“Behaviorist techniques have long been employed in education
to promote behavior that is desirable and discourage that which is not. Among
the methods derived from behaviorist theory for practical classroom application
are contracts, consequences, reinforcement, extinction, and behavior
modification” (Orey,
2001). In modern day classrooms, many teachers are still using
instructional strategies and behavior management methods that derive from
behaviorist theory. In my own 2nd grade classroom, I control
and monitor behavior using a clip behavior chart system, I write behavior
contracts, and I provide rewards and reinforcement in several ways. These
strategies all were inspired by behaviorist techniques. Reinforcing effort and
providing meaningful recognition are important behaviorist ideas. Utilizing the
most recent technology tools in conjunction with behaviorist instructional
strategies will enhance students’ motivation for learning and their
understanding of the relationship between effort and achievement (Pitler,
Hubbell, & Kuhn, 2012).
“Technology helps students and teachers
better track the effects of effort and provide more immediate feedback to
students” (Pitler, Hubbell, & Kuhn, 2012). One instructional strategy that
I wish to try and incorporate in my upcoming Genius Hour lesson is an effort
rubric, created in a Google Docs spreadsheet. Pitler, Hubbell, & Kuhn
(2012) suggest that rubrics and spreadsheets help students make the connection
between their effort and achievement. I will have a discussion with my class
about what effort will clearly look like as we research and prepare our
presentations for Genius Hour. Together, the students and I will create an
effort rubric, making sure that they have a clear understanding of each
category. Using this spreadsheet, my students will be able to track their
effort weekly, as they complete their passion project. This strategy, based on
a behaviorist approach of reinforcement, would allow my students to see how
their grade is affected by how much effort they put forth in their work.
Allowing students to track their effort is a systematic and consistent approach
that allows students to take more responsibility for their own success (Pitler,
Hubbell, & Kuhn, 2012).
Another way teachers can implement the
behaviorist approach in their classroom while utilizing technology is through
providing recognition. In order to work effectively, the recognition and praise
selected must be specific and aligned with the expected performance and desired
behaviors (Pitler, Hubbell, & Kuhn, 2012). I appreciated the
abundance of suggestions from our course text about using technology tools to
provide meaningful recognition. I
already provide my students with personalized certificates and awards at the
end of a marking period to support a job well done. I was not aware of the free
certificate generators or badge generators available online. I will, going
forth, utilize these types of websites to help my students feel more motivated,
appreciated, and recognized for their success. Technology provides a way to take the behaviorist principals
of recognition and reinforcement to new levels. “Posting exceptional student
work on the Internet opens up possibilities for recognition from friends,
peers, professionals, and relatives across the globe” (Pitler, Hubbell, &
Kuhn, 2012). I already use ClassDojo to showcase exceptional student work
through photographs and work samples. This school year, I plan to implement the
new student-led digital portfolio options on ClassDojo. This will be one
additional way I will help my students take pride and ownership in their
learning while giving them access to digital tools that foster communication,
positive reinforcement, and meaningful recognition for their efforts and
achievements.
“Using behaviorist theory in the classroom can be rewarding
for both students and teachers. Behavioral change occurs for a reason; students
work for things that bring them positive feelings, and for approval from people
they admire” (Orey, 2001). Within my classroom, I am additionally using the behaviorist
theory approach through the instructional, interactive educational games I give
my students access to in learning centers. I currently subscribe to a
learning website called MobyMax.com that
students can access at school and at home for extra practice and support. “MobyMax” reinforces the content that I am teaching
in the classroom. It differentiates lessons across the curriculum, based on my
student’s performance, in various learning modules. It awards them for effort and achievement with awards,
digital trophies, and time to unlock and play fun arcade-like games. Educational game websites, like MobyMax.com provide
recognition for achieving certain levels and are a fun and motivating way to
help students practice basic skills and learn key concepts (Pitler, Hubbell, & Kuhn,
2012). Another great example of instructional media that I already
utilize that supports a behaviorist approach is the website Brainpopjr.com. My
grade-level partner and I share a subscription to this website because it
provides hundreds of short educational movies spanning across all the content
areas. Each movie is followed by an online quiz that students can take to show
their understanding. “Practicing with multimedia allows students to shape the
experience to their individual learning style and increase their level of
understanding to mastery” (Pitler, Hubbell, & Kuhn, 2012).
“Effective teachers model and apply the
ISTE Standards as they design, implement, and assess learning experiences to
engage students and improve learning” (International Society for Technology in
Education, 2016). In
my classroom, students are using technology like “BrainPop Jr.” to actively
demonstrate competency, seek feedback to inform and improve their learning, and
to demonstrate their knowledge in a variety of ways (ISTE, 2016). Furthermore,
“MobyMax” provides positive reinforcement by
rewarding students with new digital awards, trophies, and access to fun games
when they have accomplished levels of learning. By providing my students access to instructional, interactive games, I am
designing and developing their learning experiences to address their diverse
learning needs and abilities through the use of digital tools (ISTE,
2008). Additionally, my usage of “ClassDojo” as a communication
tool, a showcase of student work, and a method for students to receive positive
recognition and reinforcement, is supported by the ISTE Standards. ClassDojo
allows my students to model digital age work and learning through collaboration
with students, peers, and parents, using digital tools to support success an
innovation (ISTE,
2008). MobyMax, BrainPop Jr. and
ClassDojo are
wonderful online programs that have revolutionized the way I teach and
integrate technology for learning. All three instructional tools provide my
students with practice of basic skills and concepts, as well as positive
reinforcement with immediate feedback, all of which have implications from a
behaviorist learning perspective.
Another popular source I researched was an article by Marisa Karamida (M.Ed.) entitled, Behaviorism in Instructional Design for eLearning: When and How to Use. Karamida (2015) explains that there are several ways that behaviorism can be applied in today’s instructional design for eLearning and provides examples of appropriate eLearning activities. When students are engaged in online learning that requires them to discriminate, generalize, associate, and sequence events, they are participating in exercises based on behaviorist principles (Karamida, 2015). Furthermore Karamida (2015) states that behaviorist principles are applicable in presenting material through a game design that she calls “gamification”. This approach is entertaining, motivating, and engages the audience throughout the learning process. Many of the technology-rich lessons that I create for my classroom use a game-like approach on the Smartboard. Before a test in any subject area, I create an interactive “Jeopardy” style review game using Smart Notebook software. My students work collaboratively and use buzzers to chime-in and compete against the other teams. My students love earning points for correct responses and try to earn a digital trophy at the end of the game for correctly answering the most review questions. This example shows how I use “gamification” in my classroom to engage and motivate my students in learning while reinforcing certain desired behaviors.
A third scholarly source I reviewed
compares and contrasts Behaviorism and Constructivism, as it is applicable for
21st century learners. Through examining research on both of these
educational theories and by providing realistic solutions for instruction, Paul
Sidney (2015) suggests blending aspects of both theories for learners in this
technological century. Sidney (2015) concludes that “a blended perspective of
behaviorist and constructivist learning theories creates a combination of
guided instruction, appropriate engagement and self regulated learning.” Sidney
(2015) concludes that more research is needed because advancements in
technology have rapidly changed the world of education. “Many of the challenges
learners of today will face are not even known to them as technology will take
learners to unknown heights” (Sidney, 2015). As
the future of education moves more the direction of full integration of
technology, educators will have to consider the older model of behaviorist
perspective in conjunction with a modern constructivist approach (Sidney,
2015). As I have now thoroughly researched behaviorism in this learning module,
I look forward to examining other learning theories like constructivism in
future modules for this course. As an educator, it is important to
understand the different learning
theories in order to analyze how these concepts provide a foundation for the
integration of educational technology in instructional practice.
References
Burger, M.S., (2015). The
perception of the effectiveness of classdojo in middle school
classrooms: A transcendental phenomenological study. Retrieved from
International
Society for Technology in Education (ISTE). (2016). Standards for students.
Retrieved from http://www.iste.org/standards/standards/for-students-2016
International
Society for Technology in Education (ISTE). (2008). Standards for teachers.
Keramida,
M. (2015, May 28). Behaviorism in
instructional design for eLearning: When and
how
to use. Retrieved from: https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Orey,
M. (Ed.). (2001). Emerging
perspectives on learning, teaching, and technology. Retrieved
Pitler, H., Hubbell, E. R., & Kuhn,
M. (2012). Using technology with classroom instruction that
works (2nd ed.). Alexandria, VA: ASCD.
Sidney, P.F., (2015). Evaluating
a behaviorist and constructivist learning theory for 21st century
learners. Georgia
Educational Research Association Conference. 2017. Retrieved from http://digitalcommons.georgiasouthern.edu/gera/2015/2015/17
Williamson,
B. (2016, March 10). ClassDojo and the
measurement and management of growth
mindsets. [Blog post]. Retrieved from https://dmlcentral.net/classdojo-measurement-management-growth-mindsets/#.WW0G98WyGBQ.twitter
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