Behaviorism in Practice: Instructional Strategies and Behaviorism

            As discussed earlier this week on our class discussion board, there is still a place for Behaviorism in the classroom.  Sometimes maligned as being somewhat passé, in fact Skinner’s ideas on operant conditioning can inform the observant teacher.  Understanding that a behaviour that is rewarded is likely to be repeated is the heart of this theory.

            This week we were asked to look at Behaviorism as it correlates with two specific instructional strategies.

            According to Pitler, Hubbell, Kuhn, & Malenoski ( 2007, p. 155), the “instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement”.  What teacher has not wished for their students to just try harder?  It is easy to see that most, if not all, of our learners would be more successful if they grasped this concept, making it a behaviour we would like them to demonstrate frequently. Basically, we would like for them to understand that an increase in effort – a behaviour - will result in improved grades – a positive reinforcement.  

Teachers can use technology to “track the effects of effort” (Pitler, et al, 2007, p. 156), highlighting the relationship in ways that are easy to see.  Data collection tools such as Survey Monkey, for example, make the compilation of information and its display fast and accurate with little time spent. In addition, spelling out the specific indicators of effort using a rubric is made much easier with technology, as is feedback for individual students.

Below are useful links for making a survey and also creating a rubric.

www.surveymonkey.com/

http://rubistar.4teachers.org/

            Another instructional strategy that has its roots in Behaviorism is that of Homework and Practice.  Pitler et al (2007, p. 189) state that “technology facilitates homework and practice by providing a wealth of resources for learning outside the classroom…that help students refine their skills.” 

            For example, I use a program called “Adapted Mind” ( www.adaptedmind.com ) with my class.  They do some work using it in class, but are allowed to select specific skills practices as part of their Mathematics homework.  This program gives immediate feedback for right or wrong answers, and provides significant positive reinforcement as the students earn badges for skill points and for effort points.  It also offers brief tutorials when students get off track.  It is a kind of programmed instruction that gives a small amount of information followed by brief assessment, which is responded to almost immediately.  My students get very excited over the badges and being able to track their progress.  They also find the tutorials helpful.  This kind of feedback and support is Behaviorism in action, as spelled out by Orey (Laureate Education, Inc., 2011).  

            In my classroom, Behaviorism is not the main learning theory you will see in practice, but you certainly will see it applied to these two instructional strategies.

Resources

 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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver: McREL.