Category: Teaching

There are many differences between classical and operant conditioning.  The differences can make students confused if they are not critical enough to differentiate the differences. 

One thing that I notice that majority of the students heavily relied on my notes (which for obvious reasons are compressed and simplified and thus, I only cover the basic things but they need to find our more on their own to understand better the concepts) and if they do not find additional information from the internet or their own reading textbook(s) and include that as a part of their notes, it would lead to surface understanding.  This could be exemplified by their answer/response on the question that asked them to do a little bit of analysis/synthesis of several examples of classical and operant conditioning.

As an example, one question asked about an example of classical conditioning.  So, there are four examples given and students need to identify which one is the correct example of classical conditioning.  It is kind of straight forward question, isn’t it?  But apparently, many students failed to get the correct answer.  

Example 1:  Rashid can watch the television for two hours when he finishes his homework. 

Example 2: A teacher praised Kumar for writing a great essay and due to this, he works even harder when writing essays. 

Example 3: Sam was scolded by his father when he failed in his science test and this makes him gets really nervous every time he takes a test.  

Example 4:   Lee was scolded by his teacher for passing notes to his friend in history class, but it does not stop him from passing notes in other classes.

Which of the above is an example of classical conditioning?

Let’s do an analysis and synthesis of all the examples given.

Example 1.  A positive stimulus is given/presented (e.g. watching TV) after a completion of a desirable behaviour/task (e.g. complete homework).    So, it is an example of operant conditioning (in specific positive reinforcement)

Example 2.  A positive stimulus is given/presented (e.g. praise by a teacher) after a completion of a desirable behaviour/task (e.g. writing a good essay).    The desirable behaviour would be reinforced/ increased (i.e. writing good essays) due to the positive stimulus (i.e. praise).  So, it is an example of operant conditioning (in specific positive reinforcement)

Example 3: An involuntary or reflexive behavior/response is expressed/displayed (e.g. feeling nervous) after an association with negative/aversive stimuli (e.g. get scolded after getting bad results of a test).    There is an association between feeling nervous (involuntary response) with scolding + bad results + test (operant conditioning does not have this association).  So, it is an example of classical conditioning because the main thing is it involves natural response i.e. biological or physiological and involuntary response. You cannot control your heart beat if you are scared, don’t you?   Operant conditioning does not involved biological changes i.e. response.  

Example 4:  This is an example that learning does not occur according to operant conditioning principle.  Why?  There is no change of behaviour.  After getting scolded by his teacher for passing notes to his friend in history class, but it does not stop Lee from passing notes in other classes.  In this case, does Lee learn something from getting scolded in history class?  NOPE.  

Look at the definition of learning based on operant conditioning principle: learning in which the organism studies the relation between responses and its consequences.

But, if you do a deeper analysis of the scenario using social learning theory principle, you will understand further that learning has occurred for Lee in which he learns through enactive learning that since he was scolded by a teacher in history class (i.e. his own experience), he will get scolded if he continues to pass notes in history class but this does not mean that he will stop to pass notes in another class.  Why?  One of the possible reasons is he still continues to pass notes in different classes because perhaps he was never scolded by teachers in another classes.   For social learning theory, there are some elements of classical and operant conditioning.  For example, the elements of generalisation and discrimination (classical conditioning principle).  Lee learns to discriminate his action i.e. passing notes in different situations.  At the same time, there is also an element of operant conditioning which is decrease of undesirable behavior (i.e. Lee does not pass note in history class) after he gets scolded by a history teacher (i.e. aversive stimuli).  

So, for example 4, there is no way the example is accurate for classical conditioning.   

Why do the behaviorist and social learning theories are different? 

Well, it belongs to different school of thoughts in psychology and thus, the theories emphasise and hypothesise a scenario differently.  This means that different theories explain a scenario differently from one another.  Why is that?  Let’s find the answer from the following picture.  Just imagine each person represents one theory.  Each person is describing one part of the elephant.  Capisc?  So, as we learn all the theories related to learning (even though there are many of them), we need to appreciate and understand all of the theories to understand a scenario better.  Imagine you collect the information from all of the people who have touch the elephant rather than from one or two persons?  You will get more comprehensive view of the elephant, right?  Attaboy!  

That’s why don’t undermine any of the theory that many psychologists have come out with.  It is not easy for them to propose a theory and for such theory to “survive” until now.  Perhaps this is what we called in Islam “beneficial knowledge – ilmu yang bermanfaat” that is passed down from one generation to another?   Indeed.  

P.S: I wonder what go wrong with the minds of the millenials.  It seems that some of them need to work on their ability to think critically to analyse and synthesise educational scenarios.  Arghh….. it does resonate with the Zimmerman’s self-regulation model.  Yup.  Some of them are not self-regulated learners.

As I looked at the students’ response on a question related to this concept [Marcia’s Identity Status], I could not help from thinking why so many students did not able to answer the question accurately.  The application question is straight forward.

Question: After getting his SPM results, Rahim has surveyed several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has not decided to apply to any matriculation centre yet.  This example shows that Rahim’s identity status is 

A.  identity diffusion

B.  identity foreclosure

C. identity moratorium

D. identity achievement

Many students answered B [identity foreclosure] – wrong answer! 

For Marcia’s Identity Status, there are four types of statuses based on four types of matrices between exploration and commitment.  

1.  identity diffusion = No exploration, No commitment.  

2.  identity foreclosure = No exploration, Have commitment.

3. identity moratorium = Have exploration, No commitment.  

4. identity achievement = Have exploration and commitment.  

Analysis of Question:

After getting his SPM results, Rahim has surveyed [Have exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has not decided [No commitment] to apply to any matriculation centre yet.  

So, the answer is C. identity moratorium

If we change the scenario into the following:

Scenario A

After getting his SPM results, Rahim has not surveyed [No exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has decided [Have commitment] to apply to University Malaya Foundation Programme based on his parents’ suggestion to follow his siblings footstep who had enrolled in the same programme.  

Rahim’s identity status is identity foreclosure

Scenario B

After getting his SPM results, Rahim has surveyed [Have exploration] several undergraduate programmes at various universities that suit with his interest and SPM results.  However, he has decided [Have commitment] to apply to University Malaya Foundation Programme because he believes that he has better chance to further his study at University Malaya later on.  

Rahim’s identity status is identity achievement

Scenario C

After getting his SPM results, Rahim could not be bothered to search for information related to any programme available at various institutions [No exploration] that suit with his interest and SPM results.  In addition, he has not decided yet [No commitment] to apply to any matriculation centre. 

Rahim’s identity status is identity diffusion

It is kind of straight forward scenario, isn’t it?

The next question is, as a teacher how can you help the students who do not reach identity achievement yet?

I did a quick analysis on the students’ answers for SPPP1012 Educational Psychology.  I notice that some of them do not able to answer some of the questions well.  Unfortunately, it does not necessarily related to psychological theories.  

For example, one of the questions asked about a specific type of research that teachers conduct to improve their teaching.  It is a straight-forward question.  The answer is Action Research. Even though action research involves pre and post test assessment (looks like experimental research) yet due to the purpose of research is to improve one’s teaching practice, this type of research is considered as action research.  However, some students fail to see this unique characteristic that differentiate  action research from experimental research.  

For action research, unlike experimental research, it also involves teacher’s daily planning in which any teaching technique used will be carefully planned, implemented, recorded (through observation etc.) and analysed.  Then, there will be adjustment of the technique if need arises.  For experimental research, there is no adjustment of the technique used based on whatever need arises.  Thus, in action research teachers are required to reflect on the activities that they have planned and implemented.  

What kind of need arises? 

For example, some students might have difficulty to understand certain concept when you use certain techniques in class.  So, what should you do?   In this case, you need to closely monitor any change or challenge that students might face while you are implementing certain technique in class.  You don’t do this if you conduct your research using experimental research.  Because the aim of experimental research is to look at the end product (it could be students performance) of a process i.e. experiment.  But for action research, the aim is not only on students performance, but also on the process of learning itself (what students experience in class when teacher uses certain technique).  

For this matter, action research involves cyclical process.  For experimental research, there is no cyclical process involved.  There is no reflection/evaluation phase unlike action research.   

Always remember:

Action research = improvement of one’e teaching and students’ learning experience.  

 

I don’t really care about eppp.  After all, it could be a mean for disgruntled students to “express” their emotions and thus, they don’t provide honest rating.  But, what a heck!  Once a while, I do get some unique comments.  Some are nasty ones but, let’s skip that one (not worth to be shared publicly).  Others are like these which give me warm fuzzy feelings that make my marking period enjoyable and bearable.  

I don’t agree with one of the comments though which says I am cute.  I am already in my 40s.  Cute might be used for teenage kids, not 40 plus lady like me 😀  But, looking at the feedback several times does make me feel good with the thoughts that somewhere out there, there is a student who thinks that I am cute.  

When I did my Latihan Ikhtisas, I was entrusted to teach form 1, 4 and 6 (MUET).  For form 4, I have to teach five types of continuous writing.  One of it is descriptive composition.  For descriptive composition, one either has to describe a person, an event or a place.  There is no specific plot like narrative composition, yet it requires the writer to write detailed descriptions of a theme (either a person, an event or a place).

I don’t know how to give comments to students so I learn from one of my former students who happens to be an examiner for SPM paper (essay paper).  So, she told me that I need to give examples of sentences or paragraph and give some words of encouragement.  So, I tried it out.  But, it was a tedious process because I have to give different feedback to different students. 

Alhamdulillah, I am so used to give lengthy feedback for my UG and PG students, so I don’t have much problem in that.  It is just that unlike UG or PG students, I need to explain to the form 4 students what does the feedback mean because some of them don’t understand certain words that I used due to poor vocabulary.  But it is a learning process, so it is important to introduce them certain words so they could get familiar with the words and they can see how the words are used in sentences as I wrote it in my feedback.  For this particular student, he doesn’t know the word ‘appropriate’.  So, I explained to him what the word ‘appropriate’ means and how to use it.  

Example of the feedback as in the picture:

Hafid, 

You need to improve on your vocabulary and grammar.  The way you wrote this composition, it is as if you think in Malay and translate it into English.  This style of writing is not appropriate.  You need to practice to think in English when writing in English.