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Feedback on Behaviourist group work Group comments are in black Feedback is in blue Main ideas of the behaviourist learning theory • Content is at the centre of the learning process –not the learner • Learning takes place through conditioning behaviour. • Classical conditioning (stimulus and response) • Operant conditioning (reinforcement of learning through reward and punishment) • The main idea is that this theory focuses on the learner’s observable behaviour and learning takes place through conditioning learners to bring about change in their behaviour. It does not focus on the learner’s internal/ mental thought processes. • What one learns is determined by the environment in which one is supposed to function and perform and not by the learner. Principles of the theory (what do we need to be doing as behaviourist teachers) • Teachers approach learning as a process resulting in a change of behaviour. Desired behaviour is reinforced through reward. Undesirable behaviour is discouraged through punishment. • Deductive teaching • Frequent practice –and practice in varied contexts- is necessary for learning to take place. Skills are not acquired without frequent practice. • Positive reinforcers like rewards and successes are preferable to negative actions like punishment and failures. Reinforcement through rewards e.g. praise helps to motivate learners. • Repetition is very important. Implications for practice Teaching/learning styles & strategies • Teacher is the reinforcer, director not a facilitator • Teacher is the fountain of knowledge- who fills learners’ with their knowledge of what needs to be learnt. • Learners may be disempowered and passive in terms of controlling and directing their own learning process. • Learners are dependent on the teacher as learning is teacher-led. • Teacher presents content, gets learner to practice and demonstrate the required skills and then produce the content. (deductive approach) • Highly structured lesson plans are followed by the teacher. Activities • Drilling • Lectures • Demonstrations • Present, practice, produce- present content, get learners to practice it, get learners to do it (produce it) to see what they have learnt. Assessment methods • Testing learners knowledge of the content by getting them to repeat back or demonstrate the skill. Assessing surface knowledge not deep learning. • Quizzes • Q & A Resources • Content to be learnt in books/handouts • Presentations • Smartboard • OHP • Audios/videos • Resources/realia that are used in the discipline- e.g. bricklaying resources, beauty therapy resources Inclusivity • Streaming people into high and low skill/ability groups and giving them different tasks, resources, activities in order to learn the content/skills. Progression • Progression through the exam results onto the next level. • Progression on the course in terms of skills development in order to succeed in a profession/ vocation. • Progression through testing and grading students according to their abilities.