The document outlines B.F. Skinner's operant learning model, highlighting the use of the Skinner box to study behavior through reinforcement and punishment. It describes two types of behaviors: respondent and operant, focusing specifically on operant conditioning to modify and shape behavior in educational settings. The model emphasizes structured assessment, an organized learning environment, cooperation among participants, and a carefully planned reinforcement strategy as critical components for effective behavior modification.

1. SKINNER OPERANT
LEARNING MODEL
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

2. INTRODUCTION
• B.F. Skinner (1904-1990) chose to study behaviour
through the use of what he called a Skinner box.
Versions were created for rats and pigeons. In
the case of the former, rats earned food pellets when
they pressed a lever or bar and for the latter,
pigeons earned food reinforcers when they pecked a
response key. The Skinner box was known as a
“free operant” procedure because the animal could
decide when to make the desired response to earn a
food pellet (or access to the food) and is not required
to respond at a pre-established time.
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3. CONTD.,
• Consider that in maze learning the
experimenter initiates a trial by placing a
rat in the start box and opening the door
for it to run the maze.
• Skinner’s development of such a
procedure showed that the animal’s rate
of response was governed by the
conditions that he established as the
experimenter and was in keeping with the
strict standards of the scientific study of
behaviour established by Pavlov
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4. Types of behaviours
• Skinner described two types of behaviours —
respondent and operant. These are the types
of behaviour Pavlov described in his work and
can be conditioned to occur in new situations
(i.e. the NS and US relationship).
• In contrast, operant behaviours include any that
are voluntary and controlled instead by their
consequences. We will focus on operant
behaviours for the duration of this module.
Types of
behaviours
1.
Respondent
2. Operant
Involuntary and
reflexive in nature
voluntary and
controlled
instead by their
consequences
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5. Types of
operant
conditioning
1.
Reinforcement
2.
Punishment
A behaviour /
response is more
likely to occur in the
future. It is
strengthened
A Behaviour / response
is less likely to occur in
the future. It is
weakened.
operant conditioning in
action includes:
Positive
reinforcer
Negative
punishment
Negatively
reinforced
Positive
stimulus
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7. Focus
• This teaching model focuses on the modification
of one’s behaviour by making use of the principles
of operant conditioning.
• It aims to control and manage the learning
environment in such a way as to provide proper
reinforcement for the shaping of new or
desired behaviour like learning of academic,
social and self-management skill and
eliminating or reducing the chances for the
recurrence of undesirable behaviours such as
improper habits, attitudes and skills.
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8. Syntax
Phase 1:
Specification of
the terminal or
target behaviour
Phase 2:
Assessment of the
Initial Behaviour
Phase 3:
Formulation of
Behaviour-shaping
programmes
Phase 4:
Implementation of
Planned
Programme
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9. Syntax
• Phase 1: Specification of the
terminal or target behaviour
• 1. Identification and definition of target
behaviour
• 2. Specification of desired behaviour
• 3. To develop plans for measuring and
recording the behaviour outcomes
• Phase 2: Assessment of the Initial Behaviour
• 1. Observe and record frequency of behaviour and if
necessary, nature and context of behaviour
• 2. Formulating the contingency include the following
activities
• 3. Make decisions regarding the environment
• 4. Select the reinforcers and reinforcement schedule
• 5. Final plan of behaviour modification program
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10. • Phase 3: Formulation of Behaviour-shaping programmes
• 1. Attempts are made to chalk out an appropriate Programme for the
Modification And Shaping of the behaviour.
• 2. An assessment of the available environment is first properly made.
• 3. Highlight the behaviour modification task with available resources
• 4. Decision about the nature of reinforcement
• 5. Reinforcement schedule is properly taken
• Phase 4: Implementation of Planned Programme
• 1. Organize the environment in which learning will take place
• 2. Inform the learners
• 3. Provide reinforcement to the learner in a definite schedule
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11. Social System
• This model is highly structured entrusted with the
responsibility of behaviour modification.
• He / She is who assesses the learner’s initial behaviour,
plans and implements the behaviour modification
programme, and then take judgement about the success
and validity of this programme.
• The social system of the model needs a cooperative
set-up, schedule and structuring of the learning
environment are negotiated between the teacher and
the students.
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12. Principles of reaction
• The model works out the following principles of reaction
derived from the theoretical notion of operant conditioning:
• 1. Accuracy and precision in the observation, recording
and assessment of the behaviour should be properly
ensured
• 2. The nature and schedule of reinforcement should be
carefully planned and wisely implemented.
• 3. Undesirable and inappropriate behaviour should be
ignored or restructured if needed.
• 4. The appropriate and desirable behaviours should be
properly reinforced ensured.
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13. Support System
• The model required the support of the following
for its successful execution:
• Reliable and accurate measures for the
observation and recording of the behaviour
and performance level of the students.
• Cooperation from the students and support
from the parents for bringing desirable
according to the needs of the learning
situation and the behaviour modification task.
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14. Contd.,
• Material support for providing reinforcement and
arranging the learning environment according to the
needs of the learning situation and the behaviour
modification task.
• Programmed machines, programmed instruction
and the reinforcing environment help to reduce the
errors while learning.
• Evaluation is done on the basis of right and wrong
responses. Immediate reinforcement is given on
right response and feedback is provided to wrong
responses.
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15. Application
• 1. This learning theory is very well used in programmed
learning.
• 2. This model will help in the development of learners’
abilities with the help of attaining knowledge, skills
and application of the subject-matter.
• 3. It works on the base of independent learning.
• 4. Operant model is content centered and has shown the
path for researches in the field of education.
• 5. Learn of difficult skills, teaching skills and teacher
behaviours
• 6. Designing teacher-learning environment
• 7. Managing the classroom instruction
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16. Assumptions
• 1. Teaching is an important factor in
teaching learning process to bring
desirable changes in the
behaviour of learners.
• 2. Human behaviour can be
understood in terms of the
principles of operant conditions.
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17. REFERENCE
TNTEU – Study Material
Ram Publications
Sri Krishna Publications
Kaviyamala Publications
Mangal, s.k., Mangal, U. (2011). Essentials of educational
technology. New Delhi: PHI learning private limited.
Google Images
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