If you are like me, when you hear the term behaviorist theory of learning, you think of Pavlov’s dogs and B. F. Skinner. I also think of classroom management strategies and teaching acceptable behaviors. I rarely think of this perspective on learning as it relates to learning academic content. This week however, we were introduced to two instructional strategies that displayed behaviorist principles and technology.
The first strategy, “Reinforcing Effort,” was an eye-opening lesson simply because it has dawned on me to teach the importance of effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I stress the importance of trying, but not how effort can improve your achievement. This strategy teaches students how to track their effort and achievement with spreadsheet software. The behaviorist theory behind this strategy is that when students see the positive correlation between effort and achievement, they will change their behavior and put more effort into their school work. I think this lesson is extremely powerful. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, et al., 2007).
The second strategy focused on homework and practice, which could be considered a behaviorist strategy. If you complete your homework, you get good grades a positive reinforcer. The authors suggested that technology provided numerous resources for “drill and practice” (Pitler, et al., 2007). Dr. Michael Orey would disagree with this statement, saying that technology is more effective when these activities are limited (Laureate Education, 2009). I believe there are numerous internet sites and software programs that can reinforce content, but I agree with Dr. Orey, they should not be used for remediation or repetitive drill and practice. I have witnessed this phenomenon and it turns students away from valuable resources.
In summary, I believe there is a place in the classroom for behaviorist methods. With the advances that technology brings to the classroom and how it can support behaviorism, we can only wonder if this theory of learning’s pendulum has swung back to a more favorable position for making sense of how learning takes place.
Resources:
Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. 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.
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Lee, do you think that the "drill,practice, remediation" approach is best for "at-risk" or severe behavior students? Do you think that there are many kids in schools who would probably function better just learning off the computer, so they stay in school and graduate?
ReplyDeleteActually, I think much of this drill, practice, and remediation is what turns the at-risk kids away from school. I think at-risk students would benefit more from previewing material via tutorials and online applications.
ReplyDeleteOK Lee, maybe I am one of those people who only thought of Pavlov's dog...and even how I trained my own dog! I do think there is a place for behaviorism in classroom routines and even as we read about in homework and reinforcing effort, however, since behavior only focues on behaviors that can be seen, I think it does little to explain complex high level thinking. I was helping my daughter with her calculus homework the other day, and thinking this is simply not learning that the Behavioristic model could explain.
ReplyDeleteHi Lee, I see how behaviors can improve in classrooms that are well equipped with educators who are versed efficiently in up-to-the minute learning opportunities for their students. But, I guess I'd never looked at it like Beth said-that behaviors can only be seen, but for critical thinking, maybe sometimes repetition, skill, drill, and practice can help with that. Students must first be taught explicitly about the lesson, and then guided through with the aid of a teacher, parapro, or even another student. Then, hopefully they will be able to apply this knowledge. I really think the behavior of students learning changes when they know they've got fun and challenging resources to pull from.
ReplyDeleteAs with Beth and Angie, I too agree that there is a place for behaviorism within the class room. I am an art teacher in the middle school level and my students are 6th - 8th grade students. That means that I have three years to get these students artistic ability ready for high school art classes. The drill, repetition and practice is essential within my classroom; but to a point. As with this week's readings, the strategy that helps the most in my room is the "Reinforcing Effort". If the child fears failure, take away the chance for failure. But it is a hard act to juggle with the consent repetition and practice the kids must go through.
ReplyDeleteIn the end, it is up to the students to which learning style that feel the most comfortable with in my class.