ASSIGNMENT 1 1

Assignment 1

Genevieve Cox

EDID 6501 Learning Theory and Instructional Design

Professor: Deanne Ford

Date: 5th October, 2015

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B. F. Skinner, a psychologist, described learning as a more or less permanent

change in behavior that can be detected by observing an organism over a period of

time, and defined operant behavior as behavior emitted by an organism (Driscoll,

2015, 34). The position is: Behaviours are acquired and exhibited because they

are reinforced. When unacceptable behavior is not reinforced, gradually, it tends

not to reoccur, while reinforcing acceptable behavior will encourage its occurrence

(Driscoll, 2015, 47). Orey, (2001) notes behaviourist learning theories emphasize

changes in behavior that result from stimulus-response associations made by the

learner.Desired behaviour change can be effected by using contracts,

consequences, extinction, penalties, and reinforcement. Instructional strategies

using operant conditioning principles reinforces acceptable behavior, and provides

negative consequences for unacceptable behavior. Procedures and rules discussed,

and mutually set by the teacher and students can be implemented to foster a

positive learning environment, to encourage success, and motivation in learners

(Glasser, 1969, 1990).

A program consistently using planned lessons in small frames which gives

immediate feedback, influences the outcome behaviour of the learner. Utilizing

grading rubrics, homework, drill practice, and reinforcing the learners effort are

essential in communicating clear expectations, and consequences for appropriate

instructional objectives. Emmer (1994) emphasizes the importance of setting rules

for classroom behavior at beginning and ending periods, or for the day for group

work, seatwork, transitions, interruptions, and equipment and materials use. (Pitler

et al, 2007, 155) notes that the instructional strategy of reinforcing effort enhances

student understanding between effort and achievement... and are acquired through

a behavioural approach, Cues, such as obedience to the school bell and praise can
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influence students conduct. Students form attitudes to learning depending on how

the teacher views their efforts, and overt changes in behaviour indicates learning

has taken place.

When learning is applicable to students interests, and they have input into

understanding the overall process of behavioural expectations, they can be helped

to develop appropriate behavior and respect for authority. Identifying the behaviour

to be changed, setting new behavioural goals, in addition to determining suitable

reinforcers by outlining clear policy parameters, are essential to engaging and

involving students in selecting behavioural change procedures. New behaviours can

be taught through shaping, chaining or fading. When shaping is used to teach

simple new behaviors that are continuous, learners are slowly manipulated

towards the desired behavior, and reinforcement is presented immediately;

contingent on the desired response of the learner. Chaining forms simple

behaviours already known to the learner into more complex desired behaviours.

Fading is the gradual decrease of reinforcement reminders, or prompting to

complete required tasks, or to display desired behavior. (Driscoll, 2015 44-47).

If a program of behavioral change, along with instructional strategies

influenced by an operant behavioural approach is implemented, observed results of

real overt changes can be documented and evaluated to determine its effectiveness

(Driscoll, 2015, 47). Moreover, modifications can be made to a reinforcement

schedule to maintain desired behavioural management, ensuring the smooth

running of the classroom.

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References:

Driscoll. M.P. (2013). Psychology of learning for instruction. 3 rd ed. Pearson. New International Edition.

Essex, England. Print.

Emmer, E. T. (1984). Classroom management: Research and implications. (R & D Report No. 6178)

Austin, TX: Research and Development Center for Teacher Education, University of Texas.
(ERIC Document Reproduction Service No. ED251448).

Orey. M. (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from:

http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-
Classroom-Management.aspx

Pitler, H., Hubbell, E. Kuhn, M. and Malenoski, K. (2007). Using technology with classroom instruction.

Retrieved from:

http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-
Classroom-Management.aspx