1. Behaviourism
DTLLS: Learning and its Assessment

2. Conditioning
Classical conditioning, identified by Pavlov

3. Classical conditioning
Ivan Pavlov
Experiments with dogs
Dogs salivate at arrival of food; this is a natural response
Food preceded by ringing a bell
Ultimately, dogs salivate at ringing of a bell; this is an artificial response

4. What does this tell us?
By pairing a natural response with an artificial response, the two become associated. The response is therefore conditioned

5. How could this be linked to education: can you give an example of classical conditioning in the teaching/learning context?

6. What about some people’s negative experiences of school affecting their mindset in a post-compulsory education context

7. Operant conditioning - Skinner
If a response is to be repeated, there needs to be some kind of reinforcement In operant conditioning, responses are strengthened or weakened by the consequences or reactions to the behaviour

8. Thorndike
Experimented with kittens trying to access food which is placed outside its cage Identified the ‘law of effect’ which states that behaviour leading to pleasant consequences is likely to be repeated

9. Reinforcement Think of something you have done for no reward at all
Chances are, you can’t!

10. Positive reinforcement
Positive reinforcement is the acquisition of something a person wants
The proper use of positive reinforcement will increase the likelihood of the rewarded behaviour happening again in the future

11. What types of positive reinforcement do you use?

12. Neo-behaviourists Of course, this type of theory was quite restrictive
Gagne and Skinner broadened the theory to include a human perspective and this was termed neo-behaviourism

13. So, what is behaviourism?
Learning from the behaviourist point of view is the increased probability of a behaviour which has taken place in the past re-ocurring due to reinforcement
The happenings that occur before a behaviour are known as the stimuli; they prod the behaviour to occur. That behaviour is then strengthened or weakened (reinforced) by the consequences that follow

14. Key points about behaviourism
Actions followed by good outcomes are likely to recur, and actions followed by bad outcomes are less likely to recur
(Skinner 1953)

15. How to apply behaviourism
Discuss the examples on the handout and decide whether you could apply any of them to your own teaching. It may help to work with people who teach in a similar area to you.

16. Key features of behaviourist theory for the classroom
Knowledge is finite
Goals prescribed
Motivation is extrinsic
Stimulus required in order to learn
Dependency on teacher
Teacher-centred
Learners are passive
Surface learning approach
Focus is on completion of a task

17. Key points for the learning environment
Routines can be made clear
Routines and learning should be reinforced
Rewards are an incentive
Punishments are also effective
Rote learning can be helpful