Week Two Overview – Learning and Behavior
According to Marzano (2017), “Part of a mental set conducive to learning is the perception that the classroom environment is orderly and safe. The teacher fosters such a perception through well-articulated rules and procedures.” (p. 79). According to behaviorists, “Environmental conditions serve as discriminative stimuli, cueing which behavior is appropriate to perform.” (Driscoll, 2004, p. 68) Questions are asked: Do we measure learning through behavior? Should I use positive or negative reinforcements to change behavior? What does the Bible say in training up a child in the way he should go (Proverbs 22:6, Ephesians 6:4)? This chapter provides a foundation for a learning theory based on behaviorism and its implications for the classroom.
Identify the primary learning theories that influence instruction. Apply the most effective instructional models with the learning theories to create effective instruction for student learning. Based on a specific learning theory, choose the most appropriate instructional strategies and apply it to specific lessons. Recognize and apply aspects of learning theory and instructional models that are coherent with biblical principles and conversely recognize and discard those parts that are contrary to biblical principles.
What are the contributions of behaviorism to instruction?
For behaviorists, what is the evidence that learning has taken place?
What are the components of a learning objective?
Is instructional software useful for learning?
What are the steps for planning performance improvement?
Driscoll, Chapter 2. (Driscoll, M.P. (2004). Psychology of learning for instruction (3rd ed.).
Boston: Pearson Education. ISBN: 9780205375196).
Marzano, Chapters 8 and 10. (Marzano, R.J. (2017). The new art and science of teaching.
Bloomington, IN: Solution Tree Press ISBN: 9781943874965)
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