Many resources discussed in chapter 8 served to reinforce effort and help students make the connection between effort and achievement. The spreadsheet software was used to help students make the connection between their own effort and achievement. Students were learning to take responsibility for their own education. When students were able to see the link between effort and achievement, many began to put forth more effort and received higher marks. This activity is reinforcing the habit of putting forth effort in the classroom. Students start to become intrinsically motivated to do well. Data collection tools are also used to help students make a connection between effort and achievement. "When students have well-known or personal stories from which to learn, effort is reinforced, and students begin to take more responsibility for their own success" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 161). The success stories allow for teachers to get to know their students and what they can use to encourage students to do well. The behaviorist learning theory focuses around reinforcing acceptable behaviors and punishing undesirable behaviors.
Chapter 10 discusses ways to use technology to enhance homework and practice, two principles which reflect the behaviorist learning theory. "Frequent practice is necessary for learning to take place" (Smith, 1999). In order for learning to take place, students must practice. Word processing applications allow for students to practice editing, writing, and communication skills. Students are able to raise their level of research and vocabulary levels using options on the word processing applications. Spreadsheet software is another way for students to practice and apply what they are learning. The more students practice, the better opportunity they have to master content. The use of this technology also serves to engage students in lessons. The behavior of students is being controlled by the use of technology in their learning environment. When students are engaged, there are fewer behavior problems. When there are few discipline problems, more learning occurs.
Hubbell, E. R., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using Technology With Classroom Instruction That Works. Alexandria: Ascd.
Smith, M. K. (1999). The behaviourist orientation to learning. The encyclopedia of informal education. Retrieved May 13, 2009 from http://www.infed.org/biblio/learning-behaviorist.htm.
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13 years ago
Your summary of the material was very good and accurate. I agree that practice and repetition is very important for the students to learn and retain the information. I would suggest creating an activity where the students put the information into real life practice. Some kind of exciting activity which will be memorable.
ReplyDeleteI hope to use classroom blogs, wikis and more next year to enable students to apply what they are learning to something meaningful. I currently use several real world reading activities, but very few integrate the use of technology. I hope to do much more next year.
ReplyDeleteI totally agree with your statement that “when student are engaged, there are fewer behavior problem.” When I started teaching I utilized an almost entirely behaviorist approach and I constantly had discipline issues. I called more parents in one year than I have in the 19 years since. Not only that but I was constantly bribing students to stay on task by using every type of reward system possible. It was very draining and almost let to my getting out of teaching altogether. Since that time I have always focused on getting students interested and engaged in learning. Sometimes this means using games, rewards and other behaviorist techniques but the end result are students who are excited about learning. I have also found that if most of the time students are actively engaged, during those times when you need to prepare for standardized tests or to utilize more ‘boring’ types of instruction, students are much more willing to pay attention and do their best.
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