Behaviorism (or behaviourism) is an approach to psychology that combines elements of philosophy, methodology, and theory. In other words, "behaviorism is primarily concerned with observable and measurable aspects of human behavior. It emerged in the early twentieth century as a reaction to "mentalistic" psychology, which often had difficulty making predictions that could be tested using rigorous experimental methods. The primary tenet of behaviorism, including methodological and radical, as expressed in the writings of John B. Watson, B. F. Skinner, and others, is that psychology should concern itself with observable events. In practice, this often means focusing on public events (behaviors of the individual) while ignoring private events (thoughts of the individual).
Operant conditioning was developed by B.F. Skinner in 1937 and deals with the modification of "voluntary behaviour" or operant behaviour. Operant behavior operates on the environment and is maintained by its consequences. Reinforcement and punishment, the core tools of operant conditioning, are either positive (delivered following a response), or negative (withdrawn following a response). Skinner created the Skinner Box or operant conditioning chamber to test the effects of operant conditioning principles on rats. From this study, he discovered that the rats learned very effectively if they were rewarded frequently. Skinner also found that he could shape the rats' behavior through the use of rewards, which could ,in turn, be applied to human learning as well.
Classical conditioning Although operant conditioning plays the largest role in discussions of behavioral mechanisms, classical conditioning (or Pavlovian conditioning or respondent conditioning) is also an important behavior-analytic process that need not refer to mental or other internal processes. Pavlov's experiments with dogs provide the most familiar example of the classical conditioning procedure. In simple conditioning, the dog was presented with a stimulus such as a light or a sound, and then food was placed in the dog's mouth. After a few repetitions of this sequence, the light or sound by itself caused the dog to salivate. Although Pavlov proposed some tentative physiological processes that might be involved in classical conditioning, these have not been confirmed. The idea of classical conditioning helped behaviorist John Watson discover the key mechanism behind how humans acquire the behaviors that they do, which was to find a natural reflex that produces the response being considered.
Operant conditioning was developed by B.F. Skinner in 1937 and deals with the modification of "voluntary behaviour" or operant behaviour. Operant behavior operates on the environment and is maintained by its consequences. Reinforcement and punishment, the core tools of operant conditioning, are either positive (delivered following a response), or negative (withdrawn following a response). Skinner created the Skinner Box or operant conditioning chamber to test the effects of operant conditioning principles on rats. From this study, he discovered that the rats learned very effectively if they were rewarded frequently. Skinner also found that he could shape the rats' behavior through the use of rewards, which could ,in turn, be applied to human learning as well.
Classical conditioning Although operant conditioning plays the largest role in discussions of behavioral mechanisms, classical conditioning (or Pavlovian conditioning or respondent conditioning) is also an important behavior-analytic process that need not refer to mental or other internal processes. Pavlov's experiments with dogs provide the most familiar example of the classical conditioning procedure. In simple conditioning, the dog was presented with a stimulus such as a light or a sound, and then food was placed in the dog's mouth. After a few repetitions of this sequence, the light or sound by itself caused the dog to salivate. Although Pavlov proposed some tentative physiological processes that might be involved in classical conditioning, these have not been confirmed. The idea of classical conditioning helped behaviorist John Watson discover the key mechanism behind how humans acquire the behaviors that they do, which was to find a natural reflex that produces the response being considered.
Wow! this is really important. How a possitive condition can make someone to do something. We have to apply the positive reward and punishment, our students will thank us later because we teach them how to achieve goals.
What is Cognitivism?
Cognitivism is"the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" (Cognitivism) and is also known as cognitive development. Cognitivism involves examining learning, memory, problem solving skills, and intelligence.
Classroom Implications
In a classroom environment, there are many variables that influence and contribute to learning. When creating and implementing a learning environment, it is imperative that the teachers not only create a setting that promotes learning, but also take the time to understand each child. Classrooms are widely diverse and complex. Students learn differently and are at various developmental levels. Teachers who properly manage their classrooms and establish expectations will be able to incorporate diverse teaching philosophies and create an excellent learning environment for each student. It is important that teachers create a learning environment that encourages students to do their best and makes learning interesting. This creates a motivational climate within the classroom. There are two factors that are critical to motivate students, value and effort. (Classroom Management) Students must understand that the work they are performing is worthwhile. Value measures the importance of a student's work to himself and others. Effort is the amount of time and energy students put into their work. Understanding the value of academic tasks and the effort needed to complete those tasks can motivate students to perform better in the classroom environment (Classroom Management).
Cognitivism is"the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" (Cognitivism) and is also known as cognitive development. Cognitivism involves examining learning, memory, problem solving skills, and intelligence.
Classroom Implications
In a classroom environment, there are many variables that influence and contribute to learning. When creating and implementing a learning environment, it is imperative that the teachers not only create a setting that promotes learning, but also take the time to understand each child. Classrooms are widely diverse and complex. Students learn differently and are at various developmental levels. Teachers who properly manage their classrooms and establish expectations will be able to incorporate diverse teaching philosophies and create an excellent learning environment for each student. It is important that teachers create a learning environment that encourages students to do their best and makes learning interesting. This creates a motivational climate within the classroom. There are two factors that are critical to motivate students, value and effort. (Classroom Management) Students must understand that the work they are performing is worthwhile. Value measures the importance of a student's work to himself and others. Effort is the amount of time and energy students put into their work. Understanding the value of academic tasks and the effort needed to complete those tasks can motivate students to perform better in the classroom environment (Classroom Management).
General Overview In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning.
In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view - not as inert factoids to be memorized.
Key assumptions of this perspective include:
In social constructivist classrooms collaborative learning is a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems or scenarios, and is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material.
Social Constructivism in the classroom
Reciprocal Teaching Where a teacher and 2 to 4 students form a collaborative group and take turns leading dialogues on a topic. Within the dialogues, group members apply four cognitive strategies:
In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view - not as inert factoids to be memorized.
Key assumptions of this perspective include:
- What the student currently believes, whether correct or incorrect, is important.
- Despite having the same learning experience, each individual will base their learning on the understanding and meaning personal to them.
- Understanding or constructing a meaning is an active and continuous process..
- Learning may involve some conceptual changes.
- When students construct a new meaning, they may not believe it but may give it provisional acceptance or even rejection.
- Learning is an active, not a passive, process and depends on the students taking responsibility to learn.
In social constructivist classrooms collaborative learning is a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems or scenarios, and is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material.
Social Constructivism in the classroom
Reciprocal Teaching Where a teacher and 2 to 4 students form a collaborative group and take turns leading dialogues on a topic. Within the dialogues, group members apply four cognitive strategies:
- Questioning
- Summarizing
- Clarifying
- Predicting