Rationale
This WebQuest was designed as a collaborative assignment for ETEC 512, which is a core course within UBC's MET Program. The course objective is to explore educational theories and discuss practical applications for the 21st century classroom. Our group elected to create this WebQuest to model behaviourism theories, to engage our fellow MET students in discussion surround the applications for this theory, and to evaluate the costs and benefits of its use in various learning situations.
We are assuming that the participants of this WebQuest are familiar with the major concepts in behaviourism. We have therefore intentionally designed our interactivities so that they highlight the practical applications of the theory. By exploring Class Dojo, ABA and PSI, we are hoping students will gain a sense of how useful behaviourism can be for classroom management and differentiated learning. By offering an activity which allows students to experiment with behaviourism in their own life, we are encouraging them to apply the theory and analyze the results. By developing discussion questions challenge students to consider both the costs and benefits of positive and negative reinforcement, we have encouraged learners to consider the theory's application from multiple perspectives.
We have also structured the learning process in a way that we hope reflects behaviourism strategies. For example:
We hope that you will enjoy participating in this WebQuest as much as we enjoyed preparing it for you!
We are assuming that the participants of this WebQuest are familiar with the major concepts in behaviourism. We have therefore intentionally designed our interactivities so that they highlight the practical applications of the theory. By exploring Class Dojo, ABA and PSI, we are hoping students will gain a sense of how useful behaviourism can be for classroom management and differentiated learning. By offering an activity which allows students to experiment with behaviourism in their own life, we are encouraging them to apply the theory and analyze the results. By developing discussion questions challenge students to consider both the costs and benefits of positive and negative reinforcement, we have encouraged learners to consider the theory's application from multiple perspectives.
We have also structured the learning process in a way that we hope reflects behaviourism strategies. For example:
- We have broken down the material into small, manageable learning units.
- We have clearly outlined the behavioural goals, i.e. the tasks to be completed this week.
- At the end of every interactivity, we positively reinforce students' hard work using words of praise and suggesting physical touch (high-five, pat on the back).
- We have created multiple discussion opportunities so that students may interact with each other and reinforce each other's learning behaviours.
- We will continue to positively reinforce students' participation in our discussion threads by expressing our gratitude and validating their ideas.
- We have offered a reward to motivate learners to complete their assigned tasks.
We hope that you will enjoy participating in this WebQuest as much as we enjoyed preparing it for you!