Behaviorism in Practice

         What would we do without technology?  By using technology to enhance a lesson, teachers can develop exciting and innovative lessons that seek to manage behaviors in the classroom as well as shape a mind into a learning mind.

            The definition of a reinforcing effort is it “enhances students understanding of the relationship between effort and achievement by addressing the attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  In order to use the reinforcing efforts in the classroom the Mid-Continent Research for Education and Learning (McREL) recommends that teachers “explicitly teach students about the importance of effort and have students keep track of their effort and achievement” (Pitler, et al., 2007).  The way that I incorporate this into my room is by having students chart their progress in Ultra Key (a touch typing program) on a spreadsheet to show them their progress over the weeks.  This is similar to the rubric example that they gave in the textbook.  Another strategy to help incorporate technology is by assigning homework and practice.  Homework “provides review and application of what they learned” (Pitler, et al., 2007) in the classroom.  It also “deepens their understanding of the content and gains proficiency with skills” (Pitler, et al., 2007).  The recommendations that McREL suggested; “establish a homework policy, homework must articulate purpose, and vary feedback approaches” (Pitler, et al., 2007) all make practical sense and are easy to implement.  In my classroom, I do not give homework but I do focus on practice.  I found it fascinating that it takes “24 practice sessions to achieve 80% competency” (Marzano, Pickering & Pollock, 2001).  It just goes to show you that there really cannot be too much practice, however the quality of the practice must be “focused on specific elements of a complex skill or process” (Pitler, et al., 2007).

            There are various technologies that can help provide enrichment that are already in place.  By using internet sites, multi-media and programs such as Word and Excel students are not only exposed to current technology but also can build on their 21st century skills.  These programs also can be used for reinforcing the correct ways to use the computer and also provide rich learning experiences.  The activities should be measuring the “observable behavior rather than the internal thought processes” (Smith, 1999) when constructing activities.

            To summarize, using homework, reinforcing efforts, and practice in the classroom as instructional strategies allows teachers to focus in on positive strategies.  These methods also incorporate the current research like “brain research that can facilitate a shift in focus from teaching to learning” (Laureate Education, Inc., 2011). 

 

Resources:

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

 

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001).  Classroom instruction that works: Research-based strategies for increasing student achievement.  Alexandria, VA: Association for Supervision and Curriculum Development.

 

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