Behavioral Learning Theory

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Origins of Behaviorism Originated with John B. Watson

-claimed psychology was not concerned with the mind or human consciousness

-Watson’s work based on experiments of Ivan Pavlov-studied animals’ responses to conditioning

Today associated with B.F. Skinner tested Watson’s theories Skinner developed operant conditioning- if your

girlfriend gives you a kiss when you give her flowers, you will be likely to give flowers when you want a kiss

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Assumptions of Behaviorism

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

To understand learning processes, focus on stimulus and responses

Internal process should be excluded from the study of learning.

Learning is evidenced by a behavior change

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Assumptions of Behaviorism (cont.)

Organisms are blank slates at birth

Learning is a result of environmental events

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Two main types of Learning

Classical conditioning: theory that explains how we learn new responses as result of two stimuli being present at the same time -learning of involuntary responses.

Operant conditioning: form of learning in which response increases/decreases as result of reinforcement or punishment

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http://www.spike.com/video-clips/0jnov0/the-office-the-jim-trains-dwight

Your turn!

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

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

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A-B-C Model

Behavior is sandwiched between Antecedents (a stimulus that comes before the

behavior) Consequences (a stimulus that comes after a

behavior) Reinforcement and punishment

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Reinforcement

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

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

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Punishment

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

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

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Your turn

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

Which ones are effective? Why or why not?

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Antecedents

A preceding circumstance, event etc., that elicits a behavior.

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Your turn!

In a small group answer the following question:

What antecedents do you use/see in your practicum get the behavior you wish from your students?

Are the antecedents effective?

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

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

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

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

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Application of Behaviorism to Instruction

Teaching that is behaviorist in nature is often referred to as Direct teaching Explicit teaching Expository teaching Teacher-led instruction

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Practice Teaching Behaviorism Practice phase

Structured practice: whole class led through each step of the problem with teacher leading and checking for everyone’s understanding.

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

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

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Sources Paris, N.A. Kennesaw State University- M.Ed in

Ad Ed program http://www.forerunner.com/forerunner/

X0497_DeMar_-_Behaviorism.html

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program

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