Instructional Strategies Correlates With Behaviorist Theory

This week, I have had the opportunity to explore the Behaviorist Theory and how instructional strategies and technology can correlate.  “In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner.” (Orey, 2001).  Instructional strategies still correlate with the behaviorist thinking.  Orey (2001) discussed a few behaviorists strategies, such as contracts, consequences, reinforcement, extinction and behavior modifications. 

First, Pitler, Hubbell, and Kuhn (2012) discuss that a student sees positive results through practice.   Students can work on their homework and practice skills using "multimedia such as educational games and interactive stimulations" and they can also use various web resources that "allow students to practice concepts and skills repeatedly from their homes" (Pitler, Hubbell, and Kuhn, 2012). 

In my classroom, I implement a couple different interactive websites to assess my students’ typing skills.  Before we begin learning typing skills, I take a base score using the test from a typing website.  Here is the hyperlink to the website that has typing tests, lessons and games that I use: Free Typing Game. This allows me to have a comparison for the one minute typing test every semester.  Then for fifteen minutes a week, students complete a couple assigned lessons from this website and then they can use Dance Mat Typing to practice correct finger placement.  Student's get to work at their own pace and practice typing using different sites.  What I like about Freetypinggame.net is that it provides the student with certificates to print when students pass the lesson.  Also if they type high enough, student's can place their score on the scoreboard.  My students do not print the certificates, but they are excited to share that they received one.  They also love when they see they scored high enough to place on the scoreboard.  Students are working on limiting mistakes and reaching or getting close to  reaching the typing words per minute goal by the end of the year.  I also keep a bar graph, which motivates the classes on trying to reach the goal.  The graph is by grade level, and each semester, students take the assessment.  This has been a huge motivator for my students to practice their typing skills.  At the end of class, I have a few typing games that students can use.  Here is a game link that reinforces students to type accurately and quickly for you to check out that my students also love to play: Super Hyper Spider Typer

Furthermore, by using these technologies students are immersed in a behaviorist learning environment. Students can use the typing website and get a quick result.   It also allows me to give feedback and advice to help with their typing skills.  Students also can practice these free interactive typing websites at home.  Behaviorist look for instant feedback and learn from the feedback (Laureate Education, Inc., 2011).  That being said, most computer games give you some kind of feedback when you advance a level.  For example, in dance mat typing you need to complete stages to move on.  It is just like when a student answers a question correctly and you say, “Good Job.” These are both examples of the behaviorist learning theory.

Pitler, Hubbell, and Kuhn (2012) discuss that students’ understanding improves when reinforcing effort and achievement.  I think behavior and effort go hand in hand.   Students receiving positive reward will encourage students who continue the effort.  Pitler, Hubbell, and Kuhn (2012) stated that by tracking effort on a spreadsheet, students can change their own outlook and attitude.  A fifth grade teacher, Ms. Powell, had students use a rubric to track their effort.  Students used their effort score to compare their grades.  Students were to log their effort and then later compare if their grade was effected by the work they put in.  Ms. Powell was getting her students to understand in order to see positive results then you need to put in the effort.  This activity was showing students that if they behaved in a certain way that it could have a positive or negative effect on their grade.

In conclusion, "Educational technologies have become the tools that a teacher might use to create an effective instructional event," no matter what learning theory you use. (Lever-Duffy, & McDonald, 2008, p10).  It is clear that the behaviorist theory correlates with the instructional strategies.  But I feel we need to be careful not to over praise or else the effectiveness could be loss.

References

Laureate Education, Inc. (Producer). (2011a). Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism#Modeling.2C_Shaping.2C_and_Cueing

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works. Alexandria, VA: ASCD.