Instructional Strategies

The instructional strategies, reinforcing effort and homework and practice correlate to the principles of behaviorist learning theory in many ways.  Dr. Michael Orey states, “That behaviorism revolves around operant conditioning.  Operant conditioning has two primary mechanisms, one being reinforcement of desirable behaviors and two punishment of undesirable behaviors” (Laureate Education Inc., 2010).  One way to reinforce effort is by creating a rubric which gives students a clear idea of what effort looks like (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  The behaviorist learning theory believes that teachers must change student behavior to help them succeed.  Many times students do not realize until later in life the importance of always trying their best.  By focusing on reinforcing effort you are helping change a student’s behavior and attitude towards learning.  Many times this is a more difficult challenge than actually teaching the students a concept.  The creation of the rubric helps students see clearly the relation between their effort and grades they earned on the tests.  Students will change their behavior because they can now see what behavior is acceptable and successful.

Dr. Orey stated in the video titled, Behaviorist learning theory that, “Reinforcements are more powerful than punishments” (Laureate Education Inc., 2010).  The instructional strategy of homework and practice correlates with the behaviorist learning theory because once again you are trying to shape student behavior.  No matter what subject in school or professional experience the only way individuals improve their results is through practice.  Practice makes perfect.  “Homework and practice give students a chance to review and apply what they have learned” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  As educators any skill we want our students to learn they must work at it to achieve it at a proficient level.  Teaching students the importance of effort and helping them create a work ethic are supported by allowing them practice time and shaping their behavior to what we think will make them successful.  “Typically, students need about 24 practice sessions with a skill in order to achieve 80- percent competency.  Because it is easy for errors to slip in when are students are practicing, teachers, should give feedback as quickly as possible” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  This fact also correlates to what Dr. Orey states about the behaviorist theory.  “The behaviorist learning theory is a powerful strategy for managing behavior, clearly stating procedures and wanted behaviors” (Laureate Education Inc., 2010).  The wanted behaviors in this situation would be the correct answers and the process needed to complete the problem.

In conclusion the behaviorist learning theory focuses on shaping student behavior.  The two learning styles discussed this week focus on working towards creating the behavior wanted.  Homework and practice are great reinforcement tools to help shape student learning.  One of the biggest challenges in education is motivating students to work hard.  Many times when students cannot complete a task or do not understand a concept they give up.  By rewarding effort and teaching them the importance of effort you are helping them succeed in the classroom and later in live.  This correlates to the behaviorist theory because once again you are trying to shape behavior by implementing procedures and shaping what type of behaviors are acceptable and what type of behaviors are not. 

References:

Laureate Education, Inc. (Producer). (2010). Behaviorist learning theory. Baltimore, Maryland

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