1. LEARNING
THORIES
Note: The theories’ explanations has been written on the notes bar of
each slide
Moza Naya

2. Pavlov

Behaviorism is the study of how we learn and it basically explains
how people behaviors change due to new or repetitive experience.

First experiment, Pavlov noticed that dog salivated once it was
giving the meat so he described that dog salivation was
Unconditional Response (UCR) because it was inborn reaction.
While meat was Unconditional Stimulus (UCS) because it was a
stimulus that elicit the response without any learning.
http://juanat.wordpress.com/2010/10/

3. 
Second experiment, he used bell which was unable to elicit the dog’s
salivation response at the beginning but once Pavlov associated with the
meat the dog began salivating since it heard the bell. As a result, the
Conditioned Stimulus (CS) will be ringing bell because it acquired the
ability to elicit the response while the salivation or drooling is the
Conditioned Response (CR) which is identical to unconditioned response.

4. Waston presented
three animals for
Albert monkey, dog
and rat. Once Albert
saw monkey and dog
his respond was
natural. While when
Albert was watching
rat Waston using
loud noise. As a
result, Albert start
crying and he cries
every time that he
see the rat. This
http://cogpsy.info/learning/finding-little-albert/

5. Example and ways overcome these in
future
Most teachers are shouting at students specially
kids because they didn’t do the homework.
Kids become scared and every time they
forget to do their homework they cry directly.
How to overcome:
Instead of shouting, teachers should help
students to their homework during their free
time and provide help to them.

6. Edward Thorndike
Describe several behavior modification techniques that were used in
classrooms you participated in or taught in. Were these techniques
effective?


Thorndike theory is based on motivation and rewarding
behavior.
In his experiment, he used puzzle boxes to put cats
inside and they have to find out ways to escape box by
using different behaviors such as pushing the lever
using their paw or using their tail to open doors by
swishing them. Since the cat escape box due to these
behaviors, the cat has been given a dish of food as a
reward. The cat was put inside the puzzle box several
times and he measured the time of behavior that cat
needed to escape.

7. In teaching

Normally, if a student behavior rewarded
or followed by desirable consequence, this
student more likely will repeat the same
behavior in the future. The low of effect is
that if a behavior is followed by
punishment to the behavior. It more likely
this behavior will not repeated again in the
future. For example, if the cat received
electric shock instead of food, the cat will
not get out of the puzzle box again.

8. Example:

From my teaching practice experience, I noticed
that if students ask a question and the teacher
reaction was smile or question answer, that
mean student’s behavior has been reinforced as
a result, he is going to ask questions again in
the future. However, if the teacher punishes the
student behavior whether by ignoring or teasing
the student would avoid asking questions.

Were these techniques effective?

9. Skinner

Skinner theory is based on reinforcement and
punishment for example, if you reward a child for good
behaviour then he is more likely to keep continue to
have that good behaviour. But if the child doesn’t’
receive any reward or positive reinforcement, her/his
motivation to continue the good behaviour will stop. On
the other hand, if the a child is being misbehaviour, he
should be sort of negative reinforcement and he will be
punished as a result, a child will less likely to model that
behaviour again.

10. Strengths that help me to
control behaviour in the class


A child’s behaviour problems can be alter if teacher use positive and
negative reinforcement methods because he will mentally associate
between positive behaviour with rewards and negative behaviour
with punishments. In teaching, teacher should punish misbehaver
students by giving them extra homework, change seats or ignoring
them. While if the students behave in a good way, teacher should
reward them by praising or giving them free time.
Using grades is a type of positive and negative reinforcement for
instance if a student doesn't prapear for test by
studying, basically, s/he will get a low grade which is the negative
reinforcement for not studying. Skinner
theory is
operating condition helps to control students’
behaviours
and increased their learning abilities

11. Weaknesses that help me to control
behaviour in the class

Operating condition theory has treat behaviour as good or bad and
it skips all other conditions that surround child’s behaviour for
example s/he has shyness or any physical problems.

As a teacher, I have to focus on other conditions.

In addition, as a teacher I can’t keep reinforcing the child’s good
behaviour for a long time because student will adapt. But he needs
to continue doing the good behaviour even I stop supporting him. If I
reward a child every time that he is being well behaved, eventually
this reward as a motivation is going to be extinct. As a result, the
child will less likely behave in a good way.

12. Piaget
How can we adapt different learning software to account
for these different Piagetian stages

Sensorimotor stage:
 Children
start learning objects and people such
as their fathers, mothers or keys, cup and so on.
They understand the world by actions and
senses.
 I will use toys made from plastic or wood/ or book
teaching color with example

13. 
Preoperational stage :
 Children
language develop more and they
understand the concepts and symbols but they
can think in complex way.
 I would use some iPad software that require
classifying and finding such as animal games and
alphabetical.

14. 
Concrete Operational:
 Children
develop their logical more and they have
their own theories which seem naïve and
annoying to adults. They start understand the
concept and recognize some words by sight.
 Students can use Microsoft office WordPad to
present their ideas.

15. 
Formal operational:
 children
develop their theories and they change
their ideas about life based on their experience
and become more creative. they enjoy
researching, challenges, problem-solving
 Students can use search engine such as Google
or Yahoo to ask and find answers for their
questions.

16. Vygotsky
Describe how Vygotsky’s two most important theories
could be used in your research project

Vygotsky found that the child learn language from both social and
cultural interaction not just form communicative interactions. The
reason of focusing in students’ language development is that
language becomes the basic of thinking and mental. Vygotsky
thought that if teachers aim to understand what their students’
minds have developed in language domain, they need to
understand the background of students’ historical and cultural
contexts. Since language used as a tool to learn, using discussion
and peer communication as a method to increased students’
language will create very engagement environment. So we can see
that students acquire knowledge from communication and
interactions with people and this is what Vygotsky called it by
interpersonal. Later on, students will internalize (add) to this
knowledge their personal values and this is a intrapersonal side. All
these cognitive processes occur inside students’ brain and it is
growth more by speaking and writing because it will help student to
be active participant in the learning process.

17. Example

Due to the interaction and cooperative work
with the teachers in the HCT my English
language and knowledge about dealing with
students will add educational value to my
research project.

18. The Zone of Proximal Development
(ZPD)

The Zone of Proximal Development (ZPD), According to Vygotsky
is, "the distance between the actual developmental level as
determined by independent problem solving and the level of
potential development as determined through problem solving
under adult guidance, or in collaboration with more capable peers"
(Vygotsky, 1978, p86). In another words, students start with low
knowledge but the interaction with teachers, peers, computers and
teachers as an effective way to develop or scaffold skills and
knowledge within the zone of proximal development.
http://www.simplypsychology.org/Zone-of-Proximal-Development.html

19. Example

For example, in my research project to
understand the topic which is going to be
about e-portfolio for teachers in UAE, I will
start with very low knowledge about this topic
but the interaction and cooperative work in the
ZPD with school teachers, HCT teachers,
Sharjah Educational Zoon people, peers and
school students. I will scaffold my knowledge
and end up with obvious point of view, thought
and knowledge.

20. Vygotsky’s two theories in design of learning
objects.

Mainly, I have to create a engagement
environment where students improve their
language mentally (discussion board).
Secondly, I will pike topics that students have
low knowledge about it for example, how to
upload files to Moodle site. Students are going
to ask teachers, peers, search over the
internet to find answer and during this process
they are scaffolding their knowledge about
upload files which could be
image, video, document or audio. At the end
they will have knowledge about uploading
files.

21. Bloom
Describe how Bloom’s theories could be used in your
teaching
Evaluation
teacher evaluates students presentation based on
their design, features and so on.
Synthesis (creating)
students have a project or a task that requires from
them to produce something. They have to create
PowerPoint presentation.
Analysis (compare)
troubleshoot the problems that students face
while they using program. Student compares
between transition and animation features.
Application (applying) students apply what they will got from teacher such
as a video tutorial or actual step during the lesson.
Understanding
students understand the meaning of icons such as
insert, design, animations and slide show.
where
Knowledge (remember) students memorize information for example
what each icon named?

22. Describe how Bloom’s theories could be used in your
design of learning objects through computers



Remembering level: Moodle
glossary, blogs, wikis and Moodle quizzes.
Students list, recognize, describe by searching
and Googling words and topics.
Understanding level: Moodle database and
collaborative Moodle wiki . Students in this
level are explaining, comparing and
summarizing and understanding the concept.
Applying level: uploading image, file, slide
share or play embedded flash game.

23. 


Analyzing level: Survey and Choices within
Moodle and Moodle glossary creation.
Students are comparing results and validating
text fields and choices.
Creating level: workshop, mind maps, upload
video and plan lesson. Moodle allow student to
design, plan and making lesson and workshop.
Evaluating level: discussion
forums, commenting, chat rooms, forum with
peer evaluation all these required from students
judging, testing, detecting and monitoring skills.

24. Gardener
Multiple intelligences theory shows that each person learn and
interact using different intelligences or skills. Gardern believed
that if teacher find out the strengths and weaknesses in each
intelligence for students, teacher can help them to success.
Teacher should integrate all multiple intelligence into the
classroom by using variety of teaching and learning methods.
So teacher can address individual differences by providing
range of activities and experiences to facilitate learning.
Moodle account for Multiple Intelligences

mathematical: Uploading user names and details using excel sheet
and understanding the concept of Moodle’s processes.

Visual: uploading image or mind map that illustrate students
understanding for a topic.

25. 

Linguistic: students present their ideas in front
of the class or using discussion
board, wiki, blogs and comments box to explain
and share ideas. Using Glossary to highlight
keywords
Physical smart: Assign a project where
students build some sort of 3-D object and use a
digital still camera or camcorder to document its
progress as it is being created. (Fose, P.6).

26. 


intrapersonal: Students with this intelligence
enjoy keeping a journal, consider creating
individual forums or blog for each student in the
discussion board of Blackboard or Moodle.
interpersonal: students can use discussion
board or even group work.
Musical: students are assigning a digital
storytelling project using PowerPoint or any
online tools and upload it to their Moodle page.

27. teaching with technology can use or restrict Multiple
Intelligences
Vimeo
Visual/spatial: watching videos.
Physically smart: Sing language
logical/mathematic: Solving uploading problems or
using HTML style
Interpersonal: Create group to comment on video and
create forums
Intrapersonal: has strong self-awareness (account
setting private)
Musical: Educational songs for 8 years old about letters
or including music with video
Linguistic: video record for lectures or write captions in
videos.

28. References

Allen, E., & Marotz, L. (2010). Development Profiles. Wadsworth.

Behavioral Theory: Thorndike and the Law of Effect. (n.d.). Retrieved from Education Portal :
http://education-portal.com/academy/lesson/behavioral-theory-thorndike-and-the-law-of-effect.html

Behavioral Theory: Thorndike and the Law of Effect. (2013). Retrieved from Educational Portal :
Analyzing level: Survey and Choices within Moodle and Moodle glossary creation. Students are
comparing results and validating text fields and choices.

donclark. (1999, June 5). Bloom's Taxonomy of Learning Domains. Retrieved from nwlink:
http://www.nwlink.com/~donclark/hrd/bloom.html

Fose, L. (2013). Exploring Technology. San Luis Obispo: Cal Poly State University. Retrieved from
http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf

McLeod, S. (2010). Zone of Proximal Development. Retrieved from simplypsychology:
http://www.simplypsychology.org/Zone-of-Proximal-Development.html

Sociocultural Theory and language development (Lantolf). (2013). Retrieved from
Slaencyclopediasp:
http://slaencyclopediasp12.wikispaces.com/Sociocultural+Theory+and+Language+Development

Strengths and Weaknesses of Operant Conditioning. (n.d.). Retrieved from
http://integratingtech301.pbworks.com/w/page/20021638/Strengths%20and%20Weaknesses%20of
%20Operant%20Conditioning