Aspects of the behaviorist learning theory can be found in every classroom. Students are naturally inclined to exhibit positive behaviors when consistently rewarded with a desired response. According to behaviorists, behaviors can be unlearned and replaced by new behaviors (Orey, 2001). The students in our classroom arrive with various levels of intellect, abilities and experiences; however, the one factor that is within a student’s control and plays a large role in individual success is effort. If teachers can condition students to exhibit greater amounts of effort by demonstrating how effort correlates with achievement, undesirable behaviors will change and learning will increase.
In Using Technology with Classroom Instruction that Works, the authors provide instructional strategies that utilize technology to teach students about the importance of effort. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al., 2007, p. 156). Through the use of an Excel spreadsheet, students can be taught how to rate their level of effort based on a rubric, record their information, and compare their level of effort to their test scores. Viewing several weeks of results helps to give students a clear picture of how their grades can positively and negatively be affected by the level of effort exhibited prior to a test. Such an activity supports the behaviorist learning theory as “[s]tudents need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement” (Pitler et al., 2007, p. 159). Behaviors can be changed if teachers can explicitly demonstrate the implications that behaviors, such as effort, have on one’s level of achievement.
The concept of drill and practice is highly debated in today’s schools. Although all teachers agree that repeated practice is necessary for retention of skills, the argument lies in where such practice should take place and in which form. Advancements in technology and software have given teachers the ability to differentiate practice by allowing students to practice skills through various forms of multimedia. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery” (Pitler et al., 2007, p. 192). No longer are the days of boring repetitive practice. Today, students can practice and refine skills in a manner that is appealing, individualized and provides immediate feedback.
According to Dr. Orey, “Behaviorism is used everyday throughout everything we do” (Laureate Education, Inc., 2009). Teachers should employ technology as a stimulus to increase the likelihood of positive behaviors and student success in the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 4. Behaviorist Learning Theory. [Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Bad News- The Game
3 months ago
Erika,
ReplyDeleteIt is not always easy to get students to understand the effects of their effort when it comes to academics. Sure teachers can preach to students how they need to study and practice more to achieve desired grades, but putting forth effort is sometimes hard for students to understand. But, with new technological resources that are available, teachers have powerful tools they can use to help track, record, and analyze effort and its effect on academic performance. When students get to see data on how their effort can effect their performance, hopefully their behavior and effort level will change.
I also believe that certain forms of drill and practice are certainly necessary in schools today. In math class, students need to master addition, subtraction, and multiplication facts. Instead of using a paper and pencil method of practice, a teacher could find a computer based program that allows students to practice their skills in an interactive and engaging way. Also, like you mentioned, when you practice skills using technology, there is immediate feedback and assessment of what has been completed. This is very important, especially with younger students who are just learning basic skills.
-Jonas
Erika,
ReplyDeleteI do believe that teaching students how to track their own efforts using rubrics, spreadsheets, and charts in order to connect effort with achievement levels has great potential. It is something that I would love to try with my own students. At the risk of sounding pessimistic, however, I am certain that I could predict which of my 7th - 9th grade students would find the technology exciting and motivational, initially, but who would eventually forget about the results of these efforts and fall back into old habits. This type of tool needs to have some kind of long-term motivator and follow-up attached to it in order for it be truly effective in the long run. What are your thoughts about its long-term effectiveness? Thanks for an interesting, well-organized post.
Susan
In education there are a lot of practices that are effective in the classroom. Many times we as educators are forced to change some of the practices we find successful for new ones that have not been proven reliable but is the new trend. This is why teachers have to be very careful what practices they implement into their classroom.
ReplyDeleteWhen it comes to behaviorism learning in the classroom I do feel that there is use for it. Many students needs rewards and incentives to be motivated do the work required. Children are no different than adults sometimes as adults it takes a little bit of incentives to get us motivated. I also feel that behaviorism learning can not be the only practice we use in our class. When you know your students you are able to implement the right practices that addresses the needs of your students.
Erika,
ReplyDeleteI am sure you use a reward system since you teach kindergarten. What types of rewarding do you have? In high school I have noticed that students are not as easily persuaded with rewards like they are in their younger days. Coming up with new options can be a challenge at times.
Since we have been discussing amongst colleagues in this course, it appears that the topic of testing has always come up. We are in the middle of state testing this week and many of the ideas concerning behaviorism have come to mind. Drill and practice, rewarding, and the many other areas of behaviorism can all be debated as to their success. I have been wondering about IEP students though. It seems that we naturally lean towards students who are capable of effort. How would you balance this with a very low-level IEP? The effort they put forth may be completely different from the majority of the class. For me, the mastery of effort can be categorized differently for these students since we have already made exceptions for them. The reward system can also be altered but I find that behaviorism is an excellent method to use for them to demonstrate advancement in their learning. In most of my IEP students, drill and practice would not apply because many of them have trouble retaining information. Even through repetition it can be difficult for these students who have learning disabilities.
Inclusion has been great in my class and worked very well for the most part. Questions like this come up and can put the job of a teacher to the test. So in conclusion, like your kindergarten students who may be learning basic skills, I believe the same techniques can still be used at the high school level also. What are your ideas about helping IEP students who need to learn those basic skills?
Although preached to death about effort and achievement, I have never actually considered the idea of charting both effort and achievement. In fifth grade, I feel that the majority of my students may make that connection. Activities such as the ones we have read about may help students develop motivation on an intrinsic level, a level that we as teachers desire students to have.
ReplyDeleteI agree with you that students come with all different levels of intellect, and one thing that all students can put forth is a strong effort. A question I have, not so much for you, but to everyone, is what happens to those students who put forth a solid effort and still do not see high levels of achievement?