Inge Arnold, Rebecca Grey and Siobhan McCarthy Chapter 6: Behavioural Views of Learning

Learning Objectives 1)Understand the learning theory of behaviourism 2)Identify various techniques for encouraging desirable behaviours and discouraging undesirable behaviours 3)Participate in an in-class activity to reinforce key behaviourist concepts 4)Be familiar with applied behaviour analysis strategies such as mastery learning, tokens, group consequences and contracts 5)Appreciate the concept of self-regulated learning – its benefits and limitations

Learning Objectives 1 and 2 What is behaviourismWhat is behaviourism Understanding Learning and Early BehaviourismUnderstanding Learning and Early Behaviourism Encouraging Desirable BehaviourEncouraging Desirable Behaviour Discouraging Undesirable BehaviourDiscouraging Undesirable Behaviour

Behaviourism Behaviourism Aristotle, Pavlov, Thorndike, Skinner, Watson CognitivismHumanism Plato, Maslow, Rogers Learning occurs through the reinforcement of desired responses Learning occurs through exposure to logically presented information Learning occurs through reflection on personal experience Teacher’s objective is to shape behaviour through reinforcement Teacher’s role is to build up a base of information, concepts and rules Teacher’s role is to extract lessons from learner’s insight & experience Techniques: shaping, negative reinforcement, prompting, cuing, simulations, skill drills, tokens Techniques: diagrams, films, panels, readings, debates, case studies, interviews with subject matter experts Techniques: inductive discussion, personal or class projects, self- assessment, visualisation, guided reflection Adapted from Kramlinger, T. & Huberty, T. (1990) "Behaviorism Versus Humanism." Training and Development Journal, (December): Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Understanding learning “Learning is a relatively permanent change in behaviour or behaviour potentiality that results from experience and cannot be attributed to temporary body states” (Hergenbahn & Olson, 2001: 6 – 7).“Learning is a relatively permanent change in behaviour or behaviour potentiality that results from experience and cannot be attributed to temporary body states” (Hergenbahn & Olson, 2001: 6 – 7). Aristotle: ContiguityAristotle: Contiguity Pavlov and Watson: Classical ConditioningPavlov and Watson: Classical Conditioning Thorndike and Skinner: Operant ConditioningThorndike and Skinner: Operant Conditioning Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Encouraging Desirable Behaviour 1)Praise (stickers, stars and snacks) –Contingent on behaviour to be reinforced –Specify clearly the behaviour being reinforced –Be believable (i.e. genuine accomplishments) –Standards based on individual abilities / limitations 2)The Premack principle –Grandma’s rule 3)Shaping –Reinforce each sub-skill –Reinforce improvements in accuracy –Reinforce longer periods of performance of participation Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Discouraging Undesirable Behaviour 1)Negative reinforcement –Describe desired change in a positive way –Don’t bluff (enforce unpleasant or negative consequences despite complaints) –Insist on action and behavioural changes, not promises 2)Satiation 3)Reprimands 4)Punishment –Should occur immediately after the action –Directly relate punishment to the behaviour –Apply consistently Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Class Activity

Stopwatch

Applied Behaviour Analysis Mastery LearningMastery Learning TokensTokens Group ConsequencesGroup Consequences ContractContract

Self-regulated learning Intrinsic behaviour modification – students must use cognitionIntrinsic behaviour modification – students must use cognition Students are involved and responsible for their learning Students are involved and responsible for their learning 1.Goal setting 2.Monitoring and evaluating progress 3.Self- reinforcement (rewards )

Self-regulated learning... the positives Students are involved in their learning and have the opportunity to choseStudents are involved in their learning and have the opportunity to chose Students are often more motivated and engagedStudents are often more motivated and engaged Opportunity to individualise learning which is a way to manage a classroom of students learning at different ratesOpportunity to individualise learning which is a way to manage a classroom of students learning at different rates

Much of the literature deals with SRL in andragogy rather than pedagogyMuch of the literature deals with SRL in andragogy rather than pedagogy Assess if students are ready for SRLAssess if students are ready for SRL...and things to keep in mind

Nero’s goals for playtime: 1.Nero will play in the appropriate areas of the lounge room 2.Nero will play in safe places 3. Nero will respect the property of others

Recapitulating – can you: 1)Understand the learning theory of behaviourism? 2)Identify various techniques for encouraging desirable behaviours and discouraging undesirable behaviours? 3)Draw from your participation in the in-class activity to reinforce key behaviourist concepts? 4)Understand strategies such as mastery learning, tokens, group consequences and contracts? 5)Appreciate the concept of self-regulated learning – its benefits and limitations?

Thank-you