“Reinforcing effort” and “homework” and two instructional practices that involve technology from, “Using Technology with Classroom Instruction that Works.” No two people are the same. Everyone’s brain processes information differently, therefore learning is very different as well. Success depends on many different factors but I still believe success is ultimately intrinsic. In today’s world of technology, educators have methods for students to keep track of their own progress and effort using spreadsheets and data collection. I was very surprised to see these strategies being used as young as fifth grade. I like the concept because it makes students take ownership of their work and success. They can see if they do not do well, it will show based on the time they put in.
Homework and practice are strategies that I truly believe in, especially being a high school math teacher. I am constantly telling my students that if they do not do their homework and practice the material, they will not be successful in the class. I was truly surprised to see that students need about 24 practice sessions to become 80-percent proficient with a skill (Marzano et al., 2001, p. 67). I was also surprised by all the math examples as well. Students used spreadsheets for graph parabolas and students constructed a game of battleship using PowerPoint. There were also a lot of websites geared towards math and sharpening skills. The National Library of Virtual Manipulatives, BBC Skillswise, and ExploreLearning are a few of the websites listed.
Michael Orey stated that technology is most effective when remediation activities are minimally incorporated (Laureate Education, 2010). The technology strategies listed above are not for mediation but for the students to track their own effort and work. In terms of the behaviorist learning theory, behaviors are characterized on a reward and punishment basis. Desirable traits should be reinforced while undesirable traits should be punished (Laureate Education, 2010). With the strategies listed above, technology cannot be a reward. What the technology does for us is backs up whatever decisions we make in terms of rewards and punishments. Since the students, along with educators, are tracking the student’s effort via spreadsheets and data collection, the students themselves will see that they are not performing because of their own lack of endeavor. When students lose out on recess or lost free time and have to put in time doing work instead, they know it was no one’s fault but their own. I am a huge advocate of students taking ownership. I can put all my free time into helping a student, but if they are not willing to put the time in as well, then my options run thin.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist Learning Theory. Baltimore: Author.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
I am also an advocate of students taking ownership. Sometimes it burns my soul when students have that I don't care attitude especially when you try to motivate them in any way possible. I was also suprised to see all of the mathematics examples. Often times they give other examples and I always say to myself, what about math, what can we do. I will be exploring some of those websites in the future. I constantly inform my students that homework is their time to practice the skills they just learned and to perfect it and classwork is their time to ask questions when they do not understand. I always use real life situations to try to get my students to understand how important practicing will help them in the future.
ReplyDeleteHeath Oliver comment
ReplyDeleteYour statement on how you keep reminding your students that if they do not do their homework they will not succeed in your class. This is definently related to behaviorist theory where the positive reinforcement is students doing their homework and the consequences is them not doing well in your class. The problem with this thought process is that the students have to care about their education. Maybe you teach in a community where most of your students do care. The previous comment wrote about using real life situations to make your class relevant and I agree.
Demetria, it sounds like we have similar feelings toward homework and classwork. It is a great idea to use real life examples whenever possible. Any time we can relate material to the student's lives and the more relevent we make it, the better chance they have of remembering it and putting forth more of an effort.
ReplyDeleteHeath, I understand that the problem is they have to care and for some of my students, they don't care. I do not necessarily teach in a district where all students care. There is a large portion who does not. Along it is hard to say whether it is a front that some students put on. I beleive all students want to do well but when they don't , they tend to act out in various ways.
I have never seen that stat before stating that you need 24 practice sessions to become 80 percent proficient at a skill. It definitely makes sense. Students need repetition and it is obvious to see which ones truly put in the effort. Having a tracking system such as using spreadsheets is a great way to hold students accountable. Our students must understand that nothing in life is just handed to them and there is a direct correlation between hard work and success.
ReplyDeleteJason:
ReplyDeleteI have taught 7th and 8th grade math for three years and I am now a 5th grade teacher. Fornuately for me, they decided to departamentalize and I only teach math for all fifth grade students. Being so used to assigning math every day, including Friday, I decided to keep with this pattern since it is a county requirement once in Middle School. I still get a few moans and groans from the students, but because I taught at the Middle School level, I could see why is was a requirement; students obtain more practice and more information is stored in their brains, they then did better on assessments if they completed homework. We just had our Back-to-School Night this past week and I explained this to parents. I was very shocked of how supportive they were, and making sure that they will be checking their child's progress.
You had also talked about how students are keeping track of their progress as low as fifth grade, ironic that I teach it, I believe that is a good strategy for students and good practice to especially start this young. Not only does it show students how they are doing and what they need to work on, but it also helps them as a fifth grade student to learn how to create the data displays that they will have to excel in later in their academic career.
Great Post,
Heidi M.