1. Behavioral Views of Learning  What is learning?  Contiguity, classical conditioning, and operant conditioning.  Different types of consequences.  Applied behavior analysis.  Observation  Cognitive behavior modification.

2. Understanding Learning  Learning occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior.  Theses changes can be deliberate or unintentional, but to qualify as learning the change must be brought on by experience.  Ex. Young child learning words.

3. Contiguity  When contiguity happens you have two or more sensations occur together often enough, they will become associated.  When you have a stimulus happen, your response occurs also.  (Ex. South, Carolina and Dakota)

4. Classical Conditioning  Learning of involuntary emotional or physiological responses.  (Ex. Fear, muscle tension, salivation, sweating.)

5. Operant Conditioning  Use of a behavior's antecedent and/or its consequence to influence the occurrence and form of behavior.  Antecedents are behaviors that precedes the operant and consequences are those that follow it.

6. Operant Conditioning  Reinforcement is an example of a consequence that strengthens behavior.  Positive reinforcement occurs when a behavior produces a new stimulus. (Ex. Compliments for and action or dress.)  Negative reinforcement occurs when a behavior takes away that stimulus. (Ex. Car seatbelt buzzer and getting sick before a test.)  Remember to encourage behavior is to reinforce it.

7. Applied Behavior Analysis  Understand and change behavior.  Simpler terms is to know the behavior and then introduce an intervention such as giving a reward for every problem right. Then you will stop the reward to see if the behavior goes back and then reintroduce the reward.

8. Methods for Encouraging Behaviors  Praise for on-task contribution and ignore off-task contribution.  Premack principle –Use a less desirable but important lesson as a precursor to a lesson the student want to do.

9. Methods for Encouraging Behaviors  Shaping – reinforcing small steps of progress toward a desired goal or behavior.  Positive practice – Practicing correct responses immediately after errors.

10. Group Consequences  Rewards or punishments given to a class as a whole.  Breaking classes into two groups and giving the group with less points a reward.  Caution to punishing the whole team every day because of one student due to class making that student and outcast.  This may not work for every class you have.

11. Observational Learning  Learning by observation and imitation of others.  Four elements  Attention- In order to learn you have to pay attention.  Retention- In order to imitate the behavior, you have to remember it.  Production- Practice makes the behavior smoother and more expert  Motivation and Reinforcement- Person needs motivation to use the behavior and reinforcement to continue it.

12. Observational Learning in Teaching  Directing attention- Observing others directs our attention. (Ex. Kids toy)  Fine-Tuning Already-Learned Behaviors- Observing others to tell us what learned behaviors to use.

13. Cognitive Behavior Modification ***  Procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self- instruction.  Four skills that you can ask yourself to increase student learning  Listening, Planning, Working, Checking

14. Listening  “Does this make sense”  “Am I getting this”  “I need to ask a question now before I forget”  “Pay attention”  “Can I do what he’s saying to do”

15. Planning  “Do I have everything together’  “Do I have my friends tuned out for right now”  “Let me get organized first”  “What order will I do this in”  “I know this stuff”

16. Working  “Am I working fast enough”  “Stop staring at my girlfriend and get back to work”  “How much time is left”  “Do I need to stop and start over”  “This is hard for me, but I can manage”

17. Checking  “Did I finish everything”  “What do I need to recheck”  “Am I proud of this work”  “Did I write all the words? Count them.”  “I think I finished, I organized myself, Did I daydream too much.”

18. Summary  Learning Styles  Contiguity, classical conditioning, and operant conditioning.  Different types of consequences.  Applied behavior analysis.  Observation  Cognitive behavior modification.