1. Be the Change - See the Change
Introducing a district-wide program to improve learning outcomes
2. Be the Change - See the Change
This innovative program is based on
Behaviorist Learning Theories.
“Behavioral theory is now celebrating nearly a century
of contribution to theories of learning”
(Burton, et. al., 1996)
3. Why We Choose Behaviorism
“Behavioral theory addresses the key issues of complex learning, problem
solving, and transfer using the same concepts and principles found in the
everyday human experience.” (Burton, et. al, 1996, p.12)
Behavioral theory is based on operant conditioning and relies on a simple
premise - actions followed by reinforcements will be strengthened and are
therefore more likely to occur again. (Skinner, 1938; Ormrod, 2012, p. 50)
4. Why We Choose Behaviorism
We choose Behaviorism over Cognitivism because we, as teachers, can affect
the learning.
We can Be the Change, by incorporating behaviorist theories, and See the
Change, by observing and measuring the results.
Plus….
5. "Behaviorism is simple, elegant, and consistent"
(Burton, et. al., 1996, p.27)
Behaviorism can be rewarding
6. Behaviorism can be rewarding!
For the Teacher:
By using the behaviorist theory and techniques, our teachers will be able to:
● Manage their classrooms with improved communication of expected
behavior and learning objectives.
● Promote good behavior with correctly applied reinforcements and
punishments.
● Observe and measure student learning outcomes.
● Determine if lesson plans have achieved the desired results.
7. Behaviorism can be rewarding!
For the Student: Behavioral change occurs for a reason.
Students will:
● Work for things that bring them positive feelings, and for approval from
people they admire.
● Change behaviors to satisfy the desires they have learned to value.
● Generally avoid behaviors they associate with unpleasantness and
develop habitual behaviors from those that are repeated often. (Parkay &
Hass, as cited in Standridge, 2002)
8. More about Behaviorism
Other Key Points:
● Behavioral theories can be used to motivate change in the short- and long-
term.
● Behavioral theories that use positive reinforcement have also demonstrated
long-term positive consequences.
● The recognition that an individual has the power to change his/her behaviors
with subsequent changes in outcome builds self-belief, which drives
further change.
10. Selected Behaviorist Theories
Our “Be the Change - See the Change” program is
based on these applications of behaviorism:
● Instructional Objectives
● Teacher-Student Communication
● Mastery Learning
11. Instructional Objectives:
Overview
Studies have found that students and teachers work better when clear
behavioral instructional objectives have been clearly stated and communicated.
Establishing sound instructional objectives based on behavioral outcomes
helps teachers choose the most effective method of teaching the lesson, and
will help students have a clear understanding of what they should know and be
able to do at the end of instruction.
12. Instructional Objectives:
Benefits
● Gives students a more active role in their own learning. (Cown, 2014; The
University of Texas at Austin, 2011)
● Provides student with a clear understanding of what is expected of them.
(Ormrod, 2012, p. 99)
● Help teachers choose more effective teaching methods. (Ormrod, 2012, p. 101)
● Improves learning and behavioral outcomes.
13. Instructional Objectives:
More Benefits
● Helps teachers assess and evaluate student achievement. (Cown, 2014;
Ormrod, 2012, p. 102; The University of Texas at Austin, 2011)
● Improves time management through organization.
● Fosters better communication from one teacher to another. (Ormrod, 2012, p.
101; The University of Texas at Austin, 2011)
14. Teacher-Student Communication:
Overview
Teacher-student communication is a key factor in the behaviorist approach.
Studies have shown that students work and behave better if they understand
what is expected of them and what consequences, good or bad, they will
encounter as a result.
This will work not only for each student but also on a group level.
15. Teacher-Student Communication:
Benefits
● Improves classroom management by clarifying the connection between
reinforcements and behaviors.
● Helps students understand the desired or terminal behavior, as well as the
form and frequency of that behavior. (Ormrod, 2012, p. 82)
● Helps identify consequences, good or bad, that are truly reinforcing for
each learner. (Ormrod, 2012, p. 83)
16. Teacher-Student Communication:
More Benefits
● Communication of reinforcers and punishment clearly is often sufficient for
improving behavior.
● Encourages consistency, a key factor in successful learning.
● Leads to positive and optimistic school-wide behaviors in both teachers
and students.
17. Mastery Learning:
Overview
Mastery learning is "an approach to instruction in which students must learn the
material in one lesson to a high level of proficiency before preceding to the next
lesson." (Ormrod, 2012, p. 106)
Mastery learning utilizes the behaviorist concept of shaping, in which a simple
response is reinforced until that response becomes frequent; then a more
difficult response is reinforced, and so on, until the terminal, or desired,
behavior is achieved. (Ormrod, 2012, p. 106)
18. Mastery Learning:
Benefits
● Applicable to a wide range of students of differing levels of expertise. (Davis
& Sorrell, 1995; Guskey, 2009)
● Raises levels of student achievement. (Davis & Sorrell, 1995; Guskey, 2009)
● Improves student attitudes toward learning. (Davis & Sorrell, 1995; Guskey, 2009)
19. Mastery Learning:
More Benefits
● Improves retention of the materia.l (Davis & Sorrell, 1995; Guskey, 2009)
● Students who need additional instruction can receive it without slowing
down other learners. (Ormrod, 2012, p. 107)
● Materials used in mastery learning can help work students up to higher-
level thinking skills. (Guskey, 2009)
20. For Program Details visit the Wiki
This informative Wiki is a step-by-step guide for
implementing the changes.
● Program Overview
● Outline of Objectives, Techniques, and Skills
● Outline of Professional Development Program
● Powerpoint Presentation
● Strategy A: Establishing Instructional Objectives
● Strategy B: Teacher-Student Communication
● Strategy C: Mastery Learning
Be the Change - See the Change
21. References
Bloom's Taxonomy (n.d.). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Bloom's_taxonomy.
Burton, J., Moore, D., & Magliaro, S. (1996). Behaviorism and Instructional Technology. In David H. Jonassen (Ed.). Handbook of Research for
Educational Communications and Technology. New York: Macmillan.
Cown, Wendy (2004). Focus on the Student: How to Use Learning Objectives to Improve Learning. Retrieved from
http://boxesandarrows.com/focus-on-the-student-how-to-use-learning-objectives-to-improve-learning/.
Davis, D., & Sorrell, J. (1995). Mastery learning in public schools. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from http://teach.valdosta.edu/whuitt/files/mastlear.html.
Guskey, T. R. (1980). Mastery Learning: Applying the Theory. Theory into Practice, (2). 104.
Guskey, T. R. (2009). Mastery Learning. Education.com. Retrieved from http://www.education.com/reference/article/mastery-learning.
Huitt, W. (1996). Mastery learning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/topics/instruct/mastery.html.
22. References continued
Mager, Robert F. (1997). Preparing Instructional Objectives. Atlanta: The Center for Effective Performance.
Ormrod, J. E. (2012). Human Learning (6th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Pearson Education (2010). Summary and Objectives. Retrieved from Pearson Prentice Hall website:
http://wps.prenhall.com/chet_cooper_appliedbeh_2/73/18707/4789238.cw/.
Roediger, H. (2004). What Happened to Behaviorism. Association for Psychological Science Observer. Retrieved from
http://www.psychologicalscience.org/index.php/uncategorized/what-happened-to-behaviorism.html.
Smith, K. (n.d.). Contingency Contracting... a proactive intervention for the classroom. Retrieved from University of Minnesota, College of
Education, Institute on Community Integration website: http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/contcon.pdf.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from
http://epltt.coe.uga.edu/.
The University of Texas at Austin (2011). Advantages of using learning objectives. Retrieved from
https://www.utexas.edu/academic/ctl/assessment/iar/students/plan/objectives/bloom-advantage.php.
Tangient, LLC. (2015). Bloom's Verb Wheel. Retrieved from Wikispaces website: http://rpsbri.wikispaces.com/Bloom%27s+Verb+Wheel.
