Behaviorism in Practice (6711)

Behaviorism as a learning theory emphasizes changes in behavior that result from stimulus-response (Orey, 2001) Skinner’s operate conditioning is the rewarding of part of a desired behavior,  in hopes that they would repeat the desired behavior(Orey, 2001).   As stated in Using Technology with Classroom Instruction that Works (2012), people attribute success to different sources, innate abilities, assistance to others, luck, and effort (Pitler, Hubbell, & Kuhn, 2012).  Of the four, effort is the most useful attribute.  Because of this reinforcing effort is highly effective for motivation in learning and achievement. Some of the recommendation for practicing reinforcing effort should include teaching the students about the relationship between effort and achievement, guide students with an understanding of what it means to expend effort, and expect students to keep track of their efforts and achievements (Pitler, Hubbell, & Kuhn, 2012).  There are many technological tools to aid in the reinforcement of effort.  One example can be a reflection of the amount of effort demonstrated with the use of a rubric. A simple, easy to use, customizable rubric can be created using the RubiStar website at http://rubistar.4teachers.org.

Providing recognition when applied with a mastery-orientated approach and is perceived as sincere, while promoting self-determination and encouragement among students, can promote student engagement, and decrease behavioral problems (Pitler, Hubbell, & Kuhn, 2012).  Providing recognition must be done appropriately as not have a negative effect on intrinsic motivation. One recommendation are to promote a mastery-goal orientation that is to praise them as they are on their way to reach a goal. For example, if they are to read a chapter book on their own within a month, praise can be given after a few chapters of completion. Teachers can also provide praise that is specific with expected behaviors and behaviors.  They can also use concrete symbols of recognition (Pitler, Hubbell, & Kuhn, 2012).  The students in my class are signed up for Edmodo.  Edmodo (https://www.edmodo.com) is a safe, education friendly, social networking site that allows communication between students and the teacher. Within this website I can award badges for praise in various recognitions.  I can award a badge for students who help other students on their homework, ask good questions, or complete voluntary assignments within the site.

Repetition, one of the four key principals of behaviorism can be met through homework and practice. (Pitler, Hubbell, & Kuhn, 2012).  Having the students practice a skill or concept enhances their ability to reach the expected level of proficiency.  This can be done by designing homework assignments that support academic learning and provide feedback on assigned homework (Pitler, Hubbell, & Kuhn, 2012).  Practice is effective when students reactively required recall material through quizzes or self-assessment.  It is more effective when they are asked to practice more than one skill at a time.  Practice concepts should be identified and communicate the purpose of the activity.  It should be short, focused, and distributed over time and feedback should be given back in a timely manner (Pitler, Hubbell, & Kuhn, 2012). Practice could take on many different forms, not just in pencil and paper form.  A Jeopardy presentation can be created to present a series of review questions in a categorical format, or specific math skills can be practice on the internet with various mat websites.  XP Math (http://www.xpmath.com) is a mathematics website that is aligned with Common Core State Standards that my kids love. You can sort the games by topic or grade level to find the activity that meets their needs.

Students tend to work for things that bring them a positive feeling.  They change their behavior to satisfy the desires they learn to value.  Behaviorist technology, like tutorial websites and textbook activity support, has allowed students more access to activities that can adjust their behavior to match the needs of the desired behavior which allowed for frequent practice in varied context (Smith,1999)

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page  Section: Multiple Intelligences and Learning StylesK

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/