Behaviorism in Practice

For week two (2) of my Walden University course ‘Bridging Learning Theory, Instruction and Technology’, the behaviorist learning theory was the focus. Learning theories has been around in education for a long time and seek to provide a pedagogical foundation for teachers to understand how students learn. Behaviorism is concerned with observable human behavior (learned habits) as a result from stimulus-response. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishment, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008). Thus, behaviors that are undesirable can be replaced by new desirable behaviors. In the week’s learning resources, Dr. Orey stated operant conditioning is the practice of behaviorism in the classroom and operates on two (2) premises – reinforcement of desirable behaviors and the punishment of undesirable behaviors. Of these two mechanisms, reinforcement is the most powerful, especially in classroom management (Laureate, 2011).

            Along with looking at the behaviorist learning theory, this week’s learning resources also looked at instructional strategies – reinforcing effort and homework and practice – that embed technology. Pitler, Hubbell, Kuhn & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works stated that effort is needed for students to attain success as it is within the individual’s control. The instructional strategy of reinforcing effort embodies the behaviorist learning theory as it helps students to understand the relationship between effort and achievement. With this strategy students are taught the importance of effort and how to track the effects of their effort. The use of educational technology such as the spreadsheet software and data collection tools can help support the teacher’s reinforcing effort in the classroom. This teaching strategy work in a similar framework as the behaviorist theory, undesirable behavior is being replaced by desirable behavior in order to assist students to achieve success. Teaching students the importance of effort and how to track their effort is the reinforcing behavior that students must adopt and it is reinforce until the students get it. The use of the spreadsheet software not only engages students in the process but also let students see the relationship between their effort and achievement over a given period. I must say this is not a panacea for students’ lack of effort in the classroom, but with “consistent and systematic exposure” (Pitler, Hubbell, Kuhn & Malenoski, 2007) an impact would be made.

Pitler et al (2007) stated that the use of data collection (as well as online surveys) can be used to show students the relationship between effort and achievement, especially when students can associate themselves with another group. Knowing and seeing that others have gone through the process and overcame the challenges they would be motivated to put out the effort. This is in line with the behaviorist theory, students’ effort is reinforced and they begin to take more responsibility for their own success – a new behavior is learnt.

            After concept has been taught to students, they need to practice and apply their learning for it to become permanent and available when needed. Teachers accomplish this task with the use of Homework and Practice. Pitler et al (2007) stated that homework and practice allow students to review, deepen understanding, gain proficiency and apply what they have learned. As educators we are aware of the pitfall assigning homework can entail and as such Pitler et al (2007) suggested that teachers should:

·         “establish and communicate a homework policy

·         design homework assignments that clearly articulate purpose and outcome

·         vary approaches to providing feedback.

Like the behaviorist theory of reinforcing desirable behavior, assigning homework allow student to practice concept/skill until proficiency is reach. It is essential that teacher provide feedback to students as quickly as possible in order to avoid erroneous practices. In using this strategy there are several educational technology available to help teachers extend learning outside of the classroom which will make it easy for students to work individually and collaborative on assignments.  These educational technologies include Word Processing, Spreadsheet, Multimedia, Web Resources, and Communication Software.

The use of some educational technology has created a strong link with the behaviorist learning theory which has not only help teachers with classroom management but help students to repeat aspects of learning (behavior) until proficiency is attain. As such one can conclude that the behaviorist learning theory still has its place in the 21-st century classroom.

References

Laureate Education, Inc. (2011).  Behaviorist learning theory. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations. (Laureate Education, Inc., custom ed.). Boston MA: Pearson Education, Inc.

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