Week 2 - Behaviorism in Practice

How do the instructional strategies described in the resources we explored this week correlate with the principals of behaviorist learning theory?

Orey stated that "behaviorism is primarily concerned with observable and measurable behavior." B.F. Skinner, in studying operant conditioning, taught reinforcement of desirable behaviors and punishment of undesirable behaviors.

Chapter 8 is called "Reinforcing Effort." Effort, then, is a desirable behavior. "Effort is the wisest choice for someone who intends to achieve success or maintain it" (Pitler et al., 2007, p. 156). It plays a "strong role in motivation for learning" (Pitler et al., 2007, p. 156). The authors tell us that effort can be tracked. It is reinforced and it is measurable; therefore it correlates to behaviorism. We go on to read about spradsheets and data collection that can be graded using rubrics. Teachers can show students that there is a "relationship between effort and achievement (the desirable behavior)" (Pitler et al., 2007, p. 164).

Chapter 10 is called "Homework and Practice." Marzano believes that "students need about 24 practice sessions with a skill in order to achieve 80-percent competency" (Pitler et al., 2007, p. 188). This definitely supports the drill and practice approach which is often achieved using technology. Drill and practice correlates to the behaviorist learning theory. Online tutorials, software programs, spreadsheet applications, just to name a few, can provide the necessary practice that will lead to a mastery of a skill

So, then, it does seem that there is a correlation with behaviorist learning theory and contemporary instructional strategies and they are often achieved via the use of technology.



Reference:

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.