As I was reading and listening about the Behaviorist Learning Theory and Operant Conditioning in this week’s assignment I was reminded that this was not new information to me. As I read the facts my memory was jogged and I was back in my Psych 101 class. There, names like B.F. Skinner, Watson, Pavlov and others were often mentioned. I was reminded, however, that what I carry out in my teaching was directly connected to these theorists.
The Theory of Behaviorism stressed that positive outcomes are more likely to occur when rewards or reinforcements are given. The authors of Using Technology with Classroom Instruction that Works go even further to say that rewarding effort yields the most success (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One strategy for this type of reinforcement would be to teach students the value of effort and then have them individually keep a chart to record their effort and accomplishment. After being first being introduced to an “effort” rubric, students would learn to integrate spreadsheet software to gauge and track their successes. This type of system is easy to learn and uncomplicated for even youngest students. Having a visual to be able to correlate their effort to their achievement, students would be further motivated. Not only is this technique valuable to students, but it would also be way for teachers to address areas that are not being successfully met.
Behaviorism can also go hand-in-hand with homework. While pencil–paper homework is essential in skill building, integrating students’ homework with technology not only builds skills, but “deepens their understanding of the content and gains proficiency (Pitler, et al). When students set some of their own goals while using technology for homework, it helps to clarify objectives, aids in organization and provides motivation (Pitler, et al). Project based learning is one strategy that can be assigned as homework in various ways. From word processing, spreadsheets, multimedia, web resources, and communication applications, homework can now be instrumental in helping students achieve proficiency in their skills. More engaging than the negative use of the drill and practice assignments, students might even find homework enjoyable (Laureate Education Inc., 2010a).
As teachers become more adept at integrating technology into their classrooms, students will be the victors. With more exciting assignments and projects aided by the use of technology they will be more engaged, motivated and enthusiastic about learning.
References:
Laureate Education, Inc. (Executive Producer). (2010). [Webcast] Behaviorist learning theory. Baltimore, MD: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Nadia.
ReplyDeleteI think you did very good job of summarizing this week’s learning ideas about Behaviorist learning theories and their occurrences in the classroom.
Like you, I was reminded of courses I took as an undergraduate, because, in many of those courses I learned about Skinner, Watson, and Pavlov. I am grateful that I had an underlying foundation of the concepts for this week, because it made understanding the ideas easier, and, helped me to focus more on how I have seen the Behaviorist theories actually used in my school. For instance, my use of skill and drill activities when reviewing and, my school’s use of a remediation type software called NovaNet, were examples of ways I had seen the behaviorist theories applied. Also, I realized that the whole process of rewards (like celebrations for students who do well) and punishments (like afterschool detention and referrals) were also behaviorist theories put into action. After reading your post, a few questions occurred to me that I wanted to ask. They are as follows:
While studying this week’s resources, did you notice any specific ways that behaviorist theories are adhered to in your school or your personal classroom?
What is your opinion of the use of rewards and punishments in school? Do you think teachers should reward students often or only occasionally? What do you think the long-term effects are on students who are rewarded often? (Especially when the rewards are given for behaviors they should already be displaying…like no hitting, or no carrying on conversations with classmates during lesson time) This is something I have thought about myself. I fear that if students are overly rewarded for “good” behaviors or actions they should already be adhering to, they will then begin to only do well if rewards are offered. What do you think?
Again, I thought you did a great job with your blog post.
Tonya Todd
Thanks Tonya. I use positive reinforcement in my classroom on a random basis and the students know this. They try their best to be the one that gets "rewarded". Do I think positive reinforcement is over used? Yes, for example all the players on a sports team getting a trophy when some barely participated. What does that teach?
ReplyDeleteNadia - I agree with you that positive reinforcement can cross a line of overuse, which can generate negative outcomes. Although well intended, I have seen "behavior plans" become so elaborate and time consuming that I think students end up seeing it as a system to work to their advantage. I agree that the random and generally more meaningful reinforcement helps keeps kids putting forth effort for the right reasons. Great post!
ReplyDeleteHi again Nadia.
ReplyDeleteI just wanted to thank you for answering my question, and comment that it sounds like you use positive reinforcements well in your classroom.
Tonya Todd