Chapter 6: Behavioural Views of Learning

1. Inge Arnold, Rebecca Grey and Siobhan McCarthy Chapter 6: Behavioural Views of Learning

2. Learning Objectives • Understand the learning theory of behaviourism • Identify various techniques for encouraging desirable behaviours and discouraging undesirable behaviours • Participate in an in-class activity to reinforce key behaviourist concepts • Be familiar with applied behaviour analysis strategies such as mastery learning, tokens, group consequences and contracts • Appreciate the concept of self-regulated learning – its benefits and limitations

3. Learning Objectives 1 and 2 • What is behaviourism • Understanding Learning and Early Behaviourism • Encouraging Desirable Behaviour • Discouraging Undesirable Behaviour

4. Behaviourism Learning Encouraging Behaviours Discouraging Behaviours Behaviourism Adapted from Kramlinger, T. & Huberty, T. (1990) "Behaviorism Versus Humanism." Training and Development Journal, (December): 41-45.

5. Behaviourism Learning Encouraging Behaviours Discouraging Behaviours Understanding learning • “Learning is a relatively permanent change in behaviour or behaviour potentiality that results from experience and cannot be attributed to temporary body states” (Hergenbahn & Olson, 2001: 6 – 7). • Aristotle: Contiguity • Pavlov and Watson: Classical Conditioning • Thorndike and Skinner: Operant Conditioning

7. Behaviourism Learning Encouraging Behaviours Discouraging Behaviours Encouraging Desirable Behaviour • Praise (stickers, stars and snacks) • Contingent on behaviour to be reinforced • Specify clearly the behaviour being reinforced • Be believable (i.e. genuine accomplishments) • Standards based on individual abilities / limitations • The Premack principle • Grandma’s rule • Shaping • Reinforce each sub-skill • Reinforce improvements in accuracy • Reinforce longer periods of performance of participation

8. Behaviourism Learning Encouraging Behaviours Discouraging Behaviours Discouraging Undesirable Behaviour • Negativereinforcement • Describe desired change in a positive way • Don’t bluff (enforce unpleasant or negative consequences despite complaints) • Insist on action and behavioural changes, not promises • Satiation • Reprimands • Punishment • Should occur immediately after the action • Directly relate punishment to the behaviour • Apply consistently

9. Class Activity

10. Stopwatch

11. Applied Behaviour Analysis • Mastery Learning • Tokens • Group Consequences • Contract

12. Self-regulated learning • Intrinsic behaviour modification – students must use cognition • Students are involved and responsible for their learning • Goal setting • Monitoring and evaluating progress • Self- reinforcement (rewards)

13. Self-regulated learning... the positives • Students are involved in their learning and have the opportunity to chose • Students are often more motivated and engaged • Opportunity to individualise learning which is a way to manage a classroom of students learning at different rates

14. ...and things to keep in mind • Much of the literature deals with SRL in andragogy rather than pedagogy • Assess if students are ready for SRL

18. Nero’s goals for playtime: • Nero will play in the appropriate areas of the lounge room • Nero will play in safe places • Nero will respect the property of others

22. Recapitulating – can you: • Understand the learning theory of behaviourism? • Identify various techniques for encouraging desirable behaviours and discouraging undesirable behaviours? • Draw from your participation in the in-class activity to reinforce key behaviourist concepts? • Understand strategies such as mastery learning, tokens, group consequences and contracts? • Appreciate the concept of self-regulated learning – its benefits and limitations?

23. Thank-you