IZT Task 1 Behaviorism.docx Learning Theories, Task One: Behaviorism Western Governors University I am a first-grade teacher at a public school in Las Vegas, Nevada. I have twenty-two students: ten boys, and twelve
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IZT Task 1 Behaviorism.docx Learning Theories, Task One: Behaviorism Western Governors University I am a first-grade teacher at a public school in Las Vegas, Nevada. I have twenty-two students: ten boys, and twelve girls. One of my students is a selective mute and receives special education services for reading and writing and one of my students receives speech services. I teach all first-grade subjects in my classroom. Key Elements The learning theory of Behaviorism was founded by the work of B.F. Skinner. His theory included a combination of many different ideas but became the basis to understanding many human behaviors. His theory of operant conditioning believes that many behaviors are positively strengthened when they are reinforced, and that behaviors are weakened when they involve a negative consequence. “The key to learning for a behaviorist is the environment, and it is the teachers responsibility to set up and maintain an environment that is conducive to learning.†(Ryan, 70). The key elements of behaviorism that are successful in my classroom daily are prompt feedback, repetition, and having specific, measurable learning objectives. One of Skinners behaviorist instructional approaches was a teaching machine that would ask students to answer a question and it would immediately provide feedback. Skinner believed that the promptness of the feedback was a crucial element to this approachs success because it helped solidify information and knowledge in a childs mind. This is a stra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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