Behaviorist Learning Theory in the Classroom Today

Utilized in many classrooms, B.F. Skinner's operant conditioning reinforces desired behaviors while punishes or extinguishes undesirable behaviors. As Dr. Michael Orey states, the reinforcers are the most powerful tools to elicit appropriate behavior in the classroom (Laureate, 2011).

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 (2^nd ed.). Alexandria, VA: ASCD.

Understanding the Impact of Technology on Education, Work, and Society - A Reflection

Reflecting on this course, I realize what it is to be a student of technology aimed at learning 21st century skills. When given the task of creating a group wiki, it required clear collaboration among all stakeholders. As a classmate took the lead and created the wiki, we all worked within our learning styles as we added, edited and discussed the different aspects of our wiki. My group was easy to work with; open and honest in our suggestions and comments and available to collaborate. As I struggled with some aspects of the wiki, I wondered if my classmates were having the same issues, as it seemed for some, to be very easy and intuitive. In pondering my classmates’ learning styles, I thought about the diverse learning styles of my students and how they would be feeling with this project. I could envision a number of my students excelling with this type of assignment. On the other end of the spectrum, I could see some others needing a lot of guidance as they would struggle without the visual instructions which generally support my verbal lessons. The lessons throughout this course not only gave me new skills, but it allowed me to walk in the shoes of my students, who are sprinkled throughout the learning spectrum.

With the new skills of wikis and blogs, I am excited at the prospect of incorporating them in to my lessons. At the same time I feel a little hard pressed to find the time to get it all done, seeing my students only 45 minutes once a week. I remind myself to start small, not only for me, but for the optimal learning of my students. Thinking back to how I felt with the wiki, I know that slow and steady will reach more students and solidify the learning more deeply. For those students who fly a little higher and faster, they can follow their learning with mentoring others who may need some remediation. Reminding my students we are all members of a learning community and we are here to assist each other so all can be successful.

I will continue to blend the teacher-centered and learner-centered environment while I teach and look for opportunities to embrace the learner-centered classroom. For me to completely convert to a learner-centered environment, I would need to observe this structure in a number of settings to really understand the benefits.

I look forward to learning, teaching and leading with technology as I collaborate with my colleagues. To increase student achievement we need to all be on the same page and shoot for the same goals, keeping in mind the variety of skill sets of my colleagues. Working with my colleagues to improve their skills, while at the same time teaching my students new skills, the goal will be to increase achievement across the board.

My first goal would be to have my students issued district email accounts. While many of my students have personal email accounts, because of the filter settings, they are unable to access their accounts at school. If we want our students to become proficient in 21st century skills, we must place those tools in their hands, so they learn the proper use of them. I often discuss netiquette, spam, and email filters, but feels as though it is very abstract when I cannot demonstrate what I am teaching.

Following the first goal would lead into the second goal, that of building in more opportunities for wikis, blogs and podcasts. The students having email accounts would open up the availability for wikis and blogs, giving them real world exposure to 21st century skills. To achieve these goals, I need to demonstrate what skills the students already have and explain what is needed to take them to the next level. The wikis I use now are built into our hosted website, which is very limited as are the blogs. I find there is a great disconnect between preparing for the 21st century when we can not put 21st century tools in the hands of our students.

Revisiting my checklist, I do not feel my answers have changed for this school year. As I look forward to summer and next year I hope to be able to have more checkmarks in the Often column and non in the Rarely column.

Technology Podcast

After surveying sixty sixth graders, a few offered to be interviewed for this podcast. Answering my questions they gave me a glimpse as to their technology usage. The podcast can be accessed below.

Partnership for 21st Century Skills Overview

As part of my coursework for my graduate class, I was to explore and learn about the website, Partnership for 21st Century Skills. As I began to peruse the website, the amount and quality of information was amazing, from blogs on implementing Common Core Standards to exemplars on implementing 21st century skills and how to move above and beyond by combining the 3Rs and 4Cs, (communication, collaboration, critical thinking and creativity). Filled with downloadable PDFs, the site is abundant in its usable resources for educators, parents and communities. Clearly, many voices have been heard and collaboration among varying perspectives have culminated in a joint effort to create a road map for the future, not only for students and educators but for the future of the country as well. 

Reading through the history, the vision of the founding members was inspiring, in 2002, and the fact that the U.S. Department of Education matched $1.5 million in funding the Partnership for 21st Century Skills. With the realization, more than ten years ago, that our students lack the skills to take on the challenges of the 21st century, this group opened up a national dialogue focused on what changes were needed. In addition, a poll conducted in 2007 indicated voters felt the same concern as to adjustments in education to prepare students and secure "our country's future economic success" (p21.org). With the membership ranging from individuals to corporations and an open invitation for new members, the organization exemplifies collaboration.

Clearly stated throughout the site is the fact that there is work to be done in every classroom in our country, and "Every member reinforces the mission of P21 and our ability to enact change on the local, federal and state level to shift the conversation for kids and ensure they're ready to lead and take on the challenges of the 21st century" (P21.org). Ideally, that is a powerful statement; "ensure they're ready to lead and take on the challenges of the 21st century", I whole heartedly agree that our students need a different skill set than ten years ago and in many classrooms the curriculum is in need of a sweeping renovation. Realistically, how will those needed changes be funded? When education budgets are often the first to be slashed, it seems counter productive to the mission "that all students are ready to succeed in college, career and life in the 21st century". If and when students are ready to succeed in college, how will they afford college? College tuition and fees rise at an alarming rate. In July of 2011, the University of California board of Regents raised students tuition by "an additional 9.6 percent". That hike followed "a previously approved 8 percent increase". The reason given for these tuition hikes was "the 10-campus system lost $650 million in state budget cuts" (blogs.kqes.org) How do we rationalize cutting programs, classes, educational opportunities while heaping financial burdens on those who can attend college, while at the same time say we are preparing every child for taking on the world? I struggle to conceptualize this, can anyone help me with this?


References

Partnership for 21st Century Skills. (2011).Partnership for 21st century skills. Retrieved from: http://www.p21.org

Beyond the Three Rs Voter Attitudes toward 21st Century Skills. (2007). Partnership for 21st century skills. Retrieved from: http://www.p21.org/storage/documents/p21_pollreport_2pg.pdf

UC Approves 9.6% Tuition Hike. (2011). Public Media for Northern California. Retrieved from: http://blogs.kqed.org/newsfix/2011/07/14/uc-approves-9-6-tuition-hike/

Blogging and the Classroom

I introduced blogging this year with my sixth graders as a way to encourage communication between classmates regarding classroom activities, for example their classic novel characters. I have added another blog for students to discuss memories of their elementary years as they will be "graduating" from elementary school this year. Overall the students have been excited about the process and it has been quite successful.

Just last week, I introduced blogging to a class of 5th graders as a way to recognize the efforts of classmates' autobiographical presentations. Unfortunately, it was not met with much enthusiasm  but I will continue to try. As this is new to the students, it is also new to the teachers and they don't know what to make of it.

I would like to use it with my fourth graders, but wonder if anyone has blogged with students 8-10 years old? If you have had blogging experience with this age, good or bad, please share, or if you have come across a blog with kids this age, I would be interested to see it.

I teach technology to students in grades 3-6 and many of them do not have email accounts, so I have to open up the blogs to anyone, so students can blog "anonymously". I have students just type their first name and there is nothing on the blog to indicate who the kids are or where we live. I am using Blogger and wonder if there is a way around having the blog open to anyone. Thanks for any input.

I would like to continue creating opportunities for my students to blog and expand it to my 4-6th grade classes. I will use it as a way to showcase student work and hopefully encourage parent involvement that way. I believe blogging can be a great tool for students and have seen my own children use it successfully in middle and high school. I struggle with what my expectations should be for elementary school age students. Any advice or suggestions would be most welcome.

Technology & Music Collaborate

Kindergarteners were learning the song "Over the River and Through the Woods" for their performance in the Winter Sing. Collaborating with the music and kindergarten teachers, we were able to produce a little podcast using the students' artwork and voices. Using GarageBand for the recording and scanning in the images, produced a fun podcasts that students could access at home when it was published on the school's website.

Technology - What's New in Your World?

Technology is ever changing and I often hear from teachers, "I don't know, what I don't know." A very accurate statement. I hope to provide a place in which to share thoughts, plans and ideas about how technology has been incorporated into your world, both personal and professional.