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Behavioral Learning TheoryBehavioral Learning Theory

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Assumptions of BehaviorismAssumptions of Behaviorism

All species of animals learn in similar All species of animals learn in similar (equal ways with the same guiding (equal ways with the same guiding principlesprinciples

To understand learning processes, focus To understand learning processes, focus on stimulus and responseson stimulus and responses

Internal process should be excluded from Internal process should be excluded from the study of learning.the study of learning.

Learning is evidenced by a behavior Learning is evidenced by a behavior changechange

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Assumptions of Behaviorism (cont.)Assumptions of Behaviorism (cont.)

Organisms are blank slates at birthOrganisms are blank slates at birthLearning is a result of environmental Learning is a result of environmental

eventsevents

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Two main types of LearningTwo main types of Learning

Classical conditioning: addresses learning Classical conditioning: addresses learning of involuntary responses. For example of involuntary responses. For example when the sound of a bell alone stimulates when the sound of a bell alone stimulates saliva flow in dogs. saliva flow in dogs.

Operant conditioning: addresses learning Operant conditioning: addresses learning of voluntary responses. of voluntary responses.

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ComparisonsComparisons

Classical Classical conditioningconditioning

Operant Operant conditioningconditioning

Two stimuli, UCS and Two stimuli, UCS and CS, are pairedCS, are paired

A response (R) is A response (R) is followed by a reinforcing followed by a reinforcing stimulus (S)stimulus (S)

Involuntary behavior : Involuntary behavior : elicited by a stimuluselicited by a stimulus

Voluntary behavior: Voluntary behavior: emitted by an organism emitted by an organism

CS CRCS CR

R S R S

OR: S-R-SOR: S-R-S

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Your turn!Your turn!

With a partner, list two examples of With a partner, list two examples of operant conditioningoperant conditioning that you have that you have used or that you see regularly in your used or that you see regularly in your classroom or school.classroom or school.

Try to think of a “behavioral” example and Try to think of a “behavioral” example and an “instructional or academic” example.an “instructional or academic” example.

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A-B-C Model A-B-C Model

Behavior is sandwiched between Behavior is sandwiched between Antecedants (a stimulus that comes before Antecedants (a stimulus that comes before

the behavior)the behavior)Consequences (a stimulus that comes after a Consequences (a stimulus that comes after a

behavior)behavior)

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ConsequencesConsequences

ReinforcementReinforcement

PunishmentPunishment

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ReinforcementReinforcement

Positive reinforcer: “Rewards” or Positive reinforcer: “Rewards” or something desireable is received after a something desireable is received after a behavior occursbehavior occurs

Negative reinforcer: “Escapes” or Negative reinforcer: “Escapes” or something undesirable is avoided after a something undesirable is avoided after a behavior occursbehavior occurs

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PunishmentPunishment

Presentation punishment: An undesirable Presentation punishment: An undesirable stimulus is received after a behavior stimulus is received after a behavior occursoccurs

Removal punishment: A desireable is lost Removal punishment: A desireable is lost or removed after a behavior occursor removed after a behavior occurs

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Your turnYour turn

With a partner, list consequences With a partner, list consequences (reinforcers and punishers) that you OR (reinforcers and punishers) that you OR your school uses on a regular basis to your school uses on a regular basis to produce the behavior you desire in your produce the behavior you desire in your students.students.

Which ones are effective? Why or why Which ones are effective? Why or why not?not?

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AntecedentsAntecedents

A prompt of cue that comes before a A prompt of cue that comes before a behavior that results in the correct behavior that results in the correct behavior being elicited.behavior being elicited.

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Your turn!Your turn!

Alone, answer the following questions:Alone, answer the following questions:

What antecedents do you use on a daily What antecedents do you use on a daily basis to get the behavior you wish from basis to get the behavior you wish from your students?your students?

Are the antecedents effective?Are the antecedents effective?

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Like it or Not---From the behaviorist Like it or Not---From the behaviorist perspective, perspective,

the teacher MUST be active in getting the the teacher MUST be active in getting the behavior they wish from their students.behavior they wish from their students.

if the teacher is not actively involved, they if the teacher is not actively involved, they will not regularly see the behavior they will not regularly see the behavior they wish or be certain the behavior was wish or be certain the behavior was learned. learned.

if a student does not learn (demonstrate if a student does not learn (demonstrate the behavior) then the teacher did not the behavior) then the teacher did not teach it. teach it.

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Application of Behaviorism to Application of Behaviorism to InstructionInstruction

Teaching that is behaviorist in nature is Teaching that is behaviorist in nature is often referred to as often referred to as Direct teachingDirect teachingExplicit teachingExplicit teachingExpository teachingExpository teachingTeacher-led instructionTeacher-led instruction

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Behaviorism (cont.)Behaviorism (cont.)

What areas of Bloom’s Taxonomy might What areas of Bloom’s Taxonomy might behaviorism address?behaviorism address?

Knowledge, Comprehension, Knowledge, Comprehension, Application, Analysis, Synthesis, or Application, Analysis, Synthesis, or Evaluation?Evaluation?

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Phases in a Behaviorist LessonPhases in a Behaviorist Lesson

Orientation: overview, explains why, etc.Orientation: overview, explains why, etc.

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Phases (cont.)Phases (cont.)

Presentation: explain how to, steps, Presentation: explain how to, steps, demonstrate how to. demonstrate how to. Presented in very small steps with mastery of Presented in very small steps with mastery of

each step the goaleach step the goalNumerous examples with teacher Numerous examples with teacher

demonstrating correct responsesdemonstrating correct responsesWhen difficulty is encountered, additional When difficulty is encountered, additional

explanations and examples given. explanations and examples given. Constant evaluation of ALL students Constant evaluation of ALL students

understanding.understanding.

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Phases (cont.)Phases (cont.)

Practice phasePractice phase Structured practice: whole class led through each Structured practice: whole class led through each

step of the problem with teacher leading and checking step of the problem with teacher leading and checking for everyone’s understanding.for everyone’s understanding.

Guided practice: students work on a few examples Guided practice: students work on a few examples alone at their desks. Teacher circulates and alone at their desks. Teacher circulates and monitors, providing corrective feedback and monitors, providing corrective feedback and reinforcementreinforcement

Independent practice: students given a few examples Independent practice: students given a few examples just like what had been learned to practice alone. just like what had been learned to practice alone. Feedback is not necessarily immediate (i.e. next day).Feedback is not necessarily immediate (i.e. next day).

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Guidelines for PracticeGuidelines for Practice

From a behavioral perspective, students should From a behavioral perspective, students should only practice what they already know how to do. only practice what they already know how to do.

Provide short but intense practice sessions (no Provide short but intense practice sessions (no more than 30-40 minutes for middle/high school)more than 30-40 minutes for middle/high school)

Monitor carefully and provide corrective Monitor carefully and provide corrective feedback and reinforcementfeedback and reinforcement Incorrect responses which are not corrected Incorrect responses which are not corrected

become part of the learner’s behavior and impede become part of the learner’s behavior and impede progress toward subsequent learningprogress toward subsequent learning

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Guidelines for Practice (cont.)Guidelines for Practice (cont.)

Do not engage students in independent Do not engage students in independent practice until have 85% success in guided practice until have 85% success in guided practicepractice

Space structured practice close together Space structured practice close together with guided and independent sessions with guided and independent sessions gradually further and further apart.gradually further and further apart.

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Your turnYour turn

In small groups, describe a lesson in In small groups, describe a lesson in which you have used the behaviorist which you have used the behaviorist approach (just one lesson for the entire approach (just one lesson for the entire group). What do you know now that would group). What do you know now that would have made the lesson better and improved have made the lesson better and improved the likelihood that students would have the likelihood that students would have learned better. How would you change learned better. How would you change that lesson?that lesson?