A Behavioristic Approach

Instructional strategies of “Reinforcing Effort” and “Homework and Practice,” as described in the book Using Technology with Classroom Instruction that Works (2007), both directly correlate to the instructional strategies of behaviorism. B.F. Skinner, who is the forefather of behaviorism, did research on operant conditioning and programmed instruction (Lever-Duffy, McDonald, 2008). In the chapter “Reinforcing Effort,” authors Pitler, Hubbell, Kuhn, and Makenoski (2007), discuss the fact that effort is the most important factor in achievement and that most students do not form the connection that effort has such an impact on their accomplishments. By reinforcing effort through charts, graphs, and immediate feedback, students can clearly see that effort plays a major role in their accomplishments. This concept of the students performing a task, immediately seeing the feedback, and having their effort rewarded through the self realization of their success is an excellent example of operant conditioning.

Homework and practice when executed with effective behaviorist strategies of information, then immediate feedback, and some sort of positive reinforcement is a valuable asset in the learning process. The old-fashion paper way of a teacher checking the homework or monitoring the students’ practicing process can sometimes be more difficult to enforce a behavioristic approach, especially when the class consists of a high number of students. However, when online tools and learning games are added into the mix, this behavioristic approach becomes very practical and effective. Behaviorist B.F. Skinner’s research and Teaching Machine is a prototype of present day online tutorials (Orey, 2001), and most online educational games correlate with the principles of the behaviorist learning theory. In the Laureate video, Behaviorist Learning Theory, Dr. Michael Orey (2009), discusses how modern tutorials consisting of only small amounts of information, followed by guiding comprehension questions, and then by immediate feedback is a perfect example of Skinners programmed instruction. Web resources and learning games allow students to be able to learn and practice academic content, in a fun and enticing way from practically anywhere that has internet and a computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One resource that displays this valuable concept is the website: http://classroom.jc-schools.net/basic/math.html, which consists of fun academic Internet games and activities. This website consists of games and drills that reward positive answers by giving the player a chance to excel to the next level or punishing the player by having him/her lose the game. Overall, the principals of behaviorist learning theories are present in all aspects of teaching and learning, because it is a human’s natural instinct to do things in order to receive a desirable outcome. The learning resources dealing with technology are just a present day way of using past principals in a new and efficient way and serves as excellent resources when teaching today’s youth.


Resources:

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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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