A behavioral approach to lesson planning involves structuring lessons to focus on observable and measurable behaviors or skills, reinforcing desired actions, and providing clear feedback to encourage learning. This method draws from behaviorist theories, such as those by B.F. Skinner emphasizes the importance of reinforcement and the environment in shaping behavior.

This lesson efficiently teaches skills and introductory content that might be needed for future complex and higher-order thinking. The instructor asks, “What activities might students perform to meet the learning objectives?” This instructional strategy is often framed as an”I do-We-do-You-do” model. (Pearson & Gallagher, 1983; Fisher & Frey, 2013)

Typically, this type of lesson plan includes:

• Direct Instruction
• Drill and Practice
• Storytelling
• Demonstrations
• Guided and Independent Reinforcement Activities
• Step-by-Step Learning with Opportunities for Practice

The Hunter model lists seven specific sequential elements of the lesson plan:

1. Anticipatory Set: This short activity is designed to get the students’ attention and focus on learning. It could also be used as a preassessment or a classroom management technique to transition activities.

2. Objective and Purpose: This is the learning objective(s) and the reasons why the behavior and skill are to be learned. It is to provide clarity and relevance for the students, which can increase engagement.

3. Input / Direct Instruction: This information is needed to meet the lessons’ objectives.

4. Modeling: The instructor shows the students the process or skill, trying to anticipate errors and how to correct them. (“I do.”) This clarifies expectations while allowing them to see what they are learning.

5. Checking for Understanding: The instructor notes how many students understand the skill or knowledge taught during the modeling process. This is often done by eliciting or posing questions where the answers are designed to check for understanding.

6. Guided Practice: The instructor provides practice problems for the skills taught (“We do.”). The students begin to apply what they have learned from the direct instruction while being guided. The students can ask questions to aid in understanding the skill or behavior.

7. Independent Practice: Students work independently toward mastery. This is often homework assignments (“You do.”). The teacher has assured that students understand the content without guidance.

Define What is to Be Learned

The first step is to consider what specific behaviors or skills the instructor wants their students to learn. Learning success depends on how the student has learned the skill or behavior based on acceptable evidence or assessments.

Set Clear, Measurable Objectives

Instructors write the behavioral objective, which includes the audience, behavior, conditions, and degree (ABCD) before the lesson is given to guide the lesson structure. Most often, the audience (who) is already defined as the students. The objective is written as the student will be able to …

Break Down Tasks into Manageable Steps

Task Analysis: Break down complex skills into smaller, easier-to-learn steps. For example, if teaching long division, break it into steps like “divide,” “multiply,” “subtract,” and “bring down.”

The behavioral aspect is the observable skill or concept (what) the students learn. Then, the condition (how) refers to the context of the desired behavior. It is how to assess that the behavior or skill has been learned. The degree relates to the accuracy required to complete the assessment successfully.

Example: The student will be able to correctly insert commas into ten pre-written sentences with 85% accuracy.

Assessment and Evaluation

Students are observed demonstrating their mastery of the lesson. Assessments can take any number of forms, including traditional or authentic approaches, and seek to assess students’ understanding of the content covered individually. (Weegar & Pacis, 2012)

The key is that the assessment is predicated on the specified objective. The instructor has already stated the conditions for demonstrating behavioral change and determining what assessment will be used for that lesson.

Behavioral Approach Primary Results

The primary result of the lesson is behavioral or skill change, as directed by the instructor and demonstrated by the students. The objectives are predetermined and fixed by the instructor, and the content is a set of identifiable skills or quantifiable knowledge.

This approach’s advantage is its sharp focus on what students are to learn. However, it has disadvantages since only some of the necessary things can be encapsulated in a behavioral approach. Further, behavioral objectives do not allow for flexibility and impromptu lesson changes.

Use Positive Reinforcement

In the behaviorist approach, the outcome is for students to demonstrate behavioral change within a specific set of conditions.

Reward Desired Behavior: When students exhibit the correct behavior or response, provide immediate positive reinforcement such as verbal praise, stickers, or a points system.

Types of Reinforcers:

• Social Reinforcers: Praise, attention, or positive comments.
• Tangible Reinforcers: Stickers, tokens, or a reward chart.
• Activity Reinforcers: Extra playtime, choosing the next activity.

Tailor reinforcers to each child’s preferences and needs.

Provide Immediate Feedback

Corrective Feedback: If the behavior is incorrect, provide specific guidance on how to improve. Offer constructive and immediate feedback so students can adjust their behavior right away.

Positive Feedback: Reinforce correct behavior by acknowledging what was done well, helping to build confidence and reinforce learning.

Monitor and Measure Progress

Track Behavioral Changes: Record how often the desired behavior is exhibited and how consistently the student meets objectives. This helps monitor progress and adjust the lesson if needed.

Data Collection: Use charts, checklists, or logs to track how often specific behaviors occur or how accurately tasks are completed.

Provide Consistent Routines and Structure

Predictable Environment: Behavioral approaches thrive on consistency. Establish clear routines, so students know what to expect and anticipate what behaviors are expected of them.

Structured Lessons: Begin each lesson with a review of previous material, clearly state the objectives, guide students through activities, and end with a review of what was learned.

Incorporate Behavior Shaping and Fading

Shaping: Reinforce successive approximations of the target behavior. For instance, if the goal is to write a full sentence, start by reinforcing attempts at writing single words and gradually build to full sentences.

Fading: Gradually reduce the support or reinforcement as the student becomes more independent in exhibiting the desired behavior.

Include Time for Practice and Generalization

Practice in Different Contexts: Allow students to practice the behavior or skill in various settings or situations to help generalize the learning. For example, applying math skills during a game or real-life scenario.

Overlearning: Provide ample practice opportunities even after a student masters a behavior to ensure retention.

Plan for Behavioral Approach Challenges

Anticipate Barriers: Identify potential behavioral challenges and have strategies in place to manage them (e.g., providing more reinforcement, offering breaks, or modifying tasks).

Teach Replacement Behaviors: If undesirable behaviors occur, teach alternative behaviors that can achieve the same result (e.g., teaching a student to raise their hand instead of calling out).

Example of a Behavioral Lesson Plan:

Objective: The student will correctly solve 10 addition problems with 90% accuracy.

Materials: Worksheets, manipulatives (e.g., counters), reward chart.

Procedure:

1. Review previous addition lessons (5 minutes).
2. Introduce new problems (2 digits without regrouping).
3. Model how to solve 2 problems.
4. Provide guided practice with 5 problems, offering immediate feedback.
5. Independent practice with 10 problems.
6. Reinforce correct answers with stickers.
7. Review the lesson and praise students for their effort (closing 5 minutes).

This behavioral approach works well in homeschool settings, especially for students who benefit from clear expectations and frequent reinforcement, such as those with ADHD, ODD, or SPD. It can also be adapted to fit various subjects or learning styles.