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We conquered Skinner & Bandura Group No.4 Prof. Lee JungMin 1146015 박지혜 1146009 김하경 1146014 박지윤 1146029 주현정

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/16 Ⅰ COMPARE Ⅱ DESIGN PLAN

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<ul><li>B.F. Skinner </li></ul><ul><li>(1904~1990) </li></ul><ul><li>Operant Conditioning </li></ul><ul><li>Theory </li></ul><ul><li>Albert Bandura </li></ul><ul><li>(1925~ ) </li></ul><ul><li>Social Learning </li></ul><ul><li>Theory </li></ul>/16

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/16 <ul><li>Learning behavior </li></ul><ul><li>Environmental events and conditions </li></ul><ul><li>Reinforcement </li></ul>

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/16 Reinforcement Type Modeling Standard Skinner Bandura Key factors of learning Direct reinforcement -one to one Indirect reinforcement through the modeling Basic Strategies Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment

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/16 Standard Skinner Bandura The role of Instructor Provide reinforcement <ul><li>Can be one of model </li></ul><ul><li>When learner failed, offer help / When learner succeed offer reward </li></ul><ul><li>Indicate learner to follow model’s behavior </li></ul>The role of Learner Passive -Response to reinforcement Active -deciding one self's behavior through modeling

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/16 Standard Skinner Bandura Strengths Skinner studied about reinforcement seriously -> reinforcement type, reinforcement schedule <ul><li>Considering personal factors </li></ul><ul><li>Accepting various situation </li></ul><ul><li>Existing many types of model; not only direct but also indirect modeling </li></ul>Weakness <ul><li>Overlooking of students’ internal cognitive process </li></ul><ul><li>Overlooking of the side effect(opposite effect) </li></ul><ul><li>Ignoring student’s personal factors </li></ul>To interact with environment, self-efficacy is so important element but in class where many students attended, it is difficult to develop self-efficacy, individually

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/16 Standard Skinner Bandura Educational Implication <ul><li>Set behavioral goals </li></ul><ul><li>Experimental analysis of </li></ul><ul><li>behavior </li></ul><ul><li>Considering different </li></ul><ul><li>learning speed between </li></ul><ul><li>students </li></ul><ul><li>Uniting behaviorism and social learning </li></ul><ul><li>Influence of various factor(mass media) as model </li></ul><ul><li>Self-regulatory system </li></ul>

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/16 Give me a child and I’ll shape him into anything B. F. Skinner We are more heavily invested in the theories of failure than we are in the theories of success A. Bandura

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We apply Skinner’s theory and Bandura’s theory to physical education. It’s the assumable situation that class for learning some gymnastic movement with a specific device like Nintendo-Wii that can catch user’s pose and give immediate feedback to user. /16

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/16 Learning Step Teaching-Learning Process Application with Theories Introduction <ul><li>Straightening up a row of students </li></ul><ul><li>Stretching and running for warming up </li></ul><ul><li>Providing learning goal </li></ul><ul><li>gaining attention </li></ul>Development <ul><li>Teacher’s demonstration </li></ul><ul><li>Explaining the division of motion </li></ul><ul><li>State learning contents </li></ul><ul><li>Modeling </li></ul>

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/16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Individual practice with Nintendo –Wii </li></ul><ul><li>Using the principle of teaching machine </li></ul><ul><li>-> providing immediate feedback individually </li></ul><ul><li>-> complement for improving self efficacy </li></ul>

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/16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Public praise for excellent-doing students </li></ul><ul><li>punishment for poor-doing students. </li></ul><ul><li>Offer reinforcement and punishment for students </li></ul><ul><li>-> Direct reinforcement </li></ul><ul><li>Observing and feeling </li></ul><ul><li>-> Indirect reinforcement </li></ul>

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/16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Providing opportunities for student to fix their performances spontaneously by observing other excellent-doing friends’ motion </li></ul><ul><li>Teacher’s coaching for individual students </li></ul><ul><li>Observing and repeating other students’ performance </li></ul><ul><li>-> Modeling </li></ul><ul><li>Direct feedback & coaching </li></ul>

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/16 Learning Step Teaching-Learning Process Application with Theories Evaluation <ul><li>Final evaluation for students’ performance (Grading) </li></ul><ul><li>Finishing stretching </li></ul>

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