Tania Colligan Assignment 2 EDC245 SP1 2023

docx

School

Curtin University *

*We aren’t endorsed by this school

Course

245

Subject

Psychology

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by DukeSalmon3192

Tania Colligan 1781878 Case study One Reading is an important skill that is needed to interact with the environment and is a medium that can transfer into other curricular areas. Behaviourists view learning as observable, in which the behaviour changes and is measurable using direct instruction. It is the belief that the teacher needs to provide or create a classroom environment with the right stimulus that can be observable and measured (Duchesne et al., 2022 & Churchill et al., 2022 ). The mental activity, i.e., cognitive processes of acquiring new behaviour, is rejected by behaviourism theorists because they state it cannot be measured. They want to see if the skill has occurred using observable behaviour. For example, watching YouTube to learn a new skill is not seeing if they have acquired it. Learning occurs when the students complete that skill and can be measured by the teacher. (Çakıroğlu, 2019, p. 1). Behaviourists theory in an education setting includes direct instruction and bottom-up reading instruction through the teachers planning and providing systematic instruction using a step- by-step process for students to learn. The lessons are targeted to the student's abilities and to what responses or reinforcers are desired (Al-Shammari et al., 2019, p. 409 + 410). When students are exposed to phonemes, they need to be repeated or reinforced for the conditional stimuli to provide recognition skills that help with reading. Behaviourists prefer phonics-based methods, which involve systemic instruction and provide an opportunity for observable behaviour. Schools can purchase different phonics programs to implement in literacy programs. For example, one is called multi-Lit, which provides a non - categorical approach to instruction. The MultiLit program has a measurable, observable approach focusing on systematic skills- based reading instruction. It is an interactive model tailored to children's varying needs. The teacher provides a direct instructional method to teach phonics and practice the principles of decoding and word attack skills (Wheldall & Beaman, 1999) . It follows behaviourism views of learning through instructional experience with tasks broken down into steps and has measurable objectives ( Al-Shammari et al., 2019, p. 409 + 410). 1

Tania Colligan 1781878 A survey was conducted by the research team from the MultiLit program for teachers who have implemented it, and 96% of them thought the program benefitted the students. Results from the program's implementation from 1996 to 1998 showed that out of 106 students, 73% improved their reading and comprehension, while 50% could correctly read words per minute in the Wheldal Assessment of Reading Passages (WARP). WARP is one of the assessments used to monitor students' progress and to see if they need 2-tier support (Wheldall & Beaman, 1999) . "Formative assessment, evaluation, and feedback assess the progression of learning and examine the gaps where remediation or even enrichment is necessary " (Al-Shammari et al., 2019, p. 409). Behaviourists use assessment to determine where the students are in their learning, provide the best support, and include students with special needs. Dyslexic students come under that umbrella too. The teacher needs to provide a structured environment with clear objectives in the lessons. Students with dyslexia need tasks broken up into small steps and allowed time to process what they are learning, such as having checklists to keep track of what they need to complete and the timeframe given to the tasks and allowing more time for them to complete it. When learning to read, students with dyslexia benefit "from building a base of phonetically regular words before learning non-phonetic words" (Greene, 1993, as cited by Wadlington et al., 2018, p. 4 ). Using a phonics program for the whole class would benefit not only the student with dyslexia but English as an additional language or dialect (EALD). EALD students find learning to read challenging as there is no immersion in the spoken English language at home. With varying cultural beliefs, the teacher is expected to provide direct and explicit instruction and oversee the EALD students learning. Due to the need to model correct English from home life, a phonics-based reading method is best to help teach them to read (Robinson, 2018, p. 4). Skinner explained through his behaviourism theory that students learn language through constant repetition and developing habits. EALD students benefit from constant repetition to learn English at school, and phonics programs provide this (Anderson, 1995, p. 17). An example of repetition in the classroom is to do drills every morning with the alphabet sounds and phonemes with rules like 'when two letters make one sound, it is called a digraph.' 2

Tania Colligan 1781878 Behaviourism theory provides best practices for all students and helps teachers provide an inclusive classroom catering to all needs. In conclusion, applications of behaviourism involve instructional, systematic, and observable. The learning provides permanent changes from engaging in a direct instructional classroom. When a teacher uses direct instruction, it focuses on sequential skills based on what is being taught. In addition, assess the students to provide observable evidence of the skills they have learnt. Phonics-based programs teach letter sounds, decoding and isolated skills that help students learn to read, which is a behaviourist approach to reading. MultiLit is a phonics program involving instruction and drills using a measurable assessment. This program is good for dyslexic and EALD students because it provides regular practice in decoding words and learning rules to help them read. It will not cure dyslexia but provide the tools to help them read. EALD students need repetition and benefit from drills providing regular practice to understand and apply the alphabetic principle to decoding words. Reading is an important skill that all students learn in school; the behaviourist view of learning is from an instructional experience. Using observable measures to evaluate the student's performance can guide and help them learn to read at the level they need. 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Tania Colligan 1781878 Case Study Four Albert Bandura developed a theory to explain that learning is more than conditioning behaviours. He believes that learning comes from observing, imitating, and modelling others. Motivation and attention influence students' learning, attitude, and emotions. (Anderson, 1995). Bandura's social cognitive theory was based on his Bobo doll experiment, which showed children mimicking the behaviour of aggression they had observed. It demonstrated how children could learn from observing others' behaviour and bring a cognitive component to the theory (Duchesne et al., 2022). There are many different influential models that children are surrounded by, like parents, family, friends, teachers, and TV programs. For example, a child observes another student putting their hand up to ask a question, and then instead of calling out, they put their hand up. Bandura has four elements of social cognitive theory: attention, retention, reproduction, and motivation. Attention, the behaviour must be noticed to be imitated and focused on the task. For example, they are using technology and applications for the students to enjoy engaging in the spelling task. Write their words in different fonts and then illustrate with emojis. This task is good for all different abilities. In retention, the student must remember their observed behaviour and requires considerable memory skills. The lessons need to be explicit and have a repetitive manner. For example, the teacher uses different ways to learn times tables to help the students retain them. Then students need to be able to reproduce the learned behaviour and given the time to practice; this is the third element in a social theory called reproduction. If the teacher allows the students to practice their presentations and record them so they can see and see or hear any improvements, they can reproduce what they have learnt (Duchesne et al., 2022). The fourth element is motivation which affects if the behaviour is replicated. Reinforcement and punishment are key factors to motivation, it affects if the student imitates the observed behaviour. When a student observes others being rewarded is a way they can be motivated. For example, when a student sees someone else rewarded for good work, then it motivates them to do good work. Motivation involves feelings, goal-directed, and self-efficacy. 4

Tania Colligan 1781878 Self-efficacy comes from Bandura's theory which states that people can choose to make things happen and control them. Using a positive attitude with an "I can do it" attitude and others being successful want people to do the same (Duchesne et al., 2022, p. 140). Social persuasion, any verbal feedback, also affects and shapes self-efficacy. Students' anxiety and stress will affect self-efficacy and can determine their success on a task (Duchesne et al., 2022, p. 141). Gifted students' motivation and self-efficacy can be affected if their needs are unmet. "Studies showed that 84% of learning experiences for gifted learners are not differentiated in a regular classroom" (Archambault et al., 2003, As sighted Burney, 2008 pg. 7). A teacher can implement a strategy to have higher-level challenges that gifted students can access. It will help develop their self-efficacy and master skills of new learning. Students will be more engaged if they can work with others with the same abilities. It will allow them to imitate observed behaviour and further develop their motivation. A way to engage and gain the gifted student's attention is to get them to support their peers, and it will give them self-efficacy of 'I can do this, so I can help others do it'. It also gives the students positive reinforcement developing their feeling of confidence. "Learners need to believe in their abilities. Self-belief is crucial to accomplish any degree of success and motivation" (Reid, 2012, p. 64). Dyslexic students can have a negative attitude toward themselves with their learning. Giving positive feedback and encouragement while setting them up for success will give them social persuasion toward self-efficacy. To help develop motivation and self-efficacy in dyslexic students to provide achievable tasks and encourage them to take ownership of their learning. An example of this is using Siri on an iPad to ask how to spell a word or the meaning of the word for a spelling task. They will move from extrinsic to intrinsic motivation if they learn to use their strengths and not focus on their weaknesses (Reid, 2012). Another strategy is using group tasks which can help motivate a student with dyslexia if they are set up with the right kind of peers; that give positive reinforcements, not negative ones. It is important that they feel comfortable working with others and not have fear of being put down or made fun of because they struggle with reading. These responses will affect their self-efficacy and whether the observed behaviour will be repeated. 5

Tania Colligan 1781878 In conclusion, the social cognitive theory was developed by Albert Bandura with the view that learning comes from observed behaviour. It fundamentally came from the Bobo doll experiment in which students, too, became aggressive when they observed someone being aggressive. Bandura believed this is how learning occurs. It is affected by the social environment linking external and internal influences. The social cognitive theory has four elements that contribute to explaining the theory. It explains that the ability to pay attention, retrieve information, reproduce, and motivate themselves affects how they learn and if the observed behaviour is repeated. Then what influences learning behaviours is self-efficiency by students' motivation to complete tasks. Students can control their actions and ability to perform tasks. Positive or negative feedback can shape and affect the student's self-efficacy. The key focus of Bandura's theory is the influence that observing others impacts students learning. Gifted students learning would benefit from tasks catering to their strengths and needs. When the teacher caters to the gifted student, they are more motivated to perform tasks and develop their self-efficacy. Dyslexic students can have low self-esteem due to a lack of confidence in completing tasks due to their struggles with reading when they are empowered to manage their tasks and learning through adaptation and strategies to use for them to be independent. The students will then be motivated and feel positive about their learning. Overall, Bandura's social cognitive theory contributes to how students learn and demonstrates how it is learnt through observing others. 6

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Tania Colligan 1781878 Reference Anderson, L. M. J. (1995). Self-efficacy of teacher education students: A study based on Bandura’s social cognitive theory . University Microfilms International. Al-Shammari, Z., Faulkner, P. E., & Forlin, C. (2019). Theories-based inclusive education practices. Education Quarterly Reviews , 2 (2). https://doi.org/10.31014/aior.1993.02.02.73 Burney, V. H. (2008). Applications of social cognitive theory to Gifted Education. Roeper Review , 30 (2), 130–139. https://doi.org/10.1080/02783190801955335 Çakıroğlu, A. (2019). The language acquisition approaches and the development of literacy skills in children. International Electronic Journal of Elementary Education , 11 (2), 201–206. https://doi.org/10.26822/iejee.2019248600 Churchill, R., Keddie, A., Apps, T., Batt, J., Beckman, K., Grainger, P., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., & Rogers, J. (2022). Teaching: Making A difference . John Wiley and Sons Australia, Ltd. Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology for learning and teaching . Cengage Learning Australia. Reid, G. (2012). Dyslexia and inclusion: Classroom approaches for assessment, teaching, and learning . Routledge. Robinson, J. M. (2018a). Evaluation of Teaching Methods to Improve Reading Performance of English Language Learners. Journal for the Advancement of Educational Research International, , 12 (1), 25–33. Wadlington, E., Jacob, S., & Bailey, S. (2018). Teaching students with dyslexia in the regular classroom. Childhood Education , 73 (1), 1–6. https://doi.org/10.1080/00094056.1996.10521890 Wheldall, K., & Beaman, R. (1999). (publication). Making Up Lost Time in Literacy (pp. 1– 45). Sydney, NSW: Commonwealth of Australia. 7

Tania Colligan Assignment 2 EDC245 SP1 2023

Related Documents