Human
behavior is the “observable and measurable aspects” of a learner’s actions
resulting from a stimulus-response (Orey, 2010, p. 271). Their educators
facilitate this response as a positive reinforcement of preferred behaviors.
Teachers want students to exhibit a behavior that demonstrates that they are
learning in our classrooms (Walden University, 2015). In return, the learner is
encouraged by positive reinforcements to continue this behavior. Reinforcement
is one of the largest components of behaviorism as an individual can learn to
exercise desired behaviors just as well as unlearning undesired behaviors
(Orey, 2010). Therefore, opportunities for positive reinforcement become
necessary in behaviorist-based instruction both in and outside of the classroom.
Instructional
and assessment strategies that provide teachers opportunities to give immediate
feedback are a great way to incorporate different types of reinforcements.
While this can be done with verbal, written, or quick visuals during
instruction, it can also be done using technology (Pitler et al., 2012).
Excellent work and grades can be shared easily with parents and families even
at a distance with the use of online streams, blogs, and mobile messaging
platforms, thus providing students with continuous positive reinforcement
toward exemplary efforts (Pitler et al., 2012). Many online platforms can also
give students immediate gratification on effort, accuracy, and work completion.
I
was surprised to realize I am already using some behaviorist-based strategies
and technology tools in my English as a Second Language (ESL) Mathematics
classroom. All of my student learning strategies are currently embedded in
digital platforms, and I have been managing multiple virtual classroom
environments since the start of the school year (ISTE, 2008). I am also utilizing a few different online,
individualized, self-paced practice programs, especially since we recently
switched from a hybrid in-person learning model to a fully remote experience.
Students can complete a problem and, with a click of a button in seconds, know
if their answer is correct or why it is wrong. This type of learning is not
only self-paced but, in most cases, individualized and provides immediate
feedback, which is necessary for effective positive reinforcement (ISTE,
2016).
By
implementing these technologies, their adaptive features help my students
improve their practice and demonstrate their learning in various ways (ISTE,
2016). My students use these platforms to practice their new learning and seek
feedback to inevitably show concept and personal growth (ISTE, 2016).
Integrating this interactive technology this year has provided me the
opportunity to give effective feedback in any learning environment, which
allows my students “to use it to readjust their thinking” (Yilmaz, 2017, p.
604). These strategies and technologies provide instant feedback, whether
positive or negative, to reinforce my English Language Learners' desired
behaviors.
Based
on my new knowledge of the behaviorist learning theory and research, I have
begun to brainstorm ways I will be able to provide immediate feedback to my
students during their Genius Hour experience. I would like to create an online
platform where students can have an open line of communication with me to
brainstorm ideas, organize information, and voice questions and concerns about
their project. To prepare for something like this, I would like to begin
instilling these techniques in them now within our daily or weekly routines
while completing our regular math course content. By doing so, I hope to begin
to encourage positive study habits and routines that will carry over to their
Genius Hour expectations (Yilmaz, 2017).
References
International Society for Technology
in Education. (2016). ISTE standards for students.
Retrieved
from https://www.iste.org/standards/iste-standards/standards-forstudents
International Society for Technology
in Education. (2008). ISTE standards for educators.
Retrieved
from https://www.iste.org/standards/for-educators
Orey, M. (E.d). (2020). Emerging
perspectives on learning, teaching and technology.
Behaviorism.
http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Pitler, H., Hubbell, E. R., & Kuhn,
M. (2012). Using technology with classroom instruction that
works
(2nd ed.). ASCD.
Walden University.
(2015). Behaviorist learning theory [Video]. In Bridging Learning Theory, Instruction, and Technology.
Walden University Blackboard. https://class.waldenu.edu
Yilmaz, O. (2017).
Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration. International Journal of Research in Education and
Science, 3(2), 604–613.
