behavioral learning theoryppt 7702
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7/28/2019 Behavioral Learning Theoryppt 7702
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Paris, N.A. Kennesaw State University- M.Ed inAd Ed program 1
Behavioral Learning Theory
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Paris, N.A. Kennesaw State University- M.Ed inAd Ed program 2
Assumptions of Behaviorism
All species of animals learn in similar(equal ways with the same guidingprinciples
To understand learning processes, focuson 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: 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.
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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
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Your turn!
With a partner, list two examples of
operant conditioning that you haveused 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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Paris, N.A. Kennesaw State University- M.Ed inAd Ed program 7
A-B-C Model
Behavior is sandwiched between
Antecedants (a stimulus that comes before
the behavior)
Consequences (a stimulus that comes after a
behavior)
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Consequences
Reinforcement
Punishment
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Reinforcement
Positive reinforcer: Rewards or
something desireable is received after a
behavior occurs
Negative reinforcer: Escapes orsomething undesirable is avoided after a
behavior occurs
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Paris, N.A. Kennesaw State University- M.Ed inAd Ed program 10
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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Paris, N.A. Kennesaw State University- M.Ed inAd 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 yourstudents.
Which ones are effective? Why or why
not?
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Antecedents
A prompt of cue that comes before a
behavior that results in the correct
behavior being elicited.
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Your turn!
Alone, answer the following questions:
What antecedents do you use on a dailybasis to 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 thebehavior they wish from their students.
if the teacher is not actively involved, they
will not regularly see the behavior theywish or be certain the behavior waslearned.
if a student does not learn (demonstratethe behavior) then the teacher did notteach 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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Behaviorism (cont.)
What areas of Blooms Taxonomy might
behaviorism address?
Knowledge, Comprehension,
Application, Analysis, Synthesis, or
Evaluation?
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Phases in a Behaviorist Lesson
Orientation: overview, explains why, etc.
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Paris, N.A. Kennesaw State University- M.Ed in
Ad Ed program
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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.
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Paris, N.A. Kennesaw State University- M.Ed in
Ad Ed program
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Phases (cont.)
Practice phase
Structured practice: whole class led through each
step of the problem with teacher leading and checking
for everyones 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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Paris, N.A. Kennesaw State University- M.Ed in
Ad Ed program
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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 learners behavior and impede progress
toward subsequent learning
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Paris, N.A. Kennesaw State University- M.Ed in
Ad Ed program
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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.
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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 wouldhave made the lesson better and improved
the likelihood that students would have
learned better. How would you changethat lesson?
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