William Joel Parker
Human Development
Motivation
Learning Theory
2002 Maura Enscoe and Tom Larson
Learning Environment
Learning Style and Role Models

William has
is anone
enactive role
positive
learner,
model
by
Bandura’s
and
one negative
definition.
role
model.
Piaget’s Learning Model
Math Class Example
Lesson: Area
William falls into
disequilibrium during
lecture.
Accommodation 1
Accommodation 2
Math Class Example
Accommodation 1
4 inch square area
Mr. Seanz the Math
teacher provides one
on one education.
Math Class Example
Accommodation 2
Class hands-on project
Planters and Flowers
Triangle Planter
L-Shaped Planter
Rectangular Planter
Skinner Operant Conditioning
ABC Model
Antecedents – Hungry
students
Behaviors – Pushing,
bullying
Consequences – Hurts
others feelings, and is
sent back to the end
of the lunch line.
Skinner Operant Conditioning
Removal Punishment
Sending William to the end
of the lunch line does not
work.
Positive Reinforcement
Letting out class 2 minutes
early for good behavior
does work.
Autism
Autos – self
Inability to communicate
effectively usually due to
language fallback.
Impaired social interactions
and restricted interests.
No cure, but early detection
allows theory to help with
fine motor skills.
Human Development Theory
Vygotsky
Zone of Proximal Development
William has a very narrow ZPD
Williams requires scaffolding
often to achieve success in
his school subjects.
Scaffolding Required


One on one
instruction.
Hands-on
experiences.
Motivation


William is
extrinsically
motivated at work.
William is
intrinsically
motivated at school.
Learning Environment
*Recommendation 1
William working one on
one with teachers,
with multiple learning
aids.
(*Derived from: Vygotsky’s ZPD, Piaget’s learning theory,
Bandura Enactive Learner)
Learning Environment
*Recommendation 2
Supervised social
atmospheres.
(*Derived from: Piaget-Cognitive Development and
Vygotsky’s Human Development)
Learning Environment
*Recommendation 3
Give William confidence
and assurance.
(*Derived from: Erikson’s Psychosocial and Weiner’s
Attribution)
Learning Environment
*Recommendation 4
Positive reinforcement
rather than
punishment.
(*Derived from: Skinner’s ABC Model)
All About “Billy”






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16 years old
Interests include; video games,
birds, gardening.
Has a best friend named Brian
Has a girlfriend.
Black Lab named Ebony
Work in a greenhouse
Discipline Problems
-Parental lack of discipline.
Struggles in school.
Autistic
Index
Human Development Theory
Cognitive Development
(Piaget, Vygotsky)
Psychosocial Development
(Erikson)
Moral Development
(Kohlberg)
Motivation
- Goal Structure
- Attribution System
- Hierarchy of Needs (Maslow)
Learning Theory
Cognitive (Piaget’s Learning
Model
Behaviorism (Skinner)
Social Learning Theory
(Bandura)
Processing Style
Constructivism
Piaget Cognitive Development
William is in 4th state, Formal Operations
Has critical thinking limitations.
Has trouble analyzing school material.
Adolescent ego-centrism.
Vygotsky Human Development
Theory
William’s ZPD is extremely narrow.
Needs extensive scaffolding.
Erickson’s Psychosocial
Development
Primary stage: Initiative vs. Guilt
Secondary stage: Autonomy vs. Shame and Doubt
Working on: Industry vs. Inferiority
Kohlberg’s Theory of Moral
Reasoning
Level 1 Preconventional/personal impact
Stage 2 Personal reward
William is trying to get to the social contract and
universal ethic stage.
Cognitive Learning Theory
Piaget’s Learning Model
When William falls into disequilibrium, he often requires
multiple attempts at accommodation, before he can
assimilate the situation.
This method works well in his educational settings.
Behaviorism
Skinner Operant Conditioning
William’s social behaviors can be altered, by Skinner’s
Operant Conditioning.
Many of Williams social problems can be solved using
Skinner’s ABC model.
Positive reinforcement produces better results than
removal punishment.
Bandura’s Social Learning
Theory
According to Bandura, William would be classified as an
enactive learner rather than a vicarious learner.
Processing Style
William is primarily a bottom-up processor.
Constructivism
William is an exogenous learner.
Motivation
William is extrinsically motivated at work.
William is intrinsically motivated at school.
Maslow’s Hierarchy of Needs
William struggles with belongingness.
Attribution System
William’s excuses are external.
His thoughts are unchangeable.
Placing blame on others is uncontrolled.
William is a classic learned helplessness case.
Goal Structures
William is work avoidant.
William is motivated by others.