Behaviorism PDF

BEHAVIORISM BEHAVIORISM  is a systematic study of behavior, employing controlled scientific investigations and data analysis to understand how individuals learn and respond to their environment.  it emphasizes the role of environmental factors in shaping behavior, suggesting that...

BEHAVIORISM BEHAVIORISM  is a systematic study of behavior, employing controlled scientific investigations and data analysis to understand how individuals learn and respond to their environment.  it emphasizes the role of environmental factors in shaping behavior, suggesting that all behaviors are learned through interactions with our surroundings.  this perspective contrasts with theories that emphasize innate predispositions or internal mental processes. ASSUMPTIONS OF BEHAVIORISM 1. All behavior is learned: Behaviorism argues that our actions are not predetermined by our genes but rather shaped by our experiences. The environment, including our upbringing, social interactions, and cultural influences, plays a crucial role in shaping our behavior. 2. Observable behavior is the focus: Behaviorists believe that observable behavior is the primary subject of study, as it can be measured and analyzed objectively. They focus on understanding the relationship between stimuli and responses, rather than delving into internal mental states or subjective experiences. 3. Tabula Rasa: Behaviorists often use the term "tabula rasa" to describe the human mind at birth, suggesting it is a blank slate upon which experience writes. This emphasizes the importance of learning and environmental influences in shaping our knowledge, beliefs, and behavior. HISTORICAL CONTRIBUTIONS CHARLES DARWIN: While not considered a modern behaviorist, Darwin's work on evolution and natural selection influenced the development of behaviorism. His focus on the adaptive nature of behavior and the importance of environmental factors laid a foundation for later behaviorist theories. IVAN PAVLOV: A Russian physiologist, Pavlov is credited with discovering classical conditioning, a form of learning through association. His famous experiments with dogs demonstrated how a neutral stimulus (a bell) could be paired with an unconditioned stimulus (food) to elicit a conditioned response (salivation). JOHN WATSON: An American psychologist, Watson popularized the scientific theory of behaviorism. He believed that behavior could be studied objectively and that all behaviors are learned through conditioning. His famous "Little Albert" experiment showed how fear could be conditioned in a baby. EDWARD THORNDIKE: Thorndike developed the law of effect, which states that behaviors followed by satisfying consequences are more likely to be repeated. He conducted experiments with cats in puzzle boxes, demonstrating how animals learn through trial and error and associate behaviors with their outcomes. B.F. SKINNER: Skinner is considered the father of operant conditioning, a form of learning that emphasizes the role of consequences in shaping behavior. He developed the concept of reinforcement, which can be positive (adding something pleasant) or negative (removing something unpleasant), to increase the likelihood of a behavior. He also introduced punishment, which decreases the likelihood of a behavior. ALBERT BANDURA: While not strictly a behaviorist, Bandura's work on social learning theory expanded behaviorism by incorporating the role of social observation and cognitive factors in learning. He emphasized that we learn by observing others, and that our thoughts and beliefs influence our actions. CLASSICAL CONDITIONING: LEARNING THROUGH ASSOCIATION  also known as Pavlovian conditioning, is a type of learning that occurs through the association of stimuli.  it involves pairing a neutral stimulus (NS) a stimulus that initially does not elicit a response with an unconditioned stimulus (UCS) that naturally elicits a response.  After repeated pairings, the neutral stimulus becomes a conditioned stimulus (CS), eliciting a conditioned response (CR) similar to the unconditioned response (UCR) the natural, unlearned response to the UCS. EXAMPLES OF CLASSICAL CONDITIONING 1. Fear of the Dentist: A child who has a painful experience at the dentist may develop a fear of the dentist's office and all the associated stimuli, such as the smell of the office or the sound of the drill. 2. Advertising: Advertisers use classical conditioning to create positive associations with their products by pairing them with pleasant stimuli, such as beautiful scenery or popular music. 3. Phobias: Phobias, such as fear of spiders or heights, can often be traced back to classical conditioning, where a traumatic experience associated with a particular stimulus leads to an irrational fear. THE LAW OF EFFECT: THE FOUNDATION OF OPERANT CONDITIONING  The law of effect, developed by Edward Thorndike, is a fundamental principle that explains how consequences shape our behavior.  it states that behaviors followed by satisfying consequences are more likely to be repeated, while behaviors followed by unpleasant consequences are less likely to be repeated. EXAMPLES OF LAW OF EFFECT 1. Thorndike's Puzzle Box Experiment: Thorndike's famous experiment with cats in puzzle boxes demonstrated the law of effect. Cats placed in a box with a lever that could open the door would initially try various behaviors to escape. Eventually, they would accidentally press the lever and be rewarded with food. Over time, the cats learned to press the lever more quickly, as the behavior was reinforced by the positive outcome of escaping the box and getting food. OPERANT CONDITIONING: LEARNING THROUGH CONSEQUENCES  also known as instrumental conditioning, is a type of learning where behaviors are modified based on their consequences.  the theory was developed by B.F. Skinner, expanding on Thorndike's law of effect. COMPONENTS OF OPERANT CONDITIONING 1. Reinforcement: A consequence that strengthens a behavior. 2. Positive Reinforcement: Adding a pleasant stimulus to increase the likelihood of a behavior. 3. Negative Reinforcement: Removing an unpleasant stimulus to increase the likelihood of a behavior. 4. Punishment: A consequence that weakens a behavior. 5. Positive Punishment: Adding an unpleasant stimulus to decrease the likelihood of a behavior. 6. Negative Punishment: Removing a pleasant stimulus to decrease the likelihood of a behavior. EXAMPLES OF OPERANT CONDITIONING 1. Training a Dog: A dog owner might use a treat (positive reinforcement) to reward their dog for sitting on command. This increases the likelihood of the dog sitting again in the future. 2. Classroom Management: A teacher might use a sticker chart (positive reinforcement) to reward students for good behavior. This encourages students to continue behaving well. 3. Work Incentives: A company might offer bonuses (positive reinforcement) to employees who meet their sales targets. This motivates employees to work harder and achieve their goals. EXTINCTION: THE WEAKENING OF LEARNED BEHAVIORS  is the gradual weakening of a conditioned response, leading to the behavior significantly decreasing or disappearing. It occurs when a behavior is no longer reinforced. EXAMPLES OF EXTINCTION 1. A rat trained to run a maze for a food reward will eventually stop running the maze if the reward is no longer given. 2. A cat that meows for food will eventually stop meowing if it is not rewarded with food. APPLICATIONS OF BEHAVIORISM IN EDUCATION  Educators use behaviorism principles to create effective learning environments.  Positive Reinforcement: Teachers use rewards, such as praise, stickers, or privileges, to encourage desired behaviors, such as completing assignments or participating in class.  Repetition: Teachers often use repetition to reinforce concepts and help students remember facts and skills.  Questioning Techniques: Teachers use questioning as a form of stimulus-response interaction to assess understanding and encourage active participation.  Guided Practice: Teachers provide reinforcement at various steps during guided practice to help students master new skills.  REVIEWER FOR EDUC 2O1 A. CURRICULAR THEMES  Curricular themes adapt to Urie Bronfenbrenner's Bioecological Theory, which defines the "layers of the environment" as reflected in the curriculum guide. These themes include: Knowing Who We Are and Our Families, Exploring Our Community, Appreciating Our Country, and Caring for Our World. Each theme has a significant impact on a child's holistic development.  According to Jean Piaget, young children develop beliefs about who they are and how they fit into the world. By the time children reach the Foundation Stage, they have already begun to form views regarding the value of both themselves and others. The interconnectedness of these themes demonstrates how learners will be introduced to broader perspectives of their environment, making Kindergartners aware that their actions and experiences are linked with those living around the world.  Developmental domains refer to specific aspects of growth and changes in children. The major domains of development are physical, cognitive, language, and social- emotional. These developmental domains are unique to kindergarten and can be developed across the Learning Areas. The contents of each developmental domain are defined by learning expectations, as follows: 1. KNOWING WHO WE ARE AND OUR FAMILIES: This theme focuses on concepts and ideas that help learners understand themselves better to develop self-concept. As learners discover more about themselves, they also understand their responsibility as proud members of their family. 2. EXPLORING OUR COMMUNITY: This theme includes concepts, ideas, practices, situations, and responsibilities that learners should acquire and understand so that they become functional and responsive members of the community. 3. APPRECIATING OUR COUNTRY: This theme revolves around concepts and ideas pertaining to the awareness of one's rights and responsibilities as a citizen of the country. Filipino Kindergarten learners demonstrate abilities to respond to situations and events to showcase appreciation for Philippine culture and traditions. 4. CARING FOR OUR WORLD: This theme focuses on one's responsibility as a citizen of the world through embodying the values of care and respect for one's surroundings. All Filipino Kindergarten learners will learn to accept diversity, build friendship, and show appreciation for the beauty of people and nature. BASED ON THE SEVEN CURRICULAR THEMES OF AP: 1. Tao, Lipunan at Kapaligiran 2. Panahon, Pagpapatuloy at Pagbabago 3. Kultura, Pagkakakilanlan at Pagkabansa 4. Karapatan, Pananagutan at Pagkamamamayan 5. Kapangyarihan, Awtoridad at Pamamahala 6. Produksyon, Distribusyon at Pagkonsumo 7. Ugnayang Panrehiyon at Pangmundo INTEGRATED VS. INTERDISCIPLINARY INTEGRATED CURRICULUM  Education that cuts across subject matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon a broad area of study.  Allows learners to establish connections between and among learning areas to examine social phenomena. CONNECTED INTEGRATED - this is when topics surrounding disciplines are connected which allows students to review and re-conceptualize ideas within a discipline. SEQUENCED INTEGRATED - this is when similar ideas are taught together although in different subjects which facilitates learning across content areas, but requires a lot of communication among teachers of different discipline. SHARED INTEGRATED - this is when teachers use their planning to create an integrated unit among two disciplines. However, this method of integration requires a lot of communication and collaboration between two teachers. WEBBED INTEGRATED - this is when a teacher decides to base all subject areas around a central theme which motivates students to see the connection to the theme within the different subjects INTERDISCIPLINARY CURRICULUM  A subject-centered curricular model that uses multiple disciplines or learning areas in examining a given theme. SOCIAL STUDIES AS AN INTEGRATED CURRICULUM  The AP curriculum is not "spiral progression," but rather "expanding horizon. FOUR CORE PRINCIPLES OF AN INTEGRATED CURRICULUM 1. Integrated experiences 2. Social integration 3. Integration of knowledge 4. Integration as a curricular model SAMPLE INTEGRATION IN THE AP CURRICULUM: "IDENTITY" MULTIDISCIPLINARY INTEGRATION  It relates different subjects around a common theme.  Teachers fuse skills, knowledge, or even attitudes into regular school curriculum. INTERDISCIPLINARY INTEGRATION  Teachers organize the curriculum around common learnings across disciplines.  It refers to chunking of common learnings embedded in the discipline. TRANSDISCIPLINARY INTEGRATION  Teachers organize the curriculum around student questions and concerns (developing life skills). INSTRUCTIONAL PLANNING INSTRUCTIONAL PLANNING - It is the process of systematically, planning, developing, evaluating and managing the instructional process by using principles of teaching and learning (DepEd, 2016) - Teacher attempts to organize the different ingredients of learning with the end goal in mind.  - Students attain the sets of curriculum goals - is the ability of a teacher to visualize and forecast into the future of what, why and how of teaching-learning process. - includes not only planning what students will learn, but how they will learn it. Planning should include both short-term goals and long-term goals, and for students with exceptionalities, should address the goals on their Individualized Education Program (IEP). - This process is ideally done before a lesson, unit, quarter, semester, or school year. CONTINUOUS PROCESS THREE QUESTIONS THAT TEACHERS NEED TO ADDRESS: 1. What should be taught? 2. How should it be taught? 3. How should instruction and student learning be assessed? - Instructional planning to be considered effective TWO VITAL CHARACTERISTICS OF TEACHERS 1. INFORMED DECISION-MAKERS.  To be fully familiar with the curriculum in order to determine which to should be given greater emphasis. 2. REFLECTIVE PRACTITIONERS.  Ensure that curricular standards and competencies are attained IMPORTANCE OF INSTRUCTIONAL PLANNING 1. Provides for logical sequencing and pacing lessons 2. Economizes cost - time and energy 3. Provides for a variety of instructional objectives 4. Creates the opportunity for higher level of questioning 5. Guides teachers 6. Provides direction for the teachers 7. Correlates instructional events 8. Develops a sequence of well-organized learning experiences 9. Presents a comprehensive, integrated and meaningful content at an appropriate level 10. Prepares pupils/students for the day's activities COMPONENTS OF INSTRUCTIONAL PLANNING  The teachers' attitudes, beliefs, orientations and teachers' social background  The pupils/students' age, background, knowledge, motivational level of interest  The type of content that influences the planning process, textbook and other instructional materials.  The learning content which is characterized by the subject matter guidelines   Materials resources which include equipment/tools for teaching  Time frame which is considerable PRINCIPLES OF INSTRUCTIONAL PLANNING  To understand the rationale of the course in the context of the goals of the educational institution.  To determine what content to incorporate into the course in relation to the set objectives.  To clarify thrusts of course  To decide on the reasonable time frame for the course  To identify the important components of the lesson; see if they meet  To determine the appropriate approach in view of the goals TYPES OF INSTRUCTIONAL PLANNING 1. LONG-RANGE PLANNING  Planning for whole year  Curriculum Mapping - the process of determining when you will teach each topic or concept (Beal and Bolick)  a. Grade Level Standard  b. Topic  c. Content QUESTIONS TO ASK OURSELVES: 1. How is it best to divide the topics and standards into quarters and/or semesters? 2. How could social studies be integrated with other subjects or with holidays and celebrations throughout the school year? GUIDELINES FOR MAPPING 1. Be sure you understand the rational of the course in the context of goals of the school. 2. Be sure you understand the objectives of the course, according to DepEd or district guidelines. 3. Clarify the focus of the course designed to stress subject matter, learner's need, or social needs. 4. Determine if there is a special need (special audience, special instructional program) for the course. 5. Identify the important components: content, concepts, skills and values 6. Examine the components 7. Decide on important components so that they can be used as framework for your unit planning 8. Show the map to an experienced colleague or supervisor. Revise it in light of the feedback received. 9. As you used the map, evaluate, modify and improve it. 2. UNIT PLANNING  A major division of the year-long plan.  It is a cluster of related lessons organized around a central topic, theme, issue, or problem and developed in a logical sequence.  It can be designed for any length of time (a week or whole year) ELEMENTS AND PROCESSES IN UNIT PLANNING BY BEAL AND BOLICK (2013) 1. Unit Title - Develop an idea or adopt a topic for study and translate it into a brief, clear and statement of your theme or problem focus. Example: Unit Title - AKO AT ANG AKING KAPALIGIRAN 2. Time Requirement - Determine approximately how much time will be spent on the unit. Example: 12 hours and 30 minutes 3. List of Topics - Brainstorm and break the big idea or theme for the unit into a set of more specific ideas and subtopics. 4. Target Students - Indicate for which group of students or grade levels the unit is intended. Include them in the planning by allowing them to identify big questions and issues of interest to them 5. Rationale - Construct a brief overview of what the unit is about and why it is important to learn it. 6. Goals - Identify a goal or set basic goals that the unit will be designed to accomplish. 7. Objectives - Outline three specific objectives that enable the goals to be accomplished. Make sure to arrange them in logical and sequential order. 8. Teaching Strategies - Identify and develop related significant teaching strategies and activities. 9. Resources - Identify, locate, and organize all the individuals and the instructional resources that are available and will be needed. 10. Evaluation Procedure - Develop a plan to evaluate the effectiveness of the unit. Include formal and informal assessment. 3. LESSON PLANNING  Serves as an outline of what you will be teaching in a given day or days.  It should follow a logical sequence that will facilitate maximum learning for students.