Behaviorism today

Overview

Lesson 2 builds on Lesson 1’s overview of psychological theories by focusing on behaviourism: how behaviourism explains learning and how Skinner and Watson’s ideas translate into real-world practice in education and therapy.

Learning intentions

• WALT understand key principles of behaviourism (learning through observable behaviour and reinforcement).
• WALT explain how Watson and Skinner contributed to behaviourism.
• WALT analyse how behaviourist strategies can be applied ethically in education and therapy.

Success criteria

• I can describe behaviourism’s core idea: observable behaviour can be studied and changed.
• I can explain reinforcement (positive/negative) and how it shapes behaviour.
• I can give two real-life examples of behaviourist practice in schools or therapeutic settings.
• I can evaluate whether a behaviourist approach is likely to be effective and what limitations it may have.

Curriculum links

• Social Sciences (psychology focus): developing understanding of how people interpret and respond to events through psychological theories.
• NZ Curriculum “Key Competencies”: thinking critically about evidence and applying ideas to real contexts.
• NZ Curriculum “Values”: considering ethical implications for people affected by interventions.
• Research and interpretation: using evidence from sources (video scenarios) to support claims.

Lesson structure (60 minutes)

1. 0–5 min · Starter: Connect & recall. Teacher asks students to recall the “big question” from Lesson 1 and to name one theory idea they remember. Students complete a 1-minute quick write: “One thing I learned last lesson was…”.

2. 5–15 min · Direct teach: Behaviourism essentials. Teacher presents a short, interactive summary of behaviourism, Watson (learning through observation/conditioning) and Skinner (operant conditioning; reinforcement and shaping). Students create a simple two-column notes page: “Term” vs “Meaning + example”.

3. 15–25 min · Modelling: Reinforcement in action. Teacher models how to identify reinforcement by using a classroom-style example (e.g., following instructions earns a reward; not doing homework leads to loss of privilege). Students practise with 2 mini scenarios on a handout, underlining what counts as the behaviour and circling the consequence.

4. 25–40 min · Video analysis (real-life settings). Teacher shows two short videos (or clips) demonstrating behaviourist techniques in different settings (e.g., classroom behaviour management and a therapeutic behaviour programme). Students use a viewing guide with three prompts: “What is the behaviour?”, “What reinforcement is used?”, “What does the approach aim to change?”

5. 40–53 min · Small-group task: Apply & justify. Teacher sets groups of four with a scenario prompt and a checklist for ethical and practical analysis. Students produce a one-minute “practice pitch” per group: choose one behaviourist principle, link it to the scenario, and include an example plus one limitation/consideration.

6. 53–58 min · Whole-class share & teacher feedback. Teacher leads a brief discussion comparing responses, highlighting strong use of vocabulary and clearer reasoning. Students refine one idea in their notes based on feedback.

7. 58–60 min · Exit ticket (formative). Teacher collects exit tickets and uses them to plan Lesson 3 focus. Students answer: “Explain one behaviourist strategy and give a specific example. Then state one possible limitation.”

Resources

• Slide deck or whiteboard notes for key behaviourism concepts (Watson, Skinner, reinforcement)
• Handout: reinforcement identification practice (2–3 short scenarios)
• Video clips showing behaviourist techniques in two contexts
• Student viewing guide (behaviour, reinforcement, aim)
• Group scenario cards (education and therapy contexts)
• Exit ticket slips or digital form
• Timers and grouping labels for 20 students (5 groups of 4)

Assessment

• Formative check during reinforcement modelling: teacher listens for correct identification of behaviour and consequence.
• Viewing guide completion: teacher checks for accurate interpretation of reinforcement in videos.
• Exit ticket: identifies whether students can link behaviourism to practice and mention a limitation.

Differentiation

• Support: provide sentence starters for analysis (“The behaviour is… because… The reinforcement is… The aim is…”). Offer a vocabulary word bank (reinforcement, consequence, operant conditioning).
• Support: allow students who need it to annotate videos with icons (target behaviour circle; reinforcement arrow).
• Extension: ask an extra question in group task—“How might this approach need to be adapted for a different learner (age, needs, context)?” Students justify with reasoning.
• EAL/SEN: pre-teach key terms with brief examples; provide bilingual glossaries where available; use shorter video clips if needed and allow pausing for discussion.
• Choice: let groups choose whether to present using a diagram (behaviour → consequence) or short talk (1 minute) to match strengths.

Success criteria for this lesson (quick reminder)

• I can describe the key idea of behaviourism.
• I can explain reinforcement and apply it to examples.
• I can justify at least one behaviourist practice and note a limitation.