D307 Task 2

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Athens State University *

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Philosophy

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Jan 9, 2024

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1 Educational Philosophy of Learning Kaitlyn Waldo College of Education, Western Governors University Dr. Deanna Douglas October 03, 2022

2 Educational Philosophy of Learning It has proven very difficult for me to choose one single theory of learning to base my educational philosophy. It is my honest opinion that to effectively teach diverse learners, we as educators should adopt practices and ideas from various learning theories based on the individual student’s needs. However, I would have to say that the Behaviorist Theory of Learning most closely aligns with my own beliefs and experiences as an educator thus far. The basic foundation of learning begins to form before we even realize what is happening. I believe that humans are born with the innate ability to adapt their behavior according to the positive or negative influences of external stimuli. I do not necessarily think that the environment is the only factor that can behaviorally impact learning. However, I believe the immediate learning environment has one of the largest impacts on learned human behaviors, both inside and outside the classroom. Before we can use a higher level of thinking to guide more complex learning experiences, we must first acquire the basic concepts of learning through positive and negative reinforcement/punishment. The Behaviorist Learning Theory perceives learning as a behavior that can be shaped by using the student’s social interactions and immediate learning environment. Key instructional methods of this learning theory include the use of classroom incentives, fact repetition, task analysis, social stories, direct instruction, behavior shaping, peer modeling, classroom visuals, and immediate feedback/corrections (Clark, 2018). I believe that Behaviorism and its various concepts can be effective in facilitating learning and engagement in classrooms of all ages and learning abilities. For example, in a kindergarten classroom, the instructor may have a visual task analysis of hand washing taped to the wall by the sink. This visual tool serves as a prompt to help students complete the handwashing routine. Another example of using Behaviorism in the

3 classroom could include a 9th-grade Chemistry instructor leading an incentive-driven review game with students who are memorizing the periodic table of elements for an upcoming test. This activity uses Behaviorist instructional strategies such as repetition and immediate positive reinforcement to promote learning in the classroom. Behaviorism can also be used in various ways to address numerous learning barriers in the classroom. One learning barrier that is commonly seen in elementary-aged children is difficulty with social-emotional regulation. For example, a non-speaking first-grade student has a violent meltdown/tantrum every day when the class has to clean up and transition back inside from recess. As a result of the tantrum, he refuses to complete work or be compliant for the remainder of the day. To address this situation a Behaviorist instructor could begin using visual/physical cues. such as setting a large visible timer and presenting a visual cue card to remind the child when there are ten minutes left. They could then follow this up by providing additional reminders at 5, 2, and 1 minute left. They could also try spending time with the child one-on-one going over a social story about how to clean up and return to the classroom after recess. Another common educational barrier that can be addressed by the Behaviorist Learning theory is a lack of motivation or engagement in school work. For example, an eighth grader with an attention deficit disorder is having difficulty completing a research paper assigned by her science teacher. A Behaviorist approach to overcoming this learning barrier could include direct one-on-one instruction, where the instructor provides real-time corrective feedback. The instructor could also break down the research paper into smaller increments (outline, introduction, body, conclusion) to create a task analysis-shaping approach to learning. They

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4 would also have more opportunities to provide some form of positive reinforcement after the student completes each of the sections. Behaviorist teaching strategies are used in typical and special education classrooms all over the country and with every age group. In my opinion, diverse learners are the largest cohort that can benefit from these types of instructional methods. Oftentimes, students with disabilities require a more focused and direct teaching environment that can cater to their unique learning needs. According to an article written by Giacomo Vivanti and Daniel Messinger in 2021, Applied Behavioral Analysis (a subgroup of Behaviorism) is one of the first effective treatments used to address social-emotional and cognitive learning deficits in children with Autism (Vivanti & Messinger, 2021). Diverse learners, specifically those who fall on the autism spectrum can benefit immensely from an instructor that utilizes visual learning, direct instruction, and positive reinforcement of appropriate behaviors (Hume, et al. 2021) For example, a second-grade student with Autism Spectrum Disorder struggles with staying on task and completing assignments. The instructor could implement a token system based on the amount of time the student remains on task. They could begin by telling the child they will earn a token for every 2 minutes of on-task behavior, and after reaching 4 tokens they earn a reinforcement of the teacher’s choosing. The instructor should be sure to create an appropriate reinforcement system that provides different levels of incentives based on the learner’s performance and progress and is based on that individual’s motivational interests.

5 References Clark, K. R. (2018). Learning Theories: Behaviorism. Radiologic Technology , 90 (2), 172–175. Giangreco, M. F., Pennington, R. C., & Walker, V. L. (2021). Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools. Remedial & Special Education , 1. https://doi.org/10.1177/07419325211063610 Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence- Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review. Journal of Autism & Developmental Disorders , 51 (11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2 Vivanti, G., & Messinger, D. S. (2021). Theories of Autism and Autism Treatment from the DSM III Through the Present and Beyond: Impact on Research and Practice. Journal of Autism and Developmental Disorders , 51 (12), 4309–4320. https://doi.org/10.1007/s10803-021-04887-z

D307 Task 2

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