Behaviorism in Practice
An essential part of the behaviorist theory to learning is based upon operant conditioning. In an educational setting, students are positively rewarded for showing desired behaviors. As Hartley says, “Positive reinforcers like rewards and successes are preferable to negative events like punishments and failures.” (1998). This positive reward leads to the behaviors being repeated by that student as well as others. Pitler, Hubbell, Kuhn, & Malenoski emphasize that this positive reinforcement should be connected to effort, because effort is correlated to success (2007). One suggestion I like in particular is the effort rubric. Students could keep track of their daily effort as a conclusion to class each day. Hopefully, in time, students will see an improvement in their learning as a result of this daily reflection. Spreadsheet Software could be used to incorporate technology if available, but it is not imperative to incorporate technology for the effort rubric to be successful. Success stories could then be shared throughout the year which makes the experience meaningful for the students. When students are able to share personal stories, they take more meaning from the experience, which also connects to Dr. Wolfe’s comments about how the brain works (Laureate Education, Inc., 2010).
Feedback is essential for learning to occur. When homework or other practice assignments are given, teachers should provide some sort of meaningful feedback (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This connects to behaviorist theory depending on how it is approached. I praise students for showing the effort of completing their homework and classwork as well as giving positive comments for correctly completing the assignment. Being a math teacher, it is easier for me to provide quick feedback as I look over my students’ papers, than for a social studies or language arts teacher. There are several technological tools which provide instant feedback. Some that I use include online tutorials and games, as well as offline games using Microsoft PowerPoint. I am not able to give students as much one-on-one time as I would like, but I can use tools to provide students with needed feedback. Providing feedback directly links to behaviorist theory through conditioning. When teachers communicate positive growth, students are motivated to work hard.
References
Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.
Laureate Education, Inc. (Producer). (2010). Brain Research and Learning [Video webcast]. Bridging Learning Theory, Instruction, and Technology. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Mrs. Williams,
ReplyDeleteI like the research you did which resulted in the use of an effort rubric! Requiring students to keep track of their own efforts and incorporating it at the end of the class day is an effective technique. We use a similar technique with a ticket-out-the-door assignment. Whatever subject was covered that day, a quick assignment is given to the class and it must be shown to the teacher before the student is allowed to leave the classroom. Examples of ticket-out-the-door assignments may simply include highlight the definition of a key term, a specific solving problem related to the lecture, or even the date of the next important test.
NICE POST!
Mrs. Williams,
ReplyDeleteI agree with you that students need feedback in order to develop desired behaviors. In the past I notice that when I just checked assignments and graded them, I noticed students did not change their behavior. The problem was I didn't explain to them how to improve their behavior. When I started doing that I noticed my students improving in behavior to a more desired outcome. I never gave more then one suggestion for every two positive, this way students still felt a sense of accomplishment. I also did not give them to much to focus on, I usually took the one or two areas in the rubric that they needed the most improvement on and focused on that first. Students were able to improve without feeling overwhelmed. I do believe that feedback is an essential component of our job as educators.
Jason,
ReplyDeleteThank you for the compliment. I also use an assessment similar to your ticket-out-the-door, but I call it an exit slip. I give students a post-it note, they answer a question, and then post it on the board or on my door before they leave. My students like it when I vary the conclusion to a lesson. This works best when I have my planning period directly after the class.
Carlos,
ReplyDeleteA few years ago I found one way of getting around the obstacle of individual feedback on homework. I started modeling what each assignment should look like by working all the problems out myself and then making a class set of copies. Each day, after I check for completion and give one-on-one feedback, time permitting, I pass out the copies of my work. Students are then able to check their work against mine and ask questions. I have found that this dramatically decreased the amount of time used on going over the previous nights’ homework. Plus, my students see that I take the time to complete each assignment which motivates them.
Mrs. Williams,
ReplyDeletePlanning periods can be a major tool in the area of planning time management, especially when trying to implement new lessons that involve new technology. Being a special education teacher and working in a team taught classroom setting, being able to have efficient planning periods can be a major challenge. So, when the time comes I try to take full advantage.