Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 1 Behavioral Learning Theory

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 2 Assumptions of Behaviorism All species of animals learn in similar (equal ways with the same guiding principles All species of animals learn in similar (equal ways with the same guiding principles To understand learning processes, focus on stimulus and responses To understand learning processes, focus on stimulus and responses Internal process should be excluded from the study of learning. Internal process should be excluded from the study of learning. Learning is evidenced by a behavior change Learning is evidenced by a behavior change

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 3 Assumptions of Behaviorism (cont.) Organisms are blank slates at birth Organisms are blank slates at birth Learning is a result of environmental events Learning is a result of environmental events

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 4 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. 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. Operant conditioning: addresses learning of voluntary responses.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 5 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

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 6 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. 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. Try to think of a “behavioral” example and an “instructional or academic” example.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 7 A-B-C Model Behavior is sandwiched between Behavior is sandwiched between Antecedants (a stimulus that comes before the behavior) Antecedants (a stimulus that comes before the behavior) Consequences (a stimulus that comes after a behavior) Consequences (a stimulus that comes after a behavior)

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 8 Consequences Reinforcement Reinforcement Punishment Punishment

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 9 Reinforcement Positive reinforcer: “Rewards” or something desireable is received after a behavior occurs Positive reinforcer: “Rewards” or something desireable is received after a behavior occurs Negative reinforcer: “Escapes” or something undesirable is avoided after a behavior occurs Negative reinforcer: “Escapes” or something undesirable is avoided after a behavior occurs

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 10 Punishment Presentation punishment: An undesirable stimulus is received after a behavior occurs Presentation punishment: An undesirable stimulus is received after a behavior occurs Removal punishment: A desireable is lost or removed after a behavior occurs Removal punishment: A desireable is lost or removed after a behavior occurs

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 11 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. 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? Which ones are effective? Why or why not?

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 12 Antecedents A prompt of cue that comes before a behavior that results in the correct behavior being elicited. A prompt of cue that comes before a behavior that results in the correct behavior being elicited.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 13 Your turn! Alone, answer the following questions: 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?

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 14 Like it or Not---From the behaviorist perspective, the teacher MUST be active in getting the behavior they wish from their students. 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 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. if a student does not learn (demonstrate the behavior) then the teacher did not teach it.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 15 Application of Behaviorism to Instruction Teaching that is behaviorist in nature is often referred to as Teaching that is behaviorist in nature is often referred to as Direct teaching Direct teaching Explicit teaching Explicit teaching Expository teaching Expository teaching Teacher-led instruction Teacher-led instruction

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 16 Behaviorism (cont.) What areas of Bloom’s Taxonomy might behaviorism address? What areas of Bloom’s Taxonomy might behaviorism address? Knowledge, Comprehension, Application, Analysis, Synthesis, or Evaluation?

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 17 Phases in a Behaviorist Lesson Orientation: overview, explains why, etc. Orientation: overview, explains why, etc.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 18 Phases (cont.) Presentation: explain how to, steps, demonstrate how to. Presentation: explain how to, steps, demonstrate how to. Presented in very small steps with mastery of each step the goal Presented in very small steps with mastery of each step the goal Numerous examples with teacher demonstrating correct responses Numerous examples with teacher demonstrating correct responses When difficulty is encountered, additional explanations and examples given. When difficulty is encountered, additional explanations and examples given. Constant evaluation of ALL students understanding. Constant evaluation of ALL students understanding.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 19 Phases (cont.) Practice phase Practice phase Structured practice: whole class led through each step of the problem with teacher leading and checking for everyone’s understanding. 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 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). 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).

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 20 Guidelines for Practice From a behavioral perspective, students should only practice what they already know how to do. From a behavioral perspective, students should only practice what they already know how to do. Provide short but intense practice sessions (no more than minutes for middle/high school) Provide short but intense practice sessions (no more than minutes for middle/high school) Monitor carefully and provide corrective feedback and reinforcement 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 Incorrect responses which are not corrected become part of the learner’s behavior and impede progress toward subsequent learning

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 21 Guidelines for Practice (cont.) Do not engage students in independent practice until have 85% success in guided practice 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. Space structured practice close together with guided and independent sessions gradually further and further apart.

Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 22 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? 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?