Session 7 DEMO

15 student responses

Learning & Understanding Can students identify the class's main idea?

Do you generally agree or disagree with the following statement?

“I can identify the main idea of today’s class.”

Concrete comparisons helped several students distinguish classical and operant conditioning. One credited separating “cue, response, and consequence”; another valued working through the seatbelt example step by step.
Terminology left two students struggling to connect examples with conditioning concepts. One kept changing answers because negative reinforcement sounded like punishment; another remembered the stories but not what they illustrated.
One student distinguished conditioning types by whether they applied to animals or people. They read the final chart as “classical conditioning is for animals and operant is for people.”

Negative reinforcement still sounds like punishment to me, so I kept switching my answers.
We had so many terms that I could remember the stories but not what each one was showing.

Doing the last example on my own and then hearing why my answer didn't fit.
Comparing the dog example with the seatbelt alarm example.
Putting the cue, response, and consequence into separate boxes helped me see the two kinds of learning.
The chart at the end. I took it to mean classical conditioning is for animals and operant is for people.
The examples from everyday life helped more than the definitions.
Being asked whether the behavior increased or decreased helped me follow the point.
The summary comparing learning from a cue with learning from a consequence.
Going through the seatbelt alarm step by step instead of just naming the type.

Detailed answers gave several students confidence that asking would be useful. One valued receiving “another example instead of just the right answer” when a classmate confused reinforcement and punishment.
Some students found it difficult to formulate or begin their questions. One usually needs to write first; another felt their question was more basic than classmates’ and was unsure where to start.
One student doubted that asking again would bring a different explanation. The first explanation of negative reinforcement “didn't click,” leaving them unsure that another question would help.

the first explanation of negative reinforcement didn't click, and I wasn't sure asking again would get a different explanation.
my question felt more basic than the ones people were asking. I wasn't sure where to start.

There was time to ask, but I usually need to try writing it out before I know my question.
Other people had different answers too, so I wasn't the only one unsure.
I could tell questions were welcome. I wasn't sure how to explain what I was stuck on.

there was a pause for questions after each practice example. It felt like there was time to explain what I meant.
I asked about the alarm example and the explanation used the behavior I was confused about.
when someone mixed up reinforcement and punishment, we got another example instead of just the right answer.
the answer to another student's question included why the other choice didn't fit.
questions got a clear answer and nobody seemed annoyed.