Learning in Action: The Behaviourist Basket

Finding a way to teach behaviourism theory in a way that encourages students to engage can be challenging. However, Dr Lesleann Whiteman, course leader for the Early Childhood Education and Care BA(Hons) and Education BA(Hons), has devised a cunning strategy.

During the first semester of their first year, students study a module called ‘How Children and Young People Learn,’ where they explore major theoretical traditions and more contemporary ideas about learning and development.

In a recent podcast recorded with the Centre for Learning and Teaching, Lesleann discusses how she came to use an ordinary wicker picnic basket to explore behaviourism.

What is the behaviourist basket?

Rather than relying solely on lectures and readings, Lesle introduced the concept of the ‘behaviour basket, an ordinary wicker basket filled with simple rewards like stationery or small toys. The idea is based around reward and punishment, but more of a reward – so when students contribute to discussions or share their experiences, they are invited to take something from the basket.

Lesle explains:

“Our challenge as teachers and educators is to try and keep them students because we know the value of them learning the content and how it’s going to influence their practice in the future. It’s how you can get these theoretical concepts which you know they need to understand because it forms the foundation of their modules and the course. They really have to engage in it and pick it apart, they have to critique, analyse and evaluate it – but its how can you get them engaged and get them thinking about what’s there.

“I saw this basket one Saturday when shopping and thought maybe I could use this… in the basket, literally was some stationary. I introduced it to the students and didn’t tell them what it was. They knew we were discussing the concept of behaviourism which is about reward and punishment, and we were talking about the advantages and disadvantages of it and they were sharing their prior education experiences about encountering.

“I asked a few questions which a few students answered, the ones who shared I then gave an opportunity to have a go and take something from the behaviour basket. I think then some of the other students then caught on and thought oh she is actually doing the reward and punishment concept.

“So that’s how it caught on basically and I’ve used it with that same group of students who have now graduated. Throughout their three years, there have been times when they have asked for the behaviourist basket because they realised we were going to discuss a difficult topic and they wanted to keep focus they knew if the behaviourist basket was there, they would be rewarded if they contributed or shared their experiences on the topic being discussed.”

When the strategy works!

Lesle took a risk in using a technique typically used with younger learners in a university setting, but the response was overwhelmingly positive. T

“They embraced the concept, and understood what it was about, it got them a bit more engaged and critically unpicking the behaviourist theories to see what works in practice and what doesn’t, which type of children.”

Students also began to see the value of applying this strategy in their own teaching placements. Some replaced the basket with a hat or a different container, using the same principle to manage and encourage engagement in young children.

“A couple of students have said they have tried using the basket on placement because they thought it was a good idea and helped to gain the children’s attention, especially if they were working one on one with a child or with a small group of children in terms of learning how to manage their behaviour, they found it quite useful.”

“It seems as though they saw value in learning how to use it and when to use it because they is what the discussion evolved. It’s a technique and strategy but we have to know when it is going to be successful and in what context.”

The ‘Aha!’ Moment

One of the most rewarding aspects of this strategy is witnessing the moment when students make the connection between theory and practice—Lesle  calls the ‘Aha!’ moment:

“When they go on placement and come back, they share their stories with you, such as they observed a teacher doing this… or they observed that they have weekly tickets that the children accumulate, which at the end of the week they can use to do whatever activity they want to do – and I tell them you have just had a ‘aha moment’.

“I think our students today, they want to see that what they are learning is going to be relevant to their practice, and if they can’t make that connection, I think that’s when they disengage.

“I’m hoping that is what a simple basket would do, in terms of getting them engaged and getting them to understand the value of knowing these different ideologies.”

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