Behaviorist Learning Theory

 Having covered the behaviorist learning theory this week in class, we have been asked to describe how some of our provided resources correlated with the principles of the theory.  First, the principles (according to James Harley):

1.       Activity is important.

2.      Repetition, generalization and discrimination are important notations.

3.      Reinforcement is the cardinal motivator.

4.      Learning is helped when objectives are clear.  (Smith, 1999)

           Some of the resources we looked at were based on 21^st century skills such as using Word, Google Scholar, Excel, Multimedia, and web resources such as tutorials and review games. I think this biggest thing for students is the immediate feedback given by technology today.  With Google Scholar, a student can search one topic and immediately articles pop up – almost as if you have just won the jackpot!  (If only the number of articles found related to real money right?)  Online tutorials help with student pacing.  If the tutorial is set up nicely, students can pause, rewind, and forward through the parts they do and do not understand.  My favorite video resource is Khan Academy.  This has many online videos and more are added daily!

         Webmath.com was a new resource for me.  Looking at the site I was intrigued to see it allows students to put in given information and instead of just spitting out the answer to their question, it logically steps them through the problem.  Again, it is another type of mini tutorial for students to take their time digesting.  My only concern is that students could submit their whole homework and have the webpage do the work for them.  What good does that do?  (This page even does derivatives, integrals, and right triangle trig though too!)

          Going along with immediate feedback would be online review games.  These cover repetition, activity, and reinforcing motivators mentioned above in the listed principles. One issue with online games is the availably of technology in schools today for students.  Some schools have a huge amount of technology, while others are scraping by.  However, with review games, students are more likely to be able to get on while teachers are working with other students, instead of working problems from their textbook.  Consistent spiraling review can never be harmful either!  Something to keep in mind, the game does not need to cover material from the current day, or even unit.  Especially with end of course tests in the future, all students could benefit from a little reviewing. 

         To make anything work correctly, educators must have their objectives stated and enforced.  This even includes the usage by students.  If educators let the students know from the beginning that it is a privilege to use the technology as a tool, not a social hangout during class time, more work will be completed.  More work completed, means engaged and prepared students. 

        While I originally thought the resources did not match up, I was incorrect.  They each would

stimulate the students in different ways, and if planned correctly by the teacher could have a significant impact on learning.  

Resources:

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm