1.

Behaviorism learning theory started as an observation of reflexes to certain stimuli by Ivan

Pavlov (The classical conditioning). Then it was adapted to human behaviors and is

concentrating on the stimulus-response arc and ignoring the brain/mind, then Skinner elaborated

on the behaviorism theory to include the operant conditioning where he introduced the

reinforcement as an element. The process of reinforcement can be explained with the

neuroscientific interplay of dopamine-opiate neurotransmitters, where positive reinforcement

will initiate the dopamine-opiate interplay leading to the enhancement of the action response or

behavior and vice versa for the negative reinforcement. Now, corelating Behaviorism with the

Scherer Model and the 5P;

Sherer/Theory or Strategy Integration

Scherer Model Behaviorism 5 Ps Comments

Presentation
Practice
Production
Posting
Participation/
Collaboration

Action is relevant Stimulus Presentation the stimulus in Behaviorism is chosen to produce

to needs and goals a pre-determined response or behavior and this is
of the learner corelated with Scherer ‘s action is relevant, and
stimulus is novel.
Stimulus is novel Stimulus Presentation

Stimulus/situation Reinforcement Presentation This reinforcement when it is presented it might

is intrinsically and practice initiate a degree of intrinsically pleasant situation
pleasant for the learner.

Action is Response Production In behaviorism there is a pre-determined

compatible with and posting objective that the designer aims the learner be
and promotes able to perform by the end of the task and to be
positive self and able and have the confidence to apply the same
social image behavior or response in a similar future situation.
There is coping Response Production This is following Guthrie’s theory or principle “a
potential (learner is and posting combination of stimuli which has accompanied a
able to do the task) movement will on its recurrence tend to be
followed by that movement” (Guthrie, p.23).

As regard participation and collaboration, I could not plug it in or find how to correlate it with

elements of behaviorism?

2. Mastery learning required clear instruction, appropriate learning conditions, high level of

teacher’s feedback and regular correction of mistakes (Hattie, 2009). Bloom define mastery in

terms of behavioral objectives set by the teacher and followed by feedback and correction.

Complex material is divided into chunks or small learning units with their own objectives,

responses and assessment. The correlation between behaviorism and Keller’s PIS model,

Behaviorist elements are teacher-centered as compared to Keller’s which is student-centered, but

both attain the final learning objectives or goals. Worded examples are problem statements

provided to student with the steps to solutions. It consists of three phases; introductory phase,

acquisition or training phase and the test phase or assessing phase. Behaviorist elements can be

implemented here, through the three phases. During the introductory phase an example will be

introduced to the learner to follow then the practice phase and the test where the student is

exposed to a similar situation with the expectation to receive the same response as an output.

There are different definitions to feedback and different strategies to provide it to learners.

Behaviorists provide feedback through introducing the reinforcement be it positive or negative.

3. Learning theories are meant for understanding how people learn, think and how they

accommodate new knowledge. While, learning strategies is how to implement these theories to

design and deliver instruction to learners to achieve learning objectives or it is the approach for

achieving the learning objectives. The strategies are usually tied to the needs and interests of
 students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski,

&Townsend-Sweet, 2006).

4. There are many of the activities that include the implementation of behaviorism in a way or

another. Some of them partially implement behaviorism. Activities might include matching, drag

and drop or activities with categorizing or sorting. Also, generalization activities where the

induction method is used to reach to rule. Using dictionary; learners given target language

vocabulary, using dictionary, find the meaning of the vocabulary and to reinforce that teacher

will excuse, the first to complete the task, from homework. Another activity using behaviorism,

in language learning during sound and script, the target behavior is to write a word, learners start

learning to write letter then joining two letters then writing a word successively reinforcing each

step.

5. Guthrie contiguity theory specifies that the responses following a stimulus under certain

circumstances, will be followed by the same response when that stimulus is repeated. Now,

Guthrie talked about the different pattern for each stimulus requires many trials to produce what

is called the generalized response and he argued that the response is sensory-motor and not

behavior. Also, his theory mentioned about what is called “postremity”, where we always “learn”

the last thing we do to a specific stimulus. Guthrie applied his framework to personality disorders

(Guthrie, 1938). How to reflect this on real-life situations, is through trainings to learn the skill

correctly rather using contiguity to inhibit undesired or incorrect responses. Examples

conducting a meeting for the first time and how to learn the correct way to organize, conduct and

achieve the goals. Also, through trainings we can accomplish building a respectful and

professional relationship at the workplace by using the contiguity theory where to reinforce

stimuli leading to the desired respectful and professional responses.

6. Designing a DA training familiarization to the faculty required implementing ADDIE model in

addition the Use of Gagne’s instructional steps where the activation of schemata will attract the

participants attention followed by giving them information about the ILR and recalling their

previous knowledge then presenting stimulus through providing texts to rate and providing

feedback to their performance and later giving a quiz to assess their performance.

Culatta, Richard. (2015). Contiguity Theory (Edwin Guthrie). Retrieved from

http://www.instructionaldesign.org/theories/contiguity-theory.html

Ekwensi, F., Moranski, J., & Townsend-Sweet, M., (2006). E-Learning Concepts and

Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology.

5.1 Instructional Strategies for Online Learning.

Hattie, John. (2009). Visible Learning. New York, NY: Routledge