Mini-Report Week #3 Team Name: On the Beach Recorder: Griselle Rose Coordinator: Christina Freeman-Canavan la!

orator: Michael "te#art $plorer %: Michelle "t&'t (eriodical: d&cation Weekl' Method o) Comm&nication: Goo*le +an*-O&t "essions % Ree$amination o) Behaviorism ,Wh' has the in)l&ence o) !ehaviorism declined- The deepest and most comple$ reason )or !ehaviorism.s decline in in)l&ence is its commitment to the thesis that !ehavior can !e e$plained #itho&t re)erence to non-!ehavioral mental /co*nitive0 representational0 or interpretative1 activit'2 /Graham0 345416 % re-eval&ation o) the merits o) !ehaviorism entails consideration o) its lastin* le*ac' and the merits o) s&!se7&ent ps'cholo*ical principles and theories6 "peci)icall' in the )ield o) instr&ctional desi*n0 !ehaviorism8s emphasis on e$ternal o!serva!le per)ormance s&pports important instr&ctional elements incl&din* speci)ic !ehavioral o!9ectives0 o!servation o) learner !ehavior0 instr&ctional )eed!ack0 and m&ltiple opport&nities )or practice /Reiser0 345316 There)ore0 !ehaviorism provides a stron* )o&ndation )rom #hich to anal':e the e$ternal and o!serva!le components o) an instr&ctional model6 When applied to the %;;< model )or e$ample0 !ehaviorism8s emphasis on o!servation o) learner !ehavior ali*ns #ith the model8s )o&rth characteristic0 #hich re7&ires that o&tcomes ,!e meas&red in a relia!le and valid #a'2 /Reiser0 345316 +o#ever0 a re-e$amination o) !ehaviorism entails an emphasis on its missin* component0 that is0 the internal mental processin* o) in)ormation and instr&ction6 Ga*ne8s theor' o) instr&ction o))ers a comprehensive theor'0 #hich incl&des a consideration o) !oth the internal and e$ternal process o) learnin* and instr&ctional desi*n6 Ga*ne8s ta$onom' /intellect&al skills0 co*nitive strate*'0 ver!al in)ormation0 attit&de0 and motor skills1 and his emphasis on e$ternal learnin* o&tcomes provide the !ehavioral demonstration o) the instr&ctional *oal #hile the nine events o) instr&ction and internal learnin* conditions s&pport the co*nitive processin* necessar' )or the learnin* to take place6 Compared to !ehaviorism8s limited scope0 Ga*ne8s mer*er o) the internal and e$ternal provides instr&ctional desi*ners #ith a !roader ran*e o) considerations to anal':e #hen desi*nin* instr&ction6 Tho&*h !ehaviorism contin&es to !e a valid learnin* theor'0 Ga*ne8s theor' !etter s&pports the needs and )&nctions o) instr&ctional desi*ns models6

Re)erences: Graham0 Geor*e0 /34541 Behaviorism. The "tan)ord nc'clopedia o) (hilosoph' Retrieved )rom http:==plato6stan)ord6ed&=archives=)all3454=entries=!ehaviorism= Reiser0 R60 > ;empse'0 ?6 @6 /345316 Trends and issues in instructional design and technology. (3rd ed.). Boston: %ll'n > Bacon6