A Behaviorist View of Learning

1. A Behaviorist View of Learning Using Instrumental Conditioning

2. Presenters • Dean Fenn • Melissa Rodhe • Jill Sooy

3. Purpose of In-service • Provide professional development in behaviorist views of learning • Provide practical techniques for working with different situations • Establish greater emphasis on behavioral objectives • Ongoing sessions • To monitor implementation • Discuss practical ideas

4. Reason for the Change • Our district believes behaviorist methods will lead to better managed classrooms and overall improvements in the education of our students

5. “The major problems of the world today can be solved only if we improve our understanding of human behavior” (Skinner, 1974)

6. Instrumental Conditioning • The behaviorist view called instrumental conditioning is based on a theory that humans and animals behave in ways that provide pleasant consequences or avoid unpleasant ones.

7. Edward Thorndike • In 1898 Thorndike proposed a connection between experience and the strengthening or weakening of behavioral responses • Thorndike’s law of effect stated responses to a situation that are followed by satisfaction are strengthened and responses that are followed by discomfort are weakened

8. B.F. Skinner’sOperant Conditioning • Based on Thorndike’s findings, Skinner’s theory showed that organisms choose to respond to situations in a way they believe will lead to a desired stimulus or event • This desired stimulus or event is called a reinforcer

9. http://www.savagechickens.com/tag/behavioral-psychology

10. Use of Reinforcers • Using reinforcement does work, however undesirable behaviors can be reinforced as well • Misbehaviors may get teachers or classmates attention when productive behavior does not • Teachers must be careful to not reinforce behaviors they are trying to reduce

11. Punishment • Punishment has been shown to be effective in reducing inappropriate behaviors • Effective forms of punishment include • Verbal reprimands • Restitution • Restitutional overcorrection

12. Punishment Ineffective Forms of Punishment • Physical: Experts agree that physical punishment for school age children can lead to undesirable behaviors and is illegal in almost every case • Psychological: This form of punishment can damage the self-esteem and emotional well being of a student • Extra Work • Missing Recess • Out of School Suspension These have all been shown not to be effective in changing behavior

13. Criticisms of Reinforcement and Punishment • Reinforcement is bribery • Reinforcement leads to dependence on concrete rewards • Punishment reduces self esteem • Reinforcing one student for being good encourages others to be bad • Eliminating a problem behavior does not eliminate underlying cause of behavior

14. Thinking about classroom behaviors, would you like your classroom to look like

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18. Examples of Using Reinforcement to Increase Desirable Behavior • Setting up desired behaviors up front • Shaping complex behaviors • Learners gain more by changing behavior • Explicit response-consequence contingencies • Reinforcers that are truly reinforcing

19. Strategies For Decreasing Undesirable Behavior • Noncontingent reinforcement • Reinforcing other incompatible behaviors • Appropriate forms of punishment • Inform learners ahead of time what behaviors will be punished • Describe unacceptable behaviors in concrete terms • Explain why the behavior is unacceptable • Administer punishment right after behavior • Be consistent! • Teach and reinforce more appropriate behaviors

20. What’s in it for you? • Because most behavior is learned according to the principles of instrumental conditioning, learning theory can help teachers figure out how to change behavior. • If behavior can be learned, it can be unlearned as long as the right steps are taken and the right reinforcements or punishments are given. • Student learning will increase due to more attention on task and less on behavior issues. • More productive and peaceful environment for all

21. Conclusion • Try working these ideas into your classrooms throughout the school • Further sessions for follow-up and more discussion “A failure is not always a mistake, it may simply be the best one can do under the circumstances. The real mistake is to stop trying. (B.F. Skinner)