Everyone wants to succeed in life, whether at school, work or play. According to Pitler, Hubbell, Kuhn & Malenoski (2007), people attribute success to different sources, but effort is the best choice for anyone who desires to achieve and maintain success. Effort allows individuals to have full control over their outcome. Hence, more effort put in doing something, yields much better results. There is a connection between the instructional strategy of “Reinforcing Effort” and behaviorist learning theory. Teachers who reinforce effort enhance students’ understanding of the relationship between effort and achievement. (Pitler, et al., 2007). It was Orey (Laureate Education, Inc., 2008), who explained that behaviorism has two mechanisms – reinforcement and punishment; however, reinforcement is more powerful. Behaviorist learning theory is more concerned about reinforcing effort to encourage and maintain a positive behavior. Therefore, it is important to help students realize the importance of believing in effort.
Technology is embedded in ‘reinforcing effort’ to make it easier for not only teachers to track effort and expedite feedback, but students, as well. Spreadsheet software and data collection are technology tools that assist students in charting the relationship between effort and achievement (Pitler, et al., 2007). Therefore, teachers are able to encourage desirable behaviors by reinforcing efforts, as well as, identify behaviors that need improvement. This instructional strategy has to be consistent and systematic in order for students to comprehend the impact effort has on achievement (Pitler, et al., 2007). Using data collection is an excellent tool in helping students overcome challenges they may face. This tool will give students an opportunity to make a comparison between other students and themselves, and be able to control their success.
Another instructional strategy that correlates with behaviorist learning theory is “Homework and Practice”. Homework is an excellent way of allowing students to review and practice on their own. “Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). Hence, students get an opportunity to practice and apply what they have learned. Students learn from practice, and repetition not only reinforces learning, but also enhances the ability to reach levels of competency. Behaviorist technology applications are effective and appropriate in cases where students need to master a particular skill. Technology makes it possible for homework and practice to be effective outside of classroom, allow students to work collaboratively, and is most effective when used properly. There are a number of technology tools that are used to create homework that articulates purpose and outcome, such as Word Processing, Spreadsheet Software, Multimedia, Web Resources and Communication Software (Pitler et al., 2007).
Teachers need to have full understanding of the students in the classroom, and implement instructional strategies, not only suitable for the grade level, but enhance effort and encourage positive behaviors. Behaviorism does have a place in the classroom and with the integration of technology, teachers must incorporate other learning theories to promote success and increase levels of learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
We are in the age of data and student love to see how they are doing in the classroom. When all you have to do in use a spread sheet and put the information in or export it from your grade book into excel and press graph to complete the task is even better.
ReplyDeleteI love your points on homework! It's so important and helps the students in so many to grow and deepen their knowledge of the topic they must study or research.
What type of specific information would you include in a spread sheet if you where looking or checking for mastery on a specific topic? Just curious.
Your comments on technology are very interesting because I'm a technology teacher and love to hear other professionals talk about technology like it's important. I truly believe the students need and the sad part is we in New York are losing technology programs all over the state. It's a shame really.
Great post and I look forward to reading more.
Patrice,
ReplyDeleteI, like you, believe Behaviorist learning theory has its place in the classroom. Students do need practice and repetition for learning and reinforcement of information. I am embarrassed and proud at the same time, but my son, a rising third grader, is much faster than I with his addition and subtraction facts. The school is attends still groups places the student desks in rows, complete a great deal of worksheets, and timed tests. He completes timed math fact sheets twice daily, once in the morning and once in the afternoon, and we do flash cards as a part of homework. The rote memory work is tedious, but he does know his facts. It is my belief he needs a better mix of differing types of learning, but his school makes a great positive argument for Behaviorist instructional practice.
David,
ReplyDeleteThank you so much for commenting. First, I think it depends on what it is you want your students to master. For example, if you want students to be able to calculate sum, average, maximum and minimum in Microsoft Excel, you could include a tutorial for them to go through. A very good website that would take them through the steps would be teach-ict.com. Students would get a chance to practice doing the calculations in Excel.
I would then create a rubric that I would use to measure the students effort. For each category, they would get either 4 for being proficient, 3 for meeting the standard, 2 for developing or 1 for not acceptable. I would then create a spreadsheet to check for mastery in the areas above by using a table similar to the one below. For each category, students would check which number they would assign for effort based on the rubric. Take for example, if they have mastered creating formulae or being able to calculate sum easily and quickly, then they would receive point-4. However, if they had some difficulty, then their point might either be 2 or 3. They would then add all the points together to see what the total effort would be. The total effort would then be measured against the grading policy created for the class.
Category Class 1 Class 2 Class 3 Class 4
Sum
Average
Maximum
Minimum
Total Effort
Grade
I do hope this was helpful in some way.
Patrice
Traci,
ReplyDeleteThank you very much for commenting. I guess your son is one of those digital learners, and is learning things differently from when we were his age. I think if behaviorist instructional practice is working for the children and in particular, your son, then work with it. You can add your little bit to his learning by introducing different types of learning when you are assisting him with his homework. Thanks again for your input.
Patrice
Patrice,
ReplyDeleteI truly believe that homework and practice is essential to the overall success to the student learner. Not only does it reinforce the skills that were focused on during the day’s lesson, but it also teaches the life lessons of responsibility. I think that the way that you have incorporated technology into your daily routine is outstanding, especially because it seems to provide the immediate feedback that 21st century learners need.
I especially agree in the statement that you made that it is the responsibility of the teachers to have an understanding of all of the students in their class. All of the technology, learning theories, and skill building becomes obsolete if it is not reaching the true essence of our teaching; the students. Success for students is not based on what you can give them, but on the learning that occurs.
A very good post Patrice.
ReplyDeleteI liked how you said that Behaviorism and other learning theories once they were inclusive of technology, will definitely promote success and increase the students' learning. The fact that the students get to use technology to practice their homework and collaborate is also very helpful and good. The only part I am concerned about is when some of these students do not have internet access at home and they need this essential requirement to complete a homework assignment. I do trust in these cases that some alternative arrangements can be made to cater for them.
Yvonne