This week I
explored the role of behaviorism in modern education and how it relates to
current instructional practices and technology tools. In particular, I research the role
behaviorism plays in the reinforcement of behavior and completion and
monitoring of homework. Although behaviorism principles are perceived to not be
widely used in school, in reality they play a critical role in many
intervention programs, behavior modification systems, and general instructional
techniques. Initially developed by theorists
such as Pavlov, Skinner and Watson, behaviorism can be defined as a developmental
theory that measures observable behaviors produced by a learner’s response to
stimuli (Standridge, 2002). Specific behaviors responses to stimuli can
either be reinforced or extinguished depending on the feedback the learner receives. As a result, behaviorism can play a vital
role developing basic skills and foundations of understanding in all subject
areas and in classroom management.
As mentioned, behavior
can be shaped depending on the positive or negative reinforcement one
receives. The concept and application
though of positive reinforcement is often a contentious debate amongst educators. For many educators, the act of positively reinforcing
behaviors students should automatically be demonstrating, constitutes as form
of bribery. What we need to realize is that reinforcement is a natural
motivator within of our lives. We would
not invest in work, obey laws, or engage with others socially if we did not received
some sort of reinforcement whether that is intrinsic or extrinsic (Kansas, 2012). According to John Hattie (2008), reinforcement
“was among the most powerful influences on achievement, acknowledges that he
has "struggled to understand the concept" (p. 173).
Recently, though
the term reinforcement has been replaced with the concept of feedback. Both of these principles are rooted in the
idea that in order to positively impact student behavior and performance,
students must receive timely and meaningful responses from adults. (Wiggins, 2012, p. 10). In order
though for feedback to be considered meaningful one should: name
only behaviors that have actually occurred, say what you see, not how you feel,
and avoid naming some students as examples for others (p. 10). To accomplish this within a classroom setting
teachers can utilize a number of technology tools. According to Pitler,
H., Hubbard, E. R., Kuhn, M., & Malenoski, K, (2007) spreadsheets, word
documents and electronic rubrics can assist teachers in communicating and reinforcement
student behavior and effort. Electronic rubrics assist in defining a set of
behaviors and proficiency levels that a teacher expects from a student or group
of students. Utilizing word documents, teachers can generate point sheets,
behavior plans and contracts, and reward tickets. This information can then be recorded and
displayed using a spreadsheet which can graph the data in a variety of ways (Pitler,
et al, 2007). By graphing data and
recording information, it allows students to have a visual indicator of
progress which can subsequently result in internalization and reflection on
ones skill and behavior. When you use these three tools in conjunction with one
another, it allows a teacher to engage in an open, constructive, and purposeful
dialog with students.
According to
Robert Marzano, research has shown that homework is one of the least effective
instruction tools within a teacher’s tool box (Marzano, 2001). Even though homework may not be the best
approach to instruct students on new skills, it does help in support the
drilling of mastered skills to ensure that they are maintained. This concept of drilling skills through repetitive
practice aligns with a number of behaviorism principals. Similar to feedback,
homework provides teachers with a wonderful opportunity to incorporate
technology resources. Teachers again can utilize spreadsheets in order to
record and track student progress (Pitler, et al, 2007). When presented as a visual within the
classroom, students receive immediate feedback and can gage what areas they
need to improve upon. The internet is
another resource teachers can incorporate to assign homework. Through blogs, wikis, podcasts and web quests,
teachers can create an interactive learning environment that challenges
students to apply critical thinking skills and 21st century learning. Teachers can also use websites that will
drill students on fact families, phonemic skills, comprehension skills, and a
multitude of academic areas. Through
expanding ones definition of homework, teachers are able to create a learning environment
that extends beyond the brick and mortar setting.
References
Hattie, J.
(2012, September). Know thy impact. Educational Leadership, 70(), 18-23.
Retrieved from
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Know-Thy-Impact.aspx
Hattie, J.
(2008). Visible Learning. New York, NY: Routledge.
Marzano, R.,
Norford, J., Paynter, D., Pickering, D., & Gabby, B. (2001). A handbook for classroom instruction that works.
Alexandria, VA: ASCD.
Pitler, H.,
Hubbard, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Work. Alexandria, VA: ASCD.
Standridge, M. (2002).
Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved on September 9, 2012 from
http://projects.coe.uga.edu/epltt/
University of
Kansas. (2012). Positive reinforcement. Retrieved from
http://www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/positive_reinforcement
Wiggins, G.
(2012, September). Seven Keys to Effective Feedback. Educational Leadership,
70(), 10-16. Retrieved from
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Hi Jaime,
ReplyDeleteIn addition to the point that you made about behaviorism in the classroom, I also liked the suggestions for modeling, shaping and cueing in the classroom. The students are always watching our behaviors and by that they "acquire many favorable and unfavorable responses by observing those around them" (Orey, 2001, p. 6). So to conduct your self in the classroom by modeling desired behaviors a teacher can then shape or "break down into discrete, concrete units, or positive movements each of which is reinforced as it progresses towards the overall goal" (Orey, 2001, p. 6). Finally, if a student(s) are not responding how you would like you can then cue a child with a "non verbal or verbal cue as to the appropriateness of a behavior" (Orey, 2001, p. 6).
Overall, I liked how this article gave a breakdown and practical applications for the classroom teacher.
Resources:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
In my classroom I do not have students in desks, but in groups of 4-5 at tables. As you may think this creates a number of challenges to instruction and classroom management. This is why I found behavioral approaches have been so meaningful in my classroom. Although I may not have known the formal terms, I incorporate shaping, cueing and modeling on a daily basis. I use proximity as a non verbal cue to redirect behavior, establish clear and specific behavioral targets for group and class work, and ensure that each table has a positive model for behavior. I also use reinforcement and meaningful feedback to ensure my students are aware of their progress and the role their personal effort plays on the success in class.
ReplyDeleteHi Jaime,
ReplyDeleteYou mentioned that "reinforcement is a natural motivator within our lives." I totally agree. I remember, when I was an undergraduate student, debating whether students should be paid for grades. The idea was that, for students, school was their job. While I agree with the concept that school is a student's job, something still didn't feel right about paying for grades (whether it was the school, the state, or the parent paying). I can't explain why I don't feel quite right paying for grades, other than my own motivation of doing well just because it's the right thing to do. Here is an article about the subject: http://www.usatoday.com/news/education/2008-01-27-grades_N.htm
What is your opinion on paying for grades or improved test scores?
Jeremy
Jeremy:
ReplyDeleteI think the actual paying students for grades is a terrible idea. It some how takes away the point and value of learning. Students do need motivation, but to instill that the only purpose for achievement or education is the financial gain sends the wrong message. I also worry about the sense of entitlement students have now of days. This somehow seems to play into this mantra of what do I get out of it, I have heard from so many kids.
Hi Jaime,
ReplyDeleteWhile I do not like the idea of naming students, I do believe that student achievement should be lauded as experience has taught me that when we make students feel good about themselves, they are likely to perform at a high level. Perhaps when a student advances two grade point levels, he can be given the responsibility to assist a fellow student, with the understanding that he maintains or continues to progress in the subject discipline.
Michele
Jaime,
ReplyDeleteYou gave great responces on ways that teachers can use technology to record and display their progress. I teach in a computer lab and find it helpful for students to be able to track their own progress. I wanted to display the information in my classroom, but because of the amount of students that I teach, find it very helpful for the students to record their own progress and save it. This allows them to be responsible and reinforces skills taught in
Word, Excel, and PowerPoint.
I like that idea of reward tickets. I was helping out in a reading skills class and the teacher would give tickets out to students as a reward for being a winner of the game, Around the World. The student receive x amount of tickets for being the winner. She had different prizes that the students could spend their tickets on like pencils, notebook, and paper. One of the prizes that caught my attention was being able to use it to get out of silent lunch. By perfoming well in clas, students were able to use their tickets to get out of behavioral consequences.
What do you thing about that?
Nakeia
This comment has been removed by the author.
ReplyDeleteJamie,
ReplyDeleteI agree homework is changing. Anytime critical thinking and 21st century skills can be used is beneficial for everyone. With the use of Screencasting this has become a perfect fusion that can be used in a variety of ways in all subjects.
Camtasia(http://download.cnet.com/Camtasia-Studio/3000-13633_4-10665109.html)and other apps such as Educreations (http://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?ls=1&mt=8), ScreenChomp (http://itunes.apple.com/us/app/screenchomp/id442415881?mt=8),and Show Me(http://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279?mt=8)have been useful in providing powerful and effective ways to deliver, teach, and review content. Students can become the teachers as they create videos that can instruct, review, and inform. These can be reviewed as many times as needed. As students teach the skill then we know that they have truly mastered it.
Here are some free resources (http://www.1stwebdesigner.com/freebies/free-screencasting-tools-video-tutorials/)to help get your classroom started: This primer (http://screencastingprimer.wikispaces.com/primer)will be an excellent introduction.These Screencasting strategies (http://www.oreillynet.com/pub/a/network/2005/06/13/primetime.html) will be helpful in creating effective and compelling presentations. These are some resources I hope someone will find useful in their Screencasting journey.
Kate
Sorry about the formatting. It is not liking my links. I tried to fix earlier, but it is not working.
Delete