Bridging Learning Theory, Instruction & Technology

Application #2: Behaviorism in Practice

     In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli (Orey, 2001). Both reinforcing effort as well as homework and practice instructional strategies correlate with the principles of behaviorist learning theory. 

     

     Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Pitler, Hubbell & Malenoski, 2007). Often times students do not see the relationship between effort and achievements. Through the use of a data matrix, like Microsoft Excel, students can track their effort and achievement in any subject area. This strategy provides immediate feedback and students adjust their efforts and begin to set goals in an attempt to make progress. 

      Along with personal successes, students should also be exposed to groups they are a part of. When students have well-known or personal stories from which to learn, effort is reinforced, and students begin to take more responsibility for their own successes (Pitler, Hubbell & Malenoski, 2007). Using data notebooks has been an excellent resource in my classroom. It not only clues parents in on how their students are doing, but students begin to take initiative with their learning. I took this instructional strategy one step further by displaying class achievement graphs for all of our subject matters to show students how they were doing as a whole. This was great, because students who normally would have a bad attitude towards their learning, started to take ownership and make a change.

     Homework and practice also correlates closely with the behaviorist learning theory. One such instructional strategy is through the use of multimedia. Well-made software allows teachers to choose which learning objectives the student needs to practice, has sophisticated and seamless multimedia to keep the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept (Pitler, Hubbell & Malenoski, 2007). Receiving such immediate feedback from software causes students to adjust their learning. Positive reinforcement will encourage students to keep playing, while negative reinforcement might cause a student to shut down and quit playing. 

     Both reinforcing effort and homework and practice instructional strategies support the behaviorist learning theory that results in a behavior change either positive or negative. Teachers should monitor use closely and make adjustments where needed to ensure success and progress for the learner.

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

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