Michael Ghali
Inclusion & Diversity
ID: 3668493
COLLEGE OF EDUCATION
LESSON PLAN
HGES
Graduate Diploma in Secondary Education
Subject/Topic
Behaviorism- ‘Classical & Operant conditioning’
Year/Level
12
Aims
Understand and recognize Classical and Operant conditioning
Student engagement to learn about the application of those associative learning theories
Take class notes as well as verbalize/express ideas/deeper thinking on concepts explored
Outcomes
Take part in class activities undertaken
Ability to show knowledge of concepts explored through verbalization and reflection
Notes taken by student for future reference or as study aid in end of year exam
TEACHING STRATEGY (including timing of activities)
Activity: Conditioned Buzzer Response (5 minutes)
Sit students out on the yard and read a prepared paragraph that has certain words in bold. Instruct students to
tap their pencils every time the word “the” is read. While reading all bold words, some of which are “the”, a
bell is tapped. Students should become conditioned to tap the pencil at the bell, increasing the number of
pencil taps to all bald words, not just the word “the”.
Classical Conditioning: (20 minutes)
Bring students back into class and Inform students that in order to understand what just happened, they need
to first understand ‘classical conditioning’ as a form of associative learning. Explain to students the following:
(Students are required to take notes as those concepts are being discussed)
 What is classical conditioning?
 Clearly define the terms:
UCS- Unconditioned Stimulus
UCR- Unconditioned Response
CS- Conditioned Stimulus
CR- Conditioned Response
 Classical conditioning in action- explain Ivan Pavlov experiment using diagram below
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Michael Ghali

Inclusion & Diversity
ID: 3668493
Reflecting on what has been mentioned, students should now be able to verbalise that their
behaviour was conditioned in the earlier activity and that:
UCR (‘the’) when paired with CS (Bell) lead to students becoming conditioned to tap the pencil which
was at first an UCR and is now a CR as a result of the bell being associated to the word ‘the’ and now
pencil tapping has increased to all bald words, not just the word ‘the’.
Activity: ‘Operant conditioning in Action’ (5 minutes)
 Students are to watch a two minute YouTube video of Sheldon from the show ‘The big bang theory’ as
he is seen training penny to behave or be conditioned to act in a certain manner using operant
conditioning techniques. http://www.youtube.com/watch?v=Mt4N9GSBoMI
 Ask students what they believe the video was about to trigger discussion about operant conditioning.
Operant Conditioning: (20 minutes)
 Use the video to continue forming a discussion and guiding students to understand:
o What is operant conditioning?
o Introduce students to Thorndike & Skinner’s work
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Use of positive and negative reinforcement to shape behaviour
Provide three examples to students of operant conditioning:
Personal example: advise students that their engagement, happiness, and willingness to
work are positive reinforcements to me as a teacher to continue providing appealing and
insightful content.
Historical example: Nelson Mandela was reinforced for his great attitude and peaceful
leadership with a Noble Peace Price in 1993 which motivated him to continue excelling to the
man he is remembered by today. (Cross-curriculum)
Sport example: A soccer coach may choose not to give a player the opportunity to play in
upcoming games if the player has not been training or playing to his best. This negative
reinforcement is given to the player in the hope that he will get the message and work
harder to get back into team action. (Cross-Curriculum)
Activity: (10 minutes):
 Ask students to now sit in pairs for the next five minutes and share with each other a personal,
historical and sport related examples that highlight operant conditioning and the use of
reinforcement to shape behaviour.
 Use the last five minutes of class to go around and hear as a class operant conditioning examples
verbalised by members of the class and conclude with checking that class notes have been taken.
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Michael Ghali
Inclusion & Diversity
ID: 3668493
Assessment
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Students will be assessed on their ability to engage in activities given and show ability to
verbalise as well as reflect on concepts being explored
Students will also be required to show maturity and team work when discussing operant
examples and ideas in together in pairs and in front of the class.
Student class notes are checked by teacher at the end of class.
Post-lesson Reflection
Areas for Improvement
Mentor Feedback
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