The Behaviorist Classroom

The Behaviorist Classroom

After reading chapter 4 of McGraw-Hill Education, the realization that I have a strong behaviorist approach to teaching was apparent.  It starts when my students walk into my classroom; I always have some sort of pleasant air freshener going so students can associate the space with comfort.  I also keep the lights dim and have soft lamp light at all times. I use different shades of blue and grey in my décor choices.  My goal is for my students to be relaxed and focused as they associate my classroom with a safe place to learn.  My classroom fits with the behaviorist theory of social learning and operant conditioning.   

Behaviorism as a theory describes how, “positive and negative reinforcements determine behavior” (PSYCHOLOGICAL BEHAVIORISM (STAATS)). 

Along with my classroom environment, technology integration serves as a tool for positive reinforcement in the form of classical conditioning.  According to chapter 4 of McGraw Hill, “Classical conditioning refers to learning that occurs when we already have an established connection (contiguity) between a primary or original stimulus and a response, and then we pair a new, secondary stimulus with the original stimulus long enough that it begins to evoke the original response even when the original stimulus is absent” (p. 96-97).  I use a behavior management system called Class Dojo that rewards student with a bell-like sound when I give them praise.  On the other hand, the behavior system makes a negative sound when I take points away.  Students associate these sounds with positive and negative feelings and make their choices accordingly.

I also have students participate in group activities with the website Quizizz.  Students are given instant feedback to answering questions as a group.  This keeps the students engaged and helps with the retaining content.  With this activity I have associated learning with a fun and competitive quiz game that rewards students with funny “memes” for participating (whether they get a correct or incorrect answer, they are still shown a funny picture).  

I have also seen that the use of Drill and Practice programs regarding math are very successful behavioristic approaches to teaching when it comes to technology.   According to Ebert, “We can clearly see the similarities between the Teaching Machine and much of today’s instructional computer software, designed for reinforcing student behavior.”  Shield (2000), as cited by Ebert, discusses how drill and practice software rewards students “through an encouraging comment before moving on to the next learning objective” and such games are “highly addictive” as their “learning behavior is being progressively rewarded as each level of the game is mastered” (1).

As it is with math facts, drill and practice is a very effective strategy.  In his article Shield (2000), as cited by Ebert, “summarizes much of what current Behaviorists focus on, stating that it is sometimes necessary to memorize bits of information before higher- level, problem-based learning can take place” and “He also brings up the interesting point that much of today’s curriculum focuses on these memorized bits of information, and we can clearly conclude that this is a strong reason why so many Behaviorist practices are still relevant in today’s educational tactics.”  The fact is, students cannot work out complete math operations without the foundation of knowing their math facts. While lower order in thinking, it is this constant drilling that makes students better math students.

https://sites.google.com/a/boisestate.edu/edtechtheories/behaviorism-vs-constructivism-in-the-technological-secondary-education-classroom-1

https://www.learning-theories.com/psychological-behaviorism-staats.html

Podcast- Augmented Reality

Below you will find my podcast where I discuss augmented reality.  You can find the script for the podcast below the audio.  The podcast is reflective of a project I had competed in my Summer graduate class. 

My name is Jordan Harrison from the University of Houston, Victoria and today I will be discussing augmented reality and its uses in the classroom setting.  Technology has become an essential teaching tool in the classroom, helping to make learning more engaging and encouraging collaborative learning amongst peers.  One type of technology, augmented reality, also referred to as AR is changing the way students learn by blurring the lines between real world and virtual objects.  But how can AR be successfully applied in the classroom setting and how does this form of technology impact student learning?

There has been an increase in interest and popularity of AR in recent years due to the ease of access mobile devices. AR is a way for teachers to provide students an engaging way to use technology to extend student learning both inside and outside the classroom walls.

One way I can see technologies such as AR being used in the classroom is with teaching difficult math concepts. We currently finished a unit on multiplication and division, concepts that these students have been exposed to in some shape or form since 1st grade.  What may seem like a simple concept to some is one that some students may never have true understanding and is a concept they may never learn even in adulthood, where such understanding of number relationships has real world applications.  According to a 2015 study titled he Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation, conducted by Estapa & Nadolny, “Mathematics instruction is a natural fit for AR with benefits in manipulation, visualization, and authentic contexts” (Estapa, 2015, p. 40).

            As an educator, I am constantly seeking out new ways to make learning more innovative and engaging for my students.  A part of my personal teaching philosophy is that learning should be a journey toward understanding and should never be punishment.  Unfortunately, as students progress through elementary school, struggling students begin to lose their enthusiasm for learning and a mental block goes up.  This is especially true with the subject of math.  Learning is no longer seen as an enjoyable journey, but as a daunting, winding dark hallway that one is trying to desperately escape.  Going from teaching 2^nd grade to 5^th grade terrified me, but now that I am within this new and exciting environment, the uses for technology integration are blaring and numerous as we dive within and maneuver the curriculum.    

A 2013 meta-analysis by authors Cheung & Slavin that has spanned the past 30 years “determined that technology use in the math classroom does make an impact on achievement, varied by contexts such as duration of use, type of software, and student age” (Estapa, p. 40).  Also, with the increase of technology integration and acceptance within today’s schools, it is important to continue discovering new ways to implement a variety of technology tools within the classroom.  

My goal is to use technology tools, such as augmented reality, to strengthen understanding of number and operational relationships in math.    I would like my students to be engaged as they take on a journey that, while challenging, will be rewarding as they learn the relationships between fractions and decimals and are able to apply their knowledge to real world applications. My hope is this: that leading students on a journey through their education as they harness their strengths and battle their weaknesses will keep the kindled the flame of curiosity for learning.

Again, my name is Jordan Harrison from the University of Houston, Victoria on the subject of technology in the classroom.

References

Estapa, A. & Nadolny, L. (2015). The Effect of an Augmented Reality Enhanced Mathematics

Lesson on Student Achievement and Motivation. Journal of STEM Education, 16(3). Laboratory for Innovative Technology in Engineering Education (LITEE).