Behaviorism is one of the oldest learning theories still used in today's classroom. The ideas John B. Watson and B.F. Skinner brought to the classroom centered around achieving a desired response based on reinforcement (Orey, 2001). Reinforcement can be positive or negative and sometimes teachers may also use punishment. Many teachers use behaviorism when it comes to classroom management plans. They will use positive reinforcements (such as rewards) when students do something well. They may also use negative reinforcement (ex. taking away homework for a night) when a student deserves it. At times, teachers may also use punishments to stop an unwanted behavior (laps at recess) (Orey, 2007).
In the book, Using Technology with Classroom Instruction that Works, Pittler, Hubbell, Kuhn, and Malenoski (2007) used a form of behaviorism to encourage effort. In the chapter Reinforcing Effort, they suggested using a rubric to foster effort in the classroom. With the rubric, students earn points for the notes they take, the attention they give in class, their participation (questions and answers they contribute), their homework, and the amount of studying they do. The rubric is the tool they use to encourage effort and discourage lack of effort. Students are required to keep up with their points on a spreadsheet to determine their weekly overall grade. This is where the technology becomes important because students can convert their spreadsheets into graphs to see their growth (the reinforcement) and where they need to improve. They can then come up with personal goals for the following week.
When I was young, homework consisted of math problems from a book, papers, projects on poster boards, and worksheets. While they served their purpose of providing practice of a skill or showing what I have learned, they all had one common flaw. I had to wait until the following day or sometimes longer to see if I had done the assignment correctly.
When it comes to homework and practice, using technology has an added bonus - immediate feedback. This is something behaviorists use when wanting to reinforce concepts and skills. Through the text, I learned a great deal on how technology can really enhance the homework experience. Even something as simple as using a work processor can make homework better. Using spell check, the thesaurus, and even a grade-level rating system gives students an understanding of the quality of their work (Pittler, Hubbell, Kuhn, and Malenoski, 2007). Using spreadsheet software for math problems is a fantastic way for students to review their work and check for accuracy. And finally, my personal favorite, is using multimedia websites or programs (such as games) can make homework not only fun but give students immediate feedback on questions answered right or wrong. With technology, students are reinforced while they are working instead of waiting until the following day to see if their work was done correctly.
After reading this weeks resources, I thought about my own classroom and how I use behaviorism for homework and to promote effort. For homework, some days I will assign students to play a math game to practice their facts. I will also assign game sites that focus on reading or a concept we are learning in science or social studies. Parents will have to sign off letting me know their child played for a certain amount of time. Usually, I require 15 minutes. Some website I use are:
http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm
http://coolmath4kids.com/
http://www.starfall.com/
http://www.gwinnett.k12.ga.us/MinorES/phonics.htm
References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
“Behaviorist Learning Theory” featuring Dr. Michael Orey.
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I really liked reading your post. The internet is a great tool for immediate feedback for the students. I use a website in my math class called www.studyisland.com. I find that it is good as long as the students are motivated. Sometimes you get the "clickers," who just click until they get the right answer. The internet also has its flaws still just like the projects that you were talking about with the wait time for feedback, but it is getting better and better. Good luck!
ReplyDeleteI love the idea of assigning web games as homework assignments. Being a third grade teacher, learning multiplication facts is critical. I usually assign flashcard work, but could just as easily assign a certain amount of time on a multiplication facts computer program. I would think it would definitely motivate the students more than pulling out those index cards!
ReplyDeleteI've also found that some of the typing programs are helpful. I have a few students with severe motor issues. Getting them up to speed on typing through the typing programs can help them overcome their struggles. It would probably be helpful to assign them the typing websites on certain days when cursive is the homework assignment.
Thanks for all the great website ideas!
Tonya
Second attempt:
ReplyDeleteIn our school we give a sheet of homework for math Monday through Thursday but I have found that the completion of these sheets is inconsistent because of varying degrees of support at home. We go through the homework at school in class and I provide blank sheets for those who do not bring it in.
I am interested in how you monitor the completion of assignments that you give your students to do online. I would love to do something like this as the students really enjoy doing them at school. The other query is what do you do if the students’ families do not have access to a computer?
Minty
Minty,
ReplyDeleteI use a log that parents need to sign on the nights I assign websites. On the log, parents fill out three parts - time spent on the computer, the score/number correct their child received, and their signature. The students put their logs on their desk each morning and check them while they are completing their morning work. Some students do not have internet access and for them I provide a math practice sheet instead.