Rewarding persistence and practice can go a long way in "reinforcing effort and reassuring students that they too can succeeded if they keep trying" (Pitler, Hubbell, & Kuhn, 2012). Giving clear goals of performance and data collection to show progress allows students to understand what their persistence and effort can achieve. This is accomplished when teaching the skills of typing using UltraKey or Mavis Beacon. Students are given a baseline typing test at the beginning of the year using black keyboard covers completely covering the laptop keyboards. Students are asked to practice typing at home, as a type of homework, as well as at school. Periodically students are tested as to the progress towards grade level typing goals; fourth graders, 10 words per minute, fifth grader, 20 words per minute and sixth graders 30 words per minute. For those students who take the initiative to practice, the proof is in the pudding, as they say. As they take periodic tests, they are immediately given the data which clearly shows their effort and persistence, or in some cases, their lack of effort. For those who do show progress throughout the year, they are allowed to take time to use their laptop for another activity. While those who are still not making the connection between practice and rewards, they continue to preform below grade level and are unable to enjoy the rewards classmates are experiencing. By the end of the school year, the data collection on their individual accounts reveals the truth of their actions; those who practiced have made steady gains and will receive a typing award in front of the school. Utilizing standards-based criteria ensures no one receives an award due to popularity or for some other reason.
In what ways do you feel you use the Behaviorist Learning Theory?
References
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
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.
I think I use behaviorism more at the beginning of the year than any other time. Most of the time it is to establish routines and classroom discipline that enhances the learning climate and makes for a safe place for students to take risks and participate collaboratively. As an English teacher who was raised on Warriner's Grammar, I still see the relevancy of drills when it comes to basic grammar and punctuation rules. I can teach grammar through writing, but focusing on one skill by practicing it allows the "full court press" so that we can move on to other areas and use higher level thinking next time.
ReplyDeleteI can't tell you how many times I have posted this reply, and it keeps getting lost.
DeleteI agree with you about behaviorism in the classroom at the beginning of the year. For me it allows me to establish the classroom norms by which I expect my students to behave. It also gives them a great opportunity to get to know me, if they haven't had me in previous years. My mom was an elementary art teacher, and her saying was a teacher doesn't smile before January. After reading through the information this week, I understand what she meant.
I understand what you say about the relevancy of drills. I view drills as repetitive math facts, and while I agree they are necessary to learn, I just feel the drill and kill method shuts down kids immediately. What you are talking about, I see, as building blocks, still necessary, but not as dry and repetitive. I agree that both concepts, math facts and grammar rules, need to be taught and mastered. I think that something like math facts can be drilled in another way. I hope that makes sense.
I use the behaviorist theory mostly in regards to discipline and routines. However, after perusing this week's resources, I realize I use it more often than I think. We use tutorials on a regular basis, the class favorite being www.brainpop.com
ReplyDeleteWe have a pre physical fitness test and then a post test at the end of the year. Similar to your typing tests, the students who truly work at their individual goals will see a greater gain on the post test. The results are based on individual age and sex of each student. Results are posted on a poster in the gym, so kids can compare and contrast their results with other students their age. It's always exciting for them to be able to compare their personal fitness level with what is expected of them.
ReplyDeleteWe have physical fitness tests as well and yes students really key into who has their names on the fitness board. Students work very hard to get the national and presidential awards as well.
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