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Stimulus - response associations.
Behaviourism is a psychological and educational theory that focuses on observable behaviours, rather than internal mental processes, as the basis for understanding and guiding learning. In the context of education, behaviourism suggests that learning is the result of stimulus-response associations, where behaviours are shaped through reinforcement and punishment.
Key thinkers in this area:
Edward Thorndike (1874-1949)
Burrhus Frederic Skinner (1904-1990)
Ivan Pavlov (1849-1936)
John Watson (1878-1958)
Key principles of behaviourism in education include:
Stimulus and Response: Learning occurs when a stimulus (an event or situation) produces a response (a behaviour) in an individual. This association between stimulus and response is at the core of the learning process.
Reinforcement: Reinforcement involves the use of rewards or punishments to strengthen or weaken a particular behaviour.
Conditioning: Behaviourists often refer to classical conditioning (associating stimuli with responses) and operant conditioning (using reinforcement and punishment to shape behaviour). These conditioning processes are used to establish and modify behaviours in educational settings.
Observable Outcomes: Learning is seen as changes in behaviour that can be objectively observed and measured, rather than focusing on internal mental processes that are not directly observable.
Teacher-Centred Approach: The teacher plays a central role in structuring the learning environment, providing clear instructions, and delivering reinforcement or consequences based on student behaviour.
Teaching strategies that are linked to metacognition
Rewards and Recognition: Offering rewards or recognition for desired behaviours encourages learners to repeat those behaviours. Positive reinforcement can include praise, certificates, or tangible rewards.
Behaviour Agreements: Establishing agreements or contracts with learners that outline specific behaviours and the consequences or rewards associated with them can be effective in shaping behaviour.
Tokens or Points: Using a token system where learners earn tokens or points for desired behaviours, which can later be exchanged for rewards, helps reinforce positive behaviour.
Guidance: Providing cues or prompts to guide learners through tasks until they can perform them independently helps shape behaviour.
Consequences: Implementing consequences for undesirable behaviours helps discourage those behaviours. This could involve the removal of privileges or other negative outcomes.
Read more here:
Bélanger, P. (2011). Theories in Adult Learning and Education (1st ed.). Verlag Barbara Budrich. https://doi.org/10.3224/86649362
Fontana, D. (1984). Behaviourism and learning theory in education. Published for British Journal of educational psychology by Scottish Academic.
Skinner, B. F. (1965). Science and human behavior (No. 92904). Simon and Schuster.
Wheldall, K. (1981). The Behaviourist in the classroom : aspects of applied behavioural analysis in British educational contexts. Educational Review, Faculty of Education, University of Birmingham.
How does behaviourism explain the process of learning in your subject specialism?
What are the key criticisms of behaviourism in education, and how do these criticisms impact its practical application in the classroom?
How might a behaviourist approach be used to address post 16 classroom management and discipline, and what potential drawbacks or ethical concerns could arise?
In what ways does behaviourism align with or differ from cognitive approaches to learning?
How can behaviourist principles be adapted to accommodate individual SEND learners, and what challenges might arise in implementing personalised learning within a behaviourist framework?
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