Behaviorism

When I think about behaviorism in relation to classroom instruction, I think about teachers giving feedback to students.  Pitler, Hubbell, and Kuhn (2012) describe that “reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (p. 57).  The students need to know that their efforts are appreciated.  In the work place, people generally enjoy hearing that they are doing a good job and working hard throughout their work life.  This notion is the same for students as well.  Students will work harder and do their best work if they know that their work is purposeful and will be recognized by peers, teachers, or the community.  Why would we expect students to complete a tedious project that they know will be just thrown in the trash?  Student feedback is best served in a positive way.  With emerging instructional technology, there are multiple ways teachers can provide recognition for hard work throughout a process as well as recognition for a mastered goal.  Pitler, Hubbell, and Kuhn (2012) provide the example of using web showcases.  They explain that “[p]osting exceptional student work on the Internet opens up possibilities for recognition from friends, peers, professionals, and relatives across the globe” (p. 67).  This real world audience makes learning meaningful for the students, and using this audience teaches the students that their work is valued.

Behaviorism in the classroom could also be manifested as the students practice skills and behaviors that the teacher expects them to exhibit.  This often occurs through homework and skills repetition.  When I think of this type of behaviorism, I generally think of homework.  Homework was always a bad word for me.  It meant copying definitions, writing multiplication tables repeatedly, or writing spelling words “ten times each”.  This was absolutely not engaging for me.  I actually remember falling asleep while doing my homework.  Behaviorism is a way of encouraging desired behaviors or discouraging undesired behaviors.  Practicing skills taught me that school was boring and no fun.  Homework was not purposeful and was always graded and thrown in the trash.  It seemed to be a waste of time. 

With expanding educational technologies and the notion of creating engaging work for students, homework and practice is becoming more exciting for students.  One way students can become engaged in the practice of skills is by using online games and programs that are more fun than copying facts.  Students can also create content area games using Microsoft PowerPoint.  Instead of writing spelling words “ten times each,” students can now create cartoons using the spelling words that can be posted to classroom comedy blogs.  Students need to use the spelling words correctly for the audience to understand their writing.  The students can begin to understand that writing correctly is important.  Instead of copying definitions from a dictionary, students use the dictionary to understand meanings of words and can use them in context of a meaningful multimedia presentation on a comedy blog. 

Multimedia can also be used as a way for teachers to create tutorials for students who are doing homework.  Students can go online to watch a teacher-created or student-created podcast that will remind students of the concepts needed to complete homework assignments.  Dr. Orey explains that this type of “programmed instruction…is ubiquitous in online learning and technology” (Laureate Education Inc., 2011).  In addition to these programmed podcasts, students can instant message classmates to further understand concepts needed to create meaningful products.  Students now have the capability to access “resources that help them communicate in real time to teachers, peers, or outside facilitators” (Pitler, Hubbell, & Kuhn, 2012, p. 178).  This global environment allows for more meaningful learning. 

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

works (2^nd ed.). Alexandria, VA: ASCD.