This week, I have been reading resources for my current masters class (Bridging Learning, Theory, Instruction, and Technology) about Behaviorism Learning Theory and instructional strategies that support the Behaviorism. Behaviorism Learning Theory is based on the fact that students learn through stimuli they receive to their actions, answers, statements, work, etc. Stimuli can be verbal or non-verbal responses that are either positive or negative. Positive responses are when something is added and negative responses are when something is removed (Standridge, 2002).
One instructional strategy discussed in chapter 9 of Using Technology with Classroom Instruction that Works was “Homework and Practice” (Pitler, et al., 2007). “Homework and Practice” gives students opportunities “to deepen their understanding of the content and to gain proficiency with their skills” through multiple exposures (Pitler, et al., 2007, p. 187). Before homework can be assigned, there needs to be an established homework policy that outlines the expectations and any rewards and consequences for either meeting or not meeting those expectations. Once homework is completed, it needs to be given an immediate response so that students can correct mistakes before the process and concepts are concretely stored in their brain. Rewards and consequences as well as responses are key components of Behaviorist learning theory. Technology provides resources for additional instruction through tutorial programs and additional practice through drill programs. Technology also supports Behaviorist learning theory by offering immediate positive or negative responses that allow the students to continue with their learning and practice. For students to become proficient in a concept, they need to practice the same concept multiple times using different strategies.
Another instructional strategy discussed in chapter 8 of Using Technology with Classroom Instruction that Works was “Reinforcing Effort” (Pitler, et al., 2007). “Reinforcing Effort” develops a “students’ understanding of the relationship between effort and achievement” by having students look at their beliefs about learning (Pitler, et al., 2007, p. 155). Technology offers many ways to help students see the relationship between effort and understanding. One example is to use Microsoft Excel to create a spreadsheet that would allow students to gather weekly data regarding their effort and homework scores compared to their quiz results. The students would be given a rubric for grading themselves on their effort. After entering the data into the spreadsheet, students would be able to view the information visually as a graph. This method of tracking effort and achievement (homework and quiz scores) allows students to receive non-verbal responses by being able to see the correlation between effort and achievement. Non-verbal responses are an example of stimuli that is a key component of Behaviorist learning theory. This strategy is new to me and I hope to implement it in the fall. It seems this strategy will support my statements in the classroom that learning takes effort and does not occur by just sitting in the desk in a class.
In my classroom, I plan to use the key components of Behaviorist learning theory to support learning. Students will be encouraged to keep completing homework, to keep putting forth effort, and to keep learning by receiving stimuli in the form of positive and negative, verbal and non-verbal responses. My hope is that the external responses and stimuli will lead to the development of internal stimuli for the student regarding success not only in my class but in all their classes and in life beyond school.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-continent Research for Education and Learning (McRel).
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 5, 2010, from http://projects.coe.uga.edu/epltt/
I like the idea of using an excel spreadsheet to gather data and compare effort to assessment results. In this week's resources I was most interested in the effort rubric. It looks like a great tool for self-reflection and to measure effort. Have you ever tried quantifying effort other than assignment completion or assessment comparisons?
ReplyDeleteI too was interested in the effort rubric in this week's resources. Previously, I have not tried to quantify effort other than assignment completion or assessments. In the 2011 - 2012 school year, I would like to introduce this idea on a weekly basis. It seems to me that high school student could see the correlation between effort and achievement. A problem I see is being able to have access to computers for my students every Friday. I only have one student use computer in my classroom. I was thinking about the possibility of having students record their data on paper and then maybe access a computer lab every couple weeks. Do your students have access to computers in your classroom?
ReplyDeleteI only have two student use computers in my room and it is difficult to sign out the laptop cart. I think recording on paper and transferring to the computer at a later date is a good idea. It would be a lot of effort to sign out the cart, pass out the computers, and record effort on a daily basis.
ReplyDeleteUnless I was able to have a classroom of 30 computers, I think recording effort on a daily basis would be difficult. I think that recording students data on a weekly basis would be great. As you have stated, it may be more realistic to work data on paper due to the difficulties of accessing enough computers for the whole class.
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