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Contributions Applied to Emily's Setting

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Contributions Applied to Emily's Setting

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I feel that I am still developing Briggs research into my teaching practices.  I am still learning about instructional design and have not yet mastered implementing it into my classroom.  However, I do use B.F. Skinner's theory in my teaching practices a lot. As a substitute teacher, I have very little time to earn respect with my students and build rapport. I use a point system when I sub. When they are showing good behavior and working hard they earn a point. If they earn 5 points by the end of the day, I save time to play a game. This has really worked for me a substitute teacher and my students are much more focused and motivated to learn through this behavior management point system.

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I feel I use B.F. Skinner's theory in my classroom. For my classroom management system, I use class Dojo. This is a system that when a student does something well, they earn a point. When they get to 15 points, they earn a personal reward, when the class gets to 100 points together, the class earns a reward. Skinner believed that a reward should fallow the behavior and then the behavior would change to what you want it to be.

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Contributions Applied to Megan's Setting

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Contributions Applied to Megan's Setting

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All of my students have some sort of disability and most of them are between the ages of 3 and 5 years old.  The learning process that Thorndike studied, as well as his theory of connectionism can be applied to my setting.  I have to keep in mind that my students learn at a slower rate than their typical peers and they need more processing time and repetition in order to learn new skills.  Reigeluth's elaboration theory can also be applied to my setting because I start with basic skills such as kicking and I build on those skills in order for my students to be able to apply them in a game-like setting such as soccer.

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-Thorndike was born in the 19th Century.  Reigeluth was born in 1946 and is currently teaching at Indiana University
-While Reigeluth, Skinner and Thorndike developed theories specifically for education, Briggs work was largely used elsewhere. Public education has been slow to implement his perspectives.

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-Thorndike created the foundation for the learning process which helped guide Skinner, Briggs, and Reigeluth to their contributions to ID.
-Both Thorndike, Reigeluth, and Skinner attended Harvard at some point in their career.
-Both Skinner and Thorndike worked on the Behaviorism Learning Theory
-Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike's law of effect.
-Skinner’s progressive stages of learning sounds similar to Reigeluth’s elaboration theory.

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-Good Therapy. (2015). Edward Thorndike. Retrieved from http://www.goodtherapy.org/famous-psychologists/edward-thorndike.html
-McLeod, Saul. (2015). Skinner- Operant Conditioning.
Retrieved from by http://www.simplypsychology.org/operant-conditioning.html
-Roblyer, M. D. (2014). Introduction to Systematic Instructional Design for Traditional, Online, and Blended Environments, Video-enhanced Pearson Etext Access Card. Pearson College Div.

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Research/Professional Experiences:
-B.A. in Economics from Harvard.
-Ph.D. in Instructional Psychology from Brigham Young University.
Main Perspectives on ID:
Elaboration Theory: Instruction should be organized from least to most complex.  Basic information is expanded upon, instead of tackling complex information without the prerequisite knowledge for understanding.

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Research/Professional Experiences:
-Undergraduate degree from Wesleyan University
-Graduate work at Harvard
-PhD from Columbia University by age 23
-Taught at Teachers College at Columbia University from 1899 until he retired in 1940
Main Contributions:
-Theory of connectionism:

-Law of effect: "determined by consequence"

-Law of recency: "requires that recurrence is determined by the most recent response"

-Law of exercise: "when a stimulus is administered upon response, each subsequent response is strengthened.

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Professional Experience
~Received Psychology degree at Ohio State University in 1948.

~1968-1985 he was a professor of ID at Florida State University.

~Our text refers to him as the “Godfather of ID” (Roblyer, 2014, p. 9).

~He has written more than 100 articles and books on ID.
Main Contribution
~He was a huge contributor to the development of educational technology.

~Described 5 features essential for effective ID: (1) system design to solve problem, (2) agreement among objectives, materials, and assessments, (3) orderly / flexible sequence of planning to design the system, (4) design procedures based on research, and (5) tryout and revision of the result of ID (Roblyer, 2014, p.9).
Perspective on ID
~That instructional design will make instruction more effective, efficient, and more relevant.

~ID has been mostly applied in military, aerospace, and business and industry training.  Due to all the challenges schools are facing, Briggs believes that public education will use these practices.

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Research/Professional Experiences:
-Doctorate from Harvard
-An advocate in the teaching machine phase and the programmed instruction movement
-Demonstrated at the University of Pittsburgh a machine designed to teach arithmetic, using an instructional program
-Published The Science of Learning and the Art of Teaching
Main Contribution
-Operant Conditioning Learning Theory: Helped shift education’s focus to the outcome behavior of learner

-Believed that behavioral change is learning.

-The conception of instructional design (as a discipline) is credited to Skinner and partners.
Perspective on ID
-Teaching should be broken into progressive stages or steps with reinforcement following each stage.

-Three instructional approaches to learning: mastery, computer-assisted, systems approach.