Behaviorism in Practice

Classroom Instruction that Works by Pitler, Hubbell, Kuhn, Malenoski (2007) presents two instructional strategies: Reinforcing Effort in Chapter 8 and Homework and Practice in Chapter 10. Both fall within behaviorist learning strategies that embed technology. Standridge (2008) explains that “Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorists learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner.”

In Reinforcing Efforts, one strategy presented was the use of spreadsheet software to create an effort rubric which allows helps them to monitor their performance through simple calculations, charts and comparison studies and surveys. Pitler, Hubbell, Kuhn, Malenoski (2007) state that “When students have well-known or personal stories from which to learn, effort is reinforced and students begin to take more responsibility for their success. Data collection tools, such as Excel, will serve such a purpose.

In Homework and Practice, it is stated that McREL’s research generalizations on practice supports that “Mastering a skill or process requires a fair amount of focused practice” and that homework and practice are facilitated through the use of technological resources such as word processors, spreadsheet software, multimedia, web resources and communication software through which educators can obtain measurable and observable performance, the two ideas that comprise foundational principles of the behaviorist approach to learning as explained by Lever-, J. & McDonald, J. (2008).

To incorporate the strategies and resources described above under
For further reference in incorporating behaviorist principles into course design through the strategies and resources described above, we can refer to the guidelines offered in the The Office for Teaching and Learning Newsletter (2002):

. Write observable and measurable behavioral learning outcomes
. Specify the desired performance in advance (the learning outcomes serve this purpose)
and verify learning with appropriate assessments
. Emphasize performance, and practice in an authentic context
. Use instructional strategies to shape the desired skills
. Reinforce accomplishments with appropriate feedback

This exercise has served to reflect on the reality that behaviorism is used in today’s classrooms. Dr. Orey (2009) reminds us that behaviorism is criticized all the time but it is used everyday in everything that we (as educators) do, recognizes that technology is a powerful tool and adds that the challenge is to incorporate behavioristic strategies through the use of technology to learn a piece of content but this approach will not offer opportunities for enriching the students learning experience and their passion for learning.

Miriam

References:

Laureate Education, Inc. (Executive Producer). (2009). Program Number 4. Behaviorist Learning Theory. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

The Office for Teaching and Learning Newsletter December 2002, Volume 7, No. 2. Wayne State University. Retrieved May 13, 2009

Laureate Education, Inc. (Executive Producer). (2009). Program Number 4. Behaviorist Learning Theory. Bridging learning theory, instruction and technology. Baltimore: Author.