Behaviorism in Practice

 Reinforcing Effort is a powerful instructional strategy that correlates to the behaviorist learning theory.  I believe that this primarily true because as Dr Orey expressed in Instructional Theory vs. Learning Theory, it actively engages the learner an in immersive learning experience where they are embedded in the context of the learning (Laureate Education, Inc., 2010c).   Reinforcing effort is the enhancement of students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbel, Kuhn. & Malenoski, 2007).  According to Skinner in 1972, the behaviorist learning theory is primarily about operant conditioning which is the rewarding of part of a desired behavior or a random act that approaches it (Pitler, et al., 2007).   When students connect effort with achievement they are then motivated to put a more conscious effort into their learning because they know the end result will be achievement or success whether it be intrinsic, extrinsic or a combination of both.  When we provide students with a clear picture of what effort looks like through examples of their peers or even better their own effort on a consistent basis they are more likely to embrace their ability to accomplish anything they put the proper effort into (Pitler, et al., 2007).  This is the desired behavior that every educator expects their student to exhibit.  This week’s chapter reading on reinforcing effort shares some simple yet powerful technology based learning experiences that educators have used to assist students with making the effort-achievement connection.  Basic software tools such as spreadsheets to collect data and graphing functions that visually display the results can clearly help students make this connection.  Data collection tools were also discussed as a means to show students the same correlation using observational or survey collected data.  In each of these cases the student is at the center of the learning experience (directly or indirectly where action is required on their part) which motivates him or her to put more effort into the learning process.

Homework and practice is another powerful instructional strategy that correlates to the behaviorist learning theory.  With this instructional strategy however, it approaches learning from a drill and practice view with the objective of becoming proficient at the application of skill combinations and furthering a student’s understanding of a concept (Pitler, et al., 2007).   Drill and practice however, does not have to be dull and uninteresting.  Educational technology provides a wide range of software programs that enable students to simplify research for assignments using word processing application tools such as in Microsoft Word to using we resources which allow students to practice concepts and skills repeatedly from virtually anywhere there is an internet connection (Pitler, et al., 2007).  Other  programs help students to focus on content leaning using multimedia programs that maintain student engagement, scaffolding progressions allowing for understanding and practice to independent application, and immediate feedback to reinforce correct learning behaviors or clear up misconceptions to inhibit undesirable learning behaviors (Pitler, et al., 2007).

Work Cited:

Laureate Education, Inc. (Executive Producer). (2010c). Program three. Instructional Theory vs. Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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