طلب\مقاله عن Reinforcement\\
Programmed Instruction
Programmed Learning
It typically consists of self-teaching with the aid of a specialized textbook or teaching machine that presents material structured in a logical and empirically developed sequence or sequences. Programmed instruction may be presented by a teacher as well, and it has been argued that the principles of Programmed Instruction can improve classic lectures and textbooks.[1] Programmed instruction allows students to progress through a unit of study at their own rate, checking their own answers and advancing only after answering correctly. In one simplified form of PI, after each step, they are presented with a question to test their comprehension, then are immediately shown the correct answer or given additional information. However the objective of the instructional programming is to present the material in very small increments.[2] The more sophisticated forms of programmed instruction may have the questions or tasks programmed well enough that the presentation and test model--an extropolation from traditional and classical instruction is not necessarily utilized.
Personalized System of Instruction
This idea was later adapted by Robert M. Gagné, who invented programmed learning for use in teaching in schools. The difference between programmed instruction (PI) and programmed learning (PL) is that PI is intended to modify behavior, whereas PL is used for teaching facts and skills.
Error less Discrimination
Personalized System of Instruction or (PSI), developed by Fred S. Keller, was another idea for how to incorporate programmed learning into the classroom.[3]
Programmed instruction today
Programmed instruction resulted from early efforts to implement Skinner's basic research findings on learning at Harvard that led to "error less discrimination" techniques being developed. Programmed instruction had some early success in aphasia rehabilitation
While not popular, programmed instruction continues to be used today. Recently, the application of programmed instruction principles was applied to training in computer programs and combined with Benjamin Bloom's taxonomy to teach college students . Some have argued that there is a resurgence of research on programmed instruction due to use of computers and the internet.المصدر
.
............
How to Use Positive Reinforcement in the Classroom
Behavior management in the classroom can be difficult to master. Although techniques are often taught in teacher-training classes, good behavior management usually comes with time, practice and trial-and-error. One technique that has stood the test of time and always works, however, is using positive reinforcement. The correct use of positive reinforcement in the classroom will work wonders on managing the behavior of your students. You will see immediate results by using the following techniques
Instructions
1- Start the day off right. Greet your students with words of praise, such as, "Thanks for hanging up your backpack quietly.", rather than "Keep your voice down!" Try to find at least one student who has entered the classroom or hung up his backpack quietly, and praise him. Chances are, others will hear and follow suit
2- Use praise sparingly and specifically. Too much praise will make it less meaningful. Specific praise will reinforce good behavior. "Great job" is nice to hear, but it's even better to hear, "You are doing a great job at keeping all four chair legs on the floor." This reminds the student of the behavior you want her to continue achieving
3- Use verbal positive reinforcement loudly and openly. When praising a student or group of students, praise them in a nice, loud voice. You want the other students to hear and then mimic the behavior of the good students
4- Use visual aids. If you see the class working together in a positive way, praise them, then drop a marble into a jar or stick a paper apple on the board. This is a visual reminder to the students that you are proud of their behavior. When the jar is filled with marbles or the apples extend all the way across the board, reward the class with extra recess or a fun art activity
5- Be immediate with your positive reinforcement. Catch the good behavior immediately when it happens. Delayed positive reinforcement does not reinforce anything. Sometimes it even confuses those students who have a short memory
6- Catch the good, not the bad. Yes, you have to deal with behavior issues when they arise, but try to look for good behavior as well. For every negative you have to address, find five positives to praise
المصدر:
http://www.theteachersguide.com/ClassManagement.htm
.
.gif "Smile (52)")
المفضلات