Behaviorism is a theory which is based on rewarding desired behavior and punishing unwanted behavior. As a student accomplishes a task correctly, the student is praised and, according to this theory, the student is on his way to learning the desired task or behavior. If the student behaves inappropriately then they find themselves with an unwanted consequence.
In this week's application we were to look at two strategies: reinforcing effort and homework & practice, and discuss how these two strategies correlate with the behaviorist learning theory. As a high school teacher I have found that my students are doing less and less homework and what they are doing is done sloppily and with minimum thought and effort.
On page 188 of the text, Using Technology with Classroom Instruction that Works (Pitler,Hubbell, Kahn& Malenoski,2007) the authors share three recommendations for homework and practice: " ..communicate a homework policy, design homework assignments that clearly articulate purpose and outcome and lastly, vary approaches to providing feedback". All great things and things that I can honestly say I do with my students every day. The chapter goes on to discuss ways of using technology to help "enrich a classroom's homework program". The correlation I made with the information provided in this chapter and the behaviorist theory is pretty straight forward. Homework should provide a practice of what is being learned in class, once the homework is turned in the student receives feedback that will help reinforce the learning or help him to reach an understanding.
The second strategy we were asked to look at was reinforcing effort. Chapter eight in the text, Using Technology with Classroom Instruction that Works (Pitler,Hubbell, Kahn& Malenoski,2007) offered examples of rubrics for charts used by teachers to help track the effort their students put into their school work. These charts showed a direct correlation between effort and how their students achieved in class. The correlation to the behaviorist theory here was pretty obvious; if the student put effort into his work then his reward was better grades, if the student did not put forth the effort then his punishment was a poor grade.
The information in these two chapters is not new. As educators we see the direct correlation between effort and achievement every day; the challenge is to get our students to realize that fact.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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ReplyDeleteWhile putting an effort into school work usually is not a problem with first graders...it usually lies in the hands of parents to show responsiblity at this age, I do understand from a personal side. I have 3 kids, all old enough to show the responsiblity that you are talking about: 5th, 8th and 11th. Homework is a chore with the 5th grader and a fight with the other 2. My 2 oldest would rather have a social life than do homework-who wouldn't, but it frustrates me that I am a teacher and they still are not motivated to put forth an effort. Usually their grades would be better if they were more aware of HW's importance. My 8th grader does the work and then because he is not organized he doesn't turn it in. It is agravating!
ReplyDeleteWhat can parents do to make it important...besides taking things away and grounding them. I have even offered to pay them for no missed homework every 9 weeks to no a veil!
Great thoughts! Thanks for sharing.