Hello Everyone,
After analyzing two strategies addressed in Using Technology with Classroom Instruction that Works, I learned about the correlation between technology and strategies that reflect the behaviorist learning theory. Behaviorists focus on external, measurable behaviors and believe reinforcement and punishment manage the skills, behaviors, and knowledge of others (Lever-Duffy & McDonald, p. 15). I discovered that behaviorism and technology are embedded in the two strategies, reinforcing effort and homework and practice discussed in the text, Using Technology with Classroom Instruction that Works.
Behaviorism and technology are reflected in learning strategies that encourage the connection between a student’s effort and achievement. The “Reinforcing Effort” chapter in the textbook suggests teachers stress the importance of effort and encourage students to keep track of their own effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, p. 156). Students tend to connect their success or failure with external factors, and in order to change a student’s frame of mind, teachers must educate students on the connection between effort and achievement because it is not an innate characteristic (Pitler, Hubbell, Kuhn & Malenoski, p. 156). The textbook suggests teachers encourage students to keep track of their own effort and achievement through the use of rubrics or spreadsheets designed with the use of technology. I prefer the use of a rubric as a self-evaluation strategy for students. Using self-evaluation strategies helps students make direct connections between their behaviors and achievement. Through the use of a rubric, students take more responsibility for their actions and see the direct correlation between their achievement and effort.
Behaviorism and technology are also reflected in homework and practice strategies described in the textbook. Dr. Orey (2010) explains the connection between “skill and drill” strategies and behaviorism, which is reflected in the homework and practice strategies in the text. The “Homework and Practice” chapter describes strategies that use various technology-based programs and websites to help facilitate learning while reflecting the behaviorist learning theory. Such programs and websites provide automatic, timely feedback that helps students become more proficient in their skills (Pitler, Uhbbell, Kuhn & Malenoski, p. 188). However, I believe these programs should be used as remedial tools to help reinforce a concept, not as the primary learning tool. As a Language Arts teacher, I found the use of Microsoft Word as a research tool most interesting. While word processing is the most common use for the program, Microsoft Word is an application that narrows the results of a search better than an application such as Google (Pitler, Uhbbell, Kuhn & Malenoski, p. 189).
Prior to this week, I believed the only use of the behaviorist learning theory was through classroom management plans. However, now I understand the significant role this learning theory has in schools today. Through the use of various technology tools, teachers also incorporate behaviorism in their classrooms everyday. I hope to utilize many of the technology-based strategies discussed in the class text to help facilitate learning in my classroom.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore , MD
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston , MA
Pitler, H. Hubbell, E. Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
Amanda Skilliter
Amanda,
ReplyDeleteI also thought of behaviorism as managing classroom behavior. When I think of the term conditioning I think of molding our students into promoting positive behaviors. I never thought of it as a reinforcement strategy. After watching the video and reading the required material, I learned that behaviorism is alive and well in my school (3rd-5th grade). We have adopted several programs for our students to complete during their forty minute enrichment period. Our students utilize the sites- V-Math, Compass Learning, and Study Island as a reinforcement tool. They have access to them at school and at home so they may continue to practice.
Rubrics are an excellent tool for students and teachers to use in the classroom. I also use rubrics as an assessment tool. It gives students the guidelines they need to construct a project and enables me to provide immediate feedback. Students need to be able to see what we expect of them. When students receive the guidelines they are given a chance to be successful. Once students experience success for the first time, they are more willing to put forth the effort to continue this pattern.
I have to admit that I really did not think about the behaviorist learning theory beyond classroom management either. It was interesting to see just how it can be used for education reinforcement. There are numerous excuses that I hear coming from students' mouths about why they cannot complete an assignment. Therefore, I approached one of the math teachers about having the students keep a spreadsheet of their grades and effort so the students can see the relationship between effort and achievement.
ReplyDeleteAs a computer teacher, I do not assign homework, but I do feel that reinforcement through technology is a great way for students to learn. Tutorials can offer some of this reinforcement to help guide students, but it is still necessary for teaching to occur. When it is not overdone, using technology for reinforcement is effective. It is a way to enhance the learning.
After reading about other strategies of behaviorism, I shared the effort/achievement chart with one of the 8th grade math teachers. She was definitely curious about it, so we decided to give it a try. Because I teach computer, the students will create a spreadsheet of their grades and effort in my class. They will then make a chart to see the relation between their effort and grades they earned on tests.
ReplyDeleteWhen reinforcing effort, I, too, believe that the rubric seems to be an integral part of the effort and achievement strategy. Do you currently use rubrics with your students, and if so, do you find that students are hard on themselves or fair when they use a rubric? Maybe it is something that takes a little practice.
I was of the same belief that behaviorism had not other place in the classroom than using it to teach students, well...how to behave! This week's reading definitely changed that and opened my eyes to behaviorism's uses in other areas of teaching.
ReplyDeleteI also agree with you regarding having students use rubrics to keep track of their own effort. If they are "grading" themselves on how much effort they put into their own learning, there is a little more accountability on the part of the students. I am hoping to implement this type of strategy with my freshmen in my Algebra 1 classes. Hopefully they will make the connection between how much effort they put into class and how well they do...and leave behind the, "...well, my mom was not good at math, so I don't have a chance," attitudes.
Amanda,
ReplyDeleteYou made an excellent point about using rubrics for students to understand the connection between effort and results. I use rubrics for almost all assignments. We review the rubrics for expectations when the work is assigned. While I do use a rubric for students to evaluate their own effort at the end of a project, I hadn't thought about incorporating student rubrics earlier in the process. I'm going to start using a rubric at the beginning of the project to encourage effort. Great post.
Amanda, I agree that students should keep track of their effort and their results. This is a great tool to show students that the harder your work the more likely you are going to succeed. I was wondering what you would do if a student puts forth a lot of effort and does not improve. What would you tell that student?
ReplyDelete