Behaviorism in Practice
After reviewing the two instructional strategies “Reinforcing Effort” and “Homework and Practice” it became clear they connect to ideas formed in the behaviorist theory. In both of these situations students make connections with the relationships between substantial effort or homework and practice with positive responses whether it be in the form of a reward or through intrinsic measures (Orey, 2001). Also using these strategies in combination with technology provide students with immediate feedback on their performance, which in the behaviorist theory assists in creating learned habits in forming the desired behaviors for learning to occur (Pitler, Hubbell, Kuhn, & Malenoski).
Through the use of technology it has become easier for teachers to use these methods in promoting effort with the use of advanced software programs and internet use. These techniques have the capability to assist our students to become more independent and accountable with their particular level of performance. It also allows students to understand and link positive relationships between effort and achievement. One tool supported in our book for students to monitor effort is the use of the Microsoft Excel program (Pitler, Hubbell, Kuhn, & Malenoski). Another way technology can become a powerful tool in enhancing effort is its ability to collect information. Today we have websites that allow us to generate surveys to recognize student effort with their capability. Much like the surveys we find at the end of our courses at Walden, documents such as these allow students and teachers to receive immediate information about strengths and weaknesses within a specific area of interest. When enforcing effort this generated survey can be crucial in developing rubrics encouraging the significance between effort and performance (Pitler, Hubbell, Kuhn, & Malenoski). As a result we can use this data to assist in developing positive patterns in student success.
“Homework and Practice” is another instructional strategy addressed in our reading. Most of our homework reinforces concepts learned in the classroom for students to practice and obtain important information (Orey, 2009). Technology has actually assisted educators in supplying students with instructional interactive testing websites, video websites and through advanced word processing programs. These programs are helpful in reinforcing skills learned in the classroom at home while reinforcing their technological skills (Pitler, Hubbell, Kuhn, & Malenoski). Surprisingly, while reading I came across the research function tool available in Microsoft Word, which is one of the programs I use on a daily basis. I believe this function would be valuable to my sixth grade students during research activities. Students can perform habits to use this skill to obtain valuable information for use in creating research papers (Pitler, Hubbell, Kuhn, & Malenoski).
Overall, I believe there are several ways the behaviorist learning theory compliment practice activities found in homework and in making connections in effort and achievement. The use of the behaviorist learning method allows students to learn through modeling ideas in proper work habits through the use of technological aides. During this process students will gradually learn the desired behavior where it becomes an automatic habit forming skill.
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.
I really liked how you emphasized the importance of using technology as a resource tool to enhance the learning of the topics discussed in class. As educators and students at Walden, we acknowledge the importance of using technology in the classroom. We must be careful not to strictly rely on technology to "catch up" students who are not up to par with concepts on standardized tests. I feel that this is just a lazy way to improve test scores and teach the students little to nothing about 21st century skills.
ReplyDeleteIn your blog, you mentioned the research function tool using Microsoft Word. In what ways could you or do you already incorporate that into your teaching? Do you have your students complete any specific research projects throughout the year where they could use this tool?
Thank you. I really do think many times technology is misused and in sense as a "quick fix" to have students learn skills in a short time (Orey, 2009). How can this be the case? For instance, consider our low achieving students who are typically the victims of this strategy. In my opinion the skill we need to strengthen for these students need to be weaved into instruction and reinforced throughout the year using these technology programs. Implementing instruction in this way will allow the student the opportunity to make valuable connections at their own pace. Here instruction becomes more meaningful to them and more importantly when learning occurs. We have to understand when using these tools that computers don't teach they simply reinforce and aid students to make appropriate connections. What are your thoughts.
ReplyDeleteI definitely have been found guilty in the past of allowing students to play educational computer games while I work with a group of students. Although it was used for educational purposes, it also allowed me to give my group of students my undivided attention while the other students played games on the computer. Looking back, I should have had the students use technology to build upon topics we discussed in class. That is an area where I will continue to adjust and adapt throughout the school year. Just like you mentioned, I want my students to value their education and have opportunities to connect their classroom learning with technology and real life experiences.
ReplyDeleteThanks,
Shannon