Behaviorism in Practice

In the field of education, the ultimate goal is for students to learn new ideas and concepts. For many years, experts have conducted research and theorized different ideas on how students garner this fresh information. One theory, the behaviorist learning theory, explains that learning manifests with an observable change in behavior (Smith, 1999). Furthermore,”Behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). Elements of the behaviorist learning theory, namely positive and negative reinforcements, punishments, and extinction are readily applied as part of classroom management plans. However, this is not the only application for the learning theory in classrooms of today. This week’s learning resources also helped to identify the connections between behaviorism and the instructional strategies of reinforcing effort and homework and practice.

According to Using Technology with Classroom Instruction that Works, “reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Pitler, Hubbell, Kuhn, and Malenoski (2001) suggest that students should be given instruction on the important role their effort can play on their academic success, and that students should record and track the correlation between their effort and achievement levels. This instructional strategy supports behaviorist principles because it helps students to develop and strengthen their awareness of this relationship. Using a rubric, spreadsheet, or online data collector to record this information assists students in visualizing the correlation between the specific actions or behaviors that lead to positive outcomes. According to Parkay and Hass (2000), “the desired response must be rewarded in order for learning to take place” (as cited in Orey, 2001). In the case of using a rubric, the desired response is rewarded with a high score.

While this strategy could be very powerful for students who thoughtfully assess themselves, the relationship would be flawed for any students who inaccurately rate themselves. Therefore, teacher-completed rubrics should also be used to show the connection between effort and achievement. As a fifth grade teacher, I find it critical to read an entire rubric with my students before setting them loose to begin work. While incredibly time-consuming and tedious, reading each rubric box, and identifying the differences between the point values, highlights the specific expectations and encourages many students to put in an appropriate amount of effort. If you are in need of a highly task-specific rubric, one can easily be made in a Microsoft Word chart or Microsoft Excel spreadsheet. Another reliable resource for rubric creation is Rubistar. This website also includes a large variety of premade rubrics that can be used as-is or adapted to your specific assignment. Finally, the Easy Assessment application can be used on iPads, iPhones, or iPods to create rubrics and assess student work. While you have to pay to use this app ($1.99), it also allows you to attach video or photographic evidence to support and strengthen your assessment. You can also upload class lists and export completed rubrics via Dropbox or email.

Another instructional strategy that supports the behaviorist learning theory is that of homework and practice. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). As part of the behaviorist learning theory, Smith (1999) asserts that, in order for learning to take place, students must frequently practice skills in a variety of contexts. While time for practice is usually given during school hours, homework is also often given as a continuation of that practice outside of the classroom. As the world becomes more connected, homework increasingly requires access to a web resource.  Many textbook series now contain a web component that can be used to assign homework online. My school purchased our language arts series, Reading Street, with student subscriptions to Pearson SuccessNet, which I can use to assign homework. In fact, I can also use SuccessNet to assign homework to my science students through our school’s online-only subscription to the Scott Foresman Science series. Since I do not actually have the science text to use in class, I also supplement my teaching with videos, animations, and content from Discovery Education and Brainpop, both of which can be used to assign homework.

In addition to using web resources for homework, online educational games can be used to provide repetition and practice of skills. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 195). My school utilizes Study Island to provide practice, repetition, and remediation of standards-based skills within the context of online games. I have also had great success utilizing online games to aid in the learning of typing. Freetypinggame.net is one website that my students like to frequent. The gaming element brings out their competitive natures, and they are able to practice their typing skills while trying to improve upon their own personal best scores. Online games also help to erase the tediousness of repetition while adding some fun to skills practice.

Although the behaviorism may no longer be at the forefront learning theories, its principles can still be effectively applied in some areas of today’s classrooms. Many classroom management plans incorporate aspects of positive and negative reinforcements and punishments. Strengthening the relationship between effort and achievement and repetitive practice and homework are also instructional strategies grounded in behaviorism that still have an important role in the field of education.

 

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm