The exercise's primary focus on environmental protection
The exercise's primary focus will be on illustrating environmental protection. This is due to the fact that environmental conservation is one of the most pressing problems in modern civilization. Therefore, the purpose of this activity is to show students how they can help protect the ecosystem by preventing waste from going to a landfill. The students will adhere to the teacher's directions to create a canine toy out of an old t-shirt. For this activity, you'll need a ruler, some used t-shirts, scissors, and a video demonstration. The students will use these materials to create dog toy for a local shelter. The assessment will be based on the involvement and the learners' ability to follow instructions appropriately. This exercise fits the characteristics of behaviorism because it emphasizes on observations (Fryling, Johnston & Hayes, 2011). Just like behaviorism, the exercise emphasizes on learning from observations and making choices about the performance of a behavior (Gregoire & Jungers, 2013). This exercise will be suitable for the students because it will influence the behavior of learners, as they will be more likely to keep used items out of the landfill.
Part 2: The Human Knot Exercise
The main topic that will be addressed is key leadership skills with emphasis on problem-solving, team building and effective communication skills. The human knot exercise will be conducted to determine the significance of the three skills. The learning objectives include acquiring adequate knowledge on the importance of the three skills and demonstrating the capacity to implement the skills by successfully completing the human knot challenge. The behaviorist theory describes human behavior as a consequence of environmental factors (Mazur, 2013). Based on this theory, the human knot exercise is considered as an external factor that can help enhance the three leadership skills among the trainees (Mazur, 2013). The instructor will demonstrate the exercise to the trainees after which they will conduct the exercise in multiple groups. The trainees will stand in a circle facing inwards. They will then reach to the center of the circle and hold hands with two different people forming a knot, which they must then work collaboratively to disentangle without breaking the chain. The assessment criteria will be the ability to untangle the knot while concurrently maintaining the chain. This exercise will require communication, teamwork, and problem-solving skills and its successful completion will depict an understanding and implementation of the skills.
Part 3: Relationship between Intellipath and Specific Characteristics and Principles of Behaviorism
Intellipath is an adaptive learning platform that illustrates certain characteristics and principles of behaviorism. For instance, intellipath has adopted an approach where customized learning is based on a student's predetermined knowledge state on a given topic (AIU, 2017). This approach is similar to behaviorism, which emphasizes on supporting an individual's learning through skillful observations and evaluation of behavior. In addition, behaviorism emphasizes on observable behavior instead of inner actions like thinking and feelings (Fryling et al., 2011). This is also the same case with intellipath, as it ensures learners and teachers work closely with one another to transfer knowledge through observable behavior (AIU, 2017). The main advantage of this approach is that it allows for personalized attention and creates individual learning nodes. This ensures that a learner understands specific elements at a time. However, this approach might present difficulties when it comes to clarifying individual differences in human learning. In addition, the approach cannot explain differences in learning styles and the effect of character in learning. To overcome this limitation, other course components such as projects and discussion panels should be used to enhance learning (AIU, 2017).
References
AIU. (2017). Personalized learning with Intellipath. Retrieved from http://www.aiuniv.edu/online-education/personalized-learning
Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: An interbehavioral approach. The Analysis of Verbal Behavior, 27(1), 191–203.
Gregoire, J., & Jungers, C. M. (2013). The counselor's companion: What every beginning counselor needs to know. Mahwah, NJ: Lawrence Erlbaum Associates.
Mazur, J. E. (2013). Learning and behavior (7th ed.). United Kingdom: Psychology Press.
