Behavioral Learning Theory

GROUP 1

MOHAMAD SYAFIE BIN SAMSIR MUHAMMAD SHAFIQ BIN MOHD SHUKRI MASITAH BT MD. YUSOF NOR ASBAHADHIAH BT RAMLI NURUL FARAHIN BINTI MUSA WAN NUR AISYAH BT WAN RAHIMY

Behaviorism
Learning is defined by the outward expression

of new behaviors
Focuses solely on observable behaviors

A biological basis for learning

Learning is context-independent

Classical & Operant Conditioning

Reflexes (Pavlovs Dogs) Feedback/Reinforcement (Skinners Pigeon Box)

Behavioral Learning Theory

According to the behaviorists, learning can be defined as the relatively permanent change in behavior brought about as a result of experience or practice.
Behaviorists recognize that learning is an internal event. However, it is not recognized as learning until it is displayed by overt behavior.

Behavioral Learning Theory

The term "learning theory" is often associated with the behavioral view.
The focus of the behavioral approach is on how the environment impacts overt behavior. Remember that biological maturation or genetics is an alternative explanation for relatively permanent change.

Behavioral Learning Theory

The behavioral learning theory is represented as an S-R paradigm. The organism is treated as a black box. We only know what is going on inside the box by the organisms over behavior.
Stimulus Organism (O) Response

(S)

(R)

Behavioral Learning Theory

The feedback loop that connects over behavior to stimuli that activate the senses has been studied extensively from this perspective.

Behaviorist Theory of Education

Behaviorist Theorists
J.B Watson, B.F. Skinner and Ivan Pavlov these theorists are known for their studies in animal behavior. They both argue that a behavior can be modified or reinforced by a direct change in the environment and external stimulus. They believe that human behavior can be compared with animal behavior. (What is your view of this?)

What is behaviorism?

Behaviorism is the the educational theory that is based on the underlying ideology that the environment has a direct influence on behavior. It presumes that by manipulating the environment, learning can be enhanced through behavior modification. This means that behavior is measured, seen to be appropriate or inappropriate and accordingly changed or reinforced.

Behaviorism in the Classroom

Rewards and

punishments
Responsibility for

student learning rests squarely with the teacher

Lecture-based,

highly structured

Experiment:
Example Pavlov:

Animal used Dogs: experiment involved the conditioning of dogs to respond to the ringing of a bell that indicated it was meal time.

An argument against Behaviorism:

Naturalistic Man has no soul and no mind, only a brain

that responds to external stimuli (DeMar 1998) Man is nothing more than a machine that responds to conditioningour behavior is the product of our conditioning. We are biological machines and do not consciously act (Ibid) We are not responsible for our actions. Behaviorism.. Seeks not merely to understand human behavior but to predict and control it

Features of Behaviorism
Learning is defined as a change in behavior
When we learn how to change behaviors we can improve

the teaching and learning process (pedagogy) Outcomes based (objectives and measurement) approach Teachers need to make use of negative and positive reinforcement in the classroom Makes argument for personal developmental process and the teaching machine which allows students to progress at own rate (but it is argued to dehumanize the teachinglearning process)

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 Ad Ed program

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Reinforcement
Positive reinforcer: Rewards or something desireable is received after a behavior occur
Negative reinforcer: Escapes or something

undesirable is avoided after a behavior occurs Punishment:applying something bad - reduces undesired behaviour

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

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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 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
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program 16

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 Ad Ed program

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Shaping
Behaviour Shaping
Successive approximations to the goal behaviour

Critiques of Behaviorism
Does not account for processes taking place in

the mind that cannot be observed

Advocates for passive student learning in a

teacher-centric environment
One size fits all

Knowledge itself is given and absolute

Programmed instruction & teacher-proofing

Observatinal learning
Holds that observable behavior is a

symptoms- not the cause-the tip of an iceberg,with the bulk of the problem submerged Looks only at observable behavior-what a person does rather what a person thinks, feels or imagines

Thank You