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Mini Report #1

Week #: 2 , Team Name: Team Two Recorder: Bobbie Kirkpatrick , Coordinator: Nathaniel,
Younga, & Bobbie Elaborator: Nathaniel Caeton , Explorer: Younga Machorro

In examining behavioral theory as it relates to learning and instruction, it is often easy to


become bogged down in some of its deficiencies, for instance its failure to take into account all
types of learning, or the fact that it is unable to explain learning processes where no
reinforcement is involved. However, regardless of these shortcomings behaviorist techniques
have long been employed in education to promote behavior that is desirable and discourage
that which is not. Among the methods derived from behaviorist theory for practical classroom
application are contracts, consequences, reinforcement, extinction, and behavior modification,
(Standridge, 2002). Many of these methods are used in classrooms every day around the
world, with many positive effects. More so, behaviorism is the foundation for many other
theories. According to Eileen Pizzurro of Northwestern University, The future of psychology as
a science depends on how effectively it can use behavioral methodology, instead of focusing on
either the philosophical or ideological underpinnings of the behavioristic shape of its theories.
Thus, behaviorism is a theory that still has basic applicability in both its theories and methods,
(Pizzurro, 1998). With these aspects, our team feels that behaviorism cannot be fully
discredited. Simply put, behaviorism deserves a second-look.
At the core of what has been termed as radical behaviorism, is B.F. Skinners belief that
learning can be understood, explained, and predicted entirely on the basis observable events
(Reiser & Dempsey, 2012, p. 36). These observable events refer specifically to the behavior of
the learner and his or her interactions with the surrounding environment that result in learning
(Reiser & Dempsey, 2012, p. 36). Given that these environmental interactions can be
manipulated by the instructor in order to achieve desired learning outcomes, there are too many
aspects that should not go unnoticed in regard to psychology.
For example, our team found that the benefits of positive reinforcements is too powerful to just
disregard. According to Skinner, the consequences of a behavior then determine whether it is
repeated and thus considered to be learned, (Reiser & Dempsey, 2012, p. 36). We determined
that this emphasizes the importance of reinforcement and relationships between observable
stimuli found in ones environment and the responses of the learner to those environmental
stimuli. Positive reinforcements are conducive to a students learning; without positive
reinforcements, there will be a lack of motivation within some learners.
Also, observing the behaviors prior to instruction and after instruction has significantly impacted
the instructional design field (Reiser & Dempsey, 2012, p. 36). Prior to instruction, teachers and
instructional designers can determine whether learners have already acquired a desired
behavior through observation (Reiser & Dempsey, 2012, p. 36). These observations can then be
used to specify learning outcomes and direct the course of instruction. Following instruction, the
learners can then be observed once more. If there is a change in behavior, we know that the
instruction was effective. On the flip side, if there was no change in behavior, instruction was
ineffective. Again, this helps direct the instructional process and presumably leads to more
effective instruction. This falls into differentiating instruction, do not teach learners what they
already know, but teach them what they do not know. This type of programmed instruction is
implemented in computer-assisted instruction (CAI), which is a strong evidence of lasting
influence of behaviorism. With that, Melissa Standridge from the Department of Psychology and
Instructional Technology at the University of Georgia, states that, Behaviorist techniques have
long been employed in education to promote behavior that is desirable and discourage that

which is not. Among the methods derived from behaviorist theory for practical classroom
application are contracts, consequences, reinforcement, extinction, and behavior modification,
(Standridge, 2002). With the impact that behaviorism has made in the field of instructional
design and education, a second look at behaviorism should be considered.

Published for periodical Best Educational Practices

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