The behaviorist learning theory is based on reward and punishment; reward the good, punish the not-so-good. Basically, it is a theory based on cause and effect; action and consequence. In my opinion, Pitler, Hubbell, Kuhn, and Malenoski (2007) provide strategies that focus on the reward aspect of behaviorism in “Reinforcing Effort” and “Homework and Practice” (Pitler et al, 2007).
According to the authors, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, p. 155). By explicitly teaching students that their efforts have a direct impact on their success, behaviorist learning theory certainly comes into play: a student’s action (effort or lack thereof) elicits a consequence (a measurable degree of success).
They suggest two technological means for helping students make the connection between effort and success. Spreadsheet software, such as Microsoft Excel, can be used to create an “effort/achievement” spreadsheet (Pitler et al., 2007). Students can record their effort using a teacher-created rubric and compare it with their exam grades. Using this technology offers the opportunity to easily create a visual of this correlation, namely, a graph.
Another option for helping students see that achievement and effort go hand-in-hand is the use of data. Pitler et al. (2007) suggest the use of online survey services, such as Survey Monkey (www.surveymonkey.com), to collect data on effort and present the results to the students.
“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 et al., 2007, p. 187). As teachers, we understand that “practice makes perfect” and homework is just that – practice. Any teacher will tell you that targeted homework, designed and assigned with a purpose, can have a dramatic effect on a student’s learning.
Provided the teacher is giving timely feedback and correction, homework and practice is in line with the behaviorist learning theory in that positive “behavior” is rewarded with higher grades, better understanding, and the chance to move on to the next topic. If an undesired “behavior” is exhibited (the kids did not “get it”), review and relearning must take place.
Pitler, Hubbell, Kuhn, and Malenoski (2007) make several suggestions for homework enrichment through technology. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technologies that can enhance and enrich homework and practice, making it something students actually want to do, rather than something they reluctantly do for a grade. As educators, we all know that deeper learning and understanding come through engagement and curiosity, which are possible with these technology enhancements.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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One thing I thought of in regard to students comparing their effort to achievement is the various ways that students could measure their effort. There are a lot of different ways to do this. Students could rate themselves. Teachers could rate themselves. Students could keep track of the amount of time they spend on projects. There are even more out of the box ways to do this. However, they are all subject to errors.
ReplyDeleteIf done correctly though I agree that his would be a very valuable tool for students to actually see the value of their effort.
In my school, I have seen many students working on their computer based homework before or after school. They seemed to be very excited to enhance their work; they were always willing to research for better understanding, and they it was never uncomfortable to ask for help.
ReplyDeleteYou made it very clear in your posting that technologies make homework and practice something students want to do. This is very true, using interesting assignments for homework can help students, and teachers get the most out of homework.
Deana, Your reference regarding homework is very true. “As teachers, we understand that “practice makes perfect” and homework is just that – practice”. Teachers need to remember that the concept must be taught thoroughly prior to assigning homework. In my experience with some of the teachers that my own two kids have had, they assign homework and I am teaching the concepts. I know some of the parents of my students cannot help with some of the concepts. My son had a teacher a few years ago that sent home approximately 50 math problems a night for home to complete. He did not always understand the concept. If I was not there to help him or if I did not understand the concept, he would have completely 50 problems inaccurately. What would be the purpose of that? You are absolutely on target. Homework is just that-practice.
ReplyDeleteKristin
Kristin,
ReplyDeleteI have no idea what possible purpose 50 math problems of any kind could ever serve - besides completely turning a child off to math! If they "get it" enough to be able to complete a homework assignment, 10 problems is more than enough! Yes, they need a lot of practice if a concept is to "stick," but that practice should certainly NOT be all in one sitting! :)
I agree that repetition is necessary and a great way for students to reinforce the skills learned. However, I also agree that if they understand it, there is a need to move on without giving the student the same type of problem a hundred times over. Practice is so necessary and a great way to help us, as teachers, reinforce what we are teaching. I love that you put the idea/quote about how students need to understand that their effort directly relates to their success! It is so true! We must teach our children that those two are not separate from each other. Great post!
ReplyDeleteI agree that repetition is necessary and a great way for students to reinforce the skills learned. However, I also agree that if they understand it, there is a need to move on without giving the student the same type of problem a hundred times over. Practice is so necessary and a great way to help us, as teachers, reinforce what we are teaching. I love that you put the idea/quote about how students need to understand that their effort directly relates to their success! It is so true! We must teach our children that those two are not separate from each other. Great post!
ReplyDeleteAfter a big group project I often have students grade each other. Each student in the group gives the other students a letter grade correlating with how much that group member contributed to the project. I also have the students grade themselves.
ReplyDeleteI ask for a letter grade becuase it is easy to assign a point value out of 10 points. I average out the grades of the group members and give the student a grade based on their feedback. This is another way for students to evaluate their effort. It is interesting to see how hard individuals think they are working in comparison to what the group members think.
Deana,
ReplyDeleteI love this:
As educators, we all know that deeper learning and understanding come through engagement and curiosity, which are possible with these technology enhancements.
Do you agree that that is one of the biggest challenges we have as educators? To make our students want to learn, to have them learning without them even knowing it. Isn't it fantastically frustrating and wonderful at the same time? We must take advantage of the tools that are out there, especially in this day and age where students spend most of their day on their computer, texting, listening to their iPods, or whatever the case may be. I know that when we finish this program we will have only scratched the surface and that there will still be many other things out there that we can use to accomplish that deeper understanding.
Fantastic job!