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- 1. PRESENTED BY: IvyTilos Baid BEHAVIORISM
- 2. #1 Definition #3 Proponent #2Aim of Education #4 Method of Teaching #5 Role of the Teacher Today's Discussion
- 3. BEHAVIORISM Behaviorism is atheory of learning based on the idea that all behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment.
- 4. BEHAVIORISM Behaviorism focuses onthe idea that all behaviors are learned through interaction with the environment. Launched in 1913
- 5. AIMS OF EDUCATIONIN BEHAVIORISM Behaviorismisanareaof psychologicalstudythatfocuseson observingandanalyzinghow controlledenvironmentalchanges affectbehavior.
- 6. AIMS OF EDUCATIONIN BEHAVIORISM Thegoalofbehavioristicteaching methodsistomanipulatethe environmentofasubject—ahuman orananimal—inanefforttochange thesubject'sobservablebehavior.
- 7. ROOTS OF BEHAVIORISM JohnB. Watson He was a pioneering psychologist who played an important role in developing behaviorism. He believed that psychology should primarily be scientific observable behavior. He is remembered for his research on the conditioning process.
- 8. Ivan P. Pavlov Hewas a Russian physiologist best known in psychology for his discovery of classical conditioning. During his studies on the digestive systems of dogs, Pavlov noted that the animals salivated naturally upon the presentation of food. ROOTS OF BEHAVIORISM
- 9. B.F. Skinner He Believethat learning is a function of change in over behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. ROOTS OF BEHAVIORISM
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- 11. Focuses on the Learningof Behaviors Goal was to predict and control behavior All behaviour can be explained through the process of learning Emphasizestherole ofexperienceina person'slifeshaping developmentfrom childhoodinto adulthood Emphasizes the role of more experienced people in the process of learning Zone of Proximal Development Cognitive development should be studied through the observations of behaviour
- 12. Classical Conditioning Operant conditioning IvanP.Pavlov(1849-1936) *A typeof associative learning process through which the strength of a behavior is modified by reinforcement or punishment. It is also a procedure that is used to bring about such learning. A method of learning that occurs through rewards and punishments for behavior. Types of Conditioning *processworksby developingan associationbetweenan environmentalstimulus andanaturally occurringstimulus B.F. Skinner and E.Thorndike
- 13. When a naturalstimulus is replaced by new or "conditioned" stimulus and Still produces the original response Classical Conditioning
- 14. Explains Learning of involuntary emotionalor physiological responses Important for teachers since school can cause unintentional learning through classical conditoning, especially anxiety Test anxiety fear frustration humiliation
- 15. Hearing a teacher, afriend boy/girlfriend say to you, " We need to talk" upon hearing this phrase your stomach "Flutters" Example of Classical Conditioning
- 16. Playing soothing music, dimming the lights to calm& relax students Classical Conditioning in Classroom Helping students associate schoolwith good experiences Unintentional classical conditioning: Anxiety (test, math, public speaking) Humiliation Fear Frustration
- 17. When behavior ismaximized if followed by reinforcement, or minimized if followed by funishment. The act operates on the environment to produce rewarding or punishing stimuli. Operant Conditioning
- 18. OPERANT CONDITIONING #2 Conditioning voluntary & controllablebehavior #1 Believed behavior is sustained only be reinforcement or punishment, not free will #4 Organisms tend to repeat actions that are reinforced. Behavior can be shaped by reinforcement #3 Not the automatic physiological or emotional response of classical conditioning
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- 20. Example of Operant Conditioning -Teachercandeliberately useOperantconditioning withtheirstudents -Rewardforgoodbehavior; punishmentforbad -Howsomeone reacts to our behaviors determines whether or not we continue the behavior -Ifwearereinforcedfor somethingwewilllikelydoit again -Wemustseethereinforceras desirableforittobereinforcing. (sameforpunishment)
- 21. Criticisms of Behaviorism Behaviorismis naturalistic -This means that the material world is the ultimate reality, and everthing can be explained in terms of natural laws. Behaviorism teaches that man is nothing more than a machine that responds p conditioning. Consistenlty, behaviorism teaches that we are not responsible for our actions. If we are mere machines, without minds or soul, reacting to stimuli and operating on our environment to attain certain ends, then anything we do is inevitable.
- 22. Criticisms ofBehaviorism Behaviorism is manipulative. Itseek not merely to understand human behavior, but to predict and control it. From Skinners theories, He developed the idea of " Shaping" . By controlling rewards and punishments, you can shape the behavior of another person.
- 23. Behaviorism in theClassroom Classroom behavior management Small rewards can motive students Games with point system can be used in memorization task Keep a pleasant environment during class to avoid conditioning kids to dislike certain subjects Use behavorist methods (reward or punishment) to practice what has already been taught, not to teach Focused on the Individual rather than Social
- 24. Behaviorism is helfulin memorization of facts or important dates, but this type of information should only play a spporting role in understanding the larger concepts being studied. Behaviorism does little to develop analytical and comprehension skills. Social Studies
- 25. Behaviorist teaching strategies Drills Question and answer Guidedpractice Regular review Positive reinforcement
- 26. Role of theTeacher manipulate the environment to shape behavior
- 27. Adventists believe theactions and words that sum up our behavior can be the best witness there is to the love of Jesus Christ.