Learning Theories PBL

Editor's Notes

• #2: This school year, X school district is launching our Behaviorism in the Classroom professional development initiative. At least three full training days in the summer and three days over the course of the school year will be dedicated to learning and applying behaviorist skills and methods.
• #3: When you think of Behaviorism you may think of...Austin Powers. Names like Skinner and Pavlov might come to mind. Behaviorist applications can help us improve our teaching methods and impact student learning. Three main concepts are immediately replicable in a classroom setting, and are likely to show positive results for teachers. Crafting Instructional Objectives Managing Behavior with Applied Behavior Analysis Techniques Teaching Methodologies including Mastery Learning
• #4: Omrod ( 2011, p.48) described instrumental conditioning simply, “humans and nonhuman animals alike tend to behave in ways that bring them desirable consequences or enable them to avoid unpleasant ones.” Ormrod, Jeanne Ellis (2011-08-12). Human Learning (6th Edition) (Page 48). Pearson HE, Inc.. Kindle Edition.
• #5: The professional development program we are participating in has been designed using behaviorist principles and methods. Our instructional objective for the pd program is: Given the opportunity to learn and practice a behavioral strategy, participants will implement at least one strategy, gather the appropriate data, and share with colleagues by the 5th day of 6 professional development days.
• #6: Instructional objectives must be observed, so describe the actual behavior. Instead of understand, use identify. Students will identify thirty states. They should include conditions. Given a fill in the blank map, students will identify thirty states. They should include criteria. Given a fill in the blank map, students will correctly identify thirty out of fifty states. A great instructional resource can be seen here: http://www.wou.edu/~brownbr/Classes/Writing_Goals_Objectives/1_Mager_Prepare_Behav_Obj.pdf
• #7: Instructional objectives remind us to narrow in on the outcome we want for student learning. By mindfully choosing how students are going to demonstrate their understanding, we can push our instruction to the next level. Instead of focusing solely on Bloom’s taxonomy, we can also keep the technology integration model SAMR in mind when writing instructional objectives. Image from: http://nela2.weebly.com/samr--digital-blooms.html
• #8: Classroom Management… we all know it and are probably tired of hearing about it. However, it’s important to talk about some classroom management techniques in Behaviorism. There may be concepts you already do in your own classrooms that are are already Behaviorist or close to it. In this section we’ll touch on three Behavorist styles Token Economy Group Contingency Schoolwide PBIS
• #9: In a token economy You reinforce behavior with a token, which can be anything (counters, sticks, toys, etc.). The token or tokens can be cashed in for a reinforcer. It’s important to set behaviors that will be reinforced and will immediately reinforce. Think about what your students will want to earn (extra recess time, computer time, etc.) It’s a good idea to have a backup reinforcer or have multiple reinforcers to buy to motivate interest. . Set up a store day or store time where tokens can be traded in.
• #10: In a group contingency you look at behavior for a group or groups. This can be the whole class or multiple small groups with a reinforcer(s) up for grabs. This is a contingency, essentially making a contract for success. There are three types of group contingencies: Dependent: All students are responsible for their behaviors, but one person can “win” for the entire group. Independent: Each student is responsible for their own behavior and everyone has access to the same reinforcers. Only students who follow the contingency “win”. Interdependent: Each student is responsible for their own behavior but it’s either everyone or nothing. http://www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/positive_reinforcement
• #11: As we know, we don’t have cookie cutter students. In PBIS (Positive Behavior Interventions and Supports), supports and interventions are provided to students who need them. Students are broken into 3 groups (Tiers I, II and III). Tier I students (Primary)- Makes up about 80% of students. These are your students who have no or minor issues in behavior. Tier II students (Secondary)- Makes up about 15% of students. These are your students who have occasional severe behavior issues. Usually have pull-out groups or group interventions. Tier II students (Tertiary)- Makes up about 5% of students. These are your students who have multiple severe behavior issues. Usually one-on-one. There is an emphasis on being positive. Rather than saying what you cannot do, say what is expected. (Not, “Don’t destroy property”, rather, “Be respectful”) A schoolwide PBIS includes Set 3-5 expectations. Behavior matrix of expectations with a focus on locations. Must be consistent (if it’s not okay to talk in art class, it’s not okay to talk in media). Takes time and needs everyone involved. Easily integrates with Token Economy and group contingency. https://www.pbis.org/school/swpbis-for-beginners
• #12: Behaviorism would not be complete without applying some of its methods to learning and instruction.
• #13: Students will master sections before moving onto new and progressively more complex content pieces. Ormrod states that “mastery learning is based on part, by shaping.” Student content is broken into smaller units with a logical sequence Students must demonstrate mastery of the content before moving onto new sections Remediation can be engaged in if needed at the end of each unit. Ormrod, Jeanne Ellis (2011-08-12). Human Learning (6th Edition). Pearson HE, Inc.. Kindle Edition.
• #14: Programmed instruction uses a variety of tools to increase learning, as listed on the slide. Students are more likely to retain information if they can learn AT THEIR PACE! There is another BIG advantage to Computer-Assisted Instruction: Computers can record student data for you: Correct/Incorrect Answers Speed of the student responses How far students progress in the program ….And what teacher wouldn’t want those capabilities? Ormrod, Jeanne Ellis (2011-08-12). Human Learning (6th Edition). Pearson HE, Inc.. Kindle Edition.
• #15: The Personalized System of Instruction is a great combination of Computer Assisted Instruction and Mastery Learning. It uses the below characteristics: Individual Study Unit Exams Different Instructional Techniques Use of Proctors PSI can be a beneficial thing for both the student and the teacher. Students who like to move at their own pace can succeed and teachers, although more planning time may be involved, usually will not have to lecture as much and gives the power and responsibility of learning back to the student. Some problems may occur with this approach: Teachers may become managers of students, not teachers of students Poorly motivated students more apt to not completing tasks at own pace When best to use this approach: When students are motivated When teachers are well organized and can balance the different learning paces of students When immediate feedback is needed for lower-level students When objectives of a particular content are objective in nature and individual-focused (such as math problems) Ormrod, Jeanne Ellis (2011-08-12). Human Learning (6th Edition). Pearson HE, Inc.. Kindle Edition.