STRATEGIES AND APPLIED THEORIES
We chose behaviorism, social learning theory, and sociocultural theories as our strategies to teach our learner.
Within behaviorism we decided to implement positive reinforcement. We are using candy for reinforcement for good effort and technique. We are presenting a desired stimulus for the learner (the candy) in order to increase their good behavior (practicing calligraphy). Within the behaviorism theory we also chose to use positive practice overcorrection as a form of positive punishment. If our learner does not produce the strokes effectively, they will have to continuously practice the letter in which they messed up on. By doing this, we are getting our learner to produce the appropriate behavior without giving harsh punishment. We did not want to punish our learner based on the quality of their calligraphy because it is hard to judge people’s performance levels with writing. Instead, we used the overcorrection practice as a way to get our learner to be more involved with the content and to ensure they are completing the tasks efficiently.
Social learning theory will be implemented in our video through Bandura’s explanation of live models. By watching someone perform calligraphy, it gives them an idea of the different strokes and motions they need to acquire to perform as well. Bandura used aggression as an example, but we found that the live model encouraged behavior and provided an example that the learner could easily mimic. Maya will act as the teacher, teaching Gaby how to do calligraphy and ensuring she does the strokes correctly. For each outline, Maya will show Gaby what she needs to do and Gaby will watch and perform well and then receive adequate reinforcement for her behavior. Maya is a good live model because the actions and behaviors she does are considered useful for Gaby to mimic.
Sociocultural theory is used in the form of scaffolding. Vygotsky explained scaffolding as support that the learner eventually does not need. We incorporated letter tracing sheets for our learner to trace and learn the strokes. Once she gets the form down, she can move on to tracing letters without strokes, then from there she will be using gridded lines without any letters, and finally move to plain paper producing the letters and phrases on her own. We will be working within her zone of proximal development (ZPD). We will activate prior knowledge and will work within her ZPD. We will also push her ZPD by pushing her beyond what she can already do (calligraphy). The scaffolds will be critical in pushing her ZPD further, and we will ease off of scaffolding as her ZPD increases. By increasing her zone of proximal development, Gaby will be able to learn calligraphy.
Within behaviorism we decided to implement positive reinforcement. We are using candy for reinforcement for good effort and technique. We are presenting a desired stimulus for the learner (the candy) in order to increase their good behavior (practicing calligraphy). Within the behaviorism theory we also chose to use positive practice overcorrection as a form of positive punishment. If our learner does not produce the strokes effectively, they will have to continuously practice the letter in which they messed up on. By doing this, we are getting our learner to produce the appropriate behavior without giving harsh punishment. We did not want to punish our learner based on the quality of their calligraphy because it is hard to judge people’s performance levels with writing. Instead, we used the overcorrection practice as a way to get our learner to be more involved with the content and to ensure they are completing the tasks efficiently.
Social learning theory will be implemented in our video through Bandura’s explanation of live models. By watching someone perform calligraphy, it gives them an idea of the different strokes and motions they need to acquire to perform as well. Bandura used aggression as an example, but we found that the live model encouraged behavior and provided an example that the learner could easily mimic. Maya will act as the teacher, teaching Gaby how to do calligraphy and ensuring she does the strokes correctly. For each outline, Maya will show Gaby what she needs to do and Gaby will watch and perform well and then receive adequate reinforcement for her behavior. Maya is a good live model because the actions and behaviors she does are considered useful for Gaby to mimic.
Sociocultural theory is used in the form of scaffolding. Vygotsky explained scaffolding as support that the learner eventually does not need. We incorporated letter tracing sheets for our learner to trace and learn the strokes. Once she gets the form down, she can move on to tracing letters without strokes, then from there she will be using gridded lines without any letters, and finally move to plain paper producing the letters and phrases on her own. We will be working within her zone of proximal development (ZPD). We will activate prior knowledge and will work within her ZPD. We will also push her ZPD by pushing her beyond what she can already do (calligraphy). The scaffolds will be critical in pushing her ZPD further, and we will ease off of scaffolding as her ZPD increases. By increasing her zone of proximal development, Gaby will be able to learn calligraphy.