Wednesday, May 9, 2012

Behaviorism in Practice


Behaviorism In Practice

            Through my experiences as an educator and my educational studies I have become more fluent in the various learning theories and their roles in the classroom. This week for my graduate course in Integrating Technology in the classroom I researched the behaviorist theory. As I researched this theory I reflected on how I apply this theory.  I also reflected on the role the behaviorist theory correlate with strategies like reinforcement of student effort and the application homework and practice. Lastly, I reflected of the role of technology integration and realized that in many ways they are all intertwined.

            What is the behaviorist theory? The behaviorist theory is the oldest theory that focuses on how human beings learn. Theorist B.F. Skinner developed this theory on the basis of operant conditioning to study observable and measurable behavior. Behaviorist theorists believe that changes in behavior are a result  stimulus-response associations made by the learner. Through the use of the behaviorist theory educators manage students behaviors rewarding desirable behaviors through positive reinforcement and punishing undesirable behaviors through a variety of undesirable consequences to ensure the development of good learning habits (Standridge, 2002).

            One strategy that I studied this week involving the behaviorist theory and technology is reinforcing effort. According to Hartley (1998), one of the key principles to learning under the behaviorist theory is reinforcement.  Receiving positive rewards for positive behavior is much more preferable than receiving negative rewards such as punishments or failures (Smith, 1999).  While reinforcement is a very strong motivator, effort is also a strong motivator that students often do not realize or acknowledge the importance of in regards to their academic success. Technology makes it very easy for students and teachers to monitor the effects of students’ effort and provide immediate feedback. Through the use of data collection tools, spread sheets, surveys, and rubrics students can monitor their effort to academic achievement ratios and compare these rates to those achieved when more effort is applied. Using these tools and allowing students to assess themselves provides them with an awareness of the academic success they can achieve when they give each assignment their best effort. Of the variety of technologies learned in the book, Using Technology With Classroom Instruction that works, my favorite tools for monitoring effort and providing reinforcement for positive efforts rubrics, which can be created on the site http.rubistar.4teachers.com, and the use of surveys on effort which can be created anonymously by the students of previous years then provided to incoming students to provide the new students with ways in which the previous students have overcome their obstacles and achieved their highest potential by putting forth their best effort I great survey creating tool is Survey Monkey which is found at www.surveymonkey.com (Pittler, Hubbell, Kuhn, & Malenoski, 2007).

            The second strategy that I studied this week, which also adopts the behaviorist theory, is homework and practice. Behaviorist theorists believe that the learner must be active in the learning process, learning happen through frequent repetition and practice, and clear ojectives (Smith, 1999).  Providing students with homework is a great to extend their practice and build a deeper understanding of varied concepts outside of the classroom. According to Marzano et al. (2001, p.67),  “Tipically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency  (Pittler, Hubbell, Kuhn, & Malenoski, 2007, p. 188) Providing students with a variety of ways to practice these skills inside and outside of school will ensure mastery of the topic. Through the abundance of resources available on the internet technology is a great facilitator of homework and practice skills. The use of web resources provides students with opportunity complete online review games that provide them with instant feedback and reinforcement of the correct or incorrect answer and the reasoning behind those answers. The ability to practice their skills through programmed learning is great reinforcement of skills through and activity the enjoy (Laureate Education, Inc., 2011). One method of using homework and practice with technology to enhance student learning is through various types of multimedia projects. I usually start these projects in school, then have the students complete them at home. Some projects include the creation of jeopardy review games using power point and digital stories using power point or moviemaker software.  Allowing the students to complete projects at home provides them more opportunities to collaborate with peers using wiki spaces, blogs, email, phone, etc. It also provides them to put their best efforts forward and be more creative than they can be in a classroom. (Pittler, Hubbell, Kuhn, & Malenoski, 2007)

            As previously mentioned, the behaviorist theory is a very old theory but when applied correctly a very good theory that educators and students greatly benefit from incorporating into the classroom even today. Especially with the integration of the vast array of technological resources available to educators and students, the behaviorist theory can prove highly beneficial to classroom management and academic success. I use the behaviorist theory in several ways in my lessons daily. How do you apply this theory to enhance your students learning and reinforce positive students habits, behaviors, and skills?

            A great resource for instructional tips and activities using the Behavioral learning theories can be found at this site http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm.

           Comments and/or suggestions are welcomed and appreciated. :)


References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology
with classroom instruction that works. Alexandria, VA:  ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of
informal education. Retrieved from http://infed.org/biblio/learning-behaviourist.htm

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved 2012, May 8, from http://projects.coe.uga.edu/epltt/

Daniela Petruzzella

5 comments:

  1. Daniela,

    I definitely agree with you that programmed instruction is very effectively used through modern technology. Students can work and practice assigned skill, and get instant feedback on their work. This can be extremely effective through an introductory lesson, to reinforce previous skills, or for practice (homework). I still am not sure that programmed instruction is something that can be used to generate higher-level thinking skills.

    However, the more I read well-written posts like yours, the more inclined I become to believe that a behaviorist approach and/or programmed instruction can be used as a stepping stone to diversify classrooms. While I do not believe that behaviorist theory will be able to adequately challenge all students, I do think it can be a gateway to learning. If a student sees success on a particular topic, and are rewarded for that success, the more likely they are to want to succeed throughout the lesson. In turn, they become more likely to see the relevance of what they are learning, and may lead to some higher level thinking.

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    Replies
    1. Scott-

      Thank you for your comment and kind words.

      Daniela

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  2. Thanks for the link to the Behavioral website. I especially like how it breaks down activities into categories.

    I use contracts as well as a reward system for behavior management with my students, but I am not teaching in a traditional classroom. The contracts work best if you can get the parents on board and for classroom rules and expectations. For example, I have some students who have trouble turning in homework. They either do it and leave it at home, or they do not do it at all. I put it into their contract that for every day they turn in their homework, they get one or more points toward a reward. Since I do not see the students every day, I ask the parents to sign the contract as well saying they agree to check on the student. The reward also comes from them and can be as simple as TV time, phone time, computer time, and as complicated as taking a certain amount of friends to the movies or hanging out at the mall. I have found it helps to build trust between the parents and the student. It also helps to reward the student for their hard work and building good habits. Eventually, the student leaves the program, but I have heard from some parents the student kept up the good study habits without a contract even after leaving the program.

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  3. Whitney-

    I love the way you use contracts to help students behave properly and succeed. I also agree that it is very important for the parents to be on board in order for them to work. I think your use of the behaviorist learning theory is very effective.

    Thank you for your comment.

    Daniela

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  4. Daniela,

    You stated that "One method of using homework and practice with technology to enhance student learning is through various types of multimedia projects." I have found this to be very effective.

    I teach a variety of classes including a study skills class, a child development class and a variety of reading strategy classes and it doesn't seem to matter what the subject is, students are motivated to do a project if they can use technology. One of my favorite multimedia projects is for students to create a Mind Movie containing affirmations, quotes and images that inspire them to achieve their goals. The affirmations are stated as if they have already happened and consist of positive outcomes for students such as, "I am on the A honor roll, I work out every day, I am smart, I look over my notes every night, I eat healthy," and so on. The students share them with the class and receive so many compliments from peers on music choice and imagery. Students try to watch their Mind Movie every day just as you would read over your goals every day, which through repetition, hopefully, they will begin to believe in achieving those goals. The motivation comes from getting to share the results of their hard work with their peers and families and also because they get to use technology and have options in terms of what music, images, quotes and personal affirmations that they will include.

    In my child development class we study child development and established theory to plan and implement five weeks of preschool for community children. I use Edmodo and student created blogs to give students a place to share their observations, experiences and questions and relate what they have learned to child development theory. In the past, students did small group graphic organizers and shared information, wrote papers and shared in class, however, since I have been using the technology, especially the blogs, students are more engaged in sharing their thoughts and opinions. I think it is because they get the immediate feedback from myself and their peers and are writing for an actual audience. I believe that behaviorism relates to these strategies because students are getting extrinsic reinforcement for their efforts which serves to motivate them and in turn creates intrinsic motivation.

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