Behaviorism & Instructional Strategies in the Classroom
A discussion of the relationship among behaviorism,
instructional strategies and technology tools brings to mind two separate but
related aspects of teaching; classroom management and supporting student learning. Melissa Standridge of the University of
Georgia frames behaviorism as follows; “In defining behavior, behaviorist learning theories emphasize
changes in behavior that result from stimulus-response associations made by the
learner.” (Orey, 2001) As a
teacher I am looking at methods for managing behaviors and encouraging student success
using negative reinforcement tools both on and offline.
Technology has provided teachers a unique opportunity to
provide specific praise for a student’s work that can be shared with a wide audience.
Tools such as classroom websites, Facebook, and twitter are all platforms that
students, parents, and the community can access to view samples of model
student work. (Pitler, Hubble, Kuhn, 2012)
While every teacher wants learning to be its own reward we all know that
incentives can go a long way in motivating student achievement. The key is that the desired response or behavior
should be recognized for learning to take place in a manner that is important
to the student. (Orey, 2001).
As the teaching community moves toward online work and technology
based learning we are cautioned time and time again to allow students space to
fail. Educators should be critical of
the technology they use and, “find learning technologies that identify
and push against a student’s cognitive gap, that space between what a student
knows and doesn’t know.” (Moorhead, 2014).
The technology that is
brought into the classroom should not reduce the productive struggle students
need to go through to learn and earn a personal sense of achievement.
Keeping the idea of productive struggle and behaviorism in
the forefront of the Genius Hour project for the Engineering Class I intend to
have each student develop a spreadsheet for each of the tasks required by the
assignment. (Pitler, Hubbell, Kuhn, 2012)
As Innovative Designers, students will be working to solve a community
problem of their own design, in 3D CAD software, that they feel passionate
about (ISTE, 2016). While a spreadsheet
may seem like a small detail in relation to the assignment it will help
students in two ways. First they will be
able to track their deliverables for the project and furthermore they will be
able to track their work effort as it will affect their grade. Students will see a direct correlation
between effort and a higher grade therefore promoting and reinforcing
positive behavior.
Resources:
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using
technology with classroom instruction that works (2nd ed.). Alexandria, VA:
ASCD. [Kindle version 5.1] retrieved from www.ascd.org
Orey, M. (Ed.). (2001). Emerging perspectives on
learning, teaching, and technology. Retrieved from
http://epltt.coe.uga.edu/index.php?title=Main_Page
Moorhead, L. (2014, September 3). There’s no app for good
teaching. Retrieved from http://ideas.ted.com/theres-no-app-for-good-teaching/
International
Society for Technology in Education (ISTE). (2016). Standards for students.
Retrieved from http://www.iste.org/standards/standards/for-students-2016
International
Society for Technology in Education (ISTE). (2008). Standards for students.
Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
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