(with reference)

1. YueDu-for-Fun
Project 1: Behaviorist Paradigm

2. What is YueDo-for-Fun?

3. Background
• After-school Mandarin program for 3 graders
• 10 students in class

4. Objective
• Attempt to teach learners to form an
online reading habit on a regular basis
using the Behaviorist Paradigm.
• Use Skinner’s proposal of Contingencies
of Reinforcement: S-R-S

5. Lesson plan

6. Lesson plan

7. Poster

8. Main Theories

9. The Behavioral Goal
• Form an appropriate habit of reading a Mandarin
paragraph online on daily basis.
• Students read for 20 minutes following YueDu-for-
Fun behaviors.
• They have to accomplish a reading mission every
time, for example, find a meaning for the assigned
word.

10. Operant Response
Appropriate behaviors:
1. Stay focus.
2. Stay at the spot.
3. Read quietly
Inappropriate behaviors:
1. Surf on other websites in reading time.
(Pandora Music Box)
2. Talk with peers about unrelated topics.

11. Reinforcer
• Free time on laptop
• Recess time
• Prize

12. Reinforcing/Punishing Stimulus
• Appropriate behaviors:
• Positive Reinforcer
(1) 5 minutes free time to surf on the Internet
(Positive Reinforcement)
(2) A prize from treasure box
(Positive Reinforcement)
(3) Less character writing sheets on weekend
(Negative stimulus Removal

13. Reinforcing/Punishing Stimulus
• Inappropriate behaviors:
• Negative Reinforcer
(1)Less recess time
(Positive stimulus Removal)
(2) Have to finish the reading mission during recess (Negative
Reinforcement)

14. Variable Ratio Schedules
• I randomly select a day to check who has three green
clippers and they can choose a prize from the
treasure box.

15. Shaping
• Learners accomplish a reading mission and display
proper reading habits, I give them reinforcement-
more free time on the Internet or a prize to
encourage this behavior to occur next time.

16. Chaining
• Apply this online reading habit to a language learning
behavior.
• Be an independent reader

17. Fading
• As students acquire these behaviors, I reduce times to
check their clippers and gradually reduce their free
time on Internet by giving them more tasks.

18. Implementation and record results
• Recorded through the chart for every week

19. Something to be revised…
• I notice that some of the learners who can finish the
task earlier disturbed other classmates who still are
reading.
So…how to revise?

20. Group positive reinforcement
• I will add a for this reading project, since most of the
reinforcers I utilized are for individual.
• The entire group all finish the reading mission on
that day, then they can watch a cartoon for ten
minutes for next class.

21. A question…?
• Will students be encouraged to help other to finish a
reading mission instead of bothering or disturbing?

22. Reference
• Good, T. L., Brophy, J.E (1990). Educational Psychology: A realistic
approach. (4th
ed.) White Plains, NY:Longman
• Mergel Brenda (1998), Instructional Design and Learning Theory, University
of Saskatchewan, Term Paper HTML, retrieved 14:46, 14 August 2007
(MEST)
• Thorndike, E.L. (1913). Educational Psychology: The Psychology of Learning
(Vol 2.), New York: Teachers College Press.
• Martinez, Michael E. (2008) Learning and Cognition: The Design of the
Mind. Irvine, CA. Pearson. 6-35
• Skinner, B.F. (1938) The Behavior of Organisms: An Experimental
Analysis New York: Appleton-Century