Behaviorism

what is behaviorsm..???

I almost forget about this posting..

here, i’ll explain abot what is behaviorism..

Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.

There are two major types of conditioning:

1. Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.

2. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.

Psychology of Education Final Project

In Psychology of Education final project, we are instructed to do observation in Elementary School and try to find the theory that the teacher use in their teaching. And make lesson plan based on what my observation.

I do the observation at Bangkle 1 Elementary School, and I get 4 grades in my observation. I see the teacher use behaviorism theory in their teaching.  The teacher just speech when they explain the material and the student just listen what their teacher explains. And when the teacher explains the material, I see there are some students enjoy their speech with their friend.

I think the teacher better use constructivism theory. Because, I think IV grade is high level class so we can start to use that kind of method learning. In this level, student must able to do like in constructivist learning theory, student must able to understand and apply about their knowledge that their teacher do, find problem and can solve the problem. Maybe the teacher can add discussion in his class.

Teaching Assessment Final Project

Okay, for my final project in teaching assessment class. My lecture asks me to make SPSS. And before I make the SPSS, I must make the test item first and do the observation in elementary school.  And I do it in group; my group are Anna, Siwi, and Tata.

My group does the observation in Banyubiru Elementary School, in 5 grades. There are 27 students in that class. After it, I and my group make the SPSS with student data in that school.

And, when the SPSS has done. It’s really surprisingly, from 40 number of test item that I and my group make, just 5 number are valid.

Waawww it’s really embarrassing test item that we make…… But, it’s okay for my group because this is the first time we use SPSS for analyze test item and make test item.

Constructivist Learning

Constructivism is an overarching theory that does not intend to demolish but to reconstruct past and present teaching and learning theories, its concern lying in shedding light on the learner as an important agent in the learning process, rather than in wresting the power from the teacher. In constructivist thinking, learning is inescapably affected by the context and the beliefs and attitudes of the learner.

Piaget’s constructivism is premised on his view of the psychological development of children. Within his theory, the basis of learning is discovery: ‘To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition’’ (Piaget, 1973).

According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge. The student selects information, constructs hypotheses, and makes decisions, with the aim of integrating new experiences into his existing mental constructs. The principles that permeate Bruner’s theory are the following (see Bruner, 1973):

– Instruction must be commensurate with the experiences that make the student willing and able to learn (readiness).

– Instruction must be structured so that it can be easily understood by the student (spiral organization).

– Instruction should be designed to facilitate extrapolation (going beyond the information given).

Having expatiated upon the main tenets of constructivism, let us now content ourselves with juxtaposing constructivism with other theories, objectivist theories that is, and, more specifically, contiguity theory. Byrnes (1996) and Arseneau and Rodenburg (1998) contrast objectivist and constructivist approaches to teaching and learning.

Objectivist View	Constructivist View
Knowledge exists outside of individuals and can be transferred from teachers to students.	Knowledge has personal meaning. It is created by individual students.
Students learn what they hear and what they read. If a teacher explains abstract concepts well, students will learn those concepts.	Learners construct their own knowledge by looking for meaning and order; they interpret what they hear, read, and see based on their previous learning and habits. Students who do not have appropriate backgrounds will be unable to accurately “hear” or “see” what is before them.
Learning is successful when students can repeat what was taught.	Learning is successful when students can demonstrate conceptual understanding.

Pygmalion

Pygmalion theory is the belief that self–‐fulfilling prophecies will fulfill themselves. In other words, if a teacher believes that a student will fail, they will be more likely to fail and if a teacher believes that a student will succeed then they will be more likely to succeed as a result of the teachers actions and inactions.

There are 4 factor in expectation that  teachers use to convey expectations.:

1. CLIMATE: the socioemotional mood or spirit created by the person holding the expectation, often communicated nonverbally (smiling and nodding more often, providing greater eye contact, leaning closer to the student).
2. FEEDBACK: providing both affective information (more praise and less criticism of high-expectation students) and cognitive information (e.g., more detailed, as well as higher quality feedback as to the correctness of higher-expectation students’ responses).
3. INPUT: teachers tend to teach more to students of whom they expect more.
4. OUTPUT: teachers encourage greater responsiveness from those students of whom they expect more through their verbal and nonverbal behaviors ( providing students with greater opportunities to seek clarification).

Microsoft Excel

Today, we learn how to process student score using Ms.Excel. woww..It’s really confusing for me. We must use formula to count our student score. As you know there are many student in class, so we must be honest to make this score using Ms.Excel. Some of my friend are confused also about how to make this score system, but we help each other so it can solve.  Even though it’s confusing, I’ll study harder again, because this is important for me, when I make score for my student in the future.. he.he…

Multiple Intelligent

As a matter of fact, one scientist came up with a new theory about intelligence more than twenty years ago in 1983. Dr. Howard Gardner of Harvard University proposed that people were much more complex than standard testing suggested. He argued that traditional intelligence tests favored logical and mathematical people, but that different people had different strengths. And he divided  8 differences of multiple intelligent:

1. Linguistic and verbal intelligence: you are good with word, good writer, good with crossword puzzles, you like to debate or argue, you explain things well.

2. Logical intelligence: you are good with math and logic, you enjoy solving mysteries, you can solve logic problem, you like to put things in their places, you’ve always been interested in scientific discoveries.

3. Spatial intelligence: you are good with pictures, you can put puzzles together, you appreciate art or photography, you prefer geometry over algebra, you make outlines when you write a paper.

4. Body/movement intelligence: you are good with activities, you’re good at sports, you can dance well, you talk with your hands, you’re interested in acting, you like to build things.

5.  Musical intelligence: you are good with rhythm, you’d like to be a drummer, you criticize a new song when others just accept it, you enjoy a few types of music, you can figure out how to play a tune on an instrument.

6. Interpersonal intelligence: you are good with communication, you sometimes feel like a mind reader, you hate injustice, you’re a good listener, you see through people who aren’t being honest, you know how others feel.

7. Intrapersonal intelligence: you are good with analyzing things, you think a lot, people think you’re dreamy, you can analyze dreams, you are self-critical, you second guess yourself, you really get into a good book.

8. Naturalist intelligence: you are good with understanding natural world, you like the wilderness, you read about nature, you stop to look at bugs, you categorize things, you read about explorers.

SOURCES:

•http://www.businessballs.com/howardgardnermultipleintelligences.htm

•http://homeworktips.about.com/od/learningstyles/ss/multiple.htm

Memory and Learning

Learning

Learning is relative durable change in the knowledge that is due to experience. This actually covers a lot of ground.  So, a baby beginning to walk, a guy taking guitar lessons so he play well enough to impress girls, a single mom taking real estate classes to get her real estate license and switch careers, a kid figuring out how to advance to the next level on a video game without resorting to cheat codes, a grandfather regaining lost function in a hand after a stroke, all of these reflect types of learning.

In learning we need:

1. Motivation

2. Attention

Memory 

Memory generally is defined as the processes of encoding, storing, and retrieving information. Like our previous definition of learning, this also covers a lot of ground. A guitar player effortlessly plays a song that he learned years ago, a student picking an answer on a multiple-choice test, a smell of a particular type of pie baking generating a vivid recollection of a childhood Christmas at your grandmother’s house, an adult getting on a skateboard and riding it like he did when he was a kid 20 years ago.  All of these are forms of memory, though they’re all different, some involving conscious effortful recall of things you can put into words and other not. But they’re still all forms of memory by our definition.

CBC Radio

That record talk about education debate. In mass education, the teachers still use conventional system and look classical such as demonstration. Just teach like they wanted and not effective and the student doesn’t active. Student need more practice and the reality than just sit in the class and listen their teacher. That record, make me know maybe education system need to be reformed from mass education into homeschooling. In mass education, teacher give student a lot of material, but most of it is useless for their future.

Make Test Item

My class get final assigment to make test item in group.
My group are siwi, ana, tata and me.
And my group have to make indonesian test item and we must  test the test item to elementary school.
We make decision to test the test item in Banyubiru Elementary School.
We have made the permission letter and my group will do the test in Banyubiru Elementary School at Monday, 5 March 2012..
Be spirit…!!!!!
╭（′▽‵）╭（′▽‵）╭（′▽‵）╯ GO!

Kohlberg’s Stage of Moral Development

Kohlberg’s make six part of moral development and he make into three level.

** Level 1. Preconventional Morality

http://www.flickr.com/photos/beija-flor/52292046/

– Stage I. Obedience and Punishment Orientation

At stage 1 children think of what is right as that which authority says is right and doing the right thing is obeying authority and avoiding punishment.

– Stage 2. Individualism and Exchange

At stage 2 children are no longer so impressed by any single authority, they see that there are different sides to any issue. Since everything is relative, one is free to pursue one’s own interests, although it is often useful to make deals and exchange favors with others.

** Level II. Conventional Morality

– Stage 3. Good Interpersonal Relationships

At stage 3 they emphasize being a good person, which basically means having helpful motives toward people close to one.

– Stage 4. Maintaining the Social order

At stage 4, the concern shifts toward obeying laws to maintain society as a whole.

** Level III. Postconventional Morality

– Stage 5. Social Contrast and Individual Rights

At stage 5, they emphasize basic rights and the democratic processes that give everyone a say.

– Stage 6. Universal Principles

At stage 6, they define the principles by which agreement will be most just.

And, I think it’s important to learn about Kohberg’s stage of moral development, because it can help us who will became a teacher to make good teaching to our student according their moral development.