phobias can result from
classical conditions. (pairing can result
in maladjusted behvaiors.)
Example: bumping and jostling in the
hall resulting in stomach tightening
may result in anxiety, even when
traveling with no one present
Deconditioning
Involves: demonstrating that the
situation contains no negative
consequences and
Producing in the student contradictory
biological impulses
Operant Conditioning
The use of pleasant and unpleasant consequences to
change behavior
Reinforcement and Punishment
Reinforcer is any consequnce that strengthens or increases
frequency of a behavior.
Punisher reduces a specific behavior.
SO what is a punisher for one student may be a reinforcer for
another
For Example: removing a student from a classroom for
misbehaving
Reinforcers
Can be both positive
and negative
Primary reinforcers:
Innate pleasurable stimuli; satisfy built
in biological needs
Food
Water
Secondary reinforcers:
Conditioned Stimulus
Praise
Grades
Rewards
Secondary
Reinforces and
the O&M
Tricks of the Trade!
The use of secondary reinforces as
a means of helping students learn
patterns of behavior.
Commodities
Fun or Interesting Activities
Praise, approval
Feedback
Music, park, games
Social Reinforcers
Toys, clothes, recreational materials
Useful informtion aobut performance
Token Reinforcers
Grades, certificates, actual token to
exchange
Cognitive Learning Theory
Cognitive Theory
Gestalt Learning Theory
●
Humans have an inherant capacity for
making sense out of one’s
environment
Describes world in meaningful
wholes rather than isolated stimuli
Motor learning: Individual goes
from learning small parts of a task
to performing entire task
• Swimming: Person can learn
the breathing, proper strikes
and kicking but still sink until
the gestalt (new awareness) is
reached and components are
integrated
• Touch Technique: similarly
when all the components come
together it results in smooth
movement
Humans build schemes of connected facts
and concepts
The learning is an active pariticpant in
the process of learning
Instructors need to connect new
understandings and new facts to the
learner’s current network of facts and
concepts.
Advance organizer: initial statement or
visual abou thte subject to be learned
Analogies
Insertion of questions to help student assess
their own understanding
Asking students to point to a landmark
Social Cognitive Theory
Learners are active in the learning process AND they
are conscious processors of information about
themselves the their context
Learning is an internal process that may or may not lead to
particular behavioral change
Behavior is directed toward specific goals
Learning gradually become sef-regulated
Social
Cognituve
Theory
Continued
Self-Efficacy
Humans are more likely to engage in
particular behaviors if they believE they
will be able to exectue those behaviors
successfully
Self-Regulated Learning
To become self dircted, self-regulared
learners, students need to reach a point
where they establish their own learning
goals; monitor and evaluate their own
behaviors toward that goal
What does this
mean for your
students?
Ideally we would like
our students to get the
level of indepdendence
that they are able be
actively involved in
instruction through
self-regulated learning.
Ideally students will:
Goal setting and planning:
Articulate what the goals are and how
they plan to make those happen
Attention control, self-motivation, selfmonitoring:
Stay in the moment
Concentrate on details
Stay relaxed and use kinesthetic and
emotional feedback
Self-instruction
Remind themselves of the appropriate
actions
Self-evaluation
During and after the learning activity
Memory and Information Processing
The Memory System
Memory and cognitive processing are necessary components of
O&M
3 Components of the Memory System include:
Sensory register
Short-term memory
Long-term memory
SENSORY REGISTER:
External stimuli enters the sensory register where it is Forgotten
(Sometimes that is what we want with extraneous sensory input)
OR IMMEDIATELY processed……
And goes to
SHORT TERM MEMORY:
Storage system with limited amount of information for a
LIMITED amount of time (up to 30 seconds!) and is crowded
out by new information. The information is
OR it must be CODED to move it to:
LONG TERM MEMORY:
Coding is easier with a visual….see a problem here?
Long term memory is believed to be QUITE LARGE
….YIPEE! Memory is stored in three ways!
Types of Long Term Memory
Episodic Memory
Individuals memory of personal experiences
Impression of things seen or heard
Stored like a script for a movie: beginning, middle and end
Details of a frequent experience (i.e. being in your home) can be easily recalled
A “snippet” of information can cause a total recall (i.e. chorus to a familiar song)
Procedural Memory
Recall how to do something; especially a physical task
Stored as a kind of stimulous response pairing (cane + walking = smooth
unconcious action of cane movement)
A sequence of actions that also have a beginning, middle and end
Semantic Memory
Information learned in school
NO natural beginning, middle or end
Organized into schemes (networks of connected ideas)
Successful Long-term Memory Storage
High Salience
Common Experience
Vivid Sensory Imagery
Multiple potential paths for making connections
Guided Learning vs. Discovery Learning
Discovery Learning
Guided Learning
Especially important for novice
learners
Actively engages learner
Variation in extent to which instructor
provides demonstrations and structure
Set up the task so the learner is motivated
Engage the learner to find out how well he or she has
followed the lesson
Efficient when student needs to show the
same behavior repeatedly, Material is
presented largely in “final form” (i.e. cane
skills)
Good in predictable environments
Careful structure to the learning task along
with coaching and feedback
Self-directed discovery of key concepts
Increasing value once basic O&M skills
have een consolidated
Allows students to engage in the
learning task at their preferred style of
learning
Requires instructors to provide
sufficent information regarding goals of
the problem solving task and directions
The instructor must continue to
provide an appropriate level of
guidance for a productive discoery
exercise.
GOOD COACHING
GUIDED Practice
DISCOVERY Learning
• GOOD COACHING
• GOOD O&M INSTRUCTION