Behaviorism in Practice

According to Dr. Orey (Laureate Education, 2008), the behaviorism learning theory is based on operant conditioning, with two primary mechanisms. One mechanism focuses on the reinforcement of desirable behavior, which provides rewards to students. The second mechanism punishes the undesirable behavior by either not offering a reward or ignoring the unwanted behavior. One way to help students perform desirable behaviors is using the reinforcing effort strategy. This strategy helps students understand that they are the ones in control of their learning and helps monitor their achievements. “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to Pitler, Hubbell, Kuhn, & Malenoski, (2007), one way in which effort can be monitored is by creating a spread sheet in Excel to record their efforts and achievement. Although I have not used this strategy with my students I believe it can be effective. Since elementary school students don’t keep track of their grades, using this tool can be valuable as they could see their grades. If students are aware that they are failing, they might be motivated to try harder to bring up their scores. This reinforcing strategy correlate to behaviorism as students can be rewarded for improving grades (desirable behavior).

Another strategy that correlates with behaviorism is homework and practice. This strategy is based on drill and practice needed for mastery of skills. Thanks to technology this strategy can be more engaging, fun and meaningful than just a simple worksheet. Today there are multiple sources; web-based or software applications that support practice and mastering of skills on every academic subject. “Web resources allow students to practice concepts and skills repeatedly from their homes, during a study period, or even as an anchor activity in a differentiated classroom” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One of the advantages of using this type of technology resources is the immediate feedback students receive, which is not always possible when the teacher grades papers. Knowing the results of their practice right away can help students focus on the specific area that needs improvement. One disadvantage I see with the use of technology as suggested is the digital divide. Although all students might have access to the same resources at school, not everyone have access to a computer or internet connection at home. Thus, not everyone have the same learning opportunities, which might translate in lower achievement for those in disadvantage.

Use of technology to learn and master skills is one thing my students enjoy in my classroom. In the Using Technology with Classroom Instruction that Works textbook, there is mention of programs such as Starfall and BrainPop, that I currently use in my classroom to reinforce practice of skills. Starfall is an effective program to help my low level readers acquire skills needed to fill their reading gaps; and BrainPop reinforces my lessons with a video clip, followed by a quiz. The use of technology in the classroom is effective not only for drill and practice but also to introduce new concepts. For example the use of video clips is more powerful than listening to a lesson since students are using more senses to get the information. Technology is great! We all need to use it in our classrooms to help our students succeed.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program number four. Behaviorist learning theory. 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.