The focus for EDAT 6115 this week was
on behavioral learning theories and social learning theory. In Chapter 5 Slavin
defined the concepts of learning and described the principles of behavioral
learning theories with the implications for practice in the classroom. Slavin
also described social learning theories and their implications for classroom
practices. Slavin explained how these theories can influence intentional
teaching.
Analysis
Slavin
opens this chapter by using several quotes to describe or define learning. At
the core, learning is when a change takes place after an intentional lesson or activity
where a child, student, or person has most likely made a permanent change in
thoughts or abilities. (Slavin, 2020) Slavin goes on to discuss Ivan Pavlov and
B.F. Skinner and behavioral learning theories. Pavlov was known for the classical
conditioning theory. He used dogs and a bell to condition the dog to salivate
at the sound of the bell because he introduced the food with the bell at the
beginning. The unconditioned stimulus would have been the food, the unconditioned
response was the salivation. The conditioned stimulus becomes the bell. (Slavin,
2020)
Skinner
was known for the operant conditioning theory. Skinner “proposed that reflexive
behavior accounts for only a small proportion of all actions” (Slavin, 2020, p.
103). In this theory, Skinner believed that if a person’s behavior was rewarded
with pleasure, the behavior would occur more frequently. (Slavin, 2020) This is
used often in the Positive Behavioral Interventions and Supports (PBIS) system in
many schools where students receive immediate rewards for positive behaviors.
There
are ore some specific principles of behavioral learning that apply. Consequences
that are positive will enhance and create reoccurrence of the desired behaviors.
Consequences that are negative or unpleasant will create a weakening of the occurrences
of the non-desired behaviors. (Slavin, 2020) Reinforcers can be used to
increase the frequency of a desired behavior. There can be positive and
negative reinforcers. The Premack principle is “we can promote behaviors by
making access to something desirable contingent on doing something less desirable”
(Slavin, 2020, p. 106). Intrinsic reinforcers would be internal rewards.
Extrinsic reinforcers would be external rewards such as stickers, candy, etc.
Punishers
are those types of consequences that are intended to reduce undesired behaviors,
but hey may does not have that result. If a student wants your attention, they
may be willing to seek the negative attention right along with any positive
attentions. A presentation punishment is when a student is scolded, a removal
punishment is when a child loses a privilege or is removed from the situation.
(Slavin, 2020)
Consequences
must occur immediately for them to shape behaviors. If the positive or negative
consequence is not immediately given, the child will not associate the consequence
with the behavior that is desired or not desired. Extension is when the behaviors
eventually disappear by withdrawing the reinforcer. (Slavin, 2020) Slavin
continues on to give examples of schedules of reinforcement, maintenance, antecedents
and their roles.
Albert
Bandura is known for developing Social Learning Theory. Bandura introduced
modeling the behaviors as well as observational learning which involves attentional,
retention, reproduction, and motivational phases. (Slavin, 2020) Slavin lists
these phases with their definitions in chapter five. In short, attentional is
paying attention, retention is imitation, reproduction is matching, and motivational
is imitating because of reinforcement. (Slavin, 2020) Vicarious learning is
where one student decides to behave because they see another get a reward. Self-Regulated
learning is when we make self judgements on our own successes and failures and
learn from them.
Reflection
I feel that the behavioral and social
learning theories do apply to teaching well. I use the PBIS system in my
classroom and reward students for doing as they are asked or even going above
and beyond. This helps promote positive behaviors in the classroom. This is
significant in my classroom because when I have had to react or respond to negative
behavior, I have also noticed that the reactions are not as great as when I am
able to give rewards for positive behaviors.
I will used what I learned to become
a better and more intentional teacher by letting my students know the classroom
expectations in advance. I will also work with them to create those
expectations so that they are more aware of the rewards and consequences associated
with the expectations. I will also continue to use real life situations to
connect students to the context of the lessons being taught to reinforce the
learning. I will also work with my students to set goals for learning and
behavior and conference with them weekly about those goals that they set.
Reference
Slavin,
R. E. (2020). Educational psychology: Theory and practice (13th ed.).
Pearson Education. https://www.amazon.com/gp/product/B088HBVY4X/ref=kinw_myk_ro_title
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