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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,EDUCATIONAL PSYCHOLOGY,REFLECTION FOR ACTION,Canadian Edition,ODonnell, DAmico,Schmid, Reeve, Smith,CHAPTER 6,Behavioural Learning Theory,Chapter 6 Behavioural Learning Theory,Themes of the chapter,Students can learn the behaviours, skills, and self-regulatory abilities they need to function well in school and in life,A behavioural approach to learning serves as a foundation for understanding and discussing how to increase the frequency of desirable behaviours in students and decrease undesirable behaviours,Guiding Questions,How do teachers who adhere to behavioural, cognitive, and sociocultural approaches describe learning?,What kinds of learning can be described by behavioural learning theory?,How do different forms of reinforcement affect behaviour and performance?,How can teachers increase the frequency of desirable behaviours and decrease that of undesirable behaviours?,(continued),Guiding Questions,(continued),How can teachers help students learn self-management?,How can teachers use behavioural learning principles in instruction?,How might teachers use behavioural learning theory with diverse learners and learners with special needs?,What are some limitations of behavioural learning theory?,Learning, a relatively permanent change in behaviour or knowledge that occurs as a result of experience,Environment Individual Behaviour,Behavioural, Cognitive, and Sociocultural Theories of Learning,Behavioural, Cognitive, and Sociocultural Theories of Learning,Behavioural, environment/behaviour,The environment strongly influences behaviour,Cognitive, individual,Interpretation of stimuli in the environment may vary by individual,Sociocultural, environment/behaviour,Influence of environment on behaviour of individuals (includes history of practice and expertise in the community),Principles of Behavioural Learning Theory,Contiguity, a condition in which two events occur at the same time,In behavioural learning this might take one of two forms,Classical conditioning,Associative learning,Classical Conditioning,Stimuli and Responses,Unconditioned stimulus, stimuli, that, without prior learning, produces an automatic physiological response,Unconditioned response, behaviour that is produced in response to a stimulus without prior learning, automatic physiological response,Conditioned response, response that is linked to a particular stimulus through conditioning by being paired with the stimulus,Classical Conditioning,The association of automatic responses with new stimuli (pairing of stimulus and response),Unconditioned stimulus/unconditioned response,Unconditioned stimulus/conditioned response,Your Turn,Give an example from a classroom situation, of classical conditioning,Operant Learning Theory,Actions by a learner, the consequences of which influence further behaviour,Mediated by the,law of effect,: phenomenon in which behaviour that produces good effects tends to become more frequent, while behaviour that produces bad effects tends to become less frequent,Consequences,The good or bad effects that follow a persons behaviour,Influence future frequency of the behaviour,Reinforcers,: influence the person to engage in the behaviour more often,Punishers,: cause behaviour to become less frequent,Reinforcement,Reinforcer, a consequence of a behaviour that is satisfying to the learner,Positive reinforcer,: an environmental event that, when given, increases the frequency of a behaviour,Negative reinforcer,: any environmental event that, when removed, increases the frequency of a behaviour,Rewards,Anything given in return for another persons service or achievement,A reward functions as a reinforcer,only if the learner values it,Rewards,Why are extrinsic rewards prevalent in schools?,Many teachers believe that learners need some added external gain to give them the motivation they lack,However, when the rewards are no longer offered, the effectiveness of external rewards declines and the once-contingent behaviour quickly returns to the previous level,Patterns of Reinforcement,Continuous reinforcement, reinforcement that is provided after every performance of a behaviour,Variable schedules, reinforcement only some of the time,Interval schedule,: a schedule of reinforcement based on time,Ratio schedule,: a schedule of reinforcement base on the number of behaviours,Four Variable Schedules,Fixed interval schedule,Fixed ration schedule,Variable interval schedule,Variable ratio schedule,Punishment,Punisher, a consequence of behaviour that reduces the possibility of the behaviours recurrences,Positive punisher, any environmental event that, when given, decreases the frequency of a behaviour,Negative punisher, any event that, when removed, decreases the frequency of a behaviour,Negative Punishers to Suppress Behaviour,Response cost, each occurrence of the undesirable behaviour will cost the student some attractive resource,Time-out, a procedure in which the teacher directs the student to leave a highly reinforcing environment and go to one that offers little or no reinforcement,Four Negative Side Effects of Punishment,Punishment teaches aggression,Punishment produces negative emotions,Punishment undermines the quality of the interpersonal relationship,Punishment often exacerbates misbehaviour,Ways to Promote Good behaviour,Help students achieve academic success,Use behavioural contracting,Encourage positive reinforcement of appropriate behaviour,Use individual and group counseling,Encourage disciplinary consequences that are meaningful to students and have an instructional/reflection component,Provide social skills training,Your Turn,Describe a situation in the classroom when you can use a positive reinforcer and another when you can use a negative reinforcer,Applied Behaviour Analysis,Discriminant stimuli, antecedent cues that allow the learner to predict the likelihood of reinforcement,A: B C,A (antecedent cue) sets the stage for B (behaviour) that causes C (consequences),Behavioural Learning Theory and Diverse Learners,The more that teachers differ from their students, the greater the likelihood that they will have different definitions of desirable and undesirable behaviours,Creating a respectful classroom can be made more difficult when students see differences all around them,Behavioural Learning Theory and Special Needs Students,Teachers need to give special needs students positive behavioural supports,If a child misbehaves in a classroom he or she cannot be removed if parents can prove the behaviour was related to the childs disability,Increasing Desirable Behaviours,Shaping, reinforcement of gradual approximations of the desired behaviour,Incentive, environmental event that attracts a person toward a particular course of action,Prompts, physical, verbal, or other assists that help a person perform a desired behaviour that he or she would be unlikely to perform without such assistance,Downsides of Rewards,Undermine intrinsic motivation,Interfere with learning,Hinder autonomous self-regulation,Decreasing Undesirable Behaviours,Verbal reprimands,Response cost,Differential reinforcement,Inductive reasoning,Observational learning,Scaffolding/tutoring,Why Do Students Misbehave?,Teachers might not have provided interesting activities, asked challenging questions, and known how to engage students in learning,Students might find themselves in environments that dont meet their needs,Promoting Self-Management,To promote self-management, students must be taught :,Goal setting,Self-instruction,Self-observation,Self-evaluation,Self-consequences,Classroom Management,Create a positive climate by:,Organizing the physical environment in ways that will promote desirable behaviour,Establishing expectations for desirable behaviour,Creating caring, inclusive classrooms,Also, by promoting the following conditions and providing more time for learning,Positive social behaviour,Positive relationships,Cooperation among students,Contracts and Contingencies,Create contracts with students to promote new behaviours,Create a group contingency program with reinforcements and punishments affecting the entire class,Influences of Behavioural Learning on Instruction,Mastery learning, all students can achieve a set of educational objectives with appropriate instruction and enough time to learn,Feedback and knowledge of results are important to mastery learning,Instructional Technology,Behavioural learning theory has influenced some aspects of the design of software and computer-assisted instructional programs, such as those that provide drill and practice,Limitations of Behavioural Learning Theory,Cannot adequately explain complex learning,Relies on segmentation of curricular into chunks, but this is not always possible for some curricular content, therefore cannot always measure outcomes discretely in many domains,Complex thinking skills cannot be taught through behavioural programming,Overreliance on tangible reinforcement can have negative effects,Copyright,Copyright 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.,
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