I am a staunch supporter of most methods that promotes learning through understanding. At first glance, behaviorist learning theories would seem to be the exact antithesis of that level of learning, but deeper investigation has shown that this may not be true. In the course of reinforcing desirable behaviors and punishing undesirable behaviors (the two mechanisms of operant conditioning discussed by Dr. Michael Orey on our accompanying course DVD) technology may be used to promote and model positive behaviors for students (Laureate Education, Inc., 2009).
In one of the course texts the authors presented technological tools that could be used to achieve the desired results of reinforcing effort and using homework effectively. The combination of spreadsheets, effort rubrics, online educational games, multi-media projects, web resources, and communications software offers immediate and collective feedback; one of the main attributes of behaviorism (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 156-164); (Pitler et al., 2007, pp. 189-199). Access to technology allows for active review of information which allows students to better see the “…relationship between effort and achievement” (Pitler et al., 2007, p. 160). Posting or publishing information that students can actually compare with other students actually increases its effectiveness as it is much more “…meaningful and more relatable than stories of larger-than-life heroes” with whom the average student cannot relate.
As a math teacher I feel that homework is invaluable in understanding various topics and how they are related. Further, and more importantly, the text suggests that if homework is assigned, the purpose “…should be identified and articulated” and the results “…should be commented upon” (Pitler et al., 2007, p. 187). These are aspects of behaviorist learning theory that B. F. Skinner designated Programmed Instruction. Textbook publishing companies offer tools like self-check quizzes, online tests, vignettes, and flash-based interactive tutorials for students to gain more practice and a deeper understanding of topics. The text suggests the construction of PowerPoint games which develops “their understanding and practice skills” (Pitler et al., 2007, p. 194). Assignments that involve research (online or otherwise) also support independent, point-of-use learning as students are required to seek answers to questions on their own – which, again, better reinforces the material.
I believe that the No Child Left Behind (NCLB) requirements have allowed behaviorism to be more of an important factor that it would have been without it. The importance placed on the quantity of information gained versus the quality of information gained is a bit disturbing to me. But, as long as standardized tests are such integral components of the measurement of learning and understanding, behaviorist learning theories have a strong chance to remain relevant in our classrooms; how we use them will be the largest determining factor.
James
References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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The tools offered by many textbook companies have become much more polished and engaging than those in the past. Today, many of these tools are very stimulating in their manner of reinforcing material to students and students enjoy using them. It is a break from the traditional routine of many classrooms and helps promote technology in the classroom. I use many of these interactive games and activities in my courses and it typically only takes about 5-10 minutes a day to complete. Many times, I use information from these tools when creating quizzes and tests for my courses. Additionally, the students enjoy playing Jeopardy through a PowerPoint that I create for each unit. It provides review in a fun and engaging manner and students enjoy being able to recieve extra credit for being part of the winning team.
ReplyDeleteThere is no doubt that NCLB requirements have contributed to the popularity of behaviorism. Schools everywhere are "playing the game" to meet their Adequate Yearly Progress (AYP) through a variety of methods. The benefits of raising the low achieving students' grades can have such a great impact on a school's AYP, that administrators will skip quality learning opportunities for the immediate results of the drill and practice routines. Computer programs that use these behaviorist learning theory approaches can still have a positive impact on our students, when used at the proper time for the proper amount of time. Behaviorist learning theories will always remain relevant in the classroom, but as long as we continue to have standardized testing, the behaviorist learning theory will always be looked down upon for its misuse.
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