EDU 301 EDUCATIONAL PSYCHOLOGY

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Presentation transcript:

EDU 301 EDUCATIONAL PSYCHOLOGY Behavioral Learning Theory

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

Assumptions of Behaviorism (cont.) Organisms are blank slates at birth Learning is a result of environmental events

Two main types of Learning Classical conditioning: addresses learning of involuntary responses. For example when the sound of a bell alone stimulates saliva flow in dogs. Operant conditioning: addresses learning of voluntary responses.

Comparisons Classical conditioning Operant conditioning Two stimuli, UCS and CS, are paired A response (R) is followed by a reinforcing stimulus (S) Involuntary behavior : elicited by a stimulus Voluntary behavior: emitted by an organism CS CR R S OR: S-R-S

Your turn! With a partner, list two examples of operant 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.

A-B-C Model Behavior is sandwiched between Antecedants (a stimulus that comes before the behavior) Consequences (a stimulus that comes after a behavior)

Consequences Reinforcement Punishment

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

Punishment Presentation punishment: An undesirable stimulus is received after a behavior occurs Removal punishment: A desireable is lost or removed after a behavior occurs

Your turn With a partner, list consequences (reinforcers and punishers) that you OR your school uses on a regular basis to produce the behavior you desire in your students. Which ones are effective? Why or why not?

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

Your turn! Alone, answer the following questions: What antecedents do you use on a daily basis to get the behavior you wish from your students? Are the antecedents effective?

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.

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

Behaviorism (cont.) What areas of Bloom’s Taxonomy might behaviorism address? Knowledge, Comprehension, Application, Analysis, Synthesis, or Evaluation?

Phases in a Behaviorist Lesson Orientation: overview, explains why, etc.

Phases (cont.) Presentation: explain how to, steps, demonstrate how to. Presented in very small steps with mastery of each step the goal Numerous examples with teacher demonstrating correct responses When difficulty is encountered, additional explanations and examples given. Constant evaluation of ALL students understanding.

Phases (cont.) 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).

Guidelines for Practice From a behavioral perspective, students should only practice what they already know how to do. Provide short but intense practice sessions (no more than 30-40 minutes for middle/high school) Monitor carefully and provide corrective feedback and reinforcement Incorrect responses which are not corrected become part of the learner’s behavior and impede progress toward subsequent learning

Guidelines for Practice (cont.) Do not engage students in independent practice until have 85% success in guided practice Space structured practice close together with guided and independent sessions gradually further and further apart.

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