Thought

Paper #1: Behaviourist Principles and Learning It has been argued that although behaviourist principles can be used in an educational setting, it is more about modifying/controlling the behaviours associated with learning, not necessarily the mechanics of learning. In other words, behaviourist classroom management techniques likely help create an appropriate learning environment or behaviours that are conducive for learning to occur, but are not as useful for describing how or why the learning has or has not occurred. Based on this week's readings, as well as the video you watched, indicate whether you agree or disagree with this. Behaviorism offers a particular perspective on how learning occurs and how teaching impacts this process. Learning can be described as a persisting change in performance that results from experience and interaction with the world. The foundational principles of the behaviorist approach to learning are the importance of measurable and observable performance, and the impact of the environment. I would argue that the environment is a key aspect of shaping behaviours, and therefore, behaviourist classroom management techniques are useful for describing how or why learning has or has not occurred. The basic premise of this approach to learning is that only observable, measurable behaviors are the appropriate objects for psychological study. Initially, the theory contended that certain behavioral responses come to be associated with specific environmental stimuli. B.F. Skinner extended this concept of associations through his argument that a behavior is more likely to reoccur if it has been reinforced or rewarded. Reinforcement can be used to strengthen existing behaviors, as well as learn new ones. Hence, principles of behaviorism can be used for classroom management. For example, the Colour Wheel study by Hautau et al. was used to cue student behaviour based on which colour the wheel indicated. Therefore the idea that behaviourist classroom management techniques are not useful for describing how or why the learning has or hasnt occurred is flawed learning occurs as a result of the environment and would not occur if the environment were not shaped to achieve the desired behaviour outcomes, which translate to learning outcomes. Behaviorism concepts can be applied to course design as well, as we saw in the video of the Grade 11 English classroom. First, by having the students track their progress on their assignments, the teacher rewards and reinforces student effort and performance in that area. Similarly, providing verbal feedback during her lesson to student responses and by providing comments on their essays the teacher rewards and reinforces learning over time and this would result in better retention and skill development. Therefore, students learn because behaviourist techniques create an environment conducive to learning.

Sheza Naqi Prof. Janet McCracken September 16, 2012

 Thought Paper #1: Behaviourist Principles and Learning References: Hautau, B. L., Skinner, C. H., Pfaffman, J. Foster, S., & Clark, J. C. (2008). Extending the external validity of the color wheel procedures: Increasing on-task behavior in an urban kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9, 3- 17. Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. White, E. (2008). Classroom Observation English 11 Video. Youtube.com http://www.youtube.com/watch?v=RY3t2sijb4M&feature=related

Sheza Naqi Prof. Janet McCracken September 16, 2012