This week, I reviewed the idea of Behaviorist Learning Theory. It was interesting to see how I use many of these ideas in a more modern way in my classroom. For example, I truly believe in the idea of holding students to high expectations. I believe it is important to create these expectations early in the year and reinforce it daily. In the book, Using Technology with Classroom Instruction that Works, it discusses the idea of reinforcing effort by creating graphs to show students how effort can bring achievement (Pitler, 2007). Both of these modern ideas stream from the idea of behaviorism, more specifically operant conditioning. It is the idea that rewards outweigh punishment (Laureate, 2010). I find that if students understand why their effort pays off, they push themselves. It is my job to help students see the benefit to effort. One thing I do to show my students is a visual of how many letters they knew in October and how many they know now. I simply lay out the cards in a stack so they can see the difference.
In the book, Using Technology with Classroom Instruction that Works, it discusses the idea of homework and practice to reinforce concepts (Pitler, 2007). In my classroom, I use practice with activities, books, and websites to reinforce the ideas I am teaching. The idea of homework and practice can be found in behaviorist learning theory, because it is the idea of drill. It is a constant repetition to basically program something into a person’s brain. For example, reviewing letters so many times will make students begin to recognize letters.
While many concepts are a modern twist to behaviorist learning theory, the underlining foundation can still be found in many activities and classrooms. Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore , MD
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
Ashley, I can see where practice and future reward could be tricky at the age you teach at. If it's fun though they probably enjoy doing it, especially if they have older siblings they want to emulate. I imagine also that you have a pretty structured environment as most small children like that.
ReplyDeleteAlso, in response to my blog earlier, I too have seen the clothes pin that can can be moved up or down a consequence chart.
Ashley,
ReplyDeleteI agree with you on the drill and practice. I think sometimes at the high school we do not do enough of this. I remember my math teacher in elementary and middle school drilling multiplication tables in to my brain. Most of my high school kids just rely on a calculator now and they do not know the basics. As for the high expectations it is hard at my high school. I am an elective course and my department has high expectations of our students but students do not what that in an elective. Students know it is going to be hard so they will not take our classes and take easier ones with lower expectations. Any ideas how to remedy this?
Ashley, I agree that having high expectations is important to academic success. Your idea of students creating graphs to monitor effort and achievement is a fantastic way for students to understand how effort impacts their success. The use of homework and practice is successful when it has purpose and feedback is given quickly. This technique is good at reinforcing learning and helps students retain information.
ReplyDeleteSteve--You bring up a hard question. I teach young students and I am trying to push high expectations into my students so as they move through the grades they will be used to it. It is sad that students pick easier electives. Could you have a field trip or something at the end of your class that would get students interested in the elective?
ReplyDeleteMy district is cutting all field trips to save money. It is a difficult situation when you are an elective class. Especially when you know other electives are making their classes easy.
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