IZT2 Task 1: Behaviorism Behaviorism is Skinner’s theory that responses from students (or any creature, but we use it in terms of our students in education) can be strengthened or weakened to reflect ideal responses when reinforced or ignored/punished
Task 1: Behaviorism
Behaviorism is Skinner’s theory that responses from students (or any creature, but we use it in terms of our students in education) can be strengthened or weakened to reflect ideal responses when reinforced or ignored/punished. Behaviorism has several possible impacts of teaching and learning in the attached lesson plan. In all instructional settings, I believe that elements of behaviorism should be understood and used to the advantage of the educator to increase teaching and learning. I will discuss these here, as well as the potential accommodations possible to that lesson plan.
There are many elements of behaviorism that I think could impact teaching and learning, which I will analyze here. One such is the basic operant conditioning principle of mastery of a basic skill before moving on to higher ones. I think this is one that directly reflects everything we understand about teaching and is something I usually refer to as scaffolding. I think this is especially true when understanding my instructional setting of having high levels of ELL and teaching a primary grade. Even if presented with a curriculum, it is very rare that teaching or learning happens from directly following that curriculum. An educator takes that curriculum and adjusts it to meet the needs of students. In my case, that often look likes more explicitly teaching tier 2 and 3 vocabulary, building backgrounds of student understanding. I think that the concept of knowing when students have a mastery of that basic skill also reflects the assessment done throughout and at the end of a lesson, which reflects the principle of frequent feedback because the information that gives me about my students and the information that I give to my students about their learning. Throughout