There are many ways that behaviorism can enter a classroom. The two main avenues are behavior and instruction. As a math teacher I feel that the biggest impact it has on my instruction is through operant conditioning. This happens when as Dr. Orey states, I reinforce a correct answer in my class. He goes on further to state that this process is one of the primary ways that behaviorism shows up in online learning (Laureate Education Inc, 2010). One of the most valuable forms of this learning is the use of the online tutorials. These type of programs allow students to see, specifically in math, how to solve certain types of problems. One site that I encourage my students to use to practice skills if they are struggling is math.com. Not only does this site give students tutorials explaining the step by step process it also produces randomly generated problems that can be solved with immediate feedback. This kind of feed back is important as Pitler, Hubbell, Kuhn, and Malenoski, state,"Because it is easy for errors to slip in when students are practicing teachers should give feedback as quickly as possible," (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg 188). As a math teacher I find that this process of giving quick feedback is one of my most challenging tasks. "Typicaly, students need about 24 practice sessions with a skill in order to achieve 80 percent competency," (Pitler et all, 2007, pg 188) with 100 students in my class providing feedback on all problems is a daunting task. This is where technology and programed instruction can help me give the necessary feedback. By assigning online tutorials and practice for homework my students can receive the feed back they need. Teachers can easily confirm the completion of these activities by having students, "either print reward certificates or save certificates as a screen shot and email it," (Pitler et all, 2007, pg 196). For my students the website for our books provides a large amount of tutorials an immediate feedback. I even use the videos to help answer questions students have when I have a substitute.
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Nick, I enjoyed reading your post. Do you believe that learning is basically being able to remember facts or ideas? Or do you think that actual learning takes place at a different stage? Maybe applying or creating something with that knowledge? I would be interested to hear your thoughts.
ReplyDeleteI think that learning is so much more than just remembering facts. With math though the facts are the ground level or foundation to what students are capable of doing. I would definitely agree that having students create or apply knowledge is some of the most powerful learning experiences a student can have.
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