Raen | Syracuse University
INFOGRAPHIC 1
This infographic talks about the definition and mechanisms of learning based on behaviorism.
Famous theorists and their contributions are also introduced.
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Resources:
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Ormrod, J. E. (2020). Human learning (8th ed.). Hoboken, NJ: Pearson
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Koszalka, T.A. IDDE 621 Principles of Instruction and Learning- Behavioral Learning Theories [PowerPoint slides]. Retrieved from
https://blackboard.syracuse.edu/ultra/courses/_475730_1/cl/outline
INFOGRAPHIC 2
Instruction should be designed to facilitate learning and should provide experiences that prompt and reinforce observable and measurable behavioral changes. These are some instructional design theories inspired by behaviorism.
Resources:
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Computer-assisted Instruction
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Programmed Instruction​​
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Mastery Learning
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Criterion-referenced Instruction​​
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References:
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Koszalka, T.A. IDDE 621 Principles of Instruction and Learning- Behavioral Learning Theories [PowerPoint slides]. Retrieved from
https://blackboard.syracuse.edu/ultra/courses/_475730_1/cl/outline
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Pappas, C. (May 13, 2014). Instructional Design Models and Theories: Programmed Instruction Educational Model. Retrieved from
https://elearningindustry.com/programmed-instruction-educational-model
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The Access Center. (n.d.). Computer-Assisted Instruction and Reading. Retrieved from https://www.readingrockets.org/article/computer-assisted-instruction-and-reading
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Criterion Referenced Instruction (Robert Mager) Retrieved from http://www.instructionaldesign.org/theories/criterion-referenced.html
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Mastery Learning. (n.d.). Retrieved from
http://www.funderstanding.com/educators/mastery-learning/
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Mathewson, T.G. (August 23, 2018). What “mastery-based” can look like in the classroom. Retrieved from https://hechingerreport.org/what-mastery-based-can-look-like-in-the-classroom/
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Learning Scenario
The teacher in an English class is at the front of four 12-year-old Japanese students. She points to the picture and says, "Today, we will practice how to construct a longer sentence using ‘because’. Please look at the picture, choose an object and write it down in your notebook." Students then write a word and showed it to the teacher. Having checked them, she says, "Good job everyone. You wrote the words in their correct spelling. Now, please look at the passage." The teacher grabs a small whiteboard, takes a marker and asks, "What is the passage all about?" Yuna says, "Winter sports." The teacher writes it and replies, "Great job." The teacher writes the word on the white board, draws 8 lines from it and says, "Let's think of words that are connected to it, anyone?" Juri says, "Skiing." Then the rest of the students give 7 more words.
The teacher says, "Very good, everyone. Next, I want you to read the passage altogether and answer the question in pairs.” She writes the question on the whiteboard and asks. “Which do you prefer, winter or summer? And why?" Students read the passage aloud and write their answers in one sentence. After 3 minutes the teacher says, "Pens up! Now, who wants to start to read their sentences?" Haruto raises his hand and says, "I prefer winter than summer because I enjoy going to a hot spring in Hakone." The teacher says, "You did very well. It is one of my favorite places to go, too!” Soma then reads his sentence next, "I prefer winter than summer because I like eating shaved ice dessert." The teacher says, "It is the best summer dessert! You also did well with your sentence, but did you mean you prefer summer?" She then explains about switching "winter" and "summer" then continues with the rest of the students.
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Let’s take a look at this learning situation from the point of view of behaviorism.
In a nutshell, the learning scenario is a series of stimulus-response relationships. The instructor always uses non-material positive reinforcement in the form of social praise. Most of the times a teacher’s question or task is a stimulus, whereas student’s answers, whether by raising their hands or by actual answers, are the desired responses.
The instructor uses continuous reinforcement ratio pattern for expected answers. She demonstrates chaining by starting the lesson with introducing the topic and asking students to provide some vocabularies first , then shaping the behavior in facilitating exercises in a group of two people to use the words in constructing longer sentences using 'because'. Finally, if a student answers incorrectly, the teacher corrects him or her and tells the correct answer instantly, which is an example of immediate feedback.
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Observation
Checklist
Behaviorist observation checklist consists of five observed behaviors of the instructor, five observed behaviors of students, and five observed materials.
Reflection
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The concepts of behaviorism are very convincing in explaining human behavior through the observation of how animals behave. It is appealing in the sense that it claims that there are universal ways in which both human and non-human learn on this planet. Stimulus, response, rewards, punishment, and reinforcements are just some of the concepts that are easy to follow and observe. Teachers give specific stimulus and the students will respond as an illustration of this theory. Learners are characterized as being reactive to conditions in the environment as opposed to taking an active role in discovering the environment. Behavior is learned from the environment and the system is based on rewards and punishments.
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Behaviorists contend that responses followed by reinforcement are more likely to recur in the future. The teacher creates the environment and dominates the class as information is given to the learners. Teachers reward the students for good behavior or if the students are bad, the teacher can take away certain privileges. In my ESL teaching experience, my role is to manipulate the environment to shape behavior, while the role of the learner is to be acted upon by the teacher-controlled environment. A lot of shaping and chaining are needed for them to easily grasp the English grammar and sentence structure and immediate feedback is necessary to reinforce them. I appreciate all the positive things that we can get from behaviorism such as clear predictions are provided when behaviorist approaches are used. However, these concepts of behaviorism don’t seem to explain everything. Learning occurs through many mechanisms in real life which are not all observable behaviors. Behaviorist approach assumes a "right answer" is the correct response elicited by the presentation of stimulus, which does not adequately address the acquisition of higher order thinking skills and problem solving skills. To ignore all internal processes and thinking also seems a bit too extreme and restrictive.
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Overall, it emphasizes the role of environmental factors in influencing behavior with little regard to the importance of innate or inherited factors. I believe that we are the one that has control on our behavior. I think it is not right to put all of the blame to our environment for our problems or circumstances as a result of our behavior as we can choose how we behave. However, we should know the importance of behaviorism in teaching and learning process to promote and improve the learning of our students.
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