Behavioral Learning Theory
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
GROUP 1
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 (Pavlov’s Dogs)– Feedback/Reinforcement (Skinner’s 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 organism’s over behavior.
Stimulus
(S)
Organism
(O)
Response
(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 conditioning…our 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 teaching-learning process)
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program
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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.
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program
14
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
15
Practice phase
– Structured practice: whole class led through each step of the problem with teacher leading and checking for everyone’s 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
16
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 learner’s behavior and impede progress toward subsequent learning
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.
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
