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. Mastery Learning Tokens Group Consequences Contracts Applied Behaviour Analysis • Mastery Learning • Tokens • Group Consequences • Contracts

12. Mastery Learning Tokens Group Consequences Contracts Mastery Learning (Foreman, 2005:192; Woolfolk & Margetts, 2007:237) • Only small amounts of new information at a time • Mastery goal is 80% + • The task is repeated until mastery is achieved • Can help to build confidence because eventually everyone succeeds; it avoids ‘ failure’ • Everyone works at their own pace Increased confidence Meet challenges

13. Mastery Learning Tokens Group Consequences Contracts Mastery Learning • Benjamin Bloom: ‘…most students are similar in ability, rate of learning, and motivation for future learning, provided they experience favourable learning conditions.’ (Nesmith, 2001) • James Cook University study (Boon, 2007)

14. Mastery Learning Tokens Group Consequences Contracts An example… Step Tests, used at St Francis Xavier College, 2009

15. Mastery LearningTokens Group Consequences Contracts Tokens

16. (SFX PST Handbook, 2009)

17. Mastery Learning Tokens Group Consequences Contracts Group Consequences • The good behaviour game (Woolfolk & Margetts, 2007:239) • Rewarding the whole class • Be aware of how much influence peers really have on the misbehaving student

18. Mastery Learning Tokens Group Consequences Contracts Contracts (Olsen & Nielson, 2006:58)

19. 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)

20. 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

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

25. 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

29. 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?

30. Thank-you