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1. Skinner and Blooms Taxonmy Assignment in part of MA1 ED. Doctor Ranes By Dustin Kelter

2. Bloom’s Taxonomy • Chapter 5- cognitive and metacognitive learning can be developed in many different ways • Bloom taxonomy • In response to Keller’s ARC • Higher order • Evaluation into theBloom’s taxonomy of Cognitive Development http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm • Synthesis • Thinking skills • Analysis • Middle level • Application • Cognitive skills • Comprehensive • Lower order • Knowledgeable • Start of the taxonomy

3. Bloom’s taxonomy of Cognitive Development http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm • Classical conditioning crisis of effective classroom environment are under operant conditioning. Behavior can be changed throughout different learning environments. The Goal is to make a skinner box for simple measures. • Unconditioned stimulus • Salvation or responses • Neutral or premature response • Conditioned stimulus • Unconditional response • Unconditional stimulus • Conditional stimulus • Conditional response • Clues or commits to acknowledge the ideology • Skinner Box • Signifies a state of behavior • Clear cut or not at all, developmental • Two basis for the testing by B> F. Skinner • Operant-controls different behaviors • Classical- neutral

4. Skinner’s Theory • 1. Table is the cognitive developmental theory on beginning learning • Sensory register • Large amounts of information • All senses, no components in general • Operant Conditioning • Associative learning and response to reinforcing

5. Operant thinking continued • Perception occurs with stimuli • The information is processed • Motor skills used, seen, hearing and developmental stages • Practical reinforcing • 1; Self-reinforcement- students may be taught to praise them or self acknowledgement • 2. Praise- good job, from others • 3. Attention- simply requests on the acknowledgement of achieve • 4. Grades and recognition- both students and the teacher must give feedback on their efforts • 5. Call home- important to parents and the students • 6. Home-based reinforcement- most important for special ed. • 7. Privileges- the special roles • 8. Activity- recognition to the basis of education or learning • Memory is achieved working under intrinsic or extrinsic both play important roles for learning and achievement under the long-term or short term student • Intrinsic reinforces- behaviors that a person enjoys to self • Extrinsic- praises or raises more given to motivate or help students • Decided what behavior works best for each student and the goal of the reinforcing position. • Punishers- mostly used in bad behavior and reinforcement to the rules the removal of the children is sometimes needed but most commonly used under timed out- a quick response • Capacity under bits of information achieved is shaping the brain to the behavioral oks and not okays of the classroom. • Variable ratio- behaviors for the required reinforcement of the children, however, unpredictable • Fixed-interval- schedule- what is the goal of the amount of time and the problems to desired the outcome of the behaviors • Variable-interval-schedule- is the reward of the student under the undisclosed amount of time that varies from person to person. •  Attention: the first role model stage • Children come to the learn or play like others • Most attractive, popular. Etc. • Retention phase: • Behavior learned to give retention • Imitate or innovate the children • Reproduction • Students match their genes up • Letter family models or sexuality • Motivated phases • Final stage to the learning, chance • Usually reinforced, finished up

7. Chapter on Brain models • Sensory register- large amounts of information that all senses used or tried too with the general receptions. • All senses justified or used under the register • No general components, but 1st component to memory system • Short term- memory (rehearsal) • Achieved through working me • Only 5-9 things remembered • Long term Memory • Semantic- stores facts, date, idea • Procedural- motor skills acquired • Perception just occurs with the stimuli- the information is processed and/pass along • Retention varies based on information received or processed • In general retention drops rapidly based upon type of information • Episodic • Mental memory of things (seen) • Remembering significant feelings

8. More Theories related to brain • Metacognitive • Knowledge about one’s self how we can think • Learning, studying, solving problems • Self-questioning is key • Rote learning- • Facts about associations • Multiplication tables • Word association game • Schema theory • New Information stored • Long-term information • Provides structure limits • Shaping theory • The new skills acquired • Questioning/self assess • Small or large goals

9. Significant response and theory • Effective classroom environments keep the balance of the new classroom problems with the new habits acquired by the students. The best way to keep track of an effective environment is by teaching. • Primacy effect • The tendency to learn • First things taught or learned • Automaticity- a level of rapidness • Easily learned and important for pedagogy • Utilizes the information grasped • Recent effectiveness • The tendency to learn • Last things remembered • Theories all improve the student’s memory based upon the characteristics of the different learning behaviors and conditions of the different stages to growing up. The information is based upon Slavin Chapter five and six. 100-180 is the basic divide for the major assumption to the learning. • Slavin (2009) Robert. Educational Psychology.   Pearson: John Hopkins University. 9th edition • Bloom’s taxonomy of Cognitive Development http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm

10. Bibliography • Bloom’s taxonomy of Cognitive Development http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm • All text on slides in part by Slavin Chapter five and six. 100-180 is the basic divide for the major assumption to the learning. • Slavin (2009) Robert. Educational Psychology.   Pearson: John Hopkins University. 9th edition • Bloom’s taxonomy of Cognitive Development