Behaviorism and Feedback in the Classroom

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 (2^nd 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.