Behaviorism in Practice

In the infed article, The Behaviorist Orientation to Learning, author, Mark K. Smith, reports that researcher, James Hartley, has developed four principles that build upon operate conditioning as identified by behaviorist, Skinner, and the research environment, as proposed by behaviorist, Watson. In his report Hartley includes the following as one of the four principles:
• Repetition, generalization, and discrimination are important notions. Frequent practice-and practice with varied contexts-is necessary for learning to take place. Skills are not acquired without frequent practice.
The idea of “focused practice” is particularly important when students are practicing a complex multistep step skill or process, such as research process, scientific inquiry, or the writing practice (Marzano, Pickering, Pollock 2001 pg.70 ). According to the authors, Pitler, Hubbell, Kuhn, and Malenoski, in their book, Using Technology with Classroom Instruction that Works, Multiple exposures to material help students deepen their understanding of content and become proficient with skill. Typically, students need about 24 hours practice sessions with a skill in order to achieve 80-percent competency (Hubble, Kuhn, Malenoski, Pitler, 2007 pg.188 ). They also add that technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing drill and practice resources that help students refine their skills.
Hartley’s next principle is on the subject of reinforcement:
• Reinforcement is the cardinal motivation. Positive reinforces like rewards and successes are preferable to negative events like punishment and failures. In the previous mention book, Using Technology with Classroom Instruction that Works, the authors write, The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their beliefs about learning (Hubble, Kuhn, Malenoski, Pitler, 2007.pg.155)
In my twenty plus years of facilitating student use of computer software for educational games, I have never experienced a game that reprimanded a student for an incorrect answer. Even when the student misses an answer the “negative” response is done in a positive fashion. Often, and especially in games for young children, a correct response with educational games will often have a reward such as music or a cartoon figure do a jig or dance. Positive feedback is a powerful reinforcement. Feedback should be timely. In general, the more delay that occurs in giving feedback, the less improvement there is in achievement (Marzano, Pickering, Pollock, 2001. pg.97 ). Another positive reinforcer I connect with technology is the programs that teach each student at his or her learning level. By working at the level the student is ready to learn at makes the student feel more successful and that in turn boosts confidence as well as the desire to keep trying.

References:

Hubble, E.R., Kuhn, M., Malenoski, K., Pitler, H. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA.

Marzano, R.J., Pickering, D.J., Pollock, J.E.(2001). Classroom instruction that
works.-research strategies for increasing student achievement. ASCD. Alexandria,
VA.
Smith, M.K. (1999) ‘The behaviourist orientation of learning’, the encyclopedia of
informal education. Retrieved from www.infed.org/biblio/learning- behavourist.htm