Two Strategies and how they are Related to Behaviorism
The first strategies that we were to explore this was called reinforcing effort. This is an effort to try and teach or reinforce students how to manage how they think about effort. Often students don’t understand how important effort is. The students are shown a rubric that has various levels of effort and asks the students to self reflect on their effort. The example in the book seems like it might be a good idea. It however would not work in my classroom. I can’t imagine asking third graders to gage if they have paid attention 95% of the time in class. This would have to be greatly adjusted for a younger group of kids.
This is similar to behaviorism because it stresses the uses of positive and negative reinforcement. It shows that the higher the effort the higher the grade. This is positive reward for a positive behavior. It requires students to reflect and reinforce their use of effort in the class.
The second strategy that we explored was the use of homework and practice. This chapter was a very exciting chapter to read. I found it hard to get through though because I was stopping after every new website they gave us to go and check them out. The book offered many options to improve how homework can be run. These websites are used to help add more to the curriculum that you already teach. I have used BrainPop before; we have an app for out iPads that has the random clip of the day. I have explored a few more of these and really think they could be helpful tools. Iknowthat.com is a site that has skill building games that include help with multiplication facts; this one will be on my parent letter this week. We also study the solar system so the web site called Stellarium. This website allows students to explore the solar system in a fascinating way. These seem like they might be very helpful tools to be using in the classroom.
This has very direct links to the behaviorist theory. These tools are most often a new version of B.F. Skinner’s teaching box. They give students a question, then they give them options for answers and then most of the games give some type of reward. This is exactly what B.F. Skinner’s teaching box does.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.