Week 2: Behaviorist Learning Theories

Week 2: Behaviorist Learning Theories
Application 2: Part I
Post your thoughts on how the instructional strategies described in the resources you explored this week correlate with the principles of behaviorist learning theory.

Behaviorism, Technology, Education,
 Oh My!

As I stated in my “Week 2: Behaviorist Learning Theories,” discussion post,

Behaviorism and technology can be a dynamic combination if used in the ways described in the resources this week. As Dr. Orey mentioned, due to the mandates placed on public schools with the No Child Left Behind Act (NCLB), schools are using computer labs and technology for drill and practice, credit recovery, etc. (Laureate Education, Inc., 2008[a]). Rather than using these computers for remediation, it would make more sense to use the available technology to enrich students’ learning in the beginning (Clausen, 2010).

When looking at student learning in relationship to the reading, grammar, etc., skills that are assessed and reported to the Federal Department of Education per NCLB, the students will have practiced reading, analyzing sources, grammar, and other skills while completing the project-based assessments. Research skills and the rules for evaluating resources are acquired through sifting through resources from a Google search. Reading, summarizing, and synthesis of information are learned through modeling and guided practice presented by the instructor and then these skills are maintained and/or strengthened as students continue project-based assessments throughout the semester (Orey, 2001).

Dr. Wolfe stated that learning was about connecting ideas and thoughts to what students already know, as well as, the strengthening of those connections over time (Laureate Education, Inc., 2008b). When students are allowed to make choices regarding what they study, research, or learn the students will be more excited or interested in the content because they are taking a greater ownership over the learning process. Thus, the connections between ideas, skills, and content will become stronger. As the students work through the learning, practicing, and application processes associated with a project-based assessment, behaviorist strategies including: modeling, shaping, cueing, positive/negative reinforcement, and punishment will be used to instruct and guide the students’ learning process (Orey, 2001).

Once students are equipped with the knowledge, tools, and technology needed to complete a project-based assessment the skies the limit! As Dr. Wolfe explained, the students learning will be reinforced through the application of the newly acquired skills while old pathways of prior knowledge will reactivate, creating a hook. These new learning experiences will help to further cement the learning connections and create even more pathways of information for future use (Laureate Education, Inc., 2008b).

Here is an example of what wonderful things can occur when teachers and students work together to integrate and apply the behaviorist theories, technology, and project-based assessment  I have spoken about above.

Throughout the fall semester of the 2009-10 school year, I have assigned project-based assessments to evaluate my 10th-12th grade general psychology students. One of the topics that was covered during the semester was abnormal psychology. After having the students learn about the basic aspects of abnormal psychology (definitions, psychological classifications, aspects of the DSM-IV-TR, etc.) the students were asked to choose an abnormal disorders they were interested in and complete a project. To view a copy of the project information sheet please visit: http://clausenclassroom.pbworks.com/Fall-2009%3A-General-Psychology and look for the heading, “Psychology: Abnormal,” and click on link to open the project sheet in pdf format.

Once the students decided on a topic to research, the teacher librarian, Mrs. I, worked with the students for two weeks instructing the students on using databases, wikis, how to evaluate resources, MLA citations, and more. Along with talking and working with the students regarding researching, sources, and citing, Mrs. I also introduced different ways to present the students’ research in ways that utilized various tools from Web 2.0. To view some of the instructional information presented by Mrs. I please visit the, “MHSRezWiki,” for the psychology class at: http://mhsrezwiki.wikispaces.com/Psychology.

Much like the bulletin board, “Caught in the Act of Trying Hard,” mentioned in this week’s resources, used positive reinforcement by displaying student work outside the office, I have posted some of the psychology students’ final projects on the classroom wiki. Showcasing the student work on the classroom wiki integrates the technology component into the reinforcement process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A small sampling of the abnormal psychology projects can be viewed at: http://clausenclassroom.pbworks.com/, please scroll down to the, “Psychology Showcase,” area and enjoy perusing the psychology students’ amazing work.

References
Clausen, C. (2010, January 13). Behaviorist Learning Theories. Message posted to EDUC 6611 discussion board, Week 2

Laureate Education, Inc. (Producer). (2008a). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

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