The instructional strategies described in this week’s resources, reinforcing effort, and homework and practice, correlate with the principles of behaviorist learning theory in many ways. According to behaviorists, learning is a passive responsive process, where the desired behavior, knowledge, or skill is rewarded with positive, negative, or neutral reinforcement of the behavior (Lever-Duffy & McDonald, 2008).
Reinforcing effort through educational technology means using programs that include spreadsheets that encourage the student to recognize the link between effort and achievement, and those that practice and review content previously taught such as Odyssey and Pearson Success (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Nonlinguistic representation is achieved in this case by creating spreadsheets, and other visuals. While using words and other visuals to express the information, the physicality and sensation of manipulating the information and receiving instant feedback that also represents the information visually and symbolically it is creating a mental image of, and reinforcing the knowledge for the student (Marzano, Pickering, & Pollock, 2001).
Homework and practice can only be successful from a behaviorist perspective if practice is frequent and feedback is immediate. Word processing, spreadsheets, multimedia presentations and tutorials, research on the web, and web 2.0 applications can assist students in practicing both at school and home (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Access to and instant response from these technologies reinforces knowledge and skills. Through online games, or projects done with Skype, interactive media provides students with immediate reaction.
Though behaviorism may not be popular as a singularity, it is commonly used as an element of, and has a place in, a varied and diverse learning theory (Lever-Duffy & McDonald, 2008). Instructional strategies such as reinforcing effort and homework utilize the basic tenet of behaviorism’s response and reward process. With repetition and practice, connections between knowledge and skill, and effort and achievement can afford students the opportunity to deepen understanding and achieve success.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc
Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA ASCD
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I like that you pointed out how use of Skype and other interactive media can provide students with immediate responses. It also allows students to collaborate and share in the stimulus-response process. As they work with others, and see how that interaction affects their work and enhances their academic proficiency, my thought is that they will continue to repeat the positive behavior.
ReplyDeleteI agree with you Tanya. Interative media also expands a student's world perspective. Realizing that there are other students in the larger learning community also seeking the knowledge and skills to complete a common goal infuses meaning and relevancy into a project.
DeleteImmediate feedback is so crucial. I am a kindergarten teacher, and I daily observe the importance of immediate feedback whether it is behavior or skill oriented. Students want to be affirmed when they have done well, but they have a need to be corrected and redirected also. For example, when my students are participating in a handwriting activity has a whole group or a small group, they usually are constantly seeking my approval. Handwriting can be an extremely difficult task for kindergarteners. It is crucial to immediately correct their mistakes so that those mistakes are not prolonged and also to compliment their hard and diligent work!
ReplyDeleteGood post!
Kudos to you Hannah...
DeleteFor teaching handwriting in kinder! Although I teach high school, my sister teaches kinder and also teaches handwriting. In my district they don't start until third grade and then only when they have time, like science and social studies. (?) I feel immediate feedback is crucial for all instruction. Otherwise the wrong thing may be reinforced and become imprinted. Even with larger projects in HS, I break it up into manageable segments and provide feedback at each level. That way corrections can be made immediately with the concept fresh in their mind, going forward minus major errors. Waiting until the end really doesn't promote proficiency.