Behaviorist learning theory centers on encouraging behaviors that are desired and discouraging unwanted behaviors. Dr. Orey explains, “Reinforcement is more powerful than punishment” (Laureate Education Inc., 2008). The behaviorist philosophy is especially effective in classroom management, however there are numerous academic applications as well.
Technology resources that are based in behaviorist theory enable students to extend their learning by working on activities at a more complex level. Websites such as http://classroom.jc-schools.net/basic/math.html can be used by teachers for differentiation to meet students’ varying readiness levels in math. Students can use websites such as this one at home to review for a test or to study a topic of interest on a concept not yet taught in class. Online tutorials and practice problems can provide additional support in a different format or provide the opportunity for students to study an area of interest. There are extensive topics available, from learning keyboarding skills http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/ to physics review http://www.dctech.com/physics/student_help.php. An additional benefit to behaviorism-based technology is that students can work at their own pace. When students participate in an online tutorial or practice concepts on a website they are actively engaged, have opportunities for practice, and receive feedback on their progress and accuracy quickly; several important components of behaviorist theory as described by Hartley (Smith, 1999).
Beyond providing individual support or offering opportunities to study areas of interest independently, the use of technology can be correlated with behaviorist theories in additional ways to support education. Spreadsheets can be utilized to illustrate the effect of effort on academic success. When students document the amount of time spent studying or working on assignments, as well as resulting grades on the assignments, they have data and a visual to show the relationship between effort and grades. This documentation can be used to encourage or reinforce effort, as well as show students how they can control the outcome through hard work, supporting behaviorist theory (Pitler, Hubbell, Kuhn, & Malenowski, 2007). Word processing features that analyze the reading level of writing can be utilized to encourage students to use stronger vocabulary in their work. Additionally, dictionary and thesaurus features can guide students in better understanding vocabulary (Pitler et al., 2007). These features encourage students to increase understanding or work at a more complex level.
Technology resources supported by behaviorist theories have varied classroom applications beyond classroom management.
Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The behaviorist orientation to learning. The encyclopedia of informal education, Retrieved 07 05, 2009, from http://www.infed.org/biblio/learning-behavourist.htm
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I would be cautious in overusing websites and other online resources that may have been bourne out of behaviorist idealogies. Behaviorist strategies lose their impact as soon as the reinforcer ceases to be motivating. At my school we use a online resource that seeks to provide tutoring for the graduation test. It would be right at home among the resources for this week. After the students answer a set of questions with the proper percentage they receive a small "reinforcer". This token stops being a motivator very quickly. It is no longer important for the majority of students to reach this level. This can be very typical of other tutorial resources. When selecting strategies and techniques I think it is important to be aware of what behavior we are encouraging. If we want our students to finish a drill five times as oppossed to increasing their accuracy we may need to provide a different type of reinforcer. A colleague (and mentor) of mine who has teaching Pscyhology alongside me for pushing twenty years always makes an effort to point out that the reinforcer has to be provided immediately after the desired behavior. Some strategies like the effort vs. higher grade lesson do not provide immediate reinforcement and therefore are not truly behaviorist in nature.
ReplyDeleteHave you used any of these online resources? If so, which ones do you find helpful? If not, do you think you would use this in the future? I do like the idea of the data and charts and may possibly use it in the coming year. What suggestions would you give for a teacher who has a student who appears to be putting forth the effort but is not seeing the academic achievement?
ReplyDeleteThe only real experience I have with these online resources is the one I mentioned before. My nervousness is a general one. I feel that teachers need to be very observant when using a behaviorist style website. Once it seems that the motivation is drying up a new strategy needs to be found. I like trying new things so I can see myself using something like these and discovering for myself if they work.
ReplyDeleteAs far as the effort vs. grade strategy is concerned we need to be very careful. If you are using the strategy at the beginning of the year before report has been established showing a fictional spreadsheet may be appropriate. I would also include something other that effort in this lesson. Sometimes effort and grades are not positively correlated. Maybe including a column for prior knowledge or personal interest may show the correlation we want. To be honest, since there is such a level of risk or failure in this idea I probably will avoid it. There are other methods of teaching this concept with far greater chances of success.
I think a balanced approach in using resources is important for students. While I wouldn't use any of these as the sole resource in teaching, I do think there are settings and times in which these behaviorist resources could extend or reinforce the curriculum. I agree that it is vital that educators look carefully at resources and consider the advantages and disadvantages of each one.
ReplyDeleteI like the idea you shared about incorporating another element beyond effort into the spreadsheet. I have students that can be successful with little effort. Perhaps, this activity would be more effective on an individual basis with a student who might be underachieving.
Carolyn
Christi,
ReplyDeleteI have not used the websites listed with students, but I might share the math site with classroom teachers as a possible resource for their students. Although I think it could be effective with any of their students, the tutorial and feedback aspects could be used by their gifted students for acceleration of concepts.
Carolyn
The comment you made about the spreadsheets showing the relationship between effort and grades I believe is the most beneficial aspect of the task. When students start to complain or question their grades an up-to-date spreadsheet with teacher feedback would be a great reference for their questions. Along with keeping the spreadsheets current, teacher feedback is a must. In order for a task to be effective, I believe it must be utilized and monitored by both the student and the teacher. Students crave teacher reflection and approval; and in order for the spreadsheets to be valuable both must be involved in the operation. Have you ever used this method?
ReplyDeleteAlso, the websites you posted do you use them in the classroom or have you just explored them? In my school we do not have enough computers for quick, frequent availability so this is something that is not feasible in my teachings.
Stephanie Coultrip
Hi Stephanie,
ReplyDeleteI have not used the spreadsheet method to track effort and grades although it is an interesting idea. I agree with your thoughts on teacher input in this process. A short conference to discuss the data from the spreadsheet could be very effective and help form that positive teacher/student relationship.
I have not used the websites listed above, I explored them for this class but was impressed with the variety of activities and topics covered by the various websites.
Carolyn
I do like the online/computer tutorials. They, as Dr Orey said, give the student instant external feedback on thier progress. This is the central belief of behavoirism.
ReplyDelete