Step 3: Guide the Discussion

Once everyone has shared their ideas, start a group discussion to develop other people's ideas, and use them to create new ideas. Building on others' ideas is one of the most valuable aspects of group brainstorming.

Encourage everyone to contribute and to develop ideas, including the quietest people, and discourage anyone from criticizing ideas.

As the group facilitator, you should share ideas if you have them, but spend your time and energy supporting your team and guiding the discussion. Stick to one conversation at a time, and refocus the group if people become sidetracked.

Although you're guiding the discussion, remember to let everyone have fun while brainstorming. Welcome creativity, and encourage your team to come up with as many ideas as possible, regardless of whether they're practical or impractical. Use thought experiments such as Provocation or Random Input to generate some unexpected ideas.

Don't follow one train of thought for too long. Make sure that you generate a good number of different ideas, and explore individual ideas in detail. If a team member needs to "tune out" to explore an idea alone, allow them the freedom to do this.

 3) What is Learning theory?

Learning theories are conceptual frameworks that describe how students absorb, process, and retain knowledge during learning . ^[1] Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. ^{[2] [3]}

Behaviorists look at learning as an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory . Those who advocate constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on the often-necessary change required in a learner's preconceptions and world view. Geographical learning theory focuses on the ways that contexts and environments shape the learning process. ^{[1] [4] [5]}

SOCIAL DEVELOPMENT THEORY (VYGOTSKY)

Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

CONTRIBUTORS

• Lev Vygotsky (1896-1934)

KEY CONCEPTS

Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934)^[1][2]. Vygotsky’s work was largely unkown to the West until it was published in 1962.

Vygotsky’s theory is one of the foundations of constructivism . It asserts three major themes regarding social interaction, the more knowledgeable other, and the zone of proximal development.

SOCIAL INTERACTION

Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)”.[2]

THE MORE KNOWLEDGEABLE OTHER (MKO)

The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even

 

Operant conditioning (also called instrumental conditioning) is a learning process through which the strength of a behavior is modified by reinforcement or punishment. It is also a procedure that is used to bring about such learning.

Although operant and classical conditioning both involve behaviors controlled by environmental stimuli, they differ in nature. In operant conditioning, stimuli present when a behavior is rewarded or punished come to control that behavior. For example, a child may learn to open a box to get the candy inside, or learn to avoid touching a hot stove; in operant terms, the box and the stove are "discriminative stimuli". Operant behavior is said to be "voluntary": for example, the child may face a choice between opening the box and petting a puppy.

In contrast, classical conditioning involves involuntary behavior based on the pairing of stimuli with biologically significant events. For example, sight of candy may cause a child to salivate, or the sound of a door slam may signal an angry parent, causing a child to tremble. Salivation and trembling are not operants; they are not reinforced by their consequences, and they are not voluntarily "chosen".

The study of animal learning in the 20th century was dominated by the analysis of these two sorts of learning,^[1] and they are still at the core of behavior analysis.

B.F. Skinner (1904–1990) is referred to as the father of operant conditioning, and his work is frequently cited in connection with this topic. His 1938 book "The Behavior of Organisms: An Experimental Analysis",[5] initiated his lifelong study of operant conditioning and its application to human and animal behavior. Following the ideas of Ernst Mach, Skinner rejected Thorndike's reference to unobservable mental states such as satisfaction, building his analysis on observable behavior and its equally observable consequences.[6]

Skinner believed that classical conditioning was too simplistic to be used to describe something as complex as human behavior. Operant conditioning, in his opinion, better described human behavior as it examined causes and effects of intentional behavior.

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