Behavioral Learning Theory

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

Assumptions of Behaviorism
All species of animals learn in similar (equal ways with the same guiding principles  To understand learning processes, focus on stimulus and responses  Internal process should be excluded from the study of learning.  Learning is evidenced by a behavior change

Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program 2

Assumptions of Behaviorism (cont.) Organisms are blank slates at birth  Learning is a result of environmental events


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

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.


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

Comparisons
Classical conditioning
Two stimuli, UCS and CS, are paired Involuntary behavior : elicited by a stimulus CS CR

Operant conditioning
A response (R) is followed by a reinforcing stimulus (S) Voluntary behavior: emitted by an organism R OR: S-R-S SS
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Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program

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.  Try to think of a behavioral example and an instructional or academic example.


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

A-B-C Model


Behavior is sandwiched between

Antecedants (a stimulus that comes before the behavior)  Consequences (a stimulus that comes after a behavior)


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

Consequences


Reinforcement

Punishment

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

Reinforcement


Positive reinforcer: Rewards or something desireable is received 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 UniversityAd Ed program 9

Punishment


Presentation punishment: An undesirable stimulus is received 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 UniversityAd Ed program

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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 your students.  Which ones are effective? Why or why not?


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

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Antecedents


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 UniversityAd Ed program

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Your turn!


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?
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Like it or Not---From the behaviorist Not---From perspective,

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 a student does not learn (demonstrate the behavior) then the teacher did not teach it.

Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program 14

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 Teacher

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

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Behaviorism (cont.)


What areas of Blooms Taxonomy might behaviorism address? Knowledge, Comprehension, Application, Analysis, Synthesis, or Evaluation?

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

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Phases in a Behaviorist Lesson



Orientation: overview, explains why, etc.

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

Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program 18

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).
Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program 19

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) 30Monitor 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

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


Paris, N.A. Kennesaw State University- M.Ed in UniversityAd 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 would have made the lesson better and improved the likelihood that students would have learned better. How would you change that lesson?
Paris, N.A. Kennesaw State University- M.Ed in UniversityAd Ed program 22