Name Aminee Hector

Date 3/3/17

EDUG 510 Deductive Methods

Module Assessment

Skinner Behaviorism: Operant Conditioning theory

Bandura Social Learning Theory

Directions:
1) Summarize each theory, providing support from the relevant texts,
2) Provide a classroom example of each theory (DIRECT INSTRUCTION LESSON
EXAMPLE), and
3) Explain how each example demonstrates evidence of a TPE

1. When it comes to Skinners Operant Conditioning theory, there are two main factors he
discusses. The first factor is an operant. When defining operant, Skinner describes it as, the term
emphasizes the fact that the behavior operates upon the environment to generate consequences
(pg.65). In simple terms, an operant is a behavior. Operant condition is defined as, the
strengthening of behavior which results from reinforcement (pg.65) He also states, In operant
conditioning we strengthen an operant in the sense of making a response more probable or, in
actual fact, more frequent (pg.65). In his article, he gives the example of a pig raising its head as
the operant and the frequency in which the pigeon lifts its head in height as the process of
operant condition (pg.66).
In regards to the classroom, specifically a direct instruction lesson, your objective or goal is
your operant. Operant conditioning is all dependent upon the operant and is what you would be
reinforcing to have your students meet the objective. For example, if the objective of your direct
instruction lesson would be to have your students formulate an opinion based on a piece of
historical art, this would be your operant. In order to have your students formulate the behavior
to meet that objective, you could ask them three specific questions overtime you showed them a
historical piece of art. The three questions you would ask would be, Whats going on in the
picture, what do you see that makes you say that, and what more can we find? You would ask
this overtime to your students so they over time they would naturally respond to a piece of art by
asking themselves those three questions. Asking those questions would be the operant condition
that Skinner discusses.
This classroom example shows evidence of TPE 1.8 which states, Monitor student learning
and adjust instruction while teaching so that students continue to be actively engaged in
learning. You want to adjust your direct instruction lesson so that students are engaged and are
able to learn and meet the specific objective you have given them. You want to provides
conditioning to the operants you are giving them, which will allow your students to ultimately be
successful.

2. When describing Social Learning Theory, Bandura states, Fortunately, most human
behavior is learned observationally through modeling; from observing others one forms an idea
of how new behaviors are performed, and on later occasions this coded information serves as a
guide for action (pg.22). What he is saying is that when someone observes another, they learn
from the modeled behavior and in result can influence and guide their own behaviors. When
thinking of Banduras social learning theory, it can correlate to a teachers direct instruction
lesson. For example, if you were wanting to annotate a text with your students, you would first
model this behavior for them. You would model what it looks like to annotate a text and show
them step by step. This will allow them to learn from your modeled behavior and to be able to
annotate the text themselves.
The classroom example of annotating a text shows evidence of TPE 3.2 which states, Use
knowledge about students and learning goals to organize the curriculum to facilitate student
understanding of subject matter, and make accommodations and/or modifications as needed to
promote student access to the curriculum. As a teacher, you will need to first analyze the levels
your students are at and where you want them to go. Having accurate learning goals for your
students is crucial and making sure you are implementing curriculum that will meet those needs
will allow for student success. Once you have organized the curriculum in a way to meet their
needs, you journey through making accommodations and modifications to bring students further
in their understanding of curriculum. One of those ways is by modeling to your students what is
expected of them and walking them through the points of curriculum that you are teaching or that
they are struggling with.