B.F. Skinner “described learning as a response to events or stimuli and the result of the reinforcement of the response” (Lever-Duffy & McDonald, 2008). Several indicators are present in today’s classroom that indicate the active implementation of the behaviorism theory being still widely used (Laureate, 2009). “Reinforcing Effort” (Pitler, Hubbell, Kuhn & Malenoski, 2007) and “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) are two areas in which B.F. Skinners’ ideology and technology enhanced instructional strategies can be implemented to fosters students’ sense of self-efficacy.
The lack of ability to identify and equate one’s own success to perseverance and diligence (Pitler, Hubbell, Kuhn & Malenoski, 2007) is a disturbing trend in today’s schools. According to the principles of the behaviorism theory, this trend is due to the lack of immediate and relevant reinforcement. Instructional strategies like computer generated rubrics and progress monitoring charts are according to Pitler, Hubbell, Kuhn and Malenoski are several ways to provide students with feedback that can help them track their own achievements. “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Additionally, creating “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) that “…practice[s] a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory says “[t]he consequences of an act affect the probability of it's occurring again.” (Thinkexist.com, 1999-2010). Incorporating instructional strategies such Web resources, word processing programs, and communication software into standard based assignments will keep students engaged by applying techniques relevant to the digital age they live, work and play in. “Technology facilitates homework and practice by providing a wealth of resources for learning outside the classroom, making it easier for students to work on collaborative homework assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Operant conditioning is a widely used as practiced behavior modification strategy (Laureate, 2008). In our society’s educational climate, this practice must be paired with media resources to remain relevant and effective. The many available technology based tools make this option feasible for most and imperative for many.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical
Foundations, pg. 2–35
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Alexandria, VA: ASCD.
Thinkexist.com. (1999-2010). B.F. Skinner Quotes. Retrieved on March 7, 2008. from
http://thinkexist.com/quotes/b._f._skinner/
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10 comments:
Hi, Julie! I agree with the idea of allowing students to make connections between their efforts and the end results. I teach high school students, and while they sometimes like to act like they don't care about their grades or what teachers think, I think they secretly do try to please us. When working on big projects/assignments, I always ask students to complete a rubric in which they are asked to honestly give feedback on their own efforts. For the most part, kids are genuinely honest about their efforts, and their rubrics end up looking a lot like mine do. By doing so, kids realize that their lack of effort generally results in a grade that reflects their participation. Throughout the year, students gradually put in more effort and their grades reflect this effort. Grades begin to improve and student morale improves.
Wow! I have so much respect for you early elementary teachers! You must have the patience of a saint and the energy of an olympic athelete! As an elementary Art teacher, I get winded after only seeing my kindergarteners for 55 minutes a week! I can't imagine how you do it!
But we are the lucky ones because we get the students who still smile at us when we say "good morning!", get hugs (even when we don't want them), will raise their hand before we even ask a question, and get told that we are the "best teacher they ever had (even though we might be the only teacher they ever had!) I think that definitely has an impact on behaviorism.
But how to we get students to continue to have that positive "I can't wait for your class" view of school later in their educational career?
Julie,
I think what you had to say about providing feedback is important for students to understand why they are doing the work and the homework. Do you have any ideas on how to impliment this with our little ones? I as well teach Pre-K and I thought some of the spreadsheets were a little advanced for my little ones.
Julie,
I piggy-back on the importance of providing feedback to students. Technology assists with teachers in helping students move toward intrinsic motivation. Students today go home turn on the tv and put the lab top on their lap. Computers through "drill and practice", as well as other programs offer that immediate feedback children crave for learning and life. Worksheet and paper/pencil practice, can leave delays and minimal feedback by teachers. Technology is quick quick and consistent. This is a great tool to help teachers keep up student drive and motivation.
Response:
J. Robinson,
Keeping the educational process relevant to student's lives and interest is challenging. One of the ways we can do that is by teaching them a sense of efficacy through goal setting.
Response:
Kristina,
For me teaching the in a early childhood classroom is the most rewarding experience. The kind of introduction to the educational setting students & parents get at this stage sets the bar for the likely hood of positive interactions in the future.
Response:
Brandi,
I think at this tender age the "sticker" that is shinny holds the power to motivate. Charts and graphs are great for us and the parents but irrelevant to a 4/5 year old.
Response:
Gradrunner,
Technology is a huge part of most students lives. I would like to see textbooks hit the recycling bin and all students get something like the iPad. The possibilities then would be endless for developing high interest content based assignments & practice.
Julie,
Yes the all mighty sticker is very rewarding for a 4 year old!!
I use rubrics a great deal in my class. I have the students score their efforts and work, and I score it also. This allows the students to see what I perceive compared to what they do. After several assignments, we begin to coorelate more and more. I also use many tutorial programs on the computer that give immediate feedback for the students. I try to use these for homework as well, so the students know immediately of they are being successful.
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