The behaviorist learning theory is reflected in several of our teaching strategies and practices on a daily basis. According to the behaviorist learning theory, students and teachers follow the reinforcement and punishment techniques in the daily management plan. The authors of Using Technology with Classroom Instruction that Works correlate two strategies to this behaviorist approach including reinforcing effort and homework and practice.
The reinforcing effort approach looks at how students learn, what interests them, and realizes that every student may have a different learning approach that is more successful to them. According to Pitler, Hubbell, Kuhn, and Malenoski, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (2007, p. 155). When teachers are proactive about searching and implementing ways that work for students, students will be more successful in all areas of the daily routine. The authors go on to note, “Technology makes it easier for students and teachers to tract the effects of effort and facilitates more immediate feedback” (2007, p. 156). Reinforcing students for making an effort, working collaboratively, and giving it their all will more than likely result in more positive interactions with the whole class.
The second strategy mentioned is homework and practice. Homework is a great tool for reinforcing a behavior or lesson outcome for the class. When students have comprehended the information discussed, homework acts as a reinforcer for the material that was covered. It was noted “Homework and practice give students a chance to review and apply what they have learned” (2007, p.187). When students are comfortable and confident that they will be able to complete the work they must do outside of class, they will become more confident on a day-to-day basis. Homework is also a great way to assess students’ understanding and gives the teacher an opportunity to reteach information that may not have been grasped.
Incorporating technology into behaviorism can be done by having students track information or to keep track of their progress throughout the year. Using technology allows for faster, more immediate feedback so that students know what they need to focus on and teachers can adapt lessons more efficiently.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I would also be interested in the idea of tracking students progress and effort throughout the year in a spreadsheet. Since I teach middle school and have the same students for three years, it might even be possible to track their progress over the three years, and help the students identify the progress that has (or hasn't been made) since they were in the 6th grade. I'm assuming that you see the same students all day, and you could help students realize that while they are showing a lot of effort in science, their effort is below average in math, which is resulting in a lower grade. Very interesting ideas!
ReplyDeleteI am really looking forward to tracking and correlating student effort to their mastery of skills. We currently track and graph student performance on standards, but I believe the use of rubrics and spreadsheets to track effort will take our mastery of skills to another level. Thanks for the insight Lauren.
ReplyDeleteI believe the use of spreadsheets could be a great way to help students understand their progress in a more friendly way. Students will see a visual representation of grades and any work that they may have missing.
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