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Classical Conditioning is when a new response is made after two stimuli are combined (Ormrod, 2020, p. 43).

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Pavlov’s Dog Experiment: For Whom the Bell Tolls - Academy 4SC

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Introduction Riona is spending the day at a local carnival with her friends. The first thing she decides to do is buy her favorite fair food: funnel cake, loaded with plenty of powdered sugar and cinnamon. After eating the funnel cake, Riona waits for half an hour to digest the…

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(B) How can Classical Conditioning be applied to teaching? 

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(B) How can Classical Conditioning be applied to teaching? 

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Students naturally react to teachers getting their attention and telling them what to do for each section of the school day. Timers can be paired with the directions of the teacher to help students learn time management skills. After the two stimuli have been paired repeatedly, the students will begin to complete the required task (such as clean up and wash hands for lunch) after they hear the timer go off rather than wait for the teacher to give them the directions.

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Cueing is a strategy used to prompt or encourage specific behavior (Ormrod, 2020, p.69).

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Beverley Taylor Sorenson Arts Learning Program

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Basic Classroom Management Overview Part 3: Cueing

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(B) How can Cueing be applied to teaching? 

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(B) How can Cueing be applied to teaching? 

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Teachers use the cueing strategy to encourage students to behave appropriately. A teacher might cue students to get silent by saying the phrase "waterfall" to get the students to reply with the sound of a waterfall "shhhhhh". Another example is a teacher saying "eyes forward, line straight" in the hallway while the class is walking to lunch.

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(A) What is the influence of culture on learning (sociocultural theory)? 

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(A) What is the influence of culture on learning (sociocultural theory)? 

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Lev Vygotsky's sociocultural theory was that children learn from the interactions with the adults around them and from the culture in which they grow (Ormrod, 2020, p. 164).

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Vygotsky's Theory of Cognitive Development in Social Relationships

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(B) How can understanding the influence of culture on learning be applied to teaching? 

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(B) How can understanding the influence of culture on learning be applied to teaching? 

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Ormrod states, "..adults help children interpret and respond to new experiences using many culture-specific concepts and explanations that previous generations have passed along" (Ormrod, 2020, p. 164). It's important for teachers to understand the cultures of their students, celebrate the students' differences, and learn from the lives of others.

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Chunking is organizing information into chunks to better store and remember the information (Ormrod, 2020, p. 176).

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(B) How can chunking be applied to teaching? 

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(B) How can chunking be applied to teaching? 

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Teachers can use chunking to help students organize new material they have learned. They can use this strategy to help students create graphic organizers, notes, mnemonic devices, etc. Students can't learn everything at once. If they are given all of the information at once, they will not remember any of it. Teachers have to organize the information into ways that make sense for the students to remember.

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(A) What is Personal vs. situational interest? 

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(A) What is Personal vs. situational interest? 

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Situational Interest-
*Temporary
*interest started by something in the immediate environment
Personal Interest-
*stable, longer lasting
*interest that reside within the individual
(Ormron, 2020, p. 556)

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(B) How can Personal vs. situational interest be applied to teaching? 

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(B) How can Personal vs. situational interest be applied to teaching? 

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Teachers can use both personal and situational interest to engage students in learning. Teachers can spark the student interest with situational interest by using something in the immediate environment. They can then maintain the interest by focusing on how what the students are learning connects personally to them. Ormrod suggests, "...presenting puzzling phenomena, conducting hands-on activities, having students role-play historical events, and assigning reading materials to which students can personally relate" (Ormrod, 2020, p. 556).

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Attributes -
*"People’s various explanations for success and failure—their beliefs about what causes what" (Ormrod, 2020, p. 529).

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(B) How can Attribution theory be applied to teaching? 

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(B) How can Attribution theory be applied to teaching? 

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The reasons students attribute to their success or failure can be shaped by the wording used by parents, teachers, or peers.  Ormrod gives examples about wording teachers may use for the success or failure of their students.
Success:
"You did it! You're so smart!" (Ormrod, 2020, p. 535).
Failure:
"Maybe you're just having a bad day. (Ormrod, 2020, p. 535).

In the first example, success is attributed to being smart. If students hear this after they have succeeded, the moment they fail at something, they might think they are not smart. The second example attributes success/failure to something out of the student's control - luck. Adults, such as teachers, should really pay attention to how they communicate to their students to ensure they are not negatively impacting what students attribute their success or failure to.

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Modeling is described as (a) demonstrating a behavior or (b) imitating the behavior of another person (Ormrod, 2020, p.131).

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(B) How can modeling be applied to teaching? 

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(B) How can modeling be applied to teaching? 

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Teachers model every day. They demonstrate steps for solving problems, showcase physical examples, model behavior, etc. Children can not learn from lecture alone. They need to see good examples of new content.

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Learning and development is influenced by the relationship among environment, behavior, and personal variables (Ormrod, 2020, p. 130). Each of these three variables influence one another in a cause-and-effect relationship.

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(B) How can reciprocal causation be applied to teaching? 

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(B) How can reciprocal causation be applied to teaching? 

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If teachers understand the effect each of these variables have on each other, they can use the variables to influence one another. For example, a teacher can influence the environment by teaching self-efficacy strategies. This might motivate a student and cause them to believe in their success. This might cause a chain reaction for the other variables. The student might begin to think differently about their personal attributions which might cause them to behave differently.

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(A) Description:
Gaining attention is the first event of the nine events because without attention, all other events cannot occur. A student must first be paying attention to learn new information.
(B) Content-specific example:
The chapter “Gagne’s Theory of Instruction” gives examples of gaining attention such as flickering lights, calling out the names of students, verbal signals, etc. (Driscoll, 2005, p.372).

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Event 2: Informing the Learner of the Objective

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Event 2: Informing the Learner of the Objective

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(A) Description:
Telling the learner the goals of the lesson is an important part of teacher something new. Students are more alert to what they are learning if goals are addressed and explained in the beginning.
(B) Content-specific example:
Teachers are given standards to teach for each grade level. Teachers should break these standards down into manageable content specific goals. Teachers can start a lesson by explaining what the students will know how to do by the end of the lesson.

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Event 3: Stimulating Recall of Prior Learning

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Event 3: Stimulating Recall of Prior Learning

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(A) Description:
Recalling prior knowledge/learning is connecting new information with existing knowledge.
(B) Content-specific example:
To recall prior knowledge, a teacher may say, “Yesterday, we learned about ____. Today we will branch off of that and learn something a little new.” This can also be discussing something the students should have learned the year before about a specific topic.

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(A) Description:
Material can be taught to students in a variety of ways. It is the presenters job to determine the way they want to present the material: lecture, chapter read, video, presentation, etc.

(B) Content-specific example:
In order to determine how material should be taught, teachers need to determine the goal or outcome of instruction. For example, if the goal of the instruction is for the students to learn about a specific time period, then the teacher may decide to assign a chapter for the students to read or to watch a specific video that portrays the time period.