“Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not; among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification” (Orey, 2001). Several strategies proposed within this week’s readings correlate with the principles of behaviorist learning theory.
Basic Behaviorist Principles
According to Hartley, four key principles outline behaviorist models: (1) students must actively participate in the learning process, (2) repetition, generalization and discrimination play prominent roles, (3) reinforcement motivates students, and (4) clear objectives and expectations assist students within the learning process (Hartley, 1998). Effective incorporation of these principles yields an effectual instructional strategy.
Tutorial Strategies
One successful way behaviorism presents itself within the classroom is through tutorials. Tutorial strategies present a small amount of information and subsequently “asks a guiding question that gets the learner to have a behavior and make a decision about what the right answer is” (Laureate Education, 2010d) wherein the system then says whether the behavior is correct or incorrect. This strategy requires that students actively participate consequently setting clear learning objectives for student knowledge and providing positive reinforcement for affirmative behaviors. Additionally, repetition and variance can be effortlessly included within the tutorial strategy.
Homework Review and Practice
McREL’s research on practice supports that “mastering a skill or process requires a fair amount of focused practice” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p188). Homework that is designed to clearly articulate purpose and outcome as well as varies approaches to providing feedback, (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p188) provides students with such opportunities to practice subject matter and reinforce learning objectives. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p187). High-quality homework activities follow all four key behaviorist principles, however not all homework activities are high quality. In order to be successful as acceptable by behaviorist standards, homework needs to connect prior knowledge to newly taught concepts; include meaningful practice of application of new concepts through repetition, generalization, and discrimination; and intrinsically motivate students.
Reinforcing Effort
A student’s effort plays a prominent role in their academic achievement; “research shows that the level of belief in self-efficacy plays a strong role in motivation of learning and achievement” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p155). The instructional approach of emphasizing effort improves students’ understanding of the relationship between effort and academic achievement by addressing their attitudes and convictions about learning. This strategy coincides with behaviorist thinking because it reinforces the active role that students must play within the learning process and it rewards students endeavors and exertions which fundamentally motivates them.
Adapting
Regardless of what stratagem or approach you utilize within your classroom, adaption of behaviorist principles strengthens your instructional strategy. “According to the behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them (Lever-Duffy & McDonald, 2008, p14).
References
Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved November 7, 2010 from http://www.infed.org/biblio/learning-behavourist.htm.
