Behaviorist Learning Theory -- Is It a Fit in Today's Schools?

In my current master’s course called Bridging Learning Theory, Instruction, & Technology, my colleagues and I are examining different models of learning, relating to their use in classrooms of today as well as their relevance to educational technology.

According to Lever-Duffy and McDonald, (2008), the Behaviorist Learning Theory is based on external stimuli.  “The learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (p. 15).   This theory of learning has some interesting implications regarding Instruction and technology in today’s classrooms.

One of our class texts, Using Technology with Classroom Instruction that Works, offers specific strategies that relate to Behaviorism.  Chapter 8, called “Reinforcing Effort” discusses “enhancing students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155).

I touched on this topic in my discussion post this week, as I feel strongly that this strategy is an important one.  How many of us as teachers have been frustrated with our students who expect much return, but put very little effort into their learning?    Melissa Standridge (2002) states, “The entire rationale of behavior modification is that most behavior is learned.  If behaviors can be learned, then they can also be unlearned or relearned” (p. 7).  If this is the case, we can teach students the value of effort through positive reinforcement, and by modeling effort as well.  Our text gives these two recommendations for classroom practice:

1.     Explicitly teach students about the importance of effort.

2.     Have students keep track of their effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). 

This is where the technology piece comes in.  The authors suggest using a Microsoft Excel spreadsheet to help students see the connection between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  After examining an effort rubric, students could log on and keep an Effort/Achievement Spreadsheet Template to track progress in their effort. 

Another way technology can aid in reinforcing effort is through data collection tools such as Survey Monkey.  “This technology allows you to use a standard effort rubric and incorporate it into a survey that will give you insight into the character of your students and provide data you can use to encourage students to try hard and to underscore the connection between effort and achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 162).   It is one thing for a teacher to tell his/her students to try harder, or to tell students about others who have succeeded through hard work.  It is entirely different when students are shown these facts through such data, which will hopefully convince them to try harder themselves.

Chapter 10 is called “Homework and Practice.”  Dr. Michael Orey explained in this week’s course DVD how Behaviorism involves operant conditioning, that is, the reinforcement of desirable behaviors and the punishment of undesirable behaviors (Laureate Education, Inc., 2011).  Orey claims that operant conditioning is found in programmed instruction, which is present in technology, especially tutorials and drill and practice.  To me, there is a link between what Behaviorism’s operant conditioning and what Pitler, Hubbell, Kuhn, and Malenoski (2007) say about practice: “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency (p. 188).  The authors recommend that teachers “design practice assignments that focus on specific elements of a complex skill or process” (p. 188).   Technology provides this crucial practice in the form of drills and online self-quizzes, as well as tutorials.  Thus, Behaviorism again plays an important role in students learning.

Other online sites I looked into included Bubble.us, where students can make online graphic organizers like bubble maps.  I thought this was particularly interesting for my ninth grade students, who practice all year for the MN GRAD writing test.  The pre-writing bubbles would be an excellent practice for them.

The other site I looked at was Classroom.JC-Schools.net.  I took a look at some of the language arts drill and practice links.  Though I haven’t used this sort of venue for practicing their skills, I do think my students would be more motivated if using online quizzes and other programmed instruction.

I found some interesting background material on Behaviorism and its use in education and technology.  This article is particularly good because of the specific examples author Melissa Standbridge provides of different kinds of reinforcement.  It is a great review of how we might be using Behaviorism in our own classrooms.

<http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism>

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 8, 2012, from http://projects.coe.uga.edu/epltt/