The instructional strategies I studied this week correlate with the behaviorist theory of learning. The first strategy that was discussed was a strategy that would enable students to see the correlation between effort and success. First, the students receive a rubric explaining exactly what is required in the areas of taking notes, attention, participation, homework, and studying, in order to receive a certain grade (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007).. This meets the behaviorist theory's idea of making sure students have a clear idea of what they are supposed to do (Smith, K.,1999).
Next, students are required to keep track of what their level of work is in each area and also their grade on the test. In this chart, students can clearly see the relationship between how much effort they put into their studies and their grades (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). This is a built in reward system. The behaviorist theory says that what is rewarded will increase. Therefore, this reward of better grades is a built in system of rewarding good study habits (“Standridge, Melissa,” 2007).
The second strategy related to homework and discussed the necessity of homework for students to have enough practice to be competent. This lines up with the behaviorist theory that practice is necessary to become proficient. This strategy also recommended having students chart their progress. This allows students to make connections between practicing new concepts and having a command of the material (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). It also rewards them for their work by showing them how much better they can do when they practice (Laureate Education, Inc., 2010).
This strategy also included using technology to reinforce lessons. One teacher even created a Battleship type game in a power point. This game reinforced coordinate graphing (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). Reinforcing positive behaviors is considered powerful by the behaviorists (Laureate Education, Inc., 2010).
References
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist Learning Theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
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-behavourist.htm
Standridge, Melissa. ( 2007), What is Behaviorism; Emerging Perspectives on Learning, Teaching, and Technology; Retrieved January 10, 2011 from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Missy,
ReplyDeleteI also found the idea of a rubric to be very beneficial for us as educators to set clear guidelines and give students a clear idea of what is expected from them (Smith, 1999). I use a rubric in all writing assignments to give students clear guidelines for what I am expecting.
I also like the idea behind graphing results of homework. As a third grade teacher though sometimes I find it hard to use homework as a means of a student's ability. For me, homework is used as an extra practice. The research stated from the video that practice makes permanent (Laureate Education, Inc., 2010). Missy you had a thorough analysis of the strategies mentioned in our weekly readings and videos. Thanks for the information summarized so concisely.
-Kourtney
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist Learning Theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Missy,
ReplyDeleteI agree with you and Kourtney that rubrics are essential in effectively conveying expectations and direct for our students.
Within your post, you mentioned the idea behind behaviorism is that which is rewarded increases. I agree. However, you go on to say, that the reward of good grades helps to reinforce good study habits. I wonder, what is the motivation for a student who is not concerned about their grades. How can we entice those students to buy into the process of education?
I would appreciate your insight.
-Katie H.
Katie,I agree that it is difficult (nearly impossible) to motivate students who simply refuse to do anything. They do not seem to be motivated by anything. My school district is responding to those who simply refuse to try by developing what we are calling "alternative school." Guess who the teacher is going to be! So, I would like some ideas on motivating these students, too. I am working with one girl already. The one on one attention and me keeping track of her work and progress is helping quite a bit. She has already improved. I am also going to have her make a chart to track her progress. I found out she would like to be a cheerleader, so I am going to use that to get her to work.
ReplyDeleteMissy,
ReplyDeleteI agree with your idea that rubrics are a great way to help inform students and have them track their work. One thing that I always struggle with is assessing things like effort and participation. Should they be factored into a student's grade? Or should the grade merely reflect their mastery of the required skills and concepts? If I have a student who tries his best but cannot recall one vocab word in my Spanish class, should he be rewarded for his effort? Conversely, if I have a student who never studies, never participates, and never seems to pay attention but is the best Spanish speaker in the class, should that student be penalized? I know these are extreme examples, but I think that we have to consider them. While the student who puts in a bunch of effort is normally rewarded with better grades, this is not always the case. So, what do we do with that student who cannot see the correlation between effort and good grades?
Missy,
ReplyDeleteIt is great to set goals and expectations for your students up front. I'm wondering if you (or anybody else) has done anything like this yet in terms of having the students track their effort and output. Just looking at it from a logistical standpoint, I would have to see a really strong connection between charts and achievement to put that much time and demand that much additional work from my students.
I currently use what we call "Learning Targets" that basically say here is what you will need to know by the end of the ________ (week, month, day). At the end of class I can ask the kids a quick question that relates to the learning target as their pass to get out of the room. I have to say, it works pretty well and I've also found that it helps direct me and my teaching.
Good luck with the Alternate School. As a former alt ed. teacher, I've heard every criticism out there for the types of programming and the kinds of kids that come through. I would encourage you to remember that no matter how hard you try, there will be students that you might not feel like you reached. Stick with those students, because in 5 years, they will come back and thank you for not giving up on them when everyone else did.
Bill