Analysis of Instructional Strategies and Correlation with Principles of Behaviorist Theory

          The instructional strategy of reinforcing student effort is related to the behaviorist learning theory.  When you help students recognize the correlation between effort and achievement you are reinforcing the idea of what you see is what you get.  Knowing that the behaviorist theory of learning is based on what you can observe; tracking effort vs. achievement helps students see the connection between the two (Orey, 2001).  If students keep track of their effort and achievement using a spreadsheet and then graph the relationship they receive feedback resulting in positive or negative reinforcement.   

Homework, like the behaviorist learning theory, is surrounded by controversy.  It is my belief and philosophy that homework has a place within my 4^th grade classroom.  Homework provides “students a chance to review and apply what they have learned” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Research shows that “mastery requires focused practice over days or weeks. After only four practice sessions students reach a halfway point to mastery. It takes more than 24 more practice sessions before students reach 80 percent mastery. And this practice must occur over a span of days or weeks, and cannot be rushed” (Anderson, 1995; Newell & Rosenbloom, 1981).  As teachers it is necessary that we provide our students extra practice time and one-way to do this is through the use of homework. 

Another way to provide this practice is through the use of web resources.  Web resources can be used individually, small group or whole group at school or from a student’s home.  Web resources provide students positive reinforcement for correctly answered questions.  I use several behaviorist technology sites that allow students to review concepts taught in class.  The sites I use most frequently are: http://www.ixl.com (subscription required), www.internet4classrooms.com/ and http://illuminations.nctm.org/.  The links and corresponding activities on these sites provide students with what Dr. Orey calls programmed instruction (Laureate Education, Inc., 2010).  Using technology in this way provides students more practice than what is provided within a particular lesson helping students reach mastery level (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

Despite the continued controversy about the effectiveness of the use of the behaviorist theory in the classroom—I will continue to use it to meet the individual needs of the 26 nine and ten year olds in my 4^th grade class.  Through direct modeling and teaching of the relationship between effort and achievement and the continued use of homework and practice resources my students will be better prepared for life beyond the classroom. 

References:

Anderson, J. R. (1995). Learning and memory: An integrated approach. New York, NY: John Wiley & Sons.

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Newell, A., & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum.

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

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