One strategy focused on in this book was Homework and Practice. The book mentioned that “multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). Since students need about twenty-four practice sessions to achieve 80% accuracy with a particular skill, it only seems logical to ensure we give them the opportunity to practice in several ways (Marzano, Pickering, & Pollock, 2001). Repetition is definitely central to this, but it is important that students see the content in a variety of contexts (Smith, 1999). Technology is a powerful tool that makes this more possible than ever before. Students no longer just have to take home drill-and-practice worksheets every day. Students have access to online games, computer software, typing tutorials, and other multimedia programs. Our students not only get to learn from these resources, but with the technology available students can now learn alongside multimedia (Pitler et al., 2007). Children can research online, create slide shows, navigate Web Quests, and more. A great website I use in the classroom is www.brainpop.com. It has short videos that teach about specific topics and then students take an interactive quiz afterwards to test for comprehension. Often we take the quiz as a class and I call students up for individual questions. My students enjoy answering a question correctly in front of their peers, an intrinsic motivator that keeps them wanting to practice (Standridge, 2002). Smith (1999) tells us that behaviorists believe that what one learns is shaped by the elements in their environment. When students have access to technology at school and at home, they can become more active in the learning process which is one of the four principles of behaviorist learning (Smith, 1999). This website and many other technological tools keeps students interested in practicing and make students want to do the homework the teacher assigns. It is up to the teacher to learn about new resources that are available and to try to make them accessible to students. Homework and practice are important and if implemented properly will benefit students greatly.
The other instructional strategy discussed in the text was Reinforcing Effort. Parkay & Hass (2000) mentioned that a desired outcome needs to be rewarded for learning to take place in the classroom which is exactly what positive reinforcement entails. However, a teacher cannot and should not always reward a student with tangible items, but instead should rely on other types of reinforcement. The book Using Technology with Classroom Instruction That Works discussed teachers helping students see the connection between effort and achievement to change their attitude about learning and to do this by primarily showing them data (Pitler et al.). My students use a website called www.ixl.com in which they complete math problems tied to standard-based performance objectives. This web resource provides students with immediate feedback and contains various graphs containing data about student’s progress. This data allows students to monitor their growth in specific skills in regards to time and accuracy. In addition, this site gives students virtual rewards and PDF certificates. I have seen how excited my third graders get when they win a prize and how proud they are when their certificate is posted on our class website. This type of reinforcement is free and holds students accountable for their own successes (Pitler et al.). When used appropriately reinforcement is a great benefit for the students and teacher.
As seen from the information provided above, both instructional strategies support the behaviorist view of learning and also embeds technology. Reinforcing effort encourages and motivates students to continue to put forth work in the classroom. Giving students homework and practice helps them develop and master skills. Including technology for both of the strategies, keeps students engaged and wanting to learn. What else could a teacher ask for?
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Parkay, F.W. & Hass, G. (2000). Curriculum planning: A contemporary approach (7th ed.). Needham Heights, MA: Allyn & Bacon.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M.K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Hi Chritsa –
ReplyDeleteI thought your post hit the right idea when it comes to keeping students engaged and wanting to learn. It focused on what I feel to be the most positive aspect of behaviorism learning theory and how to support it through technology. I too have used the site www.brainpop.com and my students really enjoy the feedback. It’s refreshing to both them and myself that usually the concept I request they practice more are confirmed by an outside source (I guess it the parental aspect of sometimes they’ll only listen when it is said by someone else). Most importantly from your post is reminding students to be accountable for the choices they make and the success that correlate as a result. Enjoyed reading your post!
Evelia Benoit
You hit the right point when you said, "Smith (1999) tells us that behaviorists believe that what one learns is shaped by the elements in their environment. When students have access to technology at school and at home, they can become more active in the learning process." It is so key to start the school year out with the right learning environment. We need to come back to school with the right frame of mind for learning. It is so key to set up good and consistent classroom management from day one until day 180. Everything we do as educators is for the student's learning. When we have a technology rich curriculum that meets our standards, our students will learn. I watched my student's this past year grow with the technology that was provided both during computer lab time, with the use of the laptops, and the interactive Smart board. We need to use whatever technology we are given. I really enjoyed your thoughts this week.
ReplyDeleteHi there!
ReplyDeleteI always use brainpop in my classroom. With my first graders I used brainpopjr. They loved the short videos and activities that went along with them. Brainpop is a great educational website and a great way to incorporate technology into the classroom.