This
week we have studied the behaviorist theory and the instructional
strategies reinforcing effort, and homework and practice. After
learning about the instructional strategies, I feel that they share a
lot of commonality with the behaviorist theory. The behaviorist
learning theory is made up of three parts, operant conditioning,
programmed instruction, and behavior management (Laureate Education,
n.d.). Both of the instructional strategies can fall under at least
one of the three parts of the theory.
The
first instructional strategy is reinforcing effort. This strategy
reinforces the students understanding of the relationship between
effort and achievement by addressing their attitudes and beliefs
about learning (Pitler, Hubbell, Kuhn, Malenoski, 2007). This
strategy in the classroom involves teachers stress the importance of
effort and students tracking their efforts. Students take charge of
their efforts and look at the data to see what they achieve with the
amount of effort they give. I feel that this strategy can fall under
the behaviorist theory of operant conditioning the only difference is
the students are the ones setting the boundaries. Through this
strategy, students will learn that the reward to positive behavior
and effort is a better final product. Students may even make the
connection that the more effort they give not only the better final
product but they may also complete it in less time. Another positive
outcome is with students keeping track of the data it will be very
simple for the teacher to sit down and discuss efforts and behavior
with the students. If a student is not doing what is expected, the
teacher can talk with them about the data and discuss the punishment
or actions that will be taken. This shows that not only does
reinforcing effort fall under operant condition it also falls under
behavior management.
The
second instructional strategy is homework and practice. In this
strategy, students are given the chance to complete meaningful tasks
at home and also given time to practice new understandings. Multiple
exposures to material help students deepen their understanding of
content and become proficient with skills (Pitler, Hubbell, Kuhn,
Malenoski, 2007). This strategy clearly falls under the programmed
instruction part of the behaviorism theory. Dr. Orey discusses that
programmed instruction involves students getting multiple experiences
to reinforce the material (Laureate Education, n.d.). Homework and
practice does just this; it gives students multiple opportunities to
practice their learning and clear up misconceptions.
The
behaviorism theory is present in education today. Teachers may not
even realize they are using parts of it, but I guarantee it is
present in some form. The two strategies that we discussed this week
are just two of several that have adopted parts of the theory.
References:
Laureate
Education, Inc. (n.d.). Behaviorist Learning Theory. [Video webcast].
Retrieved from
http://mym.cdn.laureate-media.com/Walden/EDUC/6711/02/downloads/WAL_EDUC6711_02_A_EN-CC.zip
Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works. Alexandria, VA:
ASCD.
Surely all teachers are using some form of behaviorism in their classrooms, but after studying the effectiveness of the theory, the majority of teachers could implement more!
ReplyDeleteI teach 5th grade and see so many possibilities to help reinforce effort through rubrics with my students. "Learning is helped when objectives are clear" (Smith, K., 1999), so really using the students to help take part in creating those objects from the start will allow them to be more successful throughout certain assignments and projects. This could also benefit you as the teacher when it comes to grading and assessing. If the expectations are outlined from the start, students will be able to earn the grade they work for.
As far as homework goes, I believe it is necessary. Providing an extra opportunity to ensure concepts are understood is necessary in student growth and think homework can allow students to become more confident learners. With the behaviorism theory, offering various options for homework completion is important. There are so many technology-based sites to use in an effort to meet those needs of all our learners.
Great synthesis of our learning resources this week!
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
There is varying research on whether homework promotes learning. Two books that are against the effectiveness of homework are Closing the Book on Homework and The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Buell, 2004; Kohn, 2006). Even with the negative press that homework has received, I see more value than negatives. De Jong, Westerhof and Creemers identified that teachers who gave less homework were less effective (2000). Homework, given in moderate amounts, provides independent practice opportunities (Pitler, 2007).
ReplyDeleteWhen I was in elementary school, I remember thinking that I understood the mathematical concepts that the teacher modeled on the board. It was not until I tried it alone that proved if I understood. I could then go to class the next day and ask the teacher questions to clear up misconceptions. Homework is also a wonderful tool to show parents what their children are focusing on in school. It gives parents an opportunity to become involved in their child’s education. I am glad that other educators recognize the value of meaningful homework assignments!
Fondly,
Janelle
References:
Buell, J. (2004) Closing the book on homework.: Enhancing public education and freeing family time. Philadelphia: Temple University Press.
De Jong, R.; Westerhof, K. J.; Creemers, B. P. M. (2000). Homework and Student Math Achievement in Junior High Schools. Educational Research and Evaluation. An International Journal on Theory and Practice, 6(2), 130-57.
Kohn, A. (2006). The homework Myth: why Our Kids Get Too Much of a Bad Thing. Jackson, TN: Da Capo Press.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Eric,
ReplyDeleteI like your focus on how the student can collect their own data when it comes to the amount of effort they put forth. I agree that this would be an extension of putting forth effort and taking responsibility for their own learning. My worry is for those students who are putting forth very little effort and might not even collect the data. From the behaviorist perspective, if there is no data, there is no proof of the connection between effort and achievement. Alternatively, could the lack of data be interpreted as a lack of effort?
Ryan Collings