Behaviorist Learning Theory in the Classroom

In the next few weeks, I will blog about different learning theories used by teachers in their 21^st century classrooms. I will look at the Behaviorist Learning Theory this week.  You decide if this should be a component in an exceptional classroom.

Last week in my college class, “Bridging Learning Theory, Instruction, and Technology,” Dr. Pat Wolfe explained the different parts of the brain and their connection to learning in the classroom (Laurette Education, 2011a)  Dr. Wolfe said we need strong neuro connections in the brain (Laurette Education, 2011b ) and repeated practice strengthens those connections and pathways.  Practice does not make perfect as a student may be practicing incorrectly, but practice does make permanent. 

Chapter 2 of Using Technology with Classroom Instruction that Works is titled “Reinforcing Effort and Providing Recognition.”  Many students do not realize that their effort in the classroom and with assignments has a correlation to their success.  “Effort is the most important factor in achievement.” (Pitler, Hubbell, & Kuhn, 2012. p 57).  Teachers must understand this and be ready to teach the importance of effort to their students.  Some teaching practices could include keeping track of student effort and achievement over a period of weeks, or recognizing student effort on a classroom or school bulletin board or website.  Recognition of the effort students put forth can be a positive reinforcement for them, and a challenge to other students to put more effort into their work.

Chapter 7 in Using Technology with Classroom Instruction that Works is about “Assigning Homework and Providing Practice.”  I read that “in general, students need to practice upwards of 24 times before they reach 80 percent competency” (Pitler, Hubbell, & Kuhn, 2012. p 168).  Teachers can help their students practice the 24+ times that are needed through technology.  Homework helps “students familiarize themselves with new concepts as well as to practice, review, and apply what they’ve learned.” (Pitler, Hubbell, & Kuhn, 2012. P 167). The drill and practice of instructional interactive technology such as Starfall or Cognitive Tutor can help students reach that 80 percent competency.

Behaviorism is a theory that stimuli can have the same response over time.  It is observable and measurable.  In many of the drill and practice programs on the computer, the student sees the same thing over and over again – the stimuli.  When the student responds correctly, they get a reward.  When the student responds incorrectly, they get a punishment.  The reward can be points to accumulate or it can be a smiley face.  The punishment can be not being able to move to the next level or it can be a repeat of that stimuli.

John B. Watson and B. F. Skinner were two of the first Behaviorist who helped shape this theory.  Watson had a basic stimuli-response theory.  Then Ivan Pavlov experimented using a dog, a bell, and food to condition the dog to salivate.  This is knows as classical conditioning.  Finally, Skinner extended the stimuli-response theory by rewarding part of the desired behavior.  This is operant conditioning.

Teachers use this theory when they have students practice math skills at www.xtramath.com or www.aaamath.com. Students can practice upwards of 24 times at these drill and practice sites.

Teachers use this theory for behavior in the classroom.  Classroom teachers frequently use behavior modification, contracts, and consequences.  This can be as simple as a smile after they answer a question correctly or a word of praise.  This can be more serious as writing up a contract that the student, teacher, and parent signs.

There is no feeling or emotion with this stimuli-response theory.  There is no higher order thinking skills.  Does Behaviorism have a place in outstanding classrooms?

Resources

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction, and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

        works (2^nd ed.). Alexandria, VA: ASCD.