Even though behaviorism is a "bad" word in the education world I believe that it is something we use all of the time. After reading the sections "Reinforcing Effort" and "Homework and Practice" in the book Using Technology with Classroom Instruction that Works by Mr. Pitler I have found that many of the best strategies we use in the classroom are from the behaviorist theory. I know that the students and education are constantly changing, but there is a reason some of the methods we use today have been used for so many years. Certain practices in education would have faded many years ago if they did not work, and I found ideas in the reading that I use and fit the behaviorist model. One of the ideas that I really liked from the "Reinforcing Effort" section was the thought of having students make a spreadsheet of not only their scores, but also the effort they have put in during that week of work (Pitler, 2007). I believe this holds students accountable for not only their grades, but also for how what they do to help them succeed. To me this definitely has some aspects from the behaviorist model. This is a conditioning method that allows for intrinsic positive reinforcement. Students get to use technology, and then get the reward of seeing how hard they worked and how well they did on the test. It also provides for negative punishment when the student notices that when they do not work hard their grade is not what they want it to be. Again, the best part of this is that the reinforcement is intrinsic instead of extrinsic which gives much more meaning to the students.
The other section "Homework and Practice" is full of the behaviorist theory. I truly believe that practice is what makes perfect in a math class. Even for those students who are very good at math they cannot get the best grades without practice. As the book states, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, 188, 2007). So, to reach the level we need students to reach because of no child left behind, they need to put in the effort to practice the skills. I tell my students all of the time that it is very hard to learn through osmosis, but that they need to actually do something to get the information to stick in their head. So, with the idea that students need repetition to fully grasp a concept practice and homework is part of the behaviorist theory. As Dr. Orey talked about in his DVD program the behaviorist theory allows for the idea that students need repetition and structure to learn something. So, by working with a concept and then having students practice it, they are building a structure of learning within themselves. They get to build on the knowledge they have by practicing the skill and gaining the confidence that they can complete that skill whenever they are asked to.
Overall, a teacher cannot completely use the behaviorist method in a classroom because students do need variety and hands-on activities to completely grasp a concept. However, by providing those opportunities in class, and then giving the students a chance to build on that knowledge through practice, homework, and effort they have the best chance at reaching their full potential.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Paul,
ReplyDeleteI 100% agree, that though utilizing portions of the behaviorist theory is vital to a smoothly run classroom, it is also equally vital to balance the other theories and not over-rely on one. Overr-reliance can stifle the growth of the students and the educator.
In response to your thoughts concerning the Effort Rubric (Pitler et. al., 2007, p. 157), at first I thought it would be an amazing tool, but the more I consider it, the more turned off I get. A ton of proper groundwork and training has to precede implementation of this tool because honest reflection is tough for students to put into practice. I teach seventh grade science, and I know some students will fudge their own scores to appear to be doing better than they actually are in class. How would you avoid this conundrum in your classroom? Do you think it will be an issue or am I underestimating my students?
I can not see how we can expect our students to learn without having them practice what we are teaching them. As you said in your blog and the book says, "Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, 188, 2007). The old saying practice makes perfect is still true today. Sometimes ageold practices are still relevant even if they are old. As teachers we can not just depend on behaviorist ideas but they need to be part of our toolbox.
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ReplyDeleteErin, while we do recommend that students track their own efforts, we do not do this in exclusion of teacher observations. Teachers can observe efforts and mark the score on an effort/achievement rubric. I have a great science inquiry rubric that includes both. If you would like it, email me at mkuhn@mcrel.org and I will send it in an email attachment.
ReplyDeleteMatt Kuhn (Using Technology with Classroom Instruction that Works coauthor)
Paul,
ReplyDeleteI agree in the fact that practice makes perfect. Along with math, English is an area that needs to be practiced in order to master it. I do not like to give homework as "busy work", but I do believe that the more the students work with the concept on their own, the more they will understand it. Although students and parents do not always agree, homework can be beneficial.