Behaviorists
believe that there are four key principles to learning. Activity is important,
repetition and generalization, reinforcement is the cardinal motivator, and
learning is helped when objectives are clear are the key principles (Smith,
1999). Students need constant opportunities to practice what they are learning
and be active in their learning. Students need to clearly understand what it is
that they’re expected to learn. Effort is the most important factor in
achievement and reinforcing effort allows students to see the relationship
between effort and achievement (Pitler, Hubbell, & Kuhn, 2012). Teachers
can show students real data showing the relationship between the amount of time
spent studying for an exam and the score the student received. This could be
done with a simple survey online. This would allow students to see that there
is a direct relationship between effort and achievement.
Providing recognition
can have negative results if done incorrectly. It is important that teachers
promote mastery, provide specific praise, and use concrete symbols (Pitler,
Hubbell, & Kuhn, 2012). Praise needs to be focused on what the student is
learning towards the mastery of an objective. For example, if a student was
learning their multiplication facts and mastered half of the sevens, you would
praise them for having reached the half-way point of their objective. Specific
praise means do not just say good job, inform the student that they scored
proficient on their math exam. To use concrete symbols, a teacher can put a
smiley face sticker on their paper if they met the expectations of the
assignment.
Homework and
practice give students a chance to apply and review what was learned in class (Pitler,
Hubbell, & Kuhn, 2012). Homework and practice allow students a chance for
repetition, one of the key principles of behaviorism. It is important that
teachers communicate their homework policy to students, design supportive
homework, and provide feedback (Pitler, Hubbell, & Kuhn, 2012). In my
class, I clearly state my homework policy to my students. Students are assigned
weekly vocabulary homework that is due on Fridays. The vocabulary words are
important terms students must know in order to succeed in their learning for
the week.
Practice needs to
be purposeful, focused, and given feedback on (Pitler, Hubbell, & Kuhn,
2012). Practice works best when students are required to use multiple skills in
order to complete the assignment. A good option for practice would be a
formative assessment. A formative assessment allows the student and the teacher
to see what the students have learned and what skills need to be taught again.
Formative assessments are purposeful and allow teachers to give immediate
feedback for students to use. Because formative assessments are not given a
grade in the gradebook, students do not stress out as much and usually perform
better.
Technology has allowed
more opportunities for students to practice the required skills needed to be
successful in a particular course. Behaviorist technologies such as skills
tutor or Webmath are programs that allow students an opportunity for practice.
These websites are leveled to students’ abilities. If a student needs help with
their multiplication facts, they can practice those skills. Behavioral technologies
apply all four key principles of behaviorism. Students are actively
participating, repeating skills, getting reinforcement, and are given clear
objectives (Smith, 1999).
For more information on behaviorism see:
Behaviorism vs.
Constructivism in the Technological Secondary Education Classroom found at:
Behaviorism and
Games found at:
References
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/
Karry
ReplyDeletePeople attribute success to different sources: to their own innate abilities, to the assistance of others, to luck, and to effort. Of these, the fourth, effort, is the most useful attribution. Providing recognition as you say is important when you focus it in the right ways. I completely understand your example of Multiplication fact, and using praise to cover down on the amount of learning accomplished. Homework is something students take a deep sigh over. It has to be relevant and concurrent with the lessons and learning that takes place for that week. In one of my Networking courses, I was required to define some terms that related to the class. Sure, it’s easy for students to CTRL C and V the term from a wiki entry, or dictionary site. Offering vocabulary homework has to being some meaning to the student when they research the terms. I know for a fact that students will copy and forget, and simply not investigate any further the relevance of the term. I think those types of assignments are important for researching purposes, I just concern myself with the way students react to the amount of effort they put into it.
Perhaps making it so that they put it in their own words or define properly, and see to it they are not simply copying and pasting could work. Another way is to use that term in an example or in context of its meaning and usefulness.
David
Hi David,
DeleteI do not allow students to type their homework because I know they will just copy and paste the definition. Students also have to use the word in a sentence and draw a pictorial representation of the word. By having to use the word in a sentence and drawing a picture, I can tell if the students really understand the meaning of the word or whether they just copied down the definition.
Hi Karry,
ReplyDeleteI agree with many points you have made in this post regarding behaviorism in the classroom. I agree with you about homework needing to be purposeful. I would like to know how your school structures its homework policy. My district has made it clear that homework needs to be completely independent work since many of our parents work, have limited education, or do not understand English. In many schools across my district, the teachers are only allowed to assign math facts and reading. There are also some teachers who collect homework and just throw it in the trash without ever looking at it. I see that you assign weekly vocabulary homework. Is this the only homework you assign? How do you make vocabulary homework meaningful to your students to help them retain words long-term?
I also think you bring up a good point about making sure that the practice helps students prepare for assessment. Though I am currently not in the habit, I do like to give a pre and post assessment so students can see the level of progression in their knowledge. I also like them to see the growth because of effort. Unfortunately, some students do not score proficient on an assessment, but if they can compare it to where they were at the beginning of the lesson, or week, maybe it would build their confidence. It would also show the students the relationship between effort and achievement (Pitler, Hubbell & Kuhn, 2012).
Thank you, also, for sharing those websites! I would love to pass them along to my students!
References
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
Patricia