What does behaviorism in practice look like? Is this an approach I should use in my classroom? What technology can be useful in successfully applying behaviorism in my classroom?
What is the behaviorist learning theory? Behaviorism directly links with “observable and measureable aspects of human behavior (Orey, 2001). Behavior results in “learned habits” that are studied to understand how these habits develop. A major premise of behaviorism is that because behavior is learned, it can also be changed to reflect new behaviors. The major way in which behavior can be changed is through the use of rewards and reinforcement. “Advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones” (Orey, 2001). In observing student behavior, they typically will strive for behavior bringing positive feelings and approval from teachers and parents they look up to. Over time, they learn to change their behavior to reflect what they have come to value. Most of the time, students will steer away from choices that lead to undesirable outcomes and repeated perform behavior that developing habits when this behavior is repeated over and over.
“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). As a teacher reinforces effort, students begin to see the relationship between their effort and final achievements through a focus on their perspective and beliefs about learning. Not all students view effort as important, but can learn this through tracking their efforts and achievements. Spreadsheets and graphs in Microsoft Excel allow students to link their behavior with their effort. As they develop the understanding of the necessary output of effort, they realize the need to change their behavior. Survey results from online programs like Survey Monkey allow students and faculty to track the connections between effort and achievement.
As a rule, homework should reinforce and deepen a students understanding of curriculum content allowing them to gain a proficiency within the practiced skills. While homework amounts should vary among different age groups, one key element of successful homework practice is helping parents to realize the need for their minimum involvement. As a student interacts many times with curriculum content, they develop a proficiency with this skill. “Typically, students need about 24 practice sessions with a skill in order to achieve 80% competency (Pitler et al., 2007). Because students could possibly have errors in their work, teachers need to provide feedback so the correct behavior can be reinforced early in the learning process.
In considering the technology I reviewed this week, I can see a definite niche for this type of teaching strategy. Drill and practice, remediation, and traditional tutorial programs have a certain place in today’s classroom. While they should not be the main focus of instruction, these types of computer based programs allow for automatic feedback allowing students to learn from their mistakes and errors in such a way that are prompted to repeat the skill until they have mastered it (Magliaro, 52). Several of these types of programs my school subscribes to can be found below. I find these tools not only help reinforce the correct behavior, they also provide feedback through positive reinforcement. One of the main reasons my school has chosen these tools is because they can be accessed at school or home. Accounts have been set up for the school and/or each student that allows them the necessary practice sessions in Math, Science, Social Studies and Language Arts to achieve a necessary competency level.
The behaviorist learning theory can be recognized by teaching approaches, strategies, and technology that help change behavior through reinforcement and rewards. This strategy for learning and reinforcing learning can be found sprinkled throughout my classroom. While this is not the only approach used, it is a vital tool that allows students to develop curriculum competency. Here are just a few examples of technology I find useful in my class which apply behaviorism across our curriculum.
Explore this excellent blog: Examples of Behavior Analysis in Public Life. Especially enjoy the story about the “Rat”hletes and how the power of positive reinforcement leads to some amazing results: Rat Basketball at COSI Science Center.
References:
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Theories of Learning. March 29, 2009. Online video.
9 comments:
I agree that homework/skill practice is an essential part of teaching the content as you mention, but should not be the primary part of the lesson. What kinds of "homework" do you normally give your students. I know that you teach a different level than I do, but was curious as to what types of projects or assignments fit in with your setting. Also, do you think that the behaviorism model is more pronounced at the elementary and middle childhood levels in comparison to the high school level. Do younger students need more positive reinforcement and skill practice to teach a technique or concept? Just curious as to what your thoughts were.
http://www.tampabay.com/news/education/k12/with-positive-reinforcements-mittye-p-locke-elementary-turns-around/1076374
Great article, very interesting, another great web survey site I use for my surveys is http://www.websurveymaster.com/ it is similar to surveymonkey, but the result analysis tools are so must better and easy to work with.
Hope this helps!
Jake
Kitty,
I agree that there are times when minimal parental involvement in homework is needed in order for students to gain the skills necessary for working independently. However, I also believe that consistent parental involvement in student homework supports learning within the home as opposed to homework simply playing the role of repetition and reinforcement. In a home where parents are involved with assisting students in completing homework; are available for collaboration, assistance and guidance; and are current with the curriculum and classroom activities learning is fully supported and the students are more likely to succeed academically and socially. Homework that is designed to clearly articulate purpose and outcome as well as varies approaches to providing feedback, (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p188) provides students with such opportunities to practice subject matter and reinforce learning objectives. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p187).
Behaviorist learning theory and approaches cannot be the sole approach to classroom pedagogy and management, but it sure does provide teachers with successful tools and stratagems.
...Michael Wanmer
Michael, I agree with you somewhat in theory about parental involvement with homework, but how does your theory consider the increasing amount of students that don't have parental involvement in their homework. In my teaching experience, I have seen a consistent decline in parents being involved in their child's education due work obligations/conflict, their inability to understand the curriculum content, or they simply have no interest in being involved. This is a very real issue especially in low income students.
Also, how do you deal with the very real problem of students who consistently depend on parents to help them complete homework and do not rely on their own sense of learning and development. These parents would be considered "involved with assisting students in completing homework," but I would think this is more of a detriment than a help to the student's academic progress.
Furthermore, in taking out my own experience or teacher's intuition out of the picture, in looking at the research by Mid-continent Research for Instruction and Learning (McREL) in chapter ten of our textbook, "Using Technology With Classroom Instruction that Works," the generalization of their extensive research reflects the idea of "parental involvement in doing homework should be kept to a minimum" (Pitler, Hubbell, Kuhn, & Malenoski, 187).
Do you have a lot of parents of students who "are involved with assisting students in completing homework; are available for collaboration, assistance and guidance; and are current with the curriculum and classroom activities learning?"
Ryan, I definitely concur that behaviorism is more pronounced in the elementary school. I see the younger grades as a time for foundational learning needing much practice and reinforcement. Especially in the beginning of learning a concept much positive reinforcement and skill practice are at the highest level. As students gain a solid foundation, the practice level can decrease and be periodically reviewed.
My homework in math typically consists of 4-6 problems practicing skills learned in class. In Science, students may be keeping a journal, log, or reading about a skill we're studying in class. Sometimes I have them investigating around their house, or interviewing family and friends about a topic of study.
I loved the article on Locke Elementary School...be safe, be responsible, be respectful!
Jake, I will certainly check out websurveymaster.com. Definitely sounds like a great option! Thank you.
Kitty,
Yes, I do. I am very blessed to work in a district and community where parental involvement is the norm. I have yet to encounter a student who does not have full support, guidance, and attention from their parents. Palos Verdes (in Southern California) is a very affluent community where it is the norm for for parents to be highly educated, mothers to stay at home, and for students to have private tutors (if their grades warrant the need). I understand your perspective though and can see why you value autonomous learning for homework.
Your observation that students will begin to depend solely on their parents to complete work is a conundrum that I am sure many teachers question. Here are my thoughts: if your goal for homework is to have students memorize the proper steps of solving problems and approaching activities then working independently is what they should do. However, I believe that students learn more working collaboratively with others. Yes, the parents might be guiding them to correct answers, but the pros outweigh the cons in this situation. First, any child who gets to spend one-on-one time with a parent is blessed and will develop confidence as a result of feeling loved and cared for. In my observations, students who rely on parents to do their homework for them might be reaching out for attention, not necessarily help with the concepts. Second, teaching parents how to help their students with homework can be achieved through addressing concerns via fliers sent home, workshops in our classroom after hours, and at school functions where parents participate. Lastly, homework reinforces topics learned in the classroom. We cannot solely rely on homework to support classroom learning; reviewing topics in class (both autonomously and collaboratively) will also reinforce learning.
Contrary to Pitler, et al perspective on homework, it is our job as educators is to bring our content and curriculum into the home and to ignite a love and passion for learning. Many studies have found that homework, combined with parental involvement, positively affects student achievement (e.g., Maertens & Johnston, 1972). In fact, Epstein's (1995) framework of the six types of parental involvement includes "learning at home" (Type 4) as an important component of school-family-community partnerships. Epstein suggests that schools should provide information and ideas to families "about how to help students at home with homework and other curriculum-related activities, decisions, and planning" (p. 704).
If you do not have involved parents it is, I am sure, not because they do not want to be. How can you get your parents more involved in what students are learning?
References:
Villas, B. The Effects of Parental Involvement in Homework on Student Achievement in Portugal and Luxembourg
Journal article by Adelina Villas-Boas; Childhood Education, Vol. 74, 1998. Retrieved November 14, 2010 from http://www.questia.com/googleScholar.qst;jsessionid=D25B30FD46D6106FDF39CE05D24D5319.inst2_1a?docId=5002292915.
Thanks for the insight on your homework assignments. I was just curious how you set that up. Obviously, mine at the high school level involve more critical thinking to challenge the kids and have them synthesize what was introduced in class. Thanks!
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