Behaviorism

Definition
Behaviorism is a learning theory that only focuses on objectively observable behaviors and
discounts any independent activities of the mind. Behavior theorists define learning as nothing
more than the acquisition of new behavior based on environmental conditions.
Discussion
Experiments by behaviorists identify conditioning as a universal learning process. There are two
different types of conditioning, each yielding a different behavioral pattern:
Classic conditioning occurs when a natural reflex responds to a stimulus. We are biologically
wired so that a certain stimulus will produce a specific response. One of the more common
examples of classical conditioning in the educational environment is in situations where students
exhibit irrational fears and anxieties like fear of failure, fear of public speaking and general school
phobia.
Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Basically,
operant conditioning is a simple feedback system: If a reward or reinforcement follows the
response to a stimulus, then the response becomes more probable in the future. For example,
leading behaviorist B.F. Skinner used reinforcement techniques to teach pigeons to dance and
bowl a ball in a mini-alley.
There have been many criticisms of behaviorism, including the following:
Behaviorism does not account for all kinds of learning, since it disregards the activities of the
mind.
Behaviorism does not explain some learningsuch as the recognition of new language patterns by
young childrenfor which there is no reinforcement mechanism.
Research has shown that animals adapt their reinforced patterns to new information. For
instance, a rat can shift its behavior to respond to changes in the layout of a maze it had
previously mastered through reinforcements.
How Behaviorism Impacts Learning
This theory is relatively simple to understand because it relies only on observable behavior and
describes several universal laws of behavior. Its positive and negative reinforcement techniques
can be very effective such as in treatments for human disorders including autism, anxiety
disorders and antisocial behavior. Behaviorism is often used by teachers who reward or punish
student behaviors.
Behaviorism is often seen in contrast to constructivism. Constructivists are more likely to allow for
experimentation and exploration in the classroom and place a greater emphasis on the experience
of the learner. In contrast to behaviorists, they feel that an understanding of the brain informs
teaching.






Jean Piaget: Cognitive Development in the Classroom
Every experience and interaction has an impact on development in early childhood. Swiss biologist
and psychologist Jean Piaget recognized this when he studied and researched his own theories of
cognitive development.
Some of his research led to the belief that every interaction establishes cognitive structure in
children. This is especially important in the classroom environment.
Jean Piagets theories impact learning in many different ways, but keeping in mind the curriculum
you are teaching, as well as how you are teaching it, directly applies to the essentials of child
development. For the stages of child development and the primary influential factors,
visit thisFunderstanding article.

Structured Development
Jean Piagets theories of development centered on structure. The concept of structure introduced
four stages of development, according to teacher education:
Sensorimotor stage - 0-2 years: imitation, memory and thought begin to be utilized
Preoperational stage- 2-7 years: language development and recognizing symbolic form
Concrete operational stage- 7-11 years: able to solve hands-on problems logically
Formal operational stage- 11-15 years : able to solve abstract problems in a logical fashion
Applying Jean Piaget in the Classroom
To apply Jean Piagets theories in the classroom, the university of arkansas suggests these six steps
to structure preoperational development:
1. Use concrete props and visual aids whenever possible.
2. Make instructions relatively short, using actions as well as words.
3. Do not expect the students to consistently see the world from someone elses point of view.
4. Be sensitive to the possibility that students may have different meanings for the same word or
different words for the same meaning. Students may also expect everyone to understand words
they have invented.
5. Give children a great deal of hands-on practice with the skills that serve as building blocks for
more complex skills like reading comprehension.
6. Provide a wide range of experiences in order to build a foundation for concept learning and
language.

Constructivism
Apr 14, 2011 Posted By On Purpose Associates In Constructivism, Theory
Tagged Constructivism, Learning Theory
Definition
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world we live in. Each of us generates our
own rules and mental models, which we use to make sense of our experiences. Learning,
therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Discussion
There are several guiding principles of constructivism:



Vygotskys Social Development Theory
Vygotskys Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-
1934), who lived during Russian Revolution. Vygotskys work was largely unkown to the West until
it was published in 1962.
Vygotskys theory is one of the foundations of constructivism. It asserts three major themes:
Major themes:
Social interaction plays a fundamental role in the process of cognitive development. In contrast to
Jean Piagets understanding of child development (in which development necessarily precedes
learning), Vygotsky felt social learning precedes development. He states: Every function in the
childs cultural development appears twice: first, on the social level, and later, on the individual
level; first, between people (interpsychological) and then inside the child (intrapsychological).
(Vygotsky, 1978).
The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better
understanding or a higher ability level than the learner, with respect to a particular task, process,
or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO
could also be peers, a younger person, or even computers.
The Zone of Proximal Development (ZPD). The ZPD is the distance between a students ability to
perform a task under adult guidance and/or with peer collaboration and the students ability
solving the problem independently. According to Vygotsky, learning occurred in this zone.
Vygotsky focused on the connections between people and the sociocultural context in which they
act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools
that develop from a culture, such as speech and writing, to mediate their social environments.
Initially children develop these tools to serve solely as social functions, ways to communicate
needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.
Applications of the Vygotskys Social Development Theory
Many schools have traditionally held a transmissionist or instructionist model in which a teacher
or lecturer transmits information to students. In contrast, Vygotskys theory promotes learning
contexts in which students play an active role in learning. Roles of the teacher and student are
therefore shifted, as a teacher should collaborate with his or her students in order to help
facilitate meaning construction in students. Learning therefore becomes a reciprocal experience
for the students and teacher.






What is Emotional Intelligence?
The study of the emotional human being can be traced all the way back to darwin and his
evolutionary research, but was not highly publicized to the main-stream until the publication
ofemotional intelligences by daniel goleman. His book brought a greater understanding of how
emotional intelligence plays a role in childrens behavior and learning and how high iq doesnt
always lead to success. Goleman also finds that social skills and understanding of how to succeed
in challenging situations is also important in the development of children and their evolution into
smart, well-rounded adults.
How to Teach Emotional Intelligence
According to Goleman, life skills can aide in building ones emotional intelligence and help children
in learning how to best respond in social situations. The next time a frustrating situation arises,
following a couple of simple steps may lead to stronger parent-child interactions and a greater
awareness of problem-solving skills.
Try discussing with the child:
1. What are you feeling? When a child has the basic emotional skills to understand his feelings and
put a name to them, he is on his way to mastering self-awareness. Focusing on the emotion a child
is feeling helps him understand and label it.
2. Why are you feeling that way? Knowing where an emotion came from or the reason why a child
is feeling a certain way is key to solving the problem. When a child can verbally express the reason
for his feelings, hes able to manage his emotions. This is a bonding opportunity between an adult
and child, fostering nurturing and emotional growth.
3. How can I help? The ability to understand when someone is hurt, sad, or happy and respond
appropriately with empathy encourages emotional growth. Taking the time to listen carefully to a
childs concerns or thoughts allows for understanding and comfort.
4. Lets talk it out. When a child can properly express to others his emotions without frustration or
judgment, he builds his life-skills. Encourage a child to use words he best feels express the
situation. This also enhances his language skills.
5. Here is my suggestion. When a child is able to listen to others and really hear what is being said
to him, he is able to improve his emotional intelligence. As an adult, set firm and realistic
boundaries when problems arise, along with appropriate discipline if needed.


Observational Learning
May 11, 2011 Posted By Funderstanding In Educators, Kids, Social Learning Theory Tagged Social
Learning Theory Comments 17
Definition
Observational learning, also called social learning theory, occurs when an observers behavior
changes after viewing the behavior of a model. An observers behavior can be affected by the
positive or negative consequencescalled vicarious reinforcement or vicarious punishment of a
models behavior.
Discussion
There are several guiding principles behind observational learning, or social learning theory:
The observer will imitate the models behavior if the model possesses characteristics things such
as talent, intelligence, power, good looks, or popularitythat the observer finds attractive or
desirable.
The observer will react to the way the model is treated and mimic the models behavior. When the
models behavior is rewarded, the observer is more likely to reproduce the rewarded behavior.
When the model is punished, an example of vicarious punishment, the observer is less likely to
reproduce the same behavior.
A distinction exists between an observers acquiring a behavior and performing a behavior.
Through observation, the observer can acquire the behavior without performing it. The observer
may then later, in situations where there is an incentive to do so, display the behavior.
Learning by observation involves four separate processes: attention, retention, production and
motivation.
Attention: Observers cannot learn unless they pay attention to whats happening around them.
This process is influenced by characteristics of the model, such as how much one likes or identifies
with the model, and by characteristics of the observer, such as the observers expectations or level
of emotional arousal.
Retention: Observers must not only recognize the observed behavior but also remember it at
some later time. This process depends on the observers ability to code or structure the
information in an easily remembered form or to mentally or physically rehearse the models
actions.
Production: Observers must be physically and/intellectually capable of producing the act. In many
cases the observer possesses the necessary responses. But sometimes, reproducing the models
actions may involve skills the observer has not yet acquired. It is one thing to carefully watch a
circus juggler, but it is quite another to go home and repeat those acts.
Motivation: In general, observers will perform the act only if they have some motivation or reason
to do so. The presence of reinforcement or punishment, either to the model or directly to the
observer, becomes most important in this process.
Attention and retention account for acquisition or learning of a models behavior; production and
motivation control the performance.
Human development reflects the complex interaction of the person, the persons behavior, and
the environment. The relationship between these elements is called reciprocal determinism. A
persons cognitive abilities, physical characteristics, personality, beliefs, attitudes, and so on
influence both his or her behavior and environment. These influences are reciprocal, however. A
persons behavior can affect his feelings about himself and his attitudes and beliefs about others.
Likewise, much of what a person knows comes from environmental resources such as television,
parents, and books. Environment also affects behavior: what a person observes can powerfully
influence what he does. But a persons behavior also contributes to his environment.
How Observational Learning Impacts Learning:
Curriculum Students must get a chance to observe and model the behavior that leads to a
positive reinforcement.
Instruction Educators must encourage collaborative learning, since much of learning happens
within important social and environmental contexts.
AssessmentA learned behavior often cannot be performed unless there is the right environment
for it. Educators must provide the incentive and the supportive environment for the behavior to
happen. Otherwise, assessment may not be accurate.