Behaviorist Theory- Classical and Operant Conditioning

8/13/2019 Behaviorist Theory- Classical and Operant Conditioning

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LEARNING AND THE LEARNER

GROUP 4

BY

SHAZWINA SHAMIEN BINTI ABDUL BASITWAN AMIR ISKANDAR BIN ISMADI


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Question

Analyze the basic principles of behaviorist

theory (classical conditional and operant

conditioning) using PMI (Plus, Minus,

Interesting). Discuss the implications of

behaviorist theory in learning and teaching of

children with special with special needs by

using graphic organizer.


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WHAT IS PMI?

A brainstorming activity that encourages

participants in a discussion to look at an idea

from more than one viewpoint

Developed by Dr. Edward de Bono


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4

Two main types of Learning

Classical conditioning: addresses learning of

involuntary responses. For example when the

sound of a bell alone stimulates saliva flow in

dogs.

Operant conditioning: addresses learning of

voluntary responses.


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PMI (PLUS, MINUS, INTERESTING)PLUS MINUS INTERESTING

Easily controlled by

teachers

Some learners benefit

from repetition Rewards or punishment

are clear

Ease at motivation

Focused only of behavior

that that can be observed

and manipulated.

Ignores thought

processes and emotion

Repetition may become

boring Totally teacher orientated

Little or no input from

learners

Doesnt count for

processes taking place in

the mind that cant be

observed (concrete

things)

Useful in experience

under laboratory

conditions where

behavior can be observedand manipulated

Principles of behaviorism

have been tested mainly

on animals such findings

may not apply totally to

human behaviorism


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PMI (PLUS, MINUS, INTERESTING)

PLUS MINUS INTERESTING

Positive and negative

reinforcement to

maintain or get rid of

habits.

Observable behavior

can be measured

which can infer what

changes have

occurred

Passive student learning

Teacher - centric environment

One size fits all

Knowledge itself is given and

absolute

Programmed instruction

Reinforcements may backfires

Children may be reliant on

rewards for desired behaviors

May not work well for all subjects

Some changes involves with

internal changes which cant be

observable directly(cognitive)

Looks at observable

behavior what a person

does rather than what a

person does rather than

what a person thinks,

feels, imagines

Concepts like writing,

which require students

to analyze and interpret

information might not

benefit from this

approach


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IMPLICATIONS OFBEHAVIOURIST THEORY IN

TEACHING AND LEARNING OFCHILDREN WITH SPECIAL

NEEDS


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DEFINITION AND EXAMPLES

Special needs children are described as

individuals who require assistance for disabilities

that may be medical, mental, or psychological.

EXAMPLE:

Autism, serious emotional and behavioral

disturbances, mental retardation, ADHD, epilepsy,cerebral palsy, feeding and eating disorders, etc.

LA Parent Helpline


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IMPLICATIONS

Direct teachercantered

instructionresult (drills) Teachers would

check students

work regularly

Students istaught best

when focus isdirectly on

content

Operant conditionings used toreward / punish students whichare misbehaved or behave (built

a habit that the students is

comfortable with

Students learnwhat behavioursare appropriate

or not

Skills andinformation arebreak down into

smaller units(easier, focused

learning)

Classroom ismanageable


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REFERENCES

Atherton J S (2011) Learning and Teaching; Behaviourism [On-line: UK]retrieved 16 July 2013from http://www.learningandteaching.info/learning/behaviour.htm

Goldman, J. A. (2010, Dec 8). Child Development Theories. Retrieved from

education.com: http://www.education.com/reference/article/child-development-changing-theories/?page=2

Husin, K. H. (2010). Psikologi Pembelajaran.Kuala Lumpur: UtusanPublications and Distributors Sdn Bhd.

Jarem, S. (n.d.). Behaviourism as a Learning Theory. Retrieved fromSlideshare: http://www.slideshare.net/sarahjarem/behaviorism-in-the-

classroom Keow, C. L. (2008). Murid dan Alam Belajar.Kuala Lumpur: Kumpulan

Budiman Sdn Bhd.

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Behaviorist Theory- Classical and Operant Conditioning