Viewpoint of Behaviourism

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Total Quality Management - T1

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Entorno social de aprendizaje (SLE)

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EL DIARIO DE ANA FRANK

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Viewpoint of Behaviourism

What basic assumptions/principles of this theory are relevant to instructional design?

People learn through stimulus–response associations (for example, game-based learning).

The behaviorists look at learners to determine where the lesson should begin (i.e., At what level are they currently performing successfully?) and which reinforcers should be most effective (i.e., What consequences are most desired by the learner?)

The use of feedback - A behaviorist uses feedback (reinforcement) to modify behavior in the desired direction.

Learner response to a stimulus during instruction. Learning is understood to be the result of a causal link between instructional stimuli and student responses, which are strengthened or weakened through reinforcement.

The exampels of behavioral approaches to instruction – programmed instruction – are outcome based and emphasis small step size and frequent reinforcement of responses.

- Teaching machine & programmed texts - CAI/CAL - Mastery learning

How does transfer occur?

Situations involving identical or similar features allow behaviors to transfer across common elements.

Which factors influence learning?

Emphasis on the environmental/external factors

the arrangement of stimuli and consequences within the environment

which reinforcers are most effective for a particular student.

at what point to begin instruction.

How should instruction be structured?

- Breaking down complex tasks into subtasks

Repeated presentation of cues. Paired with the verbal command stimulus. Repeated practice and reinforcement shape the response until it is correctly executed.

Determine which cues can elicit the desired responses; (2) arrange practice situations in which prompts are paired with the target stimuli that initially have no eliciting power but which will be expected to elicit the responses in the “natural” (performance) setting; and (3) arrange environmental conditions so that students can make the correct responses in the presence of those target stimuli and receive reinforcement for those responses.

Instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response. To facilitate the linking of stimulus-response pairs, instruction frequently uses cues (to initially prompt the delivery of the response) and reinforcement (to strengthen correct responding in the presence of the target stimulus).

GOAL: to elicit the desired response from the learner who is presented with a target stimulus. Teachers ought to arrange environmental conditions so that students respond properly to presented stimuli.

What types of learning are best explained by this position?

Behaviorists would focus on the design of the environment to optimize the transfer.

Cannot adequately explain the acquisition of higher level skills or those that require a greater depth of processing (e.g language development, problem solving, inference generating, critical thinking)

Reliable and effective in facilitating learning that involves

chaining (automatically performing a specified procedure)

associations (applying explanations)

generalizations (defining and illustrating concepts)

discrimination (recalling facts)

Strategies that build and strengthening S-R associations

reinforcement

practice

use of instructional cues

What is the role of memory?

-The use of periodic practice serves to maintain a learner’s readiness to respond.

-The role of memory is not addressed by behaviorists.

How does learning occur?

Contends that responses that are followed by reinforcement are more likely to recur in the future.

Concern is how the association between the stimulus and response is made, strengthened, and maintained.

Example : 2+4 (stimulus) = 6 (proper answer is the response)

Learning = accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus.

Learning occur with changes in either the form or frequency of observable performance.