Learning Theories, Instructional Strategies, and Technology Tools


         The relationship between behaviorism, instructional strategies, and technology tools is made consistently in the classroom environment each day. The link starts with the teachers having an understanding of learning theories and an understanding of their own students. Then they are able to implement different strategies in the classroom to teach students the appropriate way to behave and respond in the learning environment. Today’s classroom is using more technology tools throughout the learning process. Teachers are using their knowledge of behaviorism and instructional strategies to provide students with consistent support, even in the virtual realm.

         In the classroom environment, students are taught the expectation of what is expected and what is not expected. Students may receive praise for sharing ideas or asking questions, while a punishment or no reaction happens when students don’t demonstrate the expectations. This is modeled from B. F. Skinner's theory of operant conditioning. His theory demonstrated that when positive reinforcement is introduced the behavior is likely to be repeated and when negative reinforcement is introduced the behavior is likely to not repeat (Iversen, 1992). Educators continuously change their approach to this idea, so students learn the expected behaviors in the classroom. Providing students with recognition for doing the right thing will continue their motivation to learn more (Pitler, Hubbell, & Kuhn, 2012). Even while using technology, students need the reassurance that they are doing a good job. Providing feedback to students is important to the outcome of their learning (Moorhead, 2014). The more students are exposed to the positive reinforcement in the classroom and virtually, they will be able to learn the expected behaviors.

         In the classroom, I use the behavioralist-based instructional strategy of operant conditioning. Most of the time, I do not pinpoint behavior that is unexpected. I used student role models and compliment the way another student is sitting, participating, or working. This alerts the students of the expectations and what I am looking for, so they are able to self evaluate and make changes to their actions. If a student requires another reinforcement to correct their behavior, I pull them to the side and talk to them. We reflect on our actions and plan what we can do in the future to show expected behavior in the classroom.

 Simple contracts can be effective in helping children focus on behavior change. (Orey, 2010, p. 273).

 Taking the time to sit down, talk, and plan their actions is enough negative reinforcement for my students to change their current behavior. This strategy transfers to learning with technology resources. Providing recognition and feed back to my students through messages and video responses keep my students wanting to be the model student. As a teacher, I am able to create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community (ISTE Standards for Educators, 3a). In return, my students are able to engage in positive, safe, legal, and ethical behaviors when using technology, including social interactions online or when using networked devices (ISTE Standards for Students, 2b).

         I will be able to apply the resources I found through this module’s discussion because each source because they provide teachers with different ways of approaching classroom management in the classroom and using technology. Teachers need to be able to establish classroom rules, develop a positive and encouraging environment, and provide students with clear expectations and responsibilities (Yedla, 2014). This will be integrated into my variation of Genius Hour because my students will be working in a student-driven environment. They need to know the expected and unexpended behaviors while working and creating. Students will be more successful when they are engaged with their learning process, so it is the role of the teacher to create an environment that allows them to have the freedom to explore and create. I will need to monitor the behaviors of my students and provide them with positive reinforcement to ensure they continue in a positive learning environment.

 

References

ISTE Standards for Educators. (n.d.). https://www.iste.org/standards/for-educators

ISTE Standards for Students. (n.d.). https://www.iste.org/standards/for-students

Iversen, I. H. (1992). Skinner’s early research: From reflexology to operant conditioning. American Psychologist, 47(11), 1318–1328. https://doi-org.ezp.waldenulibrary.org/10.1037/0003-066X.47.11.1318

Moorhead, L., About the authorLaura Moorhead is a writer, & Sivaram, V. (2014). There's no app for good teaching. Retrieved from https://ideas.ted.com/theres-no-app-for-good-teaching/

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Yedla, S. (2014). A-Z Classroom Management Techniques for Teachers to Teach Technocrats. Language in India, 14(11), 239–245.

Comments

Post a Comment

Popular posts from this blog

Virtual Field Trip

     I created a virtual field trip for my students to learn about plants, what they need to grow, and the plant cycle. The virtual field trip is a helpful resource and activity to experience in our unit about plants in Science. The students watched a video called Virtual Greenhouse Tour: April 10, 2020. Over two days, the students learned about the greenhouse, different kinds of plants, different habitats the plants live in, and what they need to grow. Over the course of watching this video, students took brief notes on a KWL chart. This organized their thinking and questions to talk about when we continued the activity as a class. When we finished the virtual tour, we came together as a class to discuss our learnings and questions. As a class, we completed our graphic organizer. This graphic organizer asks the question, what does a plant need to grow? There are five arrows included on the map to model the five major things all plants need in order to grow, water, air, s...
Read more

VoiceThread

       In the VoiceThread I created, I did an interactive reading lesson. I used videos so the students would be able to see me and engage with the lesson. I modeled what was expected for them as they transitioned into partner work. The students will work with partners to track how their partner uses their reading powers and teach them how to use powers correctly if needed.      This source is valuable for the classroom setting these days because some lessons happen remotely and some happen in the classroom. These short videos provide the students with teacher interaction and guidance during the instructional piece of the lesson, so they know what is expected for them as they move into group and partner work.  Link to VoiceThread:  https://voicethread.com/share/16373528/ 
Read more

Constructivism and Constructionism

  Constructivism and Constructionism Teachers are always adjusting and remodeling their teaching practices to create lessons that benefit student learning and success. Engaging students in their learning process and bringing excitement into the classroom is the main goal for educators. Constructivism is a learning theory that draws on student experience to assist in their learning process. Orey stated that, Constructivism is a theory of knowledge stating that each individual actively constructs his/ her own meaning. (Laureate Education, 2015e, 1:32) This theory draws on the individual’s prior knowledge and understanding of a topic. Every student could have a different experience with certain things that alter their thinking, interest, and understanding in it. This is a great theory to use during interactive instructions with students. Students can be discussing a topic and based on their prior experiences, they would be able to explain their reasoning or build on someone else’s tho...
Read more