Infographic on BEH Learning Theory
Infographic on BEH Instructional Design Theory
Learning Scenario
Observation Checklist
Reflection on BEH Theory
My initial impression of the behavioralist theory, before having finished the unit, was that this perspective alone does not encompass all the ways in which people learn. For example, it was clear to me that one of the main points of the theory – that learning is measured through a change in behavior – is true some of the time but certainly not all of the time. In our reading, we studied the famous example of Pavlov’s dog, who learns to recognize the bell’s ring as a precursor to being fed. Of course, in this case, the dog’s drooling indicated a change in his behavior; he learned to associate the bell with food. In the classroom, however, learning isn’t always marked by a student’s change in behavior. For example, a student might have learned how to recognize thesis statement without the instructor needing to (or being able to) see this behavioral change. The student’s learning is internal (of course, until the instructor assesses the student with an activity on recognizing thesis statements.) My point is that the student does not have to change their behavior in order to have learned something in this situation. I found myself emphasizing this point over and over as I moved through the unit. Looking ahead in this course, I anticipate that the cognitive theory can help fill in some of the gaps that the behavioralist theory does not account for.
By the time I finished the reading in the book and on Blackboard, it became clear to me that the point of learning about the behavioralist theory was not to suggest that this is the only way people learn. Rather, it is just one perspective, which I do think can be applied in my classroom, even while teaching skills that at first, feel more internal/cognitive. I think that when I first started reading, I was frustrated because I thought this theory was not encompassing enough to include all learning situations. However, I realize now that it is only one perspective that can be applied across many, but not necessarily all, learning situations.
It was interesting for me to see that in the light of learning about behaviorism, my own behavior was starting to change accordingly. For example, I became conditioned to check the Checklist of Tasks regularly in order to ensure I wouldn’t miss a deadline. (The feeling of having missed something or turned in something late is great reinforcement for me; it ensures I will be more careful going forward!) One remaining question on behaviorism that is yet to be answered is whether or not a person’s behavior can change without any stimuli whatsoever. Are there random changes that take place in human behavior without the force of any “learning” going on behind the scenes? The human mind is such an enigma, even to folks who devote their lives to such study, so I wonder how much of what we do/how we act is not accounted for by our behavior.