Behaviorism in Practice

Upon reflection of this week’s learning resources, I found that both strategies mentioned in the text, Using Technology with Classroom Instruction that Works, have connections to the theory of Behaviorism. In their simplest form, both Reinforcing Effort and Homework and Practice, relate to the idea that reinforcement is necessary, promotes change, and that both activities are within an individual’s control, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement,” (Schunk, 2003). By communicating and emphasizing a student’s understanding of their efforts and how they play a role in their success; we can strive to lead them in a direction where this realization becomes applicable. To eliminate previous self-concepts or beliefs, an educator may use Behaviorism strategies to reinforce, eliminate, or punish a behavior or thought. The idea of an Effort Rubric supports reinforcement of the effort-success relationship, while it also aids in identifying particular areas of strengths and weaknesses to focus on. Utilizing this spreadsheet software, students can track the amount of effort that they give towards certain tasks and then correlate that effort to the grade received; ultimately utilizing the principles of the Behaviorism Theory. The reward of the grade will then prompt a student to either continue certain behaviors or to extinguish them. Even further then self-assessment; the ideas of Behaviorism can be applied when presenting data that an educator may use to support the idea of the effort-success relationship. By identifying and displaying research of other behaviors that have or have not worked, students can then make their own decisions as to what desired result or behavior they would like to exhibit.

When speaking of Homework and Practice, I also see ideas from the Behaviorism Theory being applied. Since, “homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), we again support the idea that by displaying great effort, we will achieve great success. It is necessary, at times to assign rote and traditional practice for homework assignments. The idea that if the student gives a right answer, using certain educational tools, such as http://scienceview.berkeley.edu/showcase/flash/juicebar.html, and receives their appropriate reward or encouragement, makes sense when they are home, completing the assignment on their own. Often the purpose of homework is to give students a chance to practice certain skills or to apply what they have learned, not necessarily to engage and teach new material. “Mastering a certain skill or process does require a fair amount of focused practice,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), and can be attained through Word Processing Applications, Spreadsheet Software, and learning with Multi-media or Web resources.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation, Reading & Writing Quarterly, 19, 159-172.