In the book, Using Technoloyg with Classroom Instruction that Works, the authors suggest several strategies for teaching students that appropriate levels of effort can lead to success. This, of course, ties in nicely with the behaviorist learning theory that we have been discussing as part of our graduate studies. What The authors suggest is that we teach students the importance of effort by actually helping them to track how much effort they are putting into something and then comparing it to the results of that effort (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). By having concrete evidence right in front of them, students will be much more likely to find the connection between effort and success. Additionally, if a student and teacher are looking at the student’s records together, the teacher may be able to make inferences about how that particular student learns most efficiently, thereby improving instruction for all students. I think you will agree that this is a very behaviorist model of learning; especially considering that many “experts” feel that behaviorism in the classroom is obsolete. Not only can students learn from what they are doing, but teachers can make curriculum changes based on what works or doesn’t work as well.
From my own perspective, I have found that while the behaviorist model of learning can be a helpful tool, as a special education teacher, the model presents some difficulties when dealing with practice and repetition. Behaviorism suggests that the more a student practices a skill, the better he or she will become at it. I’m here to tell you that there are exceptions to this rule, and we know them as students with learning disabilities. I have had students who could practice the same math problems every day for 2 weeks and the next day that skill is just nowhere to be found. My question is this: If I as a teacher or he as a student could find a reason ( a really good reason) for him to feel like he had to learn this, could he? According to a purely behaviorist model, there should be some reward, extrinsic or otherwise, that would make it worth retaining that information. What should we do for a student like this?
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
William,
ReplyDeleteI appreciated how you pointed out how "experts" believe that behaviorism no longer does (or should) exist in the classroom. It is unrealistic to think in Western society that things which are rewarded wouldn't be reinforced. Similarly, behaviors which are negative are punished as a means of extinguishing them. For example, police give out tickets for speeding to punish that behavior. The same thought process naturally occurs in the classroom. However, like any educational shift, it is essential to maintain a careful balance of many research-based practices within the classroom.
-Katie
William,
ReplyDeleteYou brought up many valid points. I really appreciated the idea behind making inferences from the student's data of their homework/ performance in a particular subject. All too often we as educators collect the data but do not go beyond and actually analyze the results to make educational decisions that are beneficial for our students.
In terms of the question you brought up about practice of a particular skill, I thinka great option would be to vary your mode of presentation totap into a variety of multiple intelligences. For example,do a kinesthetic model of a math problem one day, a visual picture model another day, an auditory sound recording another, and so on. I think this way the frustrational level will not be exceeded and the skill will hopefully be retained to soem extent.Visual images are a great way to allow students to make connections and build upon knowledge. Furthermore, the various modalities will in and of themselves act as rewards of reinforcement of a particular skill. Hope this connects to you and your classroom. Great thorough ideas and application of behaviorist learning theory in your own classroom.
-Kourtney
You bring up some interesting questions. I have a son that is just like your description of the child that cannot retrieve his lessons from the last two weeks. However, he can remember who made how many points in the basketball game last night. This is a difficult place to be. On the one hand it looks like the student can remember things that are important to them. On the other hand, they seem to be trying, but just cannot remember. So, I agree that some students just do not seem to learn by repetition. For those students we must try to find what "hooks" information into easily retrievable memory. I think this is where we as teachers could be aided by more information about how the brain works.
ReplyDeleteThank you for your persective on behaviorist theory. I teach upper level foreign language and I seldom have special education students in my class. The example you gave was eye-opening to me. I had never given any thought to it. I wonder how many other strategies we use that may be highly inappropriate for certain students?
ReplyDeleteKatie,
ReplyDeleteI totally agree with your statement that educational shifts need to be taken very carefully. So often it seems like we go all in on the next hot theory and it ends up biting us in the long run. Everything in moderation.
Kourtney,
Thanks for the insight into meeting these students needs. It sounds like you have some experience teaching the "hard to reach". I think you hit the nail on the head talking about keeping the frustration level down. A situation like that can be frustrating for the teacher as well as the student.
Missy,
Thanks for sharing about you and your son's experience. You're exactly right when you describe how you get torn between whether he is trying or if something is or isn't important to him. I think now more than ever we are dealing with students whose brains are wired completely different than ours, but also very different from each others' in many cases. It makes for some challenging teaching but some amazing perspectives from kids.
Bryan,
I have an 11th grader right now who decided he wanted to take Spanish because he was adopted from a Spanish speaking country and felt it would come easy to him. I realize there are some holes in his theory, but if you knew him you'd understand. We have spent the last semester trying to learn the simplest of words and no matter how hard he tries, he can't get them to stick. It's a tough situation because he wants to do well, but just can't seem to catch on.
To answer your question, there are a lot of things that happen in other classrooms that are considered "best practices" in teaching that mess my students' heads up so bad I end up re-teaching the information for the poor buggers. Things like group work, "independent learning", exploration and research just aren't a great way for many kids to learn. They want to know the facts and be able to answer the questions.