For the course I’m currently taking with Walden, I was asked to evaluate several resources we were given this week, and how they fit with the behaviorist learning theory. The sources included instructional strategies and website resources.
The first set of resources I’ll discuss came from the chapter, “Reinforcing Effort,” from the book Using technology with Classroom Instruction that Works. The methods they discussed involved having the students complete various forms of surveys and rating systems created with programs like Excel and Survey Monkey in order to evaluate themselves and rate the amount of effort they were putting forth. They would then be able to see how they rated and chart their progress from earlier weeks. The teacher would also be able to see the results, which would give him/her insight on the effort the class was making. It is assumed that the results from these graphs and charts would motivate students to try harder if they found their score going down, or feel some level of gratification when they see their scores go up. I don’t think this instructional strategy quite fits with a behaviorist model, but rather, it fits better with a humanist model. It makes the desire to do well an intrinsic motivation because they are scoring themselves, then see their overall score get processed based on their own input. If they didn’t do well, they’ll go back to see which scores brought them down, and know where they need to improve. They’ll then feel the desire to work on that weakness to bring their score up for the following week.
I then explored the many computer resources supplied in our resources and in chapter 10 of the same book as above. I found the majority of these to be of behaviorist instructional strategies. Using a behaviorist model of teaching, we would create a system of rewards and, to some degree, punishments, to shape the behavior of a child. If it’s a desired behavior, we reward it so that behavior is repeated. If it’s not desirable, we’ll hold back from rewarding it, or punish it so the likelihood of it occurring again is less likely (Laureate Education, Inc, 2011). Most of these websites do just that. When playing some of these online games, particularly from the wealth of links on Internet4Classrooms, you get rewarded for correct responses. The reward was that you got to continue the game. If you are wrong, you are often punished by losing life, causing your game to come a little closer to ending. These resources pointed us to tutorials, which I’m not sure how they relate to behaviorism, but in exploring these sites, I did find many resources that strongly use the behaviorist philosophy of learning. Another way these sites supported behaviorism is that they had you practicing skills over and over again. This idea assumes that, if you keep doing a skill through rote, you will eventually begin to memorize and perfect that skill.
I’ve seen success in using both strategies to teaching and feel that a good classroom will use both systems. Both will teach accountability and will give opportunity for self improvement. On a side note, I will be adding some of these links to my school’s website to enable further opportunity for my students to practice skills in their classroom and at home while having a little fun doing it.
Resources
Pitler, Howard. "Reinforcing Effort." Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development ;, 2007. 155-165. Print.
Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
I agree that many of the behaviorism-based learning resources had a built in system of reward for correct behavior/answers, and I think that is good because they challenge the students and keep them motivated to continue the activities; as well as give them instant feedback. I agree that the concept of the lesson is that if a student displays desired behavior we reward it the behavior will continue/ be repeated, but if the behavior is inappropriate we do not reward it.
ReplyDeleteMatt,
ReplyDeleteI am so happy to see you taking your learning and adding it to the school website. Therefore, not only will your students benefit, but other students within the school will also be able to engage in some active engagement at home. I'm sure the other teachers at your school will also appreciate your efforts, I know I would. On a side note, I love that you recognize the need for a variety of instructional strategies. Yes, behaviorism can work well in different situations, but I also believe students need that rote practice in other situations. In other words, in order to meet the needs of all our students we need to provide differentiated instruction and remain open to the opportunity for new ideas/practices to enter our classrooms.
GREAT POST!
Matt,
ReplyDeleteI agree that having students "grade" themselves or monitor their work is a very meaningful and productive way to assess. I agree that students then can become intrinsically motivated; expecting more of themselves! I also really like the idea of having a learning game that rewards the student by allowing them to play more; what a brilliant idea. Thanks for sharing!
Chelsea Blasius Lewis
Rote may not always be the most fun, but it can be quite effective at time. I'm kicking off Spongebob typing with my third graders since I've recently noticed that their lack of keyboarding skills is slowing us down from accomplishing everything that I've wanted to accomplish up to this point. They love it so far, but I'm sure they'll start getting frustrated with it as the weeks pass (it will be their warmup activity for each class). But the rote practice is very effective with this skill, so until something better comes along, this is how it'll be done. If anyone has other ideas for typing software that students enjoy, let me know.
ReplyDeleteWhen I read about the reinforcement strategy I had put it in the behaviorist model. I was looking at the idea that this method would allow them to visualize the connection. I had not considered the fact that we are not really providing the external reinforcement, but instead sparking and internal interest and desire. The repetitive practice is great for some things. However, I think we have to be careful with how it is used and the level of difficulty. I noticed another person posted they are using a keyboarding activity with a warm up and they were concerned the students might find it frustrating at some point. I would say if it starts to go that direction it is time to change the activity. I know from my own experience on games, if it gets to the point where I am not successful I am apt to quit playing and look for something else. If it is not achievable then it just isn't fun.
ReplyDeleteCzapphys, I'll only use a program based on it's effectiveness. If it's not effective and my students aren't enjoying it, I won't use it anymore. If it is very effective, and my students are only frustrated because they are being challenged by the skill, but progressing well, I'll usually continue using that program. Learning a new skill can be frustrating, and that's a life lesson. If the frustration is due to the format of the program, not the skill itself, I'll reconsider my use of that program. The problem with switching between different typing programs is that they would have to start over in each program they switch to, which would stall progress. Keyboarding skills is only a small part of what I do though, being that it is only a drill. They usually enjoy the lessons that follow. These lessons always involve them learning how to use a computer or web based program. When doing this, repetition doesn't play as large a role. My goal is to familiarize them with a lot of things, not so much to master everything I teach them. Since I have them for several years, mastery comes over time, more often for those who want to stay after school and use a program I taught them during the week, and that initiative they take shows an intrinsic desire to learn. By the way, I saw that you referred to me as "another poster." I'm the author of this board and the original post. I don't know why blogspot doesn't make the author stand out differently from the other posters so readers know when the author is responding to comments, I would have made the same mistake if I was reading this board.
ReplyDeleteMatt
ReplyDeleteYou have made an excellent observation that self-directed tasks such as using Excel to create progress charts is more based in Humanist behavior rather that Behaviorist. Jennifer also had a valid point in that many students will give up if they cannot see an obtainable conclusion to the assignment. How do you keep your students interested if mastery is a multi-year project and what happens when a student transfer to a different school with a teacher how does not share your philosophy. In my district we expect that more than thirty percent of the students that begin in Marysville schools do not graduate from one of our high schools. If we took such a long term view many of our students would be completely lost when working in the next technology class, how do you assist these students?
We have about the same rate of transience in our school. When I say mastery, I mean mastery of an entire program. Lets take PowerPoint for example. Each year, I'll build on the skills I showed them the previous year, taking them to more advanced features. It would be impossible to have everyone master all of the programs I teach them in the 30 something sessions I'll see them through the year. It's funny that you bring this point up, because I have a lot of students visit me and ask for help who've been graduated from our school for a few years now. They tell me that they're sorry, but they've forgotten everything I've taught them because they haven't had technology classes for years. It's very discouraging. As far as the students who transfer in go, I work more intensely with them, and they get a lot of help from students who've been in our school for a while. I purposely seat them next to proficient, helpful students. It transition usually happens pretty smoothly.
ReplyDelete