This week’s learning focused on behaviorism and instructional strategies. In the text, information was presented about reinforcement, practice, and homework. Educators need to utilize this information to better assist students in their learning.
In regards to reinforcement, teachers use a variety of strategies to reinforce learning. One such way is by use of spreadsheets (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When students chart effort (based on a rubric) and achievement (test scores), connections are made between the two, leading to an increase in student effort, achievement, and learning (Pitler et al., 2007, p. 156). The authors further stated that repeated exposure to the use of this kind of strategy is needed for students to fully see the impact of their efforts (2007, p. 159). This is clearly supports the idea of repeated practice that is involved in the behaviorism theory.
Another example of reinforcement is student recognition. In the text, a bulletin board displayed student work, which demonstrated great effort to achieve. Additionally, the authors stated that the meaning associated with these stories of effort was much stronger than those of “larger than life heroes” (2007, p. 162). Again, evidence of positive reinforcement associated with behaviorism.
Practice and homework additionally support the connection with the behaviorism theory. While students are practicing a skill, educators need to give immediate feedback to help students avoid errors that may interfere with learning (Pitler et al., 2007, p. 188). This example is further evidence that feedback is incorporated as part of the behaviorism theory. Furthermore, the authors stated that homework needs to be commented on (2007, p. 187). Feedback needs to be given to the students, another example of how homework is connected with the behaviorism theory.
Evidence in this week’s resources clearly pointed out the connections between the principles of the behaviorist learning theory and instructional strategies presented. Although there are many theories to implement in the classroom, each educator needs to fully evaluate their learners and the numerous theories available, to provide support for student learning.
Resources
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
I really agree with your opinion that teachers need to take into account the needs of all their students and adapt theories and strategies to help them be successful. It is so evident in the behaviorist theory even when it comes to student behavior. Some kids do really well with the positive reinforcement and that is all they need to make a change in their behavior. While other students need to receive a few punishments before they get the idea they need to change their behavior for the better.
ReplyDeleteTeachers should create individual behavior plans for students with behavior problem. If a student a is too busy trying/getting into trouble it difficulty to teach them. Student’s behavior and learning go hand and hand. I believe that there should be a balance of rewards and punishment. I feel in high schools students shouldn’t receive as many rewards for good behavior, this is the time to start prepare students for the real world. I feel that jobs give more punishment that rewards on regular basics. They need to understand that every good deed does not receive a reward.
ReplyDeleteYour post addresses the many ways teacher can (and do) use behaviorism theory in the classroom. I can see how this theory can be more useful in an elementary classroom for class management issues. You also mention that teachers need to find a combination of strategies and theories that work for each of their students, I totally agree with this statement.
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