There are so many learning theories that are talked about and debated on the exist in the classroom today. Behaviorism is one of them. It is seen in the classroom in areas such classroom management and homework among others. In this week's resources we see some examples of technology, that correlate with behaviorist learning theory and instructional strategies that relate to behaviorist theory.
One strategy is reinforcing effort(PItler, 2007). Reinforcement is a key element in behaviorist theory. Many students have a difficult time beleiveing that they can achieve by increasing their effort. They find reasons outside their control for way they can't succeed or why their peers can succeed. The use of spreadsheets to provide visual representation of how effort truly does have an affect achievement is one example of ebedding technology. The use of rubrics give clearly defined expectation. Incorporating them into the spreadsheet reinforces that connection between effort and achievement. Students can have this information readily available. This gives them concrete proof that effort and achievement are related. Dr Orey stated that reinforcement is one of the main components of operant conditioning, it has a more positive affect on the learner.
Another aspect of behaviorism is repetition or practice. It is clear that to really learn certain skills practice is essential. At the elementary school level this more evident. Concepts are presented in the classroom. Then practice is provided through homework or activities such as games, puzzles, manipulatives or web resources, that can reinforce the concepts using visuals with immediate feedback an or rewards, which as key to aspect of behaviorism. Students can also access these web resource at home or at a library away from the school setting. One particular website is the National Library of Virtual Manipulatives. In a classroom a student has access to various manipulatives that can help them make better connection between the concept and learning. By accessing these resources they continue their learning while at home.
Behaviorism plays a bigger role than one might think or even like to see in the classroom, but it does have it benefits.
References
Laureate Education, Inc.(Producer). (2008).Program Four. Behaviorist Learning Theory [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore; Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works. Alexandria, Va. ASCD
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4 comments:
I was struck by your comment about students making excuses for why they can't succeed. As a teacher, I have found this to be one of the most frustrating things for me to deal with, since it's become clear to me that just putting forth some effort can make some amazing things happen. I agree that having students chart their effort and achievement can possibly help them see the correlation between effort and success. I wonder if there are other things we can do as teachers to help our students make the effort/achievement connection.
I, too, am concerned about the excuses about not being able to succeed. Are the students hearing this at home? It seems like every year I have more students coming into my classroom with so much extra baggage and negative attitudes. Is it because they are just lazy and haven't been made to strive for anything even simple tasks? Is the economic crisis which has both parents working full time or the single parent working two jobs taking away the responsibility of the parents to be parents? I believe my students (six year olds) are too young to chart their effort and achievements and fully understand what they are doing.
Kathy
In your blog you mentioned students coming up with excuses why they “can’t” do something; they seem to have an excuse for everything, always blaming someone else. In our changing society, I believe parents are spending less time with their children encouraging them and talking with them, of course this could be due to the economic times or the fact that children would rather “zombie” out with the latest gaming station. Technology is like a double edged sword in the education world, one side of the sword is beneficial teaching students, but on the other side it is just “fun” and does not have educational value. I was shocked this week when I had a fourth grade student write, “I like to watch violence”, the students were writing four sentences about things or activities they like. I questioned her, her reply was, “It is exciting”. I dare to say this student spends too much time with technology (computer, TV or game station) without parent supervision. But I guess that is another topic. I did conclude that behaviorism learning strategies work for the “good” and the “bad” and are ever present in our society.
Although the example I listed was a “bad” example of behaviorism in action, if this learning model is used under supervision, it is very effective. Behaviorism does not deserve the reputation of only being used for “lower level” thinking activities that reputation is earned by the person who only utilizes this strategy for lower level thinking activities. As an educator I am responsible for teaching all students, even the ones who do not appear to care or want to learn, if offering a “token” reward imparts knowledge to my students where is the harm. Yes, ideally we would like students to be intrinsically motivated, but if this is not present within our students why not offer a reward? As you stated in your blog behaviorism is everywhere and it works with our children and it works in the work force.
Your comments that students feel like they can't success rang true for me too. I was one of those students that was told at home that I could not do what I felt I could do. I always felt that I could not accomplish what I believed in my heart that I could do. The words that I heard at home had me questioning everything that I did, and sometimes I still question what I am doing now at 36. I feel that the reason that I work with at-risk students at alternative school and students that are behind their peers is because of the teachers that I had that brought me out of the mindset that I could not do what I wanted to do in my life. I want to try to be that type of teacher to try to show students that as long as they believe in themselves that they can accomplish whatever they want to do. Since I have become the center director and teacher of the Ombudsman program in Bibb County in Georgia, I have seen several students realize that my staff and I are here to help those find success. Most of the students at my center have been sent due to acting out on class, but when they have the encouragement that we provide they are thriving and making up credits that they are behind. I hope that when they leave my center and return to regular high school that they take with them the belief that they can be successful.
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