Do-now
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What is one common behavior of students at
Patterson that you think should change? How
might the school go about changing it? Why
would your idea work?
Ex: Students are not turning in homework; the school could hold detention for all
students that don’t turn in homework on time. This will work because students will
know there is a consistent punishment for not doing their work and the will want to
avoid that punishment.
Today’ agenda and objective

1.
2.
3.
4.
5.
6.
7.
8.
Students will be able to describe and apply principles of
operant conditioning by
Do-now
Brainstorming how to change behavior and throwing
paper around the room
Taking notes
watching a video clip
playing a white board game
designing and beginning to implement a minor operant
conditioning experiment
3-2-1 Closing
Getting organized!
2.1 Operant Conditioning
Rewards and punishment
(REVIEW) Psychology is the study of the way we think, feel and behave;
this week we will be learning about how we learn behavior.
1.
2.
Behavioral psychologist B.F.
Skinner used operant conditioning
to describe the effects of giving
reinforcements to a certain
behavior
4 types of operant conditioning:
2. 4 types of operant conditioning:
a. Positive reinforcement: a behavior
is strengthened (more likely to
occur in the future) when a positive
reinforcement is given—meaning
that something positive is given
Examples

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EX: A hungry rat presses a bar in its cage and receives
food. The food is a positive condition for the hungry rat.
The rat presses the bar again, and again receives food.
The rat's behavior of pressing the bar is strengthened
by the consequence of receiving food.
EX: A student raises his hand in class and receives a
raffle ticket from the teacher. The ticket is a positive
reinforcement for the student. The student raises his
hand again, and again receives a ticket, so his behavior
is reinforced!
B. Negative reinforcement: a behavior
is strengthened (more likely to
occur in the future) when a negative
reinforcement is given—meaning
that something negative is taken
away
Examples


EX: A rat is placed in a cage and immediately receives a mild
electrical shock on its feet. The shock is a negative condition for the
rat. The rat presses a bar and the shock stops. The rat receives
another shock, presses the bar again, and again the shock stops.
The rat's behavior of pressing the bar is strengthened by the
consequence of stopping the shock.
EX: A student has 1 hour of homework assigned every night in a
Psychology course. When the student turns in her homework Monday
through Thursday, the student does not have homework assigned
over the weekend. The student’s behavior of turning in homework
during the week is strengthened by the consequence of not getting
homework over the weekend.
Today’ agenda and objective

1.
2.
3.
4.
5.
6.
7.
8.
Students will be able to describe and apply principles of
operant conditioning by
Do-now
Brainstorming how to change behavior and throwing
paper around the room
Taking notes
watching a video clip
playing a white board game
designing and beginning to implement a minor operant
conditioning experiment
3-2-1 Closing
Getting organized!
Film clip: copy down these
questions!
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
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1. What behavior does the man want
to change?
2. What sort of reinforcements is the
man using in attempt to change the
woman’s behavior?
3. How effective are his efforts to
change her behavior? Explain.
Today’ agenda and objective

1.
2.
3.
4.
5.
6.
7.
8.
Students will be able to describe and apply principles of
operant conditioning by
Do-now
Brainstorming how to change behavior and throwing
paper around the room
Taking notes
watching a video clip
playing a white board game
designing and beginning to implement a minor operant
conditioning experiment
3-2-1 Closing
Getting organized!
White board CFUs
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What psychologist is famous for his work with
operant conditioning?
What does the word reinforcement mean?
What is a positive reinforcement?
Provide an example of a positive reinforcement.
What is a negative reinforcement?
Provide an example of a negative
reinforcement.
Today’ agenda and objective

1.
2.
3.
4.
5.
6.
7.
8.
Students will be able to describe and apply principles of
operant conditioning by
Do-now
Brainstorming how to change behavior and throwing
paper around the room
Taking notes
watching a video clip
playing a white board game
designing and beginning to implement a minor operant
conditioning experiment
3-2-1 Closing
Getting organized!
2.1 What do you want to
change?
1.
2.
3.
4.
Select a behavior of your own or of a close
friend/family member that you would like to change.
What benefits will come about if you can change this
behavior?
Create a method by which you could change this
behavior using reinforcements—be specific!
Develop a hypothesis: what do you believe will
happen to the behavior if you implement these
reinforcements?
Create a detailed timeline of what you will do and
when you will do it to change the behavior.
5. Create a log in which you can record
your reinforcements and the reactions
of the subject.
Reinforcement
given
Date and time
Response of
subject
6. RECORD DUE DATES! I will be checking
your work every other day to ensure that
you are filling out your log and
implementing your plan in a timely manner.
So this week, I’ll be checking this on
Tuesday, Thursday…and then next
Monday.
Today’ agenda and objective

1.
2.
3.
4.
5.
6.
7.
8.
Students will be able to describe and apply principles of
operant conditioning by
Do-now
Brainstorming how to change behavior and throwing
paper around the room
Taking notes
watching a video clip
playing a white board game
designing and beginning to implement a minor operant
conditioning experiment
3-2-1 Closing
Getting organized!
Closing: 3-2-1
3 main points we learned
today
 2 ways this information can
be useful
 1 question or concern you
have about today’s lesson
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