Models of Teaching/Coaching

Models of Teaching/Coaching

   Summer, 1997

Peter S. Pierro, Ed.D., Instructor   

Session - Week #4

Behaviorism Psychology

Edward Thorndike, (1874-1949): Theory of Learning

The Handout to the Class

         The theory of behaviorism is that your behavior is directly shaped by your environment. By studying an individual's environment and controlling it, behavior can be modified and measured. This was first developed by John B. Watson. B. F. Skinner later developed the theory of operant conditioning. Achievement testing of children is based on this theory. Ivan Pavlov's work extended the concept into classical conditioning. In his famous work with dogs, he developed the Stimulus-Response (S –R) concept.

Learning models being used in this class

This week we are interested in the work of Edward Thorndike whose Theory of Learning consisted of  three laws of learning; 

The Law of Readiness - learners learn best when prepared and motivated.

The Law of Exercise - skills strengthen with practice and fade without it.

The Law of Effect - responses followed by a satisfying result are repeated.

These laws were adopted as early educational psychology and they still guide much of classroom teaching practice and sports coaching. Simply stated, students and players learn best when they are ready to learn, when they practice, when they revisit ideas, and when success is followed by a satisfying result.

Much of Thorndike’s research was done with animal subjects. He is most known for his cats attempting to get out of boxes. Behaviorists claim that research done with animals is as valid as the research that is done with humans.

Instructor’s Notes on the Class Session

Our guest instructor, Stacy Verne, our lacrosse coach, presented his approach to coaching. Lecturing - cause and effect - trial and error. We wanted to have our students get back to the usual college class for a while. His 25 minute video presentation with his comments was followed by a 20 minute Q and A session. The students enjoyed the video and there was plenty of involvement in the Q and A session.

We took a short break and Coach Verne left us. So we came to the real purpose of our class of the day with the following questions for the students to discuss:

1. What was your role as a learner during the video presentation and Coach Verne’s commentary?Their Responses: We were passive learners. We listened and didn’t speak. Coach Verne was the active teacher. He shared his thoughts, feelings, and perceptions with us. We did not add anything to the session except our presence.

   
   

2.  What was your role as a learner during the Q and A session? Their Responses: We were given the chance to become active learners and get involved by asking a question. We were listeners to the answers of the questions that we asked or others asked. We had some opportunity to share our thoughts, feelings, and perceptions. Coach Verne was the most active person.

   
   

3. What is your role as a learner right now in this discussion? We are active learners. We can get involved in the activity by sharing our thoughts, feelings, and perceptions with our classmates. We can listen to and react to the thoughts, feelings, and perceptions of our classmates.