Application Week 2 ~ Behaviorism in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology
We shouldn't teach great books; we should teach a love of reading. ~ B.F. Skinner~ (Brainy Quote, 2009).
I believe that effective teachers use a variety of methods to enhance the learning environment. This week’s resource discussed two of the nine categories of instructional strategies. The first was reinforcing effort. By reinforcing effort students are able to make connections between their effort and achievement (Pitler, Hubbell, Kuhn and Malenoski, 2007). The other category was homework and practice. Students need to be given the opportunity to practice what they have learned in order to make connection in their brain (Laureate, 2008). Both of these strategies reflect the behaviorist model of reinforcing a desirable behavior and repetition (Laureate, 2008). The strategies this week included a variety of technology ideas.
It is important that students have a way to track their effort and achievement (Laureate, 2008). In my class I emphasize the importance of giving 110% effort on every assignment. I think it is equally important that my students understand how they derived at the answer. At the beginning of the year they just want to give the answer and not explain the steps it takes. I spend a few weeks modeling how to explain, “how I did a task”. I believe this helps to cement the information they are learning into their brain (Laureate, 2008).
Using a spreadsheet to track student’s effort is an excellent way to give them a visual model of their achievement (Laureate, 2008). I also think its important to let my students know my expectations. In the front of my classroom I have a grading rubric that explains what behavior is expected to earn each grade. At the end of the day my students grade themselves using this system. It amazes me how hard they evaluate themselves. I liked the effort rubric that was presented in our resource. I think my students achievement would increase if they noticed a correlation between their effort and increased achievement. Another use of technology that I liked was the Survey Monkey (www.surverymonkey.com) (Pitler, Hubbell, Kuhn and Malenoski, 2007). This tool would enable me to track and survey how my students view themselves as learners. I can envision many different applications for this program.
I have struggled with what type of homework to give to my students since I started teaching. At present my homework is typical reviewing math concepts, spelling and reading comprehension. These are skills my students need to practice. Practicing is a strategy that the behaviorist theory advocates (Laureate, 2008).
Homework is given on Monday and expected back on Friday. My homework is graded primarily on effort. Unfortunately, some of my students never turn in their homework or if they do, it is only half way finished. Also, my students’ parents sometimes do the homework. I do establish a homework policy at the beginning of each year and I communicate my policy during open house (Laureate, 2008). I believe that my students do not understand the significance of completing their homework and the impact it has on their achievement. I also dislike the amount of paper and time it takes to send home homework that isn’t being completed.
I understand that requiring my students to have access to a computer and possibly the Internet is difficult for some students but I have found that most of my students have some type of access to technology. Next year I want to give my students different technology options to homework assignments. I will utilized Spelling City (http://www.spellingcity.com/), Raz-Kids (http://www.raz-kids.com/ ), and Everyday Math online games (https://www.everydaymathonline.com/ ). All of these programs will give my students immediate reinforcement and a fun way to practice. I will create an alternate plan for students without technology access.
Another way my students use technology to practice skills they have learned is through our Smartboard and clickers. We just received the clickers last week and my students really enjoy the interaction. They also like the feedback they receive after an assessment.
Reinforcing effort, homework and practicing strategies have components of the behaviorist learning theory. The most noticeable correlation is the emphasis on rewarding a desired behavior. It also gives students many opportunities to practice skills they have learned. By infusing technology into these strategies, the 21st century students will be motivated to increase their achievement and over all success.
References
Brainy Quote. Retrived on May 10, 2009, from http://www.brainyquote.com/quotes/authors/b/b_f_skinner.html
Laureate Education, Inc. (Producer). (2008). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program four. 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 that works.
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