Behaviorism is used in most classrooms in one form or another. Teachers are constantly giving students reinforcement, whether it be positive or negative and setting consequences. In an online text, Melissa Standridge shares components of behavior modification: specific desired outcome, development of a positive, nurturing environment, identification and use of appropriate reinforcements (intrisic and extrinsic), students developing patterns of success, reduction of the frequency of rewards, and evaluation of the effectiveness of the approach (Orey, 2001).
The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.
The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.
The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.
The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.
Resources:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jessica,
ReplyDeleteAs you mention above, "If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior." This is so true and I think there is another bonus. It also helps students begin to learn about being reflective. The modern student needs help with the practice of reflection since technology allows for most things to happen with such speed. Setting up a system to track effort can help students to take a moment of reflection to "smell the roses".
Great post!
Molly
As you stated at the end of your post, I agree that it is important to have numerous opportunities for success with the benefit of immediate feedback. With classes of up to 36 students, it is often difficult to give every student meaningful feedback every day. Educational websites offer students the opportunity to track and celebrate their personal success stories. I love it when my students come to me and tell me they want to “teach” me a new math concept they have learned online through an educational game they played.
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