Video Analysis

Video Analysis

Introduction

The purpose of this paper is to analyze Kipp's 5th grade class from a behavioral perspective in educational psychology. The premise of this analysis is that the behavioral perspective is a pragmatic and proficient approach for children's early development and learning. Kipp's 5th grade class, following the “step by step” behavioral model is an example of an effective learning strategy for children in the early years of learning. Additionally, Kipp's class includes other concepts in behaviorism such as overt responding, immediate feedback and self - practicing. Kipp also makes use of the classical and operant conditioning models in behaviorism, among other smart strategies to create a healthy learning environment. He becomes a “model” for his students who he fondly refers to as “readers” and allows them to explore observational learning, reinforcing their behavior continuously. Kipp does not provide the answers himself, rather stimulates thinking that leads his students to the correct answers. His organized approach outlines a framework for students to follow, allowing them to explore reading meticulously, even in the short study period. The video analysis will also consider the limitations of naturalistic observation research methodology briefly in order to present a more critical review of Kipp's class. The paper draws on course readings and actual video content to produce the analysis and findings. Other secondary sources are also used to analyze the video in greater depth.

Discussion

Analysis of Kipp's Classroom in a Behavioral Context

Kipp's Organized Approach

In the twenties, Pressey modeled the reinforcement theory with implicit concepts of the learning theory of behaviorism. Skinner's programmed learning developed this early conception in a more elaborate fashion. According to Skinner, learners follow a set of learned behaviors. The first of these is receiving small amounts of information and processing it - proceeding from one task to the next systematically (Leonard, 2002). This approach is evident in Kipp's 5th grade class, as he begins his class by introducing a step by step framework. It is important to remember that in order to effectively more from one task to the next, he switches between tasks and sometimes goes back and forth. This implies that the process is not robotic in nature. The steps, though organized, are not set in stone. The teacher's own perception of the class' progress and cumulative understanding must effect the pace and order of the steps within the framework.

Kipp's Continuous “Reinforcement”

To facilitate an increase in desired behavior, teachers must reinforce it every time they see it occur. This concept implies that children are subject to continuous reinforcement. Teachers can witness a significant increase in children's behavior through continuous reinforcement. When using reinforcement in class, teachers must determine any changes in the levels of learning or positive behavior. For this purpose, teachers must monitor students' behavior and progress in class thoroughly. Another facet of reinforcement in classrooms is constructing an easy setting and atmosphere that engages children in small tasks. Such tasks will develop learning skills to the point that children can accomplish more difficult tasks, largely though ...