This week we have been exploring how behaviorism relates to instructional strategies in the classroom. Reinforcement is a characteristic of the behaviorist theory often times used with desired behaviors in the classroom. If reinforcement works with behavior, then it can also be applied to effort. Unfortunately, many students develop a defeatist attitude because they focus on heredity, race, and background as contributing factors to their failures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). However, if students can see the connection between effort and achievement, then this belief can change. One way to demonstrate this association is through Excel with an effort/achievement spreadsheet. With students filling in their grades and then using a rubric to determine their effort, they can see proof of the benefits of their effort. They are taking responsibility for their learning. Since I teach computer, it would be a great way to teach students about graphs, and it would also be a real-life activity.
Another instructional strategy is “homework and practice.” According to James Hartley “skills are not acquired without frequent practice” (Smith, 1999). Homework offers students a chance to review and practice what they learn. Technology can enhance the homework and practice through educational software programs, web resources, tutorials, and creating their own multimedia programs. Using technology to practice skills helps students to choose what works best for their learning style which, in turn, increases their level of understanding.
Before the readings for this week, I associated behaviorism with classroom management and behavior. It was interesting to learn how instructional strategies used with technology can enhance student understanding. I believe that behaviorism is used by many teachers today.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Jill,
ReplyDeleteBefore being exposed to this week's resources, I have always believed that behaviorism in the classroom described student behavior. I never thought of it as being used for education reinforcement. After reading about the two strategies in this week's reading my mind began to swirl. This year I had my 5th grade math and science students keep a spreadsheet on each of their nine weeks grade. I wanted my students to be able to keep up with their averages for each grading period so they would know what they needed to do to get the grades they wanted. Students really have appreciated it because they have put forth more effort to do their work because they like to see their grades improve each time they document their grade.
This year our school purchased the resources of Compass Learning and V-Math Live to use as a reinforcement of Math and ELA skills. Students have access both at school and at home. My students have enjoyed these two resources as well as one we had already in our collection (Study Island). Our school has seen great improvements in school work as well as MAP scores with these programs. When students are able to access technology as a learning tool they seem to always become motivated and focus their attention on the expectations.
I, too, was inspired by this week's reading and was talking to one of the 8th grade math teachers. We decided to try to use the effort/achievement chart with one of my classes. It is a great way for me to show the students spreadsheets and charts, and she wants to see if her students can improve once they see their effort.
ReplyDeleteIt seems like your school has learned how to balance technology resources with students. If you are noticing improvements in work and scores, then it must be used appropriately. Keep it up!
Jill,
ReplyDeleteIf students see their effort is making a difference, I believe they will try harder. I think it is great that you are able to communicate with others and work together to devise a plan to help students. I have been fortunate enough to have a great team teacher and we are constantly communicating and collaborating. Our 4th nine weeks begins next Monday and we have also decided to incorporate one spreadsheet for all the core classes enhancing student effort/achievement. We are hoping this will motivate students and if all goes well, it will be implemented for next year's students.
Jill,
ReplyDeleteI agree with you that many students are using their cultural backgrounds as a reason not to put forth effort in school. Many students do not realize that just a little bit of effort can improve your grades and ability to obtain the content. I think using a spreadsheet that will allow students to see their effort in the classroom will help students to set goals. There will be many who will learn from the information and those who will still need more reinforcement of their behaviors. I think if more of my students gave more effort, they will be more successful.
Jill, I think it is great that you have found a way to connect positive reinforcement of effort and attitude to an assignment that is relevent to your course! I also found it interesting that students can focus on things that bring them down. Where do they get that attitude from? If we as educators are trying to build them up, where do they get torn down from? Is it home, society, peers, or a combination? I would be curious to hear more on that topic.
ReplyDeleteJill, I also like the idea of having the students chart how much effort they are putting in at school through a spreadsheet or a notebook. My concerns are that if a student's tracks their effort and they still perform poorly. I would not know what to tell a student that puts forth a lot of effort and still fails. What are your thoughts?
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