After reviewing the chapters in Using Technology with Classroom Instruction that Works book I found not only some great ideas to use in my own classroom, but also many ways in which, “Reinforcing Effort” and “Homework and Practice” share common themes with the behaviorist theory (Pitler, Hubbell, Kuhn and Malenoski, 2007).
First, for “Reinforcing Effort” I really liked the idea of a student created rubric and spreadsheet to help keep track of the effort they gave on a particular unit. Then it even went as far as to compare the effort they gave each unit to the score they received on that unit’s assessment. I teach 5th grade and I know how hard it can be to convince a student to just try and work hard to do their best. If they were able to see what a pay off putting more effort into their schoolwork could do to their grades I think a lot more of them would be easily convinced. I believe that doing an activity like this goes along well with the behaviorist theory on reinforcement of behaviors that are favorable; in this case higher test scores. Most importantly is that this can be an intrinsic reinforcement because it was up to the student to grade how much effort they put into the unit and to compare that to their test score.
As I was reading the chapter on, “Homework and Practice” I started to think about the generalization it listed, “If homework is assigned, it should be commented upon” (Pitler, Hubbell, Kuhn and Malenoski, 2007). This statement reminded me a lot of the behaviorist theory because if the homework was never graded, checked-off or commented on then the student would learn that there was no reinforcement or punishment for either getting the homework completed or not having it completed. Also going along with the behaviorist model is the, “drill and practice” part of a student learning (Laureate Education, Inc. 2011). Pitler, Hubbell, Kuhn and Malenoski discuss the importance of students being able to learn a new skill, get guided practice and then have more individual time to really gain a full understanding of the new concept. With all the new technology coming out today students need to be able to use it properly. Even learning a new skill on the computer takes many repetitions to master. There is positive reinforcement involved since it creates a desired result for the user when they get the process right.
Laureate Education, Inc. (Producer). (2011). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.