Behaviorist Learning Theory in the Classroom?

This week I have been reflecting on the best practices within the Behaviorist Learning Theory.  I tend to be drawn to Social Learning Theories but am finding that Behaviorism has some very strong ideas in relation to homework and reinforcing student effort.  Behaviorist Learning Theory is focused around reinforcement of desired behaviors in students (Laureate Education, Inc., 2010). 

Reinforcing Effort

                All teachers reinforce the behaviors they wish for in their students whether it is through words, rewards, or another system.   When reinforcing effort given by students, it is essential to recognize that not all students believe in effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Often times these are our students who need the most positive support socially and academically.  Thankfully, students can learn to operate from a belief that effort pays off even if they do not initially have this belief (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Clear behavior expectations will reinforce appropriate behaviors (Laureate Education, Inc., 2010).  One of the ways to help students track their efforts is through technology.  In the past I have used spreadsheets to create graphs that communicate the data and open up a conversation with feedback.  While I found this effective, I have transitioned to using an iPad app called Teacher’s Assistant to track student behaviors.  The data can not only be shown or printed off to share with students but it can be emailed to parents to reinforce student’s efforts as well.  Another element of the app that I like is that I can track student’s homework as a means of reinforcing effort.   Are there any ideas on how else effort can be reinforced with technology?  I am always looking for ideas of what works or doesn’t work!

Homework

                 In my school district the question “to give homework or not to give homework?” has been discussed for the last two years since we adopted a Standards Based Grading System.  The purpose of homework should be identified and articulated and then, communicated to students and parents (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   Homework should be meaningful practice that compliments the work being done in the classroom.  If homework is assigned, then feedback should be given promptly to students to reinforce the work that is expected.  The Behaviorist Learning Theory supports this premise because as patterns of behavior are reinforced, the individual is conditioned to respond (Culatta, 2012).  Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   While I don’t drill students on facts in the classroom, I use web resources like ixl.com and xtramath.org to support student’s continued practice outside of the classroom environment.  One resource I hope to use in the future for collaborative homework is Google Docs.  A colleague of mine has used this with her gifted 2/3 multi-age class.  The feedback being exchanged between the teacher and students is high-quality and value.  Has anyone else used a collaborative homework resource like Google Docs? 

Do you have any other suggestions that would work for my 4^th grade students who have limited access to technology at home?

Thanks for being part of the collaborative process of teaching!

:) Katie

Resources:

Culatta, R. (2012).  Instructional design: Learning theories. Retrieved from: http://www.instructionaldesign.org/theories/index.html

Laureate Education, Inc. (2010). Designing curriculum, instruction, and assessment. Baltimore, MD: Author.

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