Hi Fellow Bloggers,
Honestly, before this course, I knew very little about the behaviorist learning theory, just the basics that I learned during my undergraduate educational psychology classes. Ultimately, I have found that the foundation of my classroom management technique draws from ideas presented by behaviorist—The whole concept of operant conditioning with rewards for appropriate, desired behaviors and punishment for undesirable behaviors in the classroom (Laureate Education Inc., 2008) seems to be a widely accepted practice in the classrooms today. Some of the instructional strategies described in the resources this week aligned with the principle of this theory quite well—many of the resources include activities that provide students with immediate feedback, which is an important component of the theory.
For example, many of the activities available on Classroom.JC-Schools.net are very game-natured. Not only does the game-nature offer immediate feedback but it also stands to motivate students. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward mastery” (Pitler, 2007, p. 195). Another great attribute of the resources this week is that even though they seem drill and practice in nature, they offer a fun alternative to the sometimes excrutiatingly boring but much needed extra practice in areas students are lacking skills. Research states that it can take up to twenty-four practice sessions for students to achieve 80% competency with a skill (Pitler, 2007, p. 188), and these available activities offer the necessary repetition to master a skill.
Another issue addressed with the provided instructional strategies is the need to encourage students and build self-efficacy. With the reward system supported in the behaviorist theory and the nature of the activities provided, students will find relatively easy success. “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, 2007, p. 155).The experience of success will encourage students to continue working and improving in their weak areas—effort and motivation will likely improve drastically.
RESOURCES:
Laureate Education, Inc. (Producer).(2009). 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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I completely agree with the idea behind reinforcing effort and increased achievement within the classroom. When students conciously put forth a good deal of effort, even if it is something they do not think they can do well in, they will show an increase in their achievement. There are many students who think they can't do well on a project, and simply do not turn it in. As Pitler, Hubbell, Kuhn, and Malenoski (2007) point out, "a powerful way to convince students that effort is truly tied to achievement is to show them data. When students see that others have faced many of the same difficulties they have, and achieved goals with strong effort, they too can see the connection between effort and achievement" (p. 161). When students are taught how to asses their level of effort in relation to the level of achievement they are obtaining, these same students will begin to take a greater responsibility for their own learning, and gain a great deal from doing so. A great resource for more information on reinforcing effort, and links to websites that aid in creating rubrics and positive reinforcement activities is: http://gets.gc.k12.va.us/VSTE/2008/3effortandrecognition.htm.
ReplyDeleteThe website you mentioned provides great reinforcement for students and goes a far in aiding students to grasp concepts. It is evident that though teachers employ a number of theories to teaching and learning, strategies presented in behaviorist theory is widely use by most teachers, for most of us it is without our knowledge.
ReplyDeleteEncouragement and motivation largely enhance teaching and learning. It is a fact humans thrive on attention and praise, when both are given results reap are extensive.
I have only just realized that all along I have been a large advocate of behaviorist theory. We often reward desirable behavior while punishing undesirable one in an effort to suppress them.
Erin- I too have had little exposure in regards to the behaviorist learning theory. I recall learning about it during a psychology class and that's it. However, I do find myself using the theory in terms of behavior modification. Since I recently had three computers added to my classroom I am now on the hunt for drill and practice activities for the students to complete if they have any extra time. Only having students in the classroom once a week makes learning a difficult task to complete in the art room. Thankfully, our computer aide has a web site where the students can access educational art sites to practice out side of the art room. I would also like to keep track of students’ effort in the art room. Every unit it seems that there is one student who rushes to get done first and I know they could put more effort into their artwork. Maybe designing extension activities or having them fill out a rubric that rates their effort will help students see the connection between learning and effort.
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