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8/13/2019 Behaviorist Theory- Classical and Operant Conditioning
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LEARNING AND THE LEARNER
GROUP 4
BY
SHAZWINA SHAMIEN BINTI ABDUL BASITWAN AMIR ISKANDAR BIN ISMADI
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Question
Analyze the basic principles of behaviorist
theory (classical conditional and operant
conditioning) using PMI (Plus, Minus,
Interesting). Discuss the implications of
behaviorist theory in learning and teaching of
children with special with special needs by
using graphic organizer.
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WHAT IS PMI?
A brainstorming activity that encourages
participants in a discussion to look at an idea
from more than one viewpoint
Developed by Dr. Edward de Bono
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4
Two main types of Learning
Classical conditioning: addresses learning of
involuntary responses. For example when the
sound of a bell alone stimulates saliva flow in
dogs.
Operant conditioning: addresses learning of
voluntary responses.
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PMI (PLUS, MINUS, INTERESTING)PLUS MINUS INTERESTING
Easily controlled by
teachers
Some learners benefit
from repetition Rewards or punishment
are clear
Ease at motivation
Focused only of behavior
that that can be observed
and manipulated.
Ignores thought
processes and emotion
Repetition may become
boring Totally teacher orientated
Little or no input from
learners
Doesnt count for
processes taking place in
the mind that cant be
observed (concrete
things)
Useful in experience
under laboratory
conditions where
behavior can be observedand manipulated
Principles of behaviorism
have been tested mainly
on animals such findings
may not apply totally to
human behaviorism
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PMI (PLUS, MINUS, INTERESTING)
PLUS MINUS INTERESTING
Positive and negative
reinforcement to
maintain or get rid of
habits.
Observable behavior
can be measured
which can infer what
changes have
occurred
Passive student learning
Teacher - centric environment
One size fits all
Knowledge itself is given and
absolute
Programmed instruction
Reinforcements may backfires
Children may be reliant on
rewards for desired behaviors
May not work well for all subjects
Some changes involves with
internal changes which cant be
observable directly(cognitive)
Looks at observable
behavior what a person
does rather than what a
person does rather than
what a person thinks,
feels, imagines
Concepts like writing,
which require students
to analyze and interpret
information might not
benefit from this
approach
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IMPLICATIONS OFBEHAVIOURIST THEORY IN
TEACHING AND LEARNING OFCHILDREN WITH SPECIAL
NEEDS
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DEFINITION AND EXAMPLES
Special needs children are described as
individuals who require assistance for disabilities
that may be medical, mental, or psychological.
EXAMPLE:
Autism, serious emotional and behavioral
disturbances, mental retardation, ADHD, epilepsy,cerebral palsy, feeding and eating disorders, etc.
LA Parent Helpline
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IMPLICATIONS
Direct teachercantered
instructionresult (drills) Teachers would
check students
work regularly
Students istaught best
when focus isdirectly on
content
Operant conditionings used toreward / punish students whichare misbehaved or behave (built
a habit that the students is
comfortable with
Students learnwhat behavioursare appropriate
or not
Skills andinformation arebreak down into
smaller units(easier, focused
learning)
Classroom ismanageable
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REFERENCES
Atherton J S (2011) Learning and Teaching; Behaviourism [On-line: UK]retrieved 16 July 2013from http://www.learningandteaching.info/learning/behaviour.htm
Goldman, J. A. (2010, Dec 8). Child Development Theories. Retrieved from
education.com: http://www.education.com/reference/article/child-development-changing-theories/?page=2
Husin, K. H. (2010). Psikologi Pembelajaran.Kuala Lumpur: UtusanPublications and Distributors Sdn Bhd.
Jarem, S. (n.d.). Behaviourism as a Learning Theory. Retrieved fromSlideshare: http://www.slideshare.net/sarahjarem/behaviorism-in-the-
classroom Keow, C. L. (2008). Murid dan Alam Belajar.Kuala Lumpur: Kumpulan
Budiman Sdn Bhd.