IZT2 Task 1.docx IZT2 Task 1: BEHAVIORISM A.Lesson Plan in Task Submission B.Key Elements & B1. Effects of Behaviorism Behaviorism is a learning theory that is believed to be result of past experiences. Three ke
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IZT2 Task 1.docx IZT2 Task 1: BEHAVIORISM A.Lesson Plan in Task Submission B.Key Elements & B1. Effects of Behaviorism Behaviorism is a learning theory that is believed to be result of past experiences. Three key elements of behaviorism that could impact teaching and learning are repetition, prompt feedback, and specific, measurable learning objectives. Behaviorists believe that learning is condition – a response/behavior to stimuli. Repetition is the process of drilling and practicing technique on a continual basis. This is effective in allowing students to go through the process of conditioning their minds, bodies, and behaviors to everyday ins and outs of the teaching curriculum, expectations, and consistency of their instructional setting. As students drill and practice lessons, activities, and behaviors, they become conditioned to respond to certain stimuli in the same manner each time. After much repetition and conditioning, through specific, measurable learning outcomes, teachers are able to assess student learning by measuring through frequent objective tests. Within the theory of behaviorism, there are two types of conditioning – classical, as seen with Pavlovs experiment with dogs, and operant, based on the work of B.F. Skinner. Classical conditioning is “a learning process that occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone†(Lexico). For example, when . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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