Test Your Knowledge

by M. Larson & S. Penney

Behaviorism in the Classroom

Home | Dewey | Mead | Skinner | 3-Way Comparison | In the Classroom | In IDT | Links
  Skinner Dewey Mead
Specific Strategies
  • Applied Behavior Analysis (ABA)
  • Discrete Trial Instruction (DTT or ABC method)
  • Incidental Teaching
  • Token economies
  • Shaping
  • Behavior chains/ backward chaining
  • Premack Principle
  • Behavior/Contingency contracts
  • Self- Management (personal and orderly application of behavior strategies; e.g., smokers mount picture of damaged lunges to discourage their habits)
  • Programmed Instruction(Uses task analysis and behavioral objectives
  • Mastery Learning, Outcome-Based Education, and the Hunter Model)
  • Social Interaction Model of Teaching
  • Alexander Technique
  • Cooperative Learning
  • Journals
  • restructuring affairs
  • some strategies referred to as constructivist were inspired by Dewey, including the methodological work of Sigel, Fosnot, Forman, Wadsworth, Labinowicz, Duckworth, Karplus, Joyce, and Weil
Essentially the same as Dewey
General Principles and Ideas
  • Reinforcement and reinforcement schedules
  • Instructional/behavioral objectives
  • Systems approach to instructional design
  • Programmed and computer assisted Instruction
  • Focus on desired behaviors
  • Use nonverbal cues
  • Use direct instruction
  • Control the environment to minimize distractions
  • Tailor instructional strategies to enhance learning for diverse groups
  • Design appropriate analytical suggestive and information assessments
  • Five informative feedback to student s( merely correct/incorrect feedback impedes reflective, analytical thinking)
  • Design assessment strategies to match and inform instruction to insure students learn important concepts and a way of knowing
  • Design to enable and enhance learning for all students
  • Learning-by-doing rather than rote learning or dogmatic instruction
  • Activity method
  • Problem solving
  • Design to children's interest /needs
  • Select subject matter related to children's experiences and interests
  • Move from primary concrete and physical experiences for younger children to more abstract and intellectual pursuits for older students
  • Integrate curriculum and design in to relate to a broad, central theme; children's interests cross the traditional disciplines - are not subject-specific
  • Center the curriculum around problem situations' used problem-solving processes and pursue social proposes by using social studies orientation. All other subjects can be related to these themes.
  • Encourage children to work cooperatively together to achieve common goals
  • Structure the instructional setting to reflect the life of the larger society, and design learning to occur within a community setting.
  • Avoid designing to linear models of thinking
  • Design to promote use of the scientific method of inquiry
  • Foster exploration of thinking and reflections
  • Promote interaction with environment and social growth
  • Essentially the same as Dewey
  • Very much into learning-by-doing rather than rote learning
  • Vocational education techniques
  • incourage Problem solving
Home | Dewey | Mead | Skinner| 3-Way Comparison | In the Classroom | In IDT | Links
Copyright © 2002 SDPenney