Behaviorism: Skinner's Operant Conditioning

 Burrhus Frederick Skinner or more popularly known as B.F. Skinner is one of behaviorists who believe on the S-R model of behavior. Like the rest of behaviorist psychologists, he concentrated on the observable behavior and external factors in learning. His theory is usually referred to as Operant Conditioning since this focuses on the behavior of an individual operating or instrumental in his/her environment. Sometimes this is also called Instrumental Conditioning. In short, the behavior of an individual is "instrumental" or "operates" that produces consequences. If this is reinforced, then more likely a conditioned response will take place. If punished, then the result will be otherwise. To make this simpler, I will just discuss the 2 major factors about this theory: Reinforcement and Punishment.

Reinforcement is a result that strengthen or increases the chances that a behavior will happen. This can be a positive reinforcer or a negative reinforcer. A positive reinforcer is something that is given or awarded. Examples are when teachers give candies, stars or plus points for very good pupils, or parents bought a new toy or dress for their child who is doing well in school. This can be in any form like toys, food, money and also verbal praises. On the other hand, negative reinforcer is something that is removed. For example, if pupils will be well behaved when the visitors arrived, they will have no test in their good conduct class, or if a child will get a high mark in his exam, he will not wash the dishes anymore. Take note, negative reinforcer is a reward. It is not a punishment.

4As Contextualized Lesson Plan in Math VI

LESSON PLAN IN MATH

I. OBJECTIVES

A. Discover the formula for the area of a triangles

B. Solve problems involving area of triangles

C. Work cooperatively in groups

II. SUBJECT MATTER

A. Area of Triangle

B. K to 12 Curriculum Guide pp.11-12

C. pictures, paper cut-outs, ruler, activity sheets, manila paper, overhead projector, laptop

D. Cooperation

III. Procedure

A. Preparatory Activities

1. Review

Mystery Picture

Ask the learners to give their prior knowledge about the person in the picture. Let them solve the area of the following quadrilaterals to know the name of person in the mystery picture. Choose the answers in the box.

S= 3 m²              I= 56 m²              R= 64 m²         C= 121 m²                  U= 8 m²

E= 28 m²              A= 15 m²        T= 12 m²                     P= 120 m²              H= 12 m²

       

__H__     __I__     __P__     __P__      __A__      __R__      __C__     __H___     __U___     ___S__ 

                5             4            7            7              3                6              8             5               1             2

                                                                                                                              

            Discuss that Hipparchus is the father of trigonometry. Relate that trigonometry is the study of measuring triangles.

2. Motivation

Ask: How well are you familiar with different triangles around you? Identify the following triangular objects shown in the following pictures.

·         Show pictures of triangular objects and let learners raise their hand if they know the object.

B. Developmental Activities

1.  Activity

Cooperative Learning

·         Divide the learners into groups with 4 members.

·         Distribute the needed materials and activity sheets. Instruct pupils to read the directions carefully.

·         Each group are will be provided paper cut-outs of quadrilaterals (parallelogram, rectangle, square)

·         Using the ruler, each group will measure the dimension of the figures given to them and have them solve for the area.

·         Once the students have found the area of each figure, they must create a diagonal line from bottom corner to top corner

·         The learners must cut out their figures through the diagonals, creating two triangles.

·         Remind the pupils on the proper decorum during group activity. Emphasize the importance of cooperation to successfully accomplish the task.

2. Analysis

·         Each group will have a reporter to share their findings. Have them focus on the following questions:

a.     What spatial figures are given to you?

b.     What is the area of each figure?

c.     What have you formed after cutting the figures into two through its diagonal?

d.     How does the area of the triangles compare to the areas of the original figure?

3. Abstraction and Comparison

·         Allow learners compare the area of the triangles to the area of their original figure.

·         Let them discover that the area of a triangle is actually the half of the area of a parallelogram, rectangle or square.

·         Guide them to derive the formula of the area of triangles from the formula of finding the area of a parallelogram which is base times height, divided by two ( or  bh or (b x h) ÷ 2)

4. Application

·         Using the derived formula let the learners solve the following problem.

       A paraw is a kind of sailboat with a triangular sail. If the sail measures 9 meters on its base and 8 meters in height, what is its area?

·         Relate to the learners that paraw is a local sailboat unique to Iloilo. An annual festival called Paraw Regatta is held every February. Ask the learners if they have experienced watching the festival.

·         Let pupils analyze the problem using STAR Strategy.

S-Search the Problem

The paraw has a base of 9 meters and a height of 8 meters.

I can draw the triangle to picture it out.

I need to find the area.

T-Translate the problem into an equation

The formula for finding the area of a triangle is (b x h) ÷ 2. Therefore, (9 meters x 8 meters) ÷ 2.

A-Answer the Problem

A= (b x h) ÷ 2

A= (9 m x 8 m) ÷ 2

A= 72 m² ÷ 2

A= 36 m² or square meters.

The area of the paraw sail is 36 square meters.

R-Review the Solution

Since the area of a triangle is half the area of a parallelogram, twice the area should be equal to the product of base and height.

                        36 m² = (9 m x 8 m) ÷ 2

                        36 m² x 2 = 9 m x 8 m

                        72 m² = 72 m²

Provide other examples:

a. A triangular garden has a base of 12 meters and a height of 10 meters. What is its area?

b. Mang Lito plans to make a triangular table. The table measures 5 feet on its base and 4 feet in height. What is the area of the table?

c. The height of a triangular table cloth is 8 yards while its base is 6 yards. Find its area.

3. Generalization

·         How do we solve for the area of triangles?

IV. Evaluation

Read the problem and show you solution.

1. 

3. Give the area of triangle with the base of 9 cm and a height of 8 cm.

4. What is the area of a triangular mirror if its base is 12.5 inches and its height is 7.2 inches?

5. A triangular lawn measures 3 feet on its base while 5 feet in height. Find its area.


Prepared by:

Jaylord S. Losabia
Teacher III
A. Bonifacio Integrated School

4As Lesson Plan for Senior High School (Practical Research)

LESSON PLAN IN PRACTICAL RESEARCH

 

I. Objectives
A.    Content Standard:	The learner demonstrates understanding of the importance of research in daily life
B.      Performance Standard:	The learner is able to use appropriate kinds of research in making decisions
C.    Learning Competencies:	The learner explains the importance of research in daily life
D.     Competency Code :	CS_RS11-IIIa-2
II. Subject Matter
A.    Content :	Nature of Inquiry and Research
B.      References:	K12 Basic Education Curriculum  Senior High School Curriculum Guide Practical Research 1, Baraceros Esther L. pp. 2-3 Research Methods and Statistics, Beins, Bernard C. & McCarthy, Maureen A. (2012) pp. 2-7
C.    Materials:	Powerpoint presentation, laptop, pictures, projector
D.     Value Focus:	Social Awareness/Curiosity/Inquisitiveness
III. Procedure
A. Preparatory Activities
1. Review	Show a Venn diagram. Let students compare and contrast inquiry and research. Ask: ·         What are the distinct characteristics of inquiry and research? ·         What relates or connects these two ideas?
2. Motivation	Ask: ·         Do you listen, watch or read news? What do you think are  the issues in our community today?
B. Developmental Activities
1. Activity	Group Activity: Group the class into 5 groups. Each group will be given an editorial cartoon in which they must interpret together. Each group will choose a reporter to share their insights in class. Ask: ·         How can these issues affect you as a student? your community?  the society as a whole? Explain to the class that issues like in the pictures affect individuals and the society as a whole. People need answers to describe these phenomena, their implications in daily living and how can these be controlled or given solutions. Relate that the way to address these is though research.
2. Analysis	Comprehensively discuss using powerpoint presentation the importance of research. Give contextualized instances or examples that are relevant to the daily lives of the students.
3. Abstraction and Comparison	Foresighting: Have students accomplish the following matrix: The world… With research… Without research…
4. Application	Present a videoclip about a specific issue in the country. Ask: ·         What do you think can research do to solve this issue? ·         Elaborate your answer.
5. Generalization	Share a quote from Albert Szent-Gyorgi on research: “Research is to see what everybody else has seen, and to think what nobody else has thought.”
IV. Evaluation	Have students write a five-sentence essay. Present the rubrics to be used to assess their answers. 1. What are the importance of research in daily life? 2. What do you think will happen to the world if there is no research?
V. Assignment	Research and study on characteristics, processes and ethics of research.