BEHAVIORISM
STIMULUS
RESPONSE
Behaviorism is a learning theory that assumes that a student is essentially passive, responding only to external stimuli (operant conditioning). It discounts any independent activities of the mind, any experiences of the learner, and any emotional reactions to the material being introduced.
Behaviorism has its roots in conditioning. There are two types of conditioning. Classical conditioning occurs when a stimulus causes a natural reaction. This reaction is called a response. An example of this (that many of us know already) is Pavlov's dog. When the dog was exposed to raw meat (a stimulus), his natural reaction was to salivate (the response).
Behavioral or operant conditioning occurs when a response to a stimulus is reinforced with a reward. The reinforcement must be paired or follow quickly for the two items to be associated, and therefore the response becomes more probable in future exposure to either stimulus. To continue with the example of Pavlov's dog in this scenario, when the dog was exposed to meat a bell was sounded. Eventually the dog would salivate simply by hearing the bell ring. Pavlov's dog's behavior had changed.
Behaviorism learning can be defined as a quantifiable change in behavior of the student.
Behaviorism in a learning environment assumes that a student is essentially passive, responding only to environmental stimuli. In Behaviorism, the student is considered a "black box" or "clean slate." Behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the desired behavior will happen again. In contrast, punishment decreases the likelihood that the behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus.
In a learning situation designed using Behaviorism, Best-in-Class instructors will:
BEHAVIORISM EXAMPLE?
-
Clearly identify what behavior will change
-
Give the learner immediate feedback
-
Break down the tasks into small tasks
-
Repeat the directions as many times as possible
-
Work from the most simple tasks to the most complicated tasks
-
Give positive reinforcement
-
Establish clearly the correct response
Learn-to-Row Safety Class
As a member of a rowing club, we taught our novice members required safety protocols. In particular, each member was required to be able to recover from having his rowing shell capsized. For this class, we would use a variety of delivery methods. The first method was to verbally explain (lecture) the steps to recovery with each student reading along in his manual. Once the students understood the steps and the order of procedure, we would quiz them before they could proceed. For the quiz, the steps to recovery were mixed up and students had to put them in the correct order. Once the students scored 100%, they would watch a video demonstrating the steps in order. Next, they would proceed to the swimming pool to physically demonstrate the steps with an actual capsized rowing shell.
This Learn-to-Row class is an excellent example of Behaviorism. As part of a larger curriculum, this initial safety session is a good foundation for the rest of the sessions.
The learning objectives are clearly stated and understood by the participants, "1. At the end of this class you will be able to recite the recovery steps if your rowing shell capsizes on the water." The next objective states, "2. At the end of this class you will be able to turn over a capsized shell on the water and climb back in safely." These objectives are explained verbally by the instructor and are stated in the participant guides as well.
The Learn-to-Row class is broken down into four distinct parts. It begins with the simplest part first (the lecture) and progresses to the most difficult part last (the on-water performance evaluation).
During the lecture, the recovery process being taught was broken down into nine distinct parts. Each part was explained and each part had an illustration in the students' workbooks. No choices were presented as viable options--each step was to be done exactly as described. During the first test, each step had to be correctly identified and had to be in the exact right order. As with other Behaviorist models, there was only one correct answer for each question.
Once a student scored a 100%, he was rewarded by being allowed to proceed to the next phase of the class (immediate feedback).
For the next phase, students would watch a video demonstrating the steps in order. Next, they would proceed to the swimming pool to physically demonstrate the steps with an actual capsized rowing shell. Once a novice member passed this test, he was given a ranking in the club (Level 1), a key to the boat house, and permitted to use all club equipment at his level. It was a right of passage and positive reinforcement for continuing to improve one's rowing skills.
Hover over the example for the answer!
Sources
Cascio, C. (2017, November 21). How Will I Apply Behaviorist Philosophy in the Classroom? Retrieved July 14, 2018, from http://education.seattlepi.com/apply-behaviorist-philosophy-classroom-3322.html
Keramida, M. (2017, July 20). Behaviorism In Instructional Design For eLearning: When And How To Use. Retrieved July 14, 2018 from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Mcleod, S. (2018). Skinner's Theory of Operant Conditioning. Retrieved July 13, 2018, from http://www.simplypsychology.org/operant-conditioning.html
On Purpose Associates. (2011, April 14). Behaviorism. Retrieved July 14, 2018, from http://www.funderstanding.com/theory/behaviorism/ On Purpose Associates