Behaviorism in Practice

In the first two weeks of my current grad course - Bridging Learning Theory, Instruction, and Technology - we have explored the brain and the process of learning, as well as the differences between instructional theories and learning theories.  This week, we focused on the behaviorist theory of learning.

At its core, behaviorism is both a powerful strategy for managing behavior in the classroom as well as a method for teaching new skills through repetition and frequent practice (Laureate Education, Inc., 2011).  My goal has been to find out how behaviorism relates to instructional strategies… specifically those that integrate technology.

So how does behaviorism relate to technology?  Let’s look at reinforcing effort in the classroom as a jumping-off point.  We know that, even as adults, our participation and effort is greatly increased when we are provided with feedback and/or reinforcement.  Would I post to this blog if I knew that no one would ever respond to my posts?  It would be difficult, and far-less motivating.  The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Laureate Education, Inc., 2011).  Behaviorism is based on the assumption that reinforcement is central to explaining the learning process (Smith, 2007).  So providing reinforcement for student achievement is critical to student success.  Teachers can use technology tools (i.e. Excel, Word, Spreadsheet) to create charts and graphs for tracking student progress.  By displaying results on the classroom SMART Board or even on a class website, students are reinforced by knowing their positive efforts are visible to others.  By using survey tools or teacher-made “effort rubrics” (Pitler, Hubbell, Kuhn, and Malenoski, 2007), students can clearly see what it takes to be successful in class.    

Let’s talk about homework.  The giving of homework continues to be a hot topic amongst educators and parents.  Some do not see the value of homework, looking at is as mindless, busy work.  So how does giving homework to our students relate to behaviorism?  A key characteristic of behaviorism is repetition and frequent practice of skills (Smith, 2007).  As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  This is key to the efficacy of homework.  It cannot be utilized to teach brand new skills.  In relation to behaviorism, it should be used to drill and practice skills that have been previously learned.  Multiple exposures of material help students deepen their understanding of content (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  With technology, review of content is widely available and in a variety of contexts.  When we think of drills, most of us first think of math facts.  There is a multitude of websites (IXL is awesome!) and apps (Splash Math for iPad) that offer math skills practice that are both hands-on and motivating for students.  Technology also makes is easy for students, teachers, and parents to instantly track progress - further integrating a behavioristic approach (immediate feedback is so reinforcing!).  Besides math, there are sites that offer tutorials, practice problems, and games for all subject areas and grade levels (Fact Monster and BrainPop are two of my favorites).  I also love to create SMART Board activities that provide students with immediate feedback for correct answers.  There are thousands of pre-made activities and lessons for every grade-level and subject available on the SMART Exchange site.

After doing my research this week on behaviorism and its role in instruction, I firmly believe that it has a place in all classrooms.  Technology is an excellent and necessary tool for its integration. The key is for behaviorism to be looked at as a supplement to learning – not as the sole source for instruction in the classroom.  It can also play a critical role in providing students with feedback needed for motivation and success.  As teachers, we must ensure that behaviorism-based technology is utilized appropriately – both as a reinforcement strategy and a tool for the practice and guided instruction of specific content. 

Want to learn more about behaviorism?  Here’s a short, funny video on vimeo:

http://vimeo.com/17694564

 Still not convinced that behaviorism has a place in the classroom?  

Paul Melrose’s blog post title caught my eye!

Zombies and the Force of Falsity: Instructional Design and Behaviorism

References

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. 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-behaviourist.htm