In our learning resources we learned two key strategies that relate to the behaviorist learning theory. These strategies are "Reinforcing Effort" and "Homework and Practice" (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Students understanding of the relationship between effort and achievement is enhanced through reinforcing effort by addressing the students' attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Reinforcing effort has a direct link to the behaviorist learning theory. Behaviorism is seen as learning due to the response from an external stimulus. The external stimulus can be positive, negative and neutral reinforcement to a behavior (Lever-Duffy & McDonald, 2008). Teachers can have students track their efforts through the use of spreadsheets and rubrics created by the teacher. The students and the teacher will then be able to establish the students relationship between their effort and achievement. This in turn will hopefully instill the behavior of students working harder and putting more effort into their work.
Students are provided the opportunity and chance to review and apply what they have learned through homework and practice. Students will become proficient with their skills through the use of homework and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). This relates to the behaviorist learning theory through establishing a behavior of doing homework and practice that will deepen the students understanding of the material being taught. Technology has greatly impacted homework and practice. Students have been provided with word processing, spreadsheets, multimedia, web resources and communication software (Pitler, Hubbell, Kuhn & Malenoski, 2007). These tools have allowed students to be creative, research extensively on a topic and create amazing projects, presentations, and assignments.
Depending on who you talk to, you will get different responses to how these strategies relate to the behaviorist learning theory or even if the behaviorist learning theory is appropriate in today's classroom. My students do get homework assignments and lots of in class practice time. In my first application, I did not really feel that I was really using the behaviorist learning theory a whole lot, but I believe I use it more then I know. As we go through this course, I have a feeling that I am going to continue to find out that I use the strategies and learning theories more then I have thought of. As teachers we owe it to our students to learn this theories and strategies and keep up with new research being presented. With everything, there is always a trial and error type situation. You do not know if something works for you or your students until you have tried it. As the saying goes, Practice makes perfect, or almost perfect.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hey Laura, I love the picture:) I agree that the tools allow students to be creative and really take control and invest in their own learning and really educating themselves. But for that to happen, teachers must have a very good understanding of the technology and be able to present it in a way the exemplifies the technology for all of its wonder.
ReplyDeleteI also agree that depending on who you talk to, you will get many different responses to whether these strategies discussed even relate to the behaviorist theories. I think there is a bit of behaviorist in all of us: parents, teachers, husbands, wives, kids, you name it, behaviorist is there.
Laura,
ReplyDeleteI'm glad you mentioned the spreadsheets. Because my school has only computer based curriculum and the kids work at their own pace, it can be a little difficult to personally keep track of their progress. Thankfully we have some software that allows teachers to print out reports that clearly demonstrate when a student is truly trying and when they need to put in a little more effort. Actually showing these reports to them often motivates them to get back on track.
Brandon
Students do benefit from being able to see the reports of their effort and progress. From a student perspective, when I see that I am missing assignments or not doing well grade wise, I get motivated and determined to produce great work and make sure to ask for clarification or help from the teacher.
ReplyDeleteLaura,this is amazing! I love the pictures which will certianly motivates students to be creative mind thinkers but also teachers must get familiar with these tools so that they can master it effectively.
ReplyDeleteI also like the report aspect of where students can see and read or chart their own progress on report sheets and see their own progress.
Laura,
ReplyDeleteI love your site. It is attractive and well put together.
I agree with you that there is a place for the Behaviorist Learning Theory in our classrooms. This theory may not get students to think critically but it is an effective way for students to learn facts, addition, subtraction, multiplication, etc... I use it to reinforce measuring, adding fractions, and other drill work. I don't believe in using this theory as the only way to teach our students so like you said, we need to keep on top of the reasearch being done on learning philosophies.
Outside stimulus. That is what technology is about. It provides an alternative to reading the text book and answering questions. It allows the student to explore, not only the curriculum but their own minds as well. In this way the Behaviorist Theory is self motivating the student provides the stimulus to learn. I like what you said about the spreadsheets and rubrics. This gives the students the feedback they crave. Thanks for your blog.
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