This document provides an overview of behaviorism as it relates to education. It discusses the key philosophers and researchers in behaviorism, including Pavlov, Thorndike, Watson, and Skinner. Their major works and findings are summarized, such as Pavlov's dog experiments, Thorndike's puzzle box experiments, Watson's "Little Albert" experiment, and Skinner's operant conditioning research. The document also discusses how behaviorism influences curriculum and instruction in the classroom, with a focus on reinforcement, punishment, and using environmental stimuli to shape student behavior. Overall, the document presents the basic tenets and historical foundations of the behaviorist perspective in educational psychology.

1. MAED 100
Contemporary Philosophy of
Education
Group 5 Behaviorism

2. JOUAINE S. OMBAY

3. “That’s all teaching is:
arranging contingencies
which bring changes in
behavior.”

4. What is Behaviorism?
This implies that the learner responds
to environmental stimuli without his/her
mental state being a factor in the learner’s
behavior.

5. What is Behaviorism?
Behaviorism is an approach to psychology based
on the belief that all human actions and responses
can be explained in terms of reflexes conditioned by
reward and punishment.

6. Behaviorists believe that
the best educational
environment can be obtained
when student behavior is
shaped by arranging specific
conditions for learning.

7. Behaviorist believe
*A learner’s response to stimuli can be reinforced using positive or
negative feedback.
*Observation And Test experiments
*Measures behavior by a learner’s response to stimuli.
*behavior is acquired through conditioning.

8. Model of Behaviorism
STIMULUS
Provided by
Instructor
REINFORCEMENT
Provided by
Instructor
RESPONSE
by Learner
LEARNING IS
BEHAVIOR
CHANGE

9. Philosophical Foundations of Behaviorism
● Most behaviors are learned.
● Most behaviors are stimulus specific.
● Most behaviors can be taught, changed, or modified.
● Behavior change goals should be specific and clearly defined.
● Behavior change programs should be individualized.
● Behavior change programs should focus on the here and now.
● Behavior change programs should focus on the child’s environment

10. Foundations of Behaviorism and its current impact on
Educational Practices
Guide questions
1. How was behaviorism a change from other theoretical perspectives?
2. Who were two key researchers in behaviorism?
3. What is the application of behaviorist instruction in the classroom referred to?
4. What are some examples of direct instruction in the classroom?
5. In a classroom using behaviorism, is instruction student-centered or teacher- centered? Why?

11. Vedio presentation

12. Foundations of Behaviorism and its current impact on
Educational Practices
Guide questions
1. How was behaviorism a change from other theoretical perspectives?
2. Who were two key researchers in behaviorism?
3. What is the application of behaviorist instruction in the classroom referred to?
4. What are some examples of direct instruction in the classroom?
5. In a classroom using behaviorism, is instruction student-centered or teacher- centered? Why?

13. Two types of Behavioral conditioning
● Classical
● Operant

14. CLASSICAL CONDITIONING
Classic Conditioning is the process of
introducing a stimulus in hopes of achieving a
desired reflex.

15. OPERANT CONDITIONING
Operant Conditioning is the process of
introducing a stimulus with the hopes of achieving a
desired response.

16. EPHESIA MAE T. MAHUMOT

17. Philosophers who
Influenced the Development
of Behaviorism

18. CLASSICAL CONDITIONING
PHILOSOPHY

19. Ivan Petrovich Pavlov
• Born Sept 14, 1849
• Died Feb 27, 1936
• Born in Ryazan, Russia
• Physiologist, psychologist, and
physician
• Awarded the Nobel Prize in Physiology or
Medicine in 1904 for research on the
digestive system.

20. Ivan Petrovich Pavlov and his groundbreaking
research
Guide questions
1. How did Pavlov determine that the dogs were responding to the stimulus
before it was being introduced?
2. What did Pavlov do to test his hypothesis?
3. What did Pavlov do after introducing the bell? How can Pavlov’s work be
applied to the classroom?
4. In what ways do you think Pavlov’s work shaped the philosophy of
behaviorism?

21. Vedio presentation

22. Ivan Petrovich Pavlov and his groundbreaking
research
Guide questions
1. How did Pavlov determine that the dogs were responding to the stimulus
before it was being introduced?
2. What did Pavlov do to test his hypothesis?
3. What did Pavlov do after introducing the bell? How can Pavlov’s work be
applied to the classroom?
4. In what ways do you think Pavlov’s work shaped the philosophy of
behaviorism?

23. Pavlov’s Classical Conditioning

24. Three Major Tenets of the Field of
Behaviorism
● Behavior is learned from the environment - The dogs only learned to
salivate when they heard a specific stimulus and then were presented the
same stimulus along with food multiple times.
● Behavior must be observable - Pavlov was able to demonstrate his findings
because he was able to observe the dogs salivating in response to a specific
stimulus.
● All behaviors are a result of both stimulus and response- The stimulus would
cause no response in the dogs until it was associated with the presentation of food, to
which the dogs naturally responded with increased saliva production

25. OPERANT CONDITIONING
PHILOSOPHY

26. Edward Lee Thorndike
• Born August 31, 1874
• Died August 9, 1949
• Born in Williamsburg, Massachusetts
• Studied animal behaviour and the learning
process
• led to the theory of connectionism
• Laying the foundation for modern educational
psychology.

27. Cats in Puzzle Boxes
• Thorndike looked at how cats learned to escape from puzzle boxes
• The puzzle box experiments were motivated by Thorndike's dislike
for statements that animals made use of extraordinary faculties such
as insight in their problem solving.

28. Cats in Puzzle Boxes

29. His finding was that cats consistently
showed gradual learning.

30. Thorndike specified three conditions that
maximizes learning:
● The Law of Effect states that the likely recurrence of a response is generally
governed by its consequence or effect generally in the form of reward or
punishment.
● The Law of Recency states that the most recent response is likely to govern the
recurrence.
● The Law of Exercise stated that stimulus response associations are strengthened
through repetition.

31. JANIE MAE A. ORAPA

32. John Broadus Watson
• Born Jan 9, 1878
• Died Sept 25, 1958
• Born in Greenville, South Carolina
• American psychologist
• established the psychological
school of behaviourism
• “Little Albert” experiment

33. "Little Albert" experiment
• Occurred in 1920
• One of the most controversial experiments in the history of
psychology
• It was an experiment showing empirical evidence of classical
conditioning in humans

34. "Little Albert" experiment
Guide questions
● How ethical do you think this experiment was?
● What did you learn about classical conditioning as a result of this
experiment?
● Do you think an experiment this would be allowed today?
● What are the implications of Watson’s research on behaviorism?

35. Video presentation

36. "Little Albert" experiment
Guide questions
● How ethical do you think this experiment was?
● What did you learn about classical conditioning as a result of this
experiment?
● Do you think an experiment this would be allowed today?
● What are the implications of Watson’s research on behaviorism?

37. "Little Albert" experiment

38. "Little Albert" experiment
He was, however, judged to show fear
whenever a long steel bar was
unexpectedly struck with a claw hammer
just behind his back.

39. “Give me a dozen healthy infants, well- formed, and my own
specified world to bring them up in and I’ll guarantee to take
any one at random and train him to become any type of
specialist I might select – doctor, lawyer, artist, merchant-
chief and, yes, even beggar-man and thief, regardless of his
talents, penchants, tendencies, abilities, vocations and the
race of his ancestors.”
(Watson, 1924, )

40. Burrhus Frederic Skinner
• Born March 20, 1904
• Died August 18, 1990
• Born in Susquehanna,
Pennsylvania
• American psychologist, author,
inventor, advocate for social reform
and poet.
• Innovated his own philosophy of
science called Radical Behaviorism

41. Radical Behaviorism
• Skinner views (Radical behaviourism) differed from
other behaviourists (Methodological behaviourism) in
that he felt that thoughts and feelings could be taken
into account when considering that psychology of the
individual.

42. Skinner was able to determine the following
● Operant conditioning is the rewarding of part of a desired behavior or a
random act that approaches it.
● An operant response would be pressing a bar to receive a food pellet.
● A reinforcer is the food pellet itself.
● A punisher is the consequence that suppresses a response and
decreases the likelihood that it will occur in the future (i.e., receiving an
electric shock for pressing the bar to receive a food pellet).

43. Operant Conditioning Chamber

44. “The things we call pleasant
have an energizing or
strengthening effect on our
behavior”
Burrhus Frederic Skinner

45. Skinner’s work in practice Positive Reinforcement
Guide questions
● How is positive reinforcement being applied in the video?
● Do you think chocolate is really an effective tool? Is this a valid
example of operant conditioning?
● Is it valid to “change” others behaviors?
● What are the implications of this video when it comes to behaviorism?
● How might you apply what you learned about Skinner’s work to your
future professional practice?

46. Vedio presentation

47. Skinner’s work in practice Positive Reinforcement
Guide questions
● How is positive reinforcement being applied in the video?
● Do you think chocolate is really an effective tool? Is this a valid
example of operant conditioning?
● Is it valid to “change” others behaviors?
● What are the implications of this video when it comes to behaviorism?
● How might you apply what you learned about Skinner’s work to your
future professional practice?

48. ARIEL MARTICION

49. Curriculum in a Behaviorist
Classroom

50. Behaviorist Classroom
The focus of the curriculum in a behaviorist classroom is
not the curriculum itself. Rather, it is on the environmental
variables within the classroom (i.e., the teaching materials,
instructional methods, and teacher- classroom behaviors), as
each of these variables directly influence the learner’s
behavior

51. Sample Behavior Chart

52. CURRICULUM DESIGN
To help students achieve mastery, instruction is presented in
a step-by-step approach.
Step One: A stimulus is provided by the teacher.
Step Two: The learner responds to the stimulus.
Step Three: Reinforcement is provided by the teacher.

53. INSTRUCTION IN THE
CLASSROOM

54. Behaviorist Techniques to Promote Positive Behavior
and Discourage Behavior that is Undesirable:
● Behavioral Contracts: Simple contracts can be effective in helping children focus
on behavior change.
● Consequences: They can occur immediately after a behavior and may be positive
or negative, expected or unexpected, immediate or long-term, extrinsic or
intrinsic, material or symbolic (a failing grade), emotional/interpersonal or even
unconscious.
● Positive reinforcement: The presentation of a stimulus that increases the
probability of a response (i.e., smiling at students after a correct response).

55. ● Negative reinforcement: Increased probability of a response that removes or
prevents an adverse condition (i.e., perfect attendance is rewarded with a
“homework pass”).
● Punishment: Involves presenting a strong stimulus that decreases the
frequency of a particular response (i.e., students who fight are immediately
sent to the principal).
● Extinction: Decreases the probability of a response by contingent
withdrawal of a previously reinforced stimulus (i.e., a teacher gives partial
credit for late assignments; other teachers think this is unfair so the teacher
decides to then give zeros for the late work).

56. TEACHERS ROLE

57. Two general management principles that a behaviorist
teachers must follow in the classroom
1. Identify expected student behavior so that behaviors
that are appropriate and inappropriate are identified
before instruction begins.
2. Translate expectations into procedures and routines
by creating basic rules of conduct for the classroom.

58. AS A TEACHER?
● Do you think the level of classroom management
outlined by behaviorists is really necessary? Why or
why not?
● If you had to set up a behaviorist classroom, what
type of reinforcements would you use? Why?

59. STUDENTS ROLE

60. Behaviorist philosophy assumes the following two
things about students.
● First, every student is capable of, and
predisposed too, modifying or changing his or
her behavior.
● Second, every student is capable of learning
new behavior.

61. Six basic components of better classroom
performance through behavior modification
1. Clear articulation of the desired outcome including stating what students
must changed and how behavior will be evaluated. For example, increased
student participation in class discussions as measured by tally marks
teacher notes each time a student participates in class.
2. Development of a positive and nurturing environment where students feel
safe and comfortable. For example, calling on a student to share an answer
when you know they can successfully provide the correct answer.
3. Identification and application of appropriate intrinsic and extrinsic
rewards. Note – each student may require a different type of reward.

62. Six basic components of better classroom
performance through behavior modification
4. Reinforcement of desired behavior until the student is able
to independently apply behaviors in class.
5. Gradual reduction of rewards so the student does not require
them to display desired behaviors.
6. Evaluation and assessment of behavior modification
techniques to ensure teacher expectations and student results
are what are desired

63. AS A TEACHER?
● Do you believe every students is capable of, and
predisposed to, modifying of changing his or her
behavior? Why or why not?
● How important do you think it is to have behavioral
objectives?

64. ANY QUESTIONS?

65. THANK YOU