behavioral learning theoryppt 7702

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

Ad Ed program

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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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Ad Ed program

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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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Ad Ed program

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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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Ad Ed program

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Phases in a Behaviorist Lesson

Orientation: overview, explains why, etc.


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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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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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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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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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Ad Ed program

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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?

behavioral learning theoryppt 7702

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