Task 1

Firstly,have we ever wondered what is Behaviorism? "Give me a dozen healthy infants,

well-formed, and my own specified world to bring them up in and I'll guarantee to take any one
at random and train him to become any type of specialist I might select -- doctor, lawyer, artist,
merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his ancestors." .(John Watson, Behaviorism,
1930).Behaviorism can perhaps be best summed up by the following quote from the famous
psychologist John B. Watson. Watson is often considered the "father of behaviorism”.

Actually,behaviorism is a worldview that assumes a learner is essentially

passive,responding too environmental stimuli.The learner starts off as a clean slate and
behavior is shaped through positive reinforcement increase the probability that the antecedent
behavior will happen again. On the other hand,punishment for both positive and negative
decreases the likelihood that the antecedent behavior will happen again. Positive indicates the
application of stimulus. Negative indicates the withholding of a stimulus. Learning is therefore
defines as a change in behavior in the learner.Lots of early behaviorist work was done with
animals and generalized with humans. For example,Pavlov’s dog. As I put it in simple word, the
theory that human and animal behaviour can be explained in terms of conditioning, without
appeal to thoughts or feelings, and that psychological disorders are best treated by altering
behaviour patterns.

There are two types of conditioning. They are classical conditioning and operant
conditioning. Classical conditioning is a type of learning that had a major influence on the school
of thought in psychology known as behaviorism. Discovered by Russian physiologist Ivan
Pavlov, classical conditioning is a learning process that occurs through associations between an
environmental stimulus and a naturally occurring stimulus. Behaviorism is based on the
assumption that learning occurs through interactions with the environment. Two other
assumptions of this theory are that the environment shapes behavior and that taking internal
mental states such as thoughts, feelings, and emotions into consideration is useless in
explaining behavior. It's important to note that classical conditioning involves placing a neutral
signal before a naturally occurring reflex. In Pavlov's classic experiment with dogs, the neutral
signal was the sound of a tone and the naturally occurring reflex was salivating in response to
food. By associating the neutral stimulus with the environmental stimulus (the presentation of
food), the sound of the tone alone could produce the salivation response.

Whereas operant conditioning (sometimes referred to as instrumental conditioning) is a

method of learning that occurs through rewards and punishments for behavior. Through operant
conditioning, an association is made between a behavior and a consequence for that behavior.
For example, when a lab rat presses a blue button, he receives a food pellet as a reward, but
when he presses the red button he receives a mild electric shock. As a result, he learns to press
the blue button but avoid the red button. For example, at work all around us. Consider the case
of children completing homework to earn a reward from a parent or teacher, or employees
finishing projects to receive praise or promotions.In these examples, the promise or possibility of
rewards causes an increase in behavior, but operant conditioning can also be used to decrease
a behavior. The removal of a desirable outcome or the application of a negative outcome can be
used to decrease or prevent undesirable behaviors. For example, a child may be told they will
lose recess privileges if they talk out of turn in class. This potential for punishment may lead to a
decrease in disruptive behaviors.

Actually why is the behaviorism theory is still relevant to today student’s learning
environment? Applied Behavior Analysis is the version of behaviorism that is best suited to
educational settings because it has produced the most useful technologies for addressing
student learning and problems students typically encounter in schools. Applied Behavior
Analysis is the standard of practice in the field of developmental disabilities, both in terms of
teaching adaptive behavioral repertoires. For example, self-help skills, safety behaviors,
vocational training and addressing maladaptive problem behaviors, e.g., self-injury that are all
too frequent in this population (Mil-tenberger, 2008). Functional analysis of behavior is a well-
developed protocol (based on hundreds of studies) for identifying stimulus events that control
problem behavior as a basis for developing behavioral treatments and has been studied
extensively regarding individuals with developmental disabilities, behavioral disorders,
educational disabilities, and those at-risk for learning and behavior problems (O'Neill et al.,
1997). In schools, functional behavioral assessment (which involves intensive and systematic
study of functional relationships in natural classroom settings using methods of Applied
Behavior Analysis) is a requirement of federal special educational law under some
circumstances. Positive Behavior Support is an outgrowth of functional behavioral assessment
that applies methods of Applied Behavior Analysis at the school building or district level for
reducing the overall level of problem behaviors.
There are also teaching models that have been developed based on the science of Applied
Behavior Analysis. Direct Instruction, an instructional package that has been shown to produce
strong academic learning effects over thirty years of implementation and evaluation (Adams &
Carnine, 2003), was originally developed based on a stimulus control paradigm: Instructional
materials and lessons are designed to assure the clearest possible presentation of instructional
tasks and occasion high rates of student responding to foster strong functional relationships
between academic tasks and student responding.

A related development in instructional technology is Precision Teaching (Johnson &

Layng, 1992), which uses behavioral fluency training and frequent student monitoring to
produce generalizable skill repertoires that make harder tasks easier to learn as students
progress through the curriculum. In the field of autism, discrete trial training has achieved
enormous popularity. The Comprehensive Application of Behavior Analysis to Schooling
(CABAS) is another model used for children with autism and other disabilities (Greer, 1994).
CABAS applies frequent and systematic prompting and consequences (learn units) to student
academic responding. Behaviorism in its early 21st century form has developed into a number
of applications that share a common view of the importance of measuring observable
relationships between behavior and the natural contexts in which it occurs.
Task 2

Learning depends on thinking. The more we can understand what happens when we
think, the more we can help other people to think “better”, differently or in new ways and the
more chance we have of being able to help people to learn more efficiently. In the past there
has been a growing acceptance that we cannot just ignore thinking simply because we cannot
see it happening. Rather, we need to understand what happens when people think and, in the
context of educational psychology, try to find ways of helping them to think in ways which will
help them to learn more efficiently and easily. Benjamin Bloom (1956) attempt to categorise the
different sorts of intellectual knowledge that teachers wanted their students to learn. Bloom’s
“taxonomy” as it became known, is still the most useful framework for teachers to use in
deciding what it is they are trying to teach their students. Bloom classified knowledge into six
categories, ranging from the type of task which demanded the lowest level of thinking
(memorization), to the highest level of intellectual ability (evaluation).Cognitive psychologists
have tried to understand what happens when we think and learn. They have constructed models
to represent what occurs during the process of thinking. In some cases they have carried out
computer simulations of what happens when people attend to new information, incorporate it
into what they already know, make sense of the totality of the information which they now
possess, memorize this new understanding, and retrieve and use the information some time
later.

Expository teaching strategy is basically direct instruction. A teacher is in the front of the
room lecturing and students are taking notes. Students are being told (expository learning),
what they need to know. However, expository instruction goes beyond just presenting students
with the facts. It involves presenting clear and concise information in a purposeful way that
allows students to easily make connections from one concept to the next. The structure of an
expository lesson helps students to stay focused on the topic at hand. Often times, when
students are discovering information on their own, they can get distracted and confused by
unnecessary information and have difficulty determining what’s important. This is why
expository instruction is one of the most common instructional strategies. Most educators
believe students learn new concepts and ideas better if all of the information they need to know
is laid out before them.
 In expository teaching teacher gives both the principles and the problem solutions. In
contrast to his role in discovery learning, the teacher presents the student with the entire content
of what is to be learned in final form; the student is not required to make any independent
discoveries. The usual verbal instruction of the lecture hall exemplifies expository teaching. It is
sometimes called deductive teaching because the teacher often begins with a definition of
concepts or principles, illustrates them, and unfold their implications. Asubel believes that the
reason for the lack of research in is that expository teaching has been identified with rote
learning. The students, presumably, can only memorized the lectures by constant review and
repetition. Indeed, it is possible to present a body of material so poorly that unless the students
commit it to rote memory (as in the case of nonsense syllables), they have no way of
remembering it. Expository teaching, however, can present a rich body of highly related facts,
concepts, and principles which the students can learn and transfer. Textbooks are examples of
expository teaching, and, as you very well know, they can vary in their methods of teaching
subject matter and in their organization of that subject matter.

However there are a few implications of this method. Firstly, teachers should ensure
students need to master the facts and the first draft of the principles of a topic to be taught a
lesson by using expository method. Before any teaching or learning done using this method,
students should be exposed to what expository teaching and learning really means through a
few exmples. Secondly, learning materials ( input ) must be prepared properly managed . It
should be started with the initial constituent. Teachers should be aware of the three phases of
this method before preparing any meterials. Three main phases of teaching expository are
organizer is given linking new information with existing schemes and presented to the students.
Next is assignment of learning or materials submitted. The new material is delivered through
lectures , discussions, films or student assignments and lastly is strengthening of cognitive
organizationassociating the new information into the structure described in the early compilers (
advance organizers). These phases are issential before preparing or giving any type of input.

Besides that, idea and concept must be meaningful to the learner . Teachers are
encouraged arrange the content in different stages . Students are also involved in the learning
process of gathering information such intimation , analysis , synthesis , and making inferences.
This will widen the range of thinking of students. Lastly, teachers need to associate the new
input with knowledge than it is so that students can keep the scheme is structured and learning
deductive should be practiced where the teacher will provide the general principles before
giving specific examples .
References

Bandura, A., & Walters, R. H. (1963). Social learning and personality development. New York:
Holt, Rinehart, & Winston

Pavlov, I. P. (1897). The Work Of The Digestive Glands. London: Griffin.

Skinner, B. F. (1948). Walden Two. New York: Macmillan

Watson, J. B. (1913). Psychology as the behaviorist views it, Psychological Review, 20, 158-
178.

McLeod, S. A. (2007). Behaviorist Approach. Retrieved from

http://www.simplypsychology.org/behaviorism.html

Anderson, J. R. (2000). Cognitive psychology and its implication (5th ed.). New York: Worth.

Baer, D. B., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior
analysis. Journal of Applied Behavior Analysis, 1, 91–97.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). New
York, NY: Macmillan.
Refleksi BIG Fasa 2

Pada 9 Oktober 2014 yang lalu, kelas kami,PISMP TESL SEM 2 telah menganjurkan
satu aktiviti program khidmat masyarakat untuk Bina Insan Guru Fasa Kedua. Setelah
banyak masalah dengan pemilihan tempat,kami telah berputus untuk menjalankan
aktiviti gotong- royong membersihkan tempat di salah satu tempat di Kangar. Nama
tempat itu ialah Denai Larian Pengkalan Asam.

Pada hari Khamis itu,kami bertolak pada pukul 8 dengan menaiki bas IPG untuk sampai
ke destinasi kami. Sebelum bertolah,kami telah membuat satu pengawasan yang umum
tentang barang-barang yang perlu kami bawa. Kami sampai di sana pada pukul 8.15
pagi. Setelah kami sampai, mentor kami Puan Sri Ranjani Naidu telah memberikan
sedikit sebanyak pengenalan aktiviti dan ucapan beliau. Setelah itu,kami meletakkan
barang kami dan mulakan senam robik kami yang sangat menyeronokkan. Setelah itu,
kami meneruskan aktiviti gotong- royong. Kami memungut sampah sarap di sekitar
kawasan tersebut. Setelah itu kami diberi sarapan pagi. Kemudian, kami meneruskan
aktiviti ‘treasure hunt’.

Walaupun kami berasa penat,tetapi kami telah banyak memperoleh ilmu daripada
aktiviti ini. Program ini diharapkan dapat melahirkan guru-guru yang memiliki
kemantapan sahsiah dan kuasa profesional yang tinggi serta senantiasa bersedia dan
mampu menangani pelbagai cabaran pendidikan dan arus globalisasi. Pelaksanaan
Bina Insan Guru (BIG) lebih menekankan kepada pembelajaran di luar bilik darjah
secara alamiah dalam konteks dan situasi sebenar dalam usaha memperkasa ilmu,
kemahiran, daya intelek, nilai dan akhlak keguruan dalam kalangan pelajar. Di samping
program dan aktiviti yang dirancang secara khusus, usaha pembinaan insan guru yang
unggul ini juga diperkukuhkan melalui aktiviti tutorial dan budaya Institut Pendidikan
Guru (IPG).Sesungguhnya Program Bina Insan Guru seharusnya menjadi elemen yang
berkesan untuk menjadikan warga bakal pendidik menjadi insan yang sentiasa bersedia
untuk Berkhidmat & Berbakti kepada nusa, bangsa dan juga negara.