a portrait of the student as a young wolf

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A Portrait of the Student as a Young Wolf Using Canine/Lupin eBehavior Models to Increase Classroom Motivation “Wisdom begins in wonder.” --Socrates I wonder what’s for dinner.

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A Portrait of the Student as a Young Wolf. Using Canine/LupineBehavior Models to Increase Classroom Motivation. “Wisdom begins in wonder.” --Socrates I wonder what’s for dinner. The Ideal Student. The Actual student. If dogs , why not students?. Dogs and students (or teachers). - PowerPoint PPT Presentation

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Page 1: A Portrait of the Student as a Young Wolf

A Portrait of the Student as a Young Wolf

Using Canine/LupineBehavior Models to Increase Classroom Motivation

“Wisdom begins in wonder.” --Socrates

I wonder what’s for dinner.

Page 2: A Portrait of the Student as a Young Wolf

The Ideal Student

Page 3: A Portrait of the Student as a Young Wolf

The Actual student

Page 4: A Portrait of the Student as a Young Wolf

If dogs, why not students?

Page 5: A Portrait of the Student as a Young Wolf

Dogs and students (or teachers)

Page 6: A Portrait of the Student as a Young Wolf

Parents’ weekend

Page 7: A Portrait of the Student as a Young Wolf

Cheerleading tryouts

Page 8: A Portrait of the Student as a Young Wolf

Sorority sister

Page 9: A Portrait of the Student as a Young Wolf

Frat brother

Page 10: A Portrait of the Student as a Young Wolf

Humans and wolves (and house-wolves such as Gwyn)

• Distance runners• omnivores• hierarchical social

structure• group hunters• fluent in body

language• readily motivated

Page 11: A Portrait of the Student as a Young Wolf

Both want reward: tangible and intangible

    

                    

      

Page 12: A Portrait of the Student as a Young Wolf

Both fear discomfort: pain, humiliation, vulnerability

                       

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:

Neither is inherently reinforced by formal education

“You want it so badly? You pick up the stupid thing.”

Page 14: A Portrait of the Student as a Young Wolf

Game 1: Motivate the student

Page 15: A Portrait of the Student as a Young Wolf

Our student: friendly, articulate, and willing to perform manageable tasks.

Page 16: A Portrait of the Student as a Young Wolf

Motivation

Reinforcement:

Positive

Negative

no reward marker

Play/prey drive

Status

Page 17: A Portrait of the Student as a Young Wolf

Reinforcement

Anything that, occurring in conjunction with an act, tends to increase the probability that the act will occur again.

Page 18: A Portrait of the Student as a Young Wolf

Good ReinforcersImmediate

(“YES!!” “NO!” “TOUCHDOWN!!”)

timing is information

Page 19: A Portrait of the Student as a Young Wolf

Focused

Page 20: A Portrait of the Student as a Young Wolf

Something the student wants….

Page 22: A Portrait of the Student as a Young Wolf

You would do almost anything for a million dollars. Would Gwyn?

Important note: Reinforcers are relative!

Think about it. Gwyn would do almost anything for a piece of raw

liver. Would you?

Page 23: A Portrait of the Student as a Young Wolf

Poor Reinforcers

• Overly deferred (grades)• Unfocused (given for vague tasks)• Unwanted rewards• Nagging and scolding (if it doesn’t

stop immediately when the behavior changes, it’s nothing more than noise)

Page 24: A Portrait of the Student as a Young Wolf

Reinforcers

• Positive reinforcer

• Negative reinforcer

• No-reward marker

Page 25: A Portrait of the Student as a Young Wolf

Positive Reinforcement:

“What you are doing now is good, and will gain you something, so do it some more.”

Page 26: A Portrait of the Student as a Young Wolf

Positive Reinforcement: advantages

• Highly motivational

• Shapes precise behavior

Page 27: A Portrait of the Student as a Young Wolf

Positive Reinforcement: disadvantages

• Can lose impact quickly

• Can focus student on reward rather than task

“Mom, I am not a billionaire! A billion is like a thousand million; I’m worth a hundred million. A hundred million is just a hundred million.”

Page 28: A Portrait of the Student as a Young Wolf

Positive Reinforcement: overcoming disadvantages

• Conditioned reinforcer

• Variable schedule

• Jackpotting

Page 29: A Portrait of the Student as a Young Wolf

Conditioned Reinforcer

– Instant--focuses on specific behavior– Promotes long-term work (“keep going”;

“you’re getting there”; e.g., people work endlessly for money, a conditioned reinforcer for things money can buy)

– ALWAYS leads to tangible reward– Must be reserved for “real” task--a specific,

realizable goal

Page 30: A Portrait of the Student as a Young Wolf

Gwyn’s CR Game Part 1

• Find the glove!

Page 31: A Portrait of the Student as a Young Wolf

Variable Reinforcer: think slot machines (or cartoons)

• Constant reinforcement only for learning stages

• encourages improvement

• longer schedule, more powerful motivator

• exception: puzzle or test, which must be rewarded each time

“Oh, good Lord. Let him have the damned cookie.”

Page 32: A Portrait of the Student as a Young Wolf

Jackpot• earned and unearned• can be used to mark a

sudden breakthrough, or

• to motivate an unwilling, fearful, or resistant subject

Page 33: A Portrait of the Student as a Young Wolf

Aversives• “Natural” aversives

• Negative reinforcers

• Punishment

Page 34: A Portrait of the Student as a Young Wolf

“Natural” aversives

• Product of “natural” distaste or social conditioning

• Must be overcome (using whatever creative measures are necessary) before progress can be made

Page 35: A Portrait of the Student as a Young Wolf

Negative Reinforcement

“What you are doing is not good, and something bad will happen unless you stop.”

Page 36: A Portrait of the Student as a Young Wolf

“Mind if I turn my hearing aid down?”

Negative Reinforcement

• Based on student control--can be halted or avoided by changing behavior

• Linked to clear, specific task

• Stops immediately when new behavior begins

Page 37: A Portrait of the Student as a Young Wolf

Results of Negative Reinforcement

• Student confidence

• Self-motivation

Page 38: A Portrait of the Student as a Young Wolf

Punishment: too much, too late

• Based on student weakness--change in behavior will not affect outcome

• Based on student confusion--no idea of how to escape the punishment

Page 40: A Portrait of the Student as a Young Wolf

Fight

Page 41: A Portrait of the Student as a Young Wolf

Total Submission

Page 43: A Portrait of the Student as a Young Wolf

No-reward marker• “That will not be

reinforced”; “Save your strength”; “That’s a blind alley”

• Neutral--no aversive

• Informative

Page 44: A Portrait of the Student as a Young Wolf

Game 2: Train the dog

We need 4 volunteers

Page 45: A Portrait of the Student as a Young Wolf

Behavior shaping: performance without pain

• Single large goal broken into a series of feasible intermediate tasks (no one can write a book)

• Each specific task is selectively reinforced

• Reduction in repetition• Increase in quality

Page 46: A Portrait of the Student as a Young Wolf

Shaping the scent retrieve

• 1.Dog holds forefinger unwillingly• 2.Dog holds forefinger willingly• 3.Dog opens mouth for forefinger• 4.Dog reaches for forefinger• 5.Dog holds paper roll• 6.Dog reaches for paper roll• 7.Dog picks up paper roll• 8.Dog holds dumbbell• 9.Dog reaches for dumbbell• 10.Dog picks up dumbbell from 2, 4, 6, 8, 10, 12 feet• 11.Dog retrieves dumbbell next to unscented

anchored leather article• 12.Dog holds leather article• 13. If averse to leather, desensitize• 14.Dog reaches for leather article• 15.Dog picks up leather article• 16.Dog picks up leather article from 2, 4, 6, 10, 12

feet• 17.Dog retrieves leather article next to unscented

leather article • 18.Dog holds metal article• 19.Dog reaches for metal article

• 20.Dog picks up metal article from 2, 4, 6, 8, 10, 12 feet

• 21. If averse to metal, desensitize• 22.Dog retrieves metal article next to unscented

anchored metal article• 23.Dog retrieves leather article next to

unscented anchored metal and leather article• 24.Next to unscented anchored leather and two

unscented metal• 25.Dog retrieves metal article next to unscented

anchored metal and leather article• 26.Dog retrieves metal article next to unscented

anchored metal and two unscented leather• 27.Dog retrieves metal article next to gradually

increasing combinations of anchored unscented metal and leather up to 10 unscented articles

• 28.Gradual removal of anchors--if dog retrieves unscented article, repeat steps 19 to 24 as needed

• 29.Introduction of “cold” vs. “hot” scent• 30.Introduction of foreign scent• 31.Dog does scent retrieve in distracting areas

Page 47: A Portrait of the Student as a Young Wolf

Self-reinforcement

I suppose it should be

enough that I heard it…

Page 48: A Portrait of the Student as a Young Wolf

Prey drive

• The “Aha!” moment

• “Killing” a problem

• Following movement

• Physical activity

Page 50: A Portrait of the Student as a Young Wolf

Status• Most powerful

motivator--stronger than food or sex drives

• Linked to tangible rewards and prey drive

“Getting USDA approval means a lot to you, doesn’t it?”

Page 51: A Portrait of the Student as a Young Wolf

Game 4: Beat the Dog

Winners of game 2 vs. Gwyn

“You feeling lucky, punk? Go ahead…make my day.”

Page 52: A Portrait of the Student as a Young Wolf

The Pack and Pack Dynamics

Page 53: A Portrait of the Student as a Young Wolf

Pack hierarchy

Page 55: A Portrait of the Student as a Young Wolf

As goes the alpha, so goes the pack.Control the alpha, and you control the

pack.As go the alphas, so goes your class.Control your alphas, and you control

your class.

Note: Alpha identification is essential to effective teaching!

Page 56: A Portrait of the Student as a Young Wolf

The Beta Wolf

• good follower• takes direction• obeys rules• avoids risks• memorizes • fewer rewards• less stress

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The Omega Wolf

• bottom dog in pack• outcast• often attacked by

other pack members when they’re uncertain of their own status

• only reward is pack association (quintessential groupie)

Page 58: A Portrait of the Student as a Young Wolf

Searching for Your Alphas

Page 59: A Portrait of the Student as a Young Wolf

Search Strategies

1.     bone/magic pen

2.     games (which can separate alpha from mere extroversion)

3.     relative space/seating (two sides in front, rear center)

4.     body language

5.     eye contact

Page 60: A Portrait of the Student as a Young Wolf

Alpha Multiplication

Page 61: A Portrait of the Student as a Young Wolf

The Well-run Pack in the Home

Multiple beta system designed to promote peace

Page 62: A Portrait of the Student as a Young Wolf

A Peaceful Pack

Darby-Super Alpha

Gwyn-Alpha F

Solo-Young Alpha M

Gwynedd-Beta F

WYSIWYG-Delta F

Morgan-Puppy F

Page 63: A Portrait of the Student as a Young Wolf

A Winning Pack

AlphaM

AlphaM

AlphaF

AlphaM

AlphaF

SuperAlpha

Page 64: A Portrait of the Student as a Young Wolf

The well-run pack in the classroom

Traditional methods (lecture) designed to produce multiple betas

Page 65: A Portrait of the Student as a Young Wolf

Teaching the Pack model:the lecture mode

• Maintains order• Effective for

transmitting facts• Produces stasis• Rewards followers,

memorizers, risk-avoiders

• Directed toward comfort of all

• Only one Alpha

Beta Beta Beta Beta BetaBeta Beta Beta Beta Beta Beta

Beta Beta Beta Omega Beta BetaDelta Beta Beta Beta Beta Beta Beta

Beta Omega Beta Omega Beta Beta BetaDelta Delta Beta Beta Beta Beta Beta Delta

Alpha

Page 66: A Portrait of the Student as a Young Wolf

The multiple Alpha model:peer learning

• Challenges • Motivates• Excites• Encourages critical

thinking• Encourages

original ideas• Uncomfortable• Multiple Alphas

Alpha Instructor

Alpha BetaDeltaOmega

Alpha BetaDeltaOmega

Alpha BetaDeltaOmega

Alpha BetaDeltaOmega

Alpha BetaDeltaOmega

Alpha BetaDeltaOmega

Page 67: A Portrait of the Student as a Young Wolf

Using Multiple Alpha Status in the classroom

• Alpha squares

• Alpha circles

• Leader of the pack

Page 68: A Portrait of the Student as a Young Wolf

Alpha Squares• Basis of the peer

learning idea.• Students form groups

of 2-4, shifting the alpha pattern, reshuffling the pack

• Individual strengths emerge

• Students get taste of alpha-hood

Alpha Instructor

AlphaBeta AlphaBeta

BetaBetaBetaBeta

OmegaOmega DeltaDelta

AlphaAlphaAlphaAlpha

BetaBetaAlphaBeta

Alpha Beta

Delta Omega

Page 69: A Portrait of the Student as a Young Wolf

The Alpha Circle

• Circle shifts Alpha role from minute to minute

• High initial stress, resistance

A

Page 70: A Portrait of the Student as a Young Wolf

Leader of the pack

• Traditional oral presentation; lecture format

• not stressful when used after successful trial alpha runs with alpha squares and circles

Page 71: A Portrait of the Student as a Young Wolf

Recap: Using canine behavior models to motivate students

• Positive reinforcement• NO punishment--ever• Negative reinforcement--think student control• Behavior Shaping—know what you’re shaping

and why• Play/prey drive: competitive (including self-

competitive) games; “killing” the problem• Status: bringing out the alpha in your students

Page 72: A Portrait of the Student as a Young Wolf

The End: Good audience! So clever!! Good work!!!

“I understand the Everest climb used to be quite a chore.”

Page 73: A Portrait of the Student as a Young Wolf

Selected Bibliography• Benjamin, Carol Lea. Mother Knows

Best: The Natural Way to Train Your Dog. New York: Howell, 1985.

• Chance, Paul. First Course in Applied Behavior Analysis. Pacific Grove CA: Brooks/Cole, 1998.

• Galvin, Kathleen M. and Pamela J. Cooper. The Basics of Speech. NTC/Contemporary, 2001

• Smith, Karl A. et al. Cooperative Learning : Increasing College Faculty Instructional Productivity. Wiley: 1992

• Lewis, Janet R. Smart Trainers; Brilliant Dogs. Lutherville MD: Canine Sports Productions, 1997.

• Pryor, Karen. Don’t Shoot the Dog! The New Art of Teaching and Training. New York: Bantam, 1999.

• Walvoord, Barbara et al. Effective Grading. Jossey-Bass, 1998. "Every teacher should have been an animal trainer

at some time in his career, because when the animal doesn't do the trick, you don't blame the

animal!"--Jean Piaget

Page 74: A Portrait of the Student as a Young Wolf

A Portrait of the Student as a Young Wolf

Using Canine/Lupine

Behavior Models to Increase

Classroom Motivation

“A dog has the soul of a

philosopher.” --Plato