Behaviourism In Practice

Behaviourist learning method according to Standridge (2002) is an idea that believes a great understanding of the connection between provocation and a reaction can develop desired behaviours within an individual. This approach has become more argumentative as educators all over the country try to adapt to the needs of 21^stcentury learners. The integration of behaviourist teaching strategies has become more challenging through the inclusion of various technological advances in the classroom.

This week’s Learning Resources explore learning from behaviourism point of view. Dr. Michel Orey (Laureate Education, Inc., 2011) discusses the history of behaviourist learning approach and describes uses of the method in classroom practice and technology inclusion. Pitler, Hubbell, & Kuhn (2012) describes two ways in which educators can combine technology in the classroom to develop stronger work ethic as well as superior homework completion. Smith, K. (1999) shares his point of view on the behaviourist orientation to learning.

According to Dr. Orey (Laureate Education, Inc., 2011) while behaviourist learning approach has fallen out of respect in education in recent years, it is still being widely used, particularly in behaviour control and learners ' use of technology. Behaviourist learning approaches highlight shift in behaviour that cause from provocation and reaction mental connection made by the learner." (Laureate Education, Inc., 2011) Today, there are still instructional approaches that many educations apply in the classroom that correspond with the behaviourist learning method. Educators apply many strategies to manage behaviour within the classroom. "Contracts, consequences, reinforcement, extinction, and behaviour modification" are all models of behaviourist utilizations applied in the classroom. (Laureate Education, Inc., 2011) Teachers apply these methods to guarantee that their classrooms run smoothly and effectively. Nevertheless, behaviour management should not be the only mental analysis for the application of the behaviourist learning method.

Pitler, Hubbell, & Kuhn (2012) highlighted the significance of emphasizing attempts to stimulate learners. This approach is based on the assumption of self-efficacy (Pitler, Hubbell, & Kuhn, 2012). Learners’ levels of acceptance in their capabilities present an important function in their  achievements. A lot of their successes are reliant upon their attempts. Learners should be taught the significance of attempt and how to observe their own efforts. Technology can perform an important function in observing effort. Through the application of electronic spreadsheets, data collection tools, and survey resources, learners can analyse efforts and results (Pitler, Hubbell, & Kuhn, 2012). In emphasizing attempts, learners can observe an interaction between attempts and performance. This is a crucial link to make in school and work. Pitler, Hubbell, & Kuhn (2012)  also mentioned homework and practice as another example of behaviourism in the classroom today. Regular habit and repetition of information are important for learning to happen (Smith, 1999). Even though some have argued that homework does not automatically correspond with learning, it proposes learners the chance to rehearse and use what they have learned. Educators should make sure that the quantity of homework is suitable to learning and allocated in suitable quantity. The length and quantity of homework should differ based on age and grade level. Parental connection should be minimal; still parents should suggest help when needed. If homework is allocated, it should be discussed or reviewed so the learner may notice its intention (Pitler, Hubbell, & Kuhn, 2012). If allocated appropriately, homework can be advantageous in strengthen learning. Depending on opportunity, technology can be integrated in homework tasks. The Internet supports an extensive collection of sites that can improve learners and learning. Learners can work on their drill skills and homework using multimedia such as educational games and interactive simulations (Pitler, Hubbell, Kuhn, & Malenoski, 20012).  By utilizing these technologies learners are involved deeply in a behaviourist learning environment. They are able to compete in an online game and get an outcome quickly to demonstrate if they are correct or not. In principle, they are receiving instant input from these resources. They are also learning from them (Laureate Education, Inc., 2011). In most computer games, there are signals when players attain a new level or get an accomplishment, in the classroom the educator provides learners a positive feedback if they get an answer correct or do well in class. These are both examples of the behaviourist learning approach. 

In terms of learning, according to James Hartley (1998) four key concepts. The first one is that an activity is essential means that learning is better when the learner is active rather than passive (Smith,1999). The second concept is repetition, generalization and discrimination are crucial concepts means that constant exercise in varied contexts is needed for learning to happen. Skills are not learned without constant exercise. The third concept is that support is the key energizer means positive support like rewards and successes are desirable to negative events like penalties and lack of successes. The last concept is that learning is supported when goals are understandable means that those who look to behaviourism in teaching will mainly plan their engagements by behavioural goals like ‘By the end of this unit learners will be able to…’.

In general, Behaviourism, although arguable in the modern academic setting, remains a tool at every educator’s disposition to design the groundwork for activities and support learners to acquire. The integration of current and blooming technologies will provoke the discussion regarding the application of behaviourist strategies/behaviour modification instructional, still, these identical technologies are able to support even the most struggling learner to achieve their goal and do well in their educational career.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Behaviorism. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD

Smith, M. K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from from http://infed.org/mobi/the-behaviourist-orientation-to-learning