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Marticio, Excel Joy C.

BEED IIA
Proposed Activity by Ivan Pavlov

Task:
1. Your task is to create a storyboard using the research conducted by Pavlov.
2. You need to give your storyboard the heading Classical conditioning and Pavlovs dogs.
The idea is that you use the terminology and key explanations from the information above
and also include the following terminology:
unconditioned stimulus
unconditioned response
neutral stimulus
conditioned stimulus
conditioned response
Set out your storyboard as below, with six boxes. In each of the boxes you need to explain the
key stages in the classical conditioning procedure.
A storyboard of Pavlovs dogs

Thorndike Law of Readiness


Activity

carefully placing the baby on your


shoulder and gently patting his back.
Ask your child if hed like to try. 8.
Finally, tell him that you think the
baby is cold, and ask him if he can
wrap the baby in the blanket. Remind
him to be very gentle, that babies are
fragile. Praise him for doing such a
good job and being so caring.
Other Activities to Try:
Ask him if hed like to give the baby
doll a bath. Let him take the baby doll
in the tub, and wash the baby, just like
you wash him.
When one of your childs friends or
relatives is sick, help him to make a
get-well card for that person.
Get some bread, and take him with
you to feed the birds.
Have him help you water the plants
in your home. Explain that you need to
take care of the plants by watering
them, because plants need water to
live.

Task: Teach your child responsibility


and to care for others.
Title: Taking care of others
You will need an:
Baby doll
Baby bottle
Infant diaper
Blanket
Instructions
1. Begin by telling your child that
youd like to play a game with him.
2. Place the baby doll, blanket, diaper
and bottle in front of him, and tell him
that he needs to take care of the baby.
3. Pick up the baby and say, Oh, your
baby is crying. I think you need to
change the babys diaper. Hand him
the baby, and help him as he lays the
baby down and puts the diaper on the
baby. If your child does not know how
to put a diaper on the baby,
demonstrate by laying the diaper open
on a flat surface and gently placing
the baby on the open diaper. Carefully
pull the diaper up between the babys
legs and lay the top half across the
babys tummy. Gently attach. 4. Once
hes completed this task, tell him,
Youre doing a great job of taking care
of the baby. 5. Continue to play with
him and the baby, asking questions,
such as, What is the babys name?
and How old is the baby?
6. Next, tell him that the baby is
hungry. Ask him to feed the baby.
Show him how to carefully hold the
baby and place the bottle in the
babys mouth. Remind him to hold the
baby gently but close. 7. Once hes
finished, you may say, Great job!
Dont forget to burp your baby. Show
your child how to burp the baby by

Support your child in the area of social &


emotional development.
Social & emotional development involves:

Getting along with others.


Making and keeping friends.
Handling emotions.
Expressing oneself.
Wanting to learn new things.
Starting and finishing an activity.
Taking responsibility for actions.

Remember: When your child starts school,


she will be more likely to do well if she is
able to do these things. You can help your
childs social and emotional development by
doing this activity.
This activity is part of the School Readiness
Activity Box Series developed by Ready At
Five to build your child's skills in the seven
Domains of Learning.

Thorndike Law of Effect Activity


Task: Constructing a Maze
What is a maze? Let the students discuss their ideas about mazes, perhaps supported with
photographs or drawings of mazes. Students then take about 10 minutes to create a maze from
12 stick-on mailing label strips and two stickers. The start and end points of the path are marked
by the stickersuse stickers that are distinct from the strips so they will provide a different
tactile sensation. Protect each student's maze construction from others' eyes by standing a
manila folder (or a tall book) around each work area.
You will need:
Stick-on mailing labels, 30 labels a page. To conserve your materials budget, cut the
mailing labels into three thin strips. Use labels with rounded corners for easy removal
Each

student will need:


12 mailing label strips
2 stickers
1 manila folder
1 sheet construction paper
Each student pair needs:
1 blindfold
1 minute/second timer

Running the Maze:


Student pairs learn each other's mazes using only their fingertips to find their way. First,
one person will attempt the other person's maze, blindfolded, while the partner times the run.
Each student gets three timed trials on each maze; completion rates are recorded on a record
sheet (see above, right). After one has completed the three attempts, the students switch roles.
Talking About It
Subject #1
At

Trial

Time (minutes and seconds)

1.
2.
3.
At the completion of the timed trials the students can reflect on their experience. Possible
questions include:

What evidence did you have that you were learning?

Were you able to shorten your completion time? Were there portions of the maze
you learned well and others that were still difficult?

Was timing the trials a good way to measure learning? Could you learn more about
the maze but not improve your completion time?

What is learning?

What are some other skills you have learned through trial and error?

Proposed Activity by John Watson


MOTIVATION: Begin by having students discuss their personal experiences with pets and any
training methods they have tried.
Ask your students:
1.
2.
3.
4.

Why do people like pets?


What are some different kinds of pets?
Which ones can you give more freedom to?
What are some reasons that you can leave a pet at large? (Could be for own protection or
to protect property. Or it could be it needs to stay in a controlled habitat.)
5. Why do some animals make better pets than others?
6. What training methods have you tried with your pets?

DEVELOPMENT

Title: The Right Way to Train a Dog


We have all heard endless advice on how to train dogs, and by the time we reach adulthood we
have witnessed a variety of approaches. The proper training of your new pet will build the
foundation for a rewarding, lifelong friendship.
How to Begin:

Like people, no two dogs are alike. Your approach to training should complement your
dog's unique personality.
Take some time to get to know your new pet. Develop a good understanding of his needs
and idiosyncrasies, and learn to love him before you embark on your training program.
When it's time to train, put aside the challenges of your day, set your frustrations aside,
and focus on the positive relationship you would like to have with your dog.

Basic Dos and Don'ts:

Offer positive reinforcement, love, praise and affection at all times. Your dog will love you
for it and reward you.
Never strike, yell at, or punish your dog. This will only hurt him and make him afraid of
you. Verbal and physical abuse is ineffective in training.
Pick a quiet, secluded area for training. The fewer the distractions, the better.
Use friendly, high pitch tones to communicate praise, and firmer (but non-threatening)
tones when correcting your dog.
Use your hands for petting, hugging, cuddling and expressing affection to your dog. Never
use them to threaten him.
BE PATIENT.

Proposed Activity by Skinner


Title: Praise & Punish Your Peers: Operant Conditioning Activity
Objectives:
Students will:

Actively engage in a memorable activity


Use existing knowledge of operant conditioning to inform their behavior in the activity, or
apply their experience from the activity to their future learning
Discuss theoretical ideas behind the effects of reinforcement and punishment
Create and discuss examples of how the principles of operant conditioning might apply to
the real world

Procedures:
Procedure 1: Select two student volunteers and instruct them to exit the classroom.
Procedure 2: Describe the activity to the class and inform them of their role. While the
volunteers are in the hallway, the instructor and students will decide on a task for the volunteers
to complete, such as picking up a particular object. Volunteers will enter the room one at a time
and the instructor and students will work together to encourage the volunteer to complete the
agreed upon task. In order to do this, they will use operant conditioning, specifically non-verbal
rewards and punishments that present as applause or booing.
Procedure 3: Invite the first volunteer to enter the room. When they do, the class will use
positive reinforcement in order to get them to perform the chosen task. Do not give the
volunteer any instruction. Without speaking, the class with reinforce desired behavior with
applause. Every time the volunteer gets closer to performing the desired task, the class will clap.
If they move closer to the location of the task, the class will clap again. If they move away from
performing the task or remain in one place too long, the entire class will cease to applaud and sit
in silence.
Procedure 4: Once the volunteer has performed the agreed upon task, explain to them the
nature of the activity. Then, Take a moment to explain to the class the different approach you will
use when the second volunteer enters the room. For this volunteer, the class will use positive
punishment to encourage them to perform the desired task. Any time the volunteer does
something other than move closer to the desired task, the class will boo. Again, no verbal
feedback will be given.
Procedure 5: Invite the second volunteer to enter the classroom. As with the first volunteer,
give them no verbal instructions. Use positive punishment in the form of booing to encourage the
desired behavior.
Procedure 6: Engage the class in a discussion of the activity. Which form of reinforcement was
the most effective? What were some of the reactions the volunteers had? Ask the volunteers how
this activity made them feel. Attempt to create a conversation about the activity and about the
nature of operant conditioning. How do individuals in the real world employ operant
conditioning? How could instructors and students use operant conditioning in the classroom? This
discussion may be flexible and is intended to promote further thinking for students.

Procedure 7: Conclude the lesson by asking students to spend the evening thinking about an
example of operant conditioning in their home. Do they train their pets? Have their parents
trained them in some way, through allowances or grounding? Have they, in return, trained their
parents? Instructors may choose to assign students to bring a written response to class the
following day.
Assessment of Outcomes
Students will demonstrate knowledge of operant conditioning through continuing exposure
throughout the unit, including formative and summative assessment. Students will demonstrate
what they learned during the activity through discussion.
Additional considerations

When choosing student volunteers, be sure to select a student you feel would not be too
uncomfortable with pressure from the class.
As there will be two volunteers who will participate in the activity at one time and may
spend a significant time in the hallway, the instructor may want to advise volunteers to
bring reading or homework into the hall.
When choosing a task, try to pick something that will require them to interact with a
classroom object that is not near where they sit.
The timeframe for this activity may vary widely. The behavior of the student volunteers
may be unpredictable.

Proposed Activity by Tolman

Proposed Activity by Bandura


Aim: To consolidate students knowledge of the procedures of Banduras study
Recreate Banduras study in your classroom. Divide your students into three groups and
choose 2 students (male and female) to act as the models and get them to act out the study. Use
the abbreviated procedures below as a guide.

72 Children, 36 boys and 36 girls were divided into three groups.


In the aggressive condition, an adult model entered the room and began to play with the
toys. The model behaved aggressively to the Bobo doll, kicking it and hitting it with a
mallet.
In the non-aggressive condition the model played with the toys nicely and ignored the
Bobo doll.
In the control condition there was no adult model.
The children were then taken into a room with attractive toys in it, but not allowed to play
with them. This produced mild arousal (annoyance)
Finally, the children were taken into a room with toys and a Bobo doll in it, allowed to play
and their behaviour recorded. Show the students the video clip of Banduras study.

Use the following questions to stimulate a classroom discussion:

How did their behaviour differ? What do they think the reasons for this were?
Do they think some people are more susceptible to the effects of Social Learning then
others? If so, who and why? Were there any gender differences? Etc.