The instructional strategies analyzed and
studied this week, “Reinforce effort” and “Homework and Practice” are examples
of what behaviorism is. Behaviorism “emphasize changes in behavior that result
from stimulus-response associations made by the learner” (2001). Starting from
this definition, we will see how these strategies are correlated with the
principles of behaviorist learning theory.
According to Pitler and Hubbell, “the
instructional strategy of reinforcing effort enhances students’ understanding of
the relationship between effort and achievement by addressing their attitudes
and beliefs about learning” (2007, p. 155). If we contrast this with the
behaviorism definition, to reinforce effort provides stimulus to obtain changes
in behavior or attitudes. Usually, students cannot see the relationship between
the effort they make to become better in their classes with their success or
failure. Reinforcing effort allows them to notice this relationship and helps
them to make changes in their performance to achieve success.
I have always believed in rubrics to assess
students’ work. It is amazing how they can help students when reinforcing
effort, especially if they collaborate in the rubric construction process. What
I like the most is how Excel can be used to show students this relationship
between effort and success with graphics and spreadsheets. “By looking at the
chart, students can clearly see the relation between their effort and grades
they earned on their tests” (Pitler & Hubbell, 2007, p. 159). Even that it
is not related directly to reinforcing effort, this blog talks about motivating
students to learn, which has a lot to do with changing behavior and attitudes: http://www.teachersfortomorrow.net/1/category/motivation/1.html.
Regarding to “Homework and Practice” strategy,
it is an extension outside of the classroom and “provides opportunities for
students to deepen their understanding of the content and to gain proficiency
with their skills” (Pitler & Hubbell, 2007, p. 187). I have always had a
conflict with homework because, when it is not well applied, the students do
not benefit as they should. Usually, parents get involved so much that students
would not do their homework by themselves, which would not allow them to learn
the homework targeted skills. Behaviorism correlates with this strategy because
homework and practice is used to obtain a change in students, which is the
master of complex skills and content outside of the classroom and link students’
view about the relationship between school work and real life.
In Puerto Rico, homework for most teachers is
still viewed as a written assignment they would put in the children’s notebook
and have them answered the next day or projects that their parents would do the
80% of it. I pray every day that they can learn what I am learning here about
all the technology that can be used instead of those homework techniques like
spreadsheets. What I liked the most about the technology embed with this
strategy is the use of multimedia. I explored some of the links suggested by
Pitler & Hubbell and I noticed most of these multimedia programs are not
free. Even though, the resources and the attraction they provide for children
are more appealing for them to do homework than writing in their notebooks. It is
not the same to solve 10 addition exercises in my notebook and answering the
same exercises through an interactive game. I loved the web site creation for
homework multimedia. It reminded me a lot about Kidware Millenium and Waterford
software programs, which I used as a preschool teacher. These two resources are
an example of multimedia practice. I found these interesting blog about
homework. I have to admit I agree with most of what they say there: http://www.teachersfortomorrow.net/1/category/homework/1.html.
There is something I have not been able to find
out and maybe one of you can help me to find it. Pitler & Hubbell said that
Microsoft Word has a word search, which can be found in Tools>Research
(2007, p. 189). Could anyone tell me where to find it in Word 2007? I have not
been able to do it. I think this is a great tool that can save time in the
internet when searching for definitions.
As teachers, we need to ensure students’
achievement in the content mastery and their socio-emotional development so
they can be useful and mentally healthy citizens in their adults’ lives. These
strategies are developed to achieve these goals and, with the technology help,
our students will be able to do it in a much more engaging and funnier way than
how it was taught to us back when we were school students.
Reference:
Orey, M. (Ed.). (2001). Behaviorism. Emerging perspectives on learning, teaching,
and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Students should receive well directed reinforcement for the effort they put on their work because rewards initiate positive responses and rubrics are useful in this regard as you rightly observed, that is apart from praising the individual student for a job well done.
ReplyDeleteSince learners live in the technology age today, homework multimedia is an interesting tool for students as it increases their attention, encourages critical thinking, and provides multisensory approach to learning so that the students will be able to increase retention of the material. Multimedia which is highly motivational, also gives students the opportunity for hands-on activities which also aids their learning. Here is a site for further study on how to integrate multimedia tools http://www.visionlearning.com/library/module_viewer.php?mid=87
You mentioned an issue about parents helping their children at home to do their homework in Puerto Rico, isn’t it amazing that we had the same problem in Nigeria which is like half the world away from you. To bring solution to this we started intensive education of parents and the children on the ills of parents help. It does not allow for continuity of learning because the children are not involved at home and it gives a false impression that the students know the subject matter when actually they don’t. So when rewards are given for good home job, the student knows it was not his effort and the reinforcement does him no good. Little wonder then that “parental involvement in doing homework should be kept to a minimum” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 187), by so doing the teacher will be able to successfully assess the student and reward accordingly.
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works (pp. 187-201). Alexandria, VA: ASCD.
Damilola
Damilola, I believe the key is to teach parents of the damage they do their children when they do their homework for them, and teach them techniques of how is the right way to help their children with homework. There is a modality that tends to happen in private schools in Puerto Rico. Teachers would give a lot of homework every day, at the point that, if it is not with their parents help, there is no way the children could finish the homework. I have always believed that a good homework is not about quantity but quality. Even though, technology provides very good options to avoid the paper and let them play while practicing.
DeleteThe problem of homework plagues all teachers everywhere. I am in Maryland and I no longer check homework for accuracy. Because so many parents are helping their students, I only give completion points. Many of the parents in my area want to make sure that their students do well and correct the homework at home. In order to combat this issue, I now allow students to use the websites for our curriculum and print out a certificate of how long they played the practice games. All of the games are organized by unit and allow students to practice online. These games are engaging and give immediate feedback. Parents often help their students play the games, but they allow their students to make more mistakes when they are on the computer vs. on a worksheet.
ReplyDeleteKate, that is a great idea. That way the parents would not have to worry much about their children doing the homework right and would allow them to work on their own. I love those skill games. They are really useful and challenge the children to do more and even beat their own scores. They are simply learning while playing. The question would be, for how long parents will allow the students to make more mistakes while on the computer? This could be happening because they are not so skilled in the computer.
DeleteHi Nadia,
ReplyDeleteI also do not check homework for accuracy, only for completion. Students' level of homework completion is then accounted for in their participation grade. I do not think parents helping their students with homework is necessarily a negative. It can help provide that aspect of immediate feedback that we as teachers can not do when students are at home. Utilizing interactive games for student homework assignments is another way to give this immediate feedback, without parents doing the work for their children. Interactive games also makes homework more engaging and fun. However, how do you account for the many students that do not have computers or internet at home?
I also really like your idea of developing an effort rubric with your students instead of giving them a rubric to use. This gives students more responsibility of deciding how to measure effort. It also ensures students better understand what they need to do to be putting forth effort on assignments.
Chelsea
Chelsea, I agree with you about how parental help can be useful and positive. This is why I believe that parents should be instructed on which are the most healthy practices they can do referring to their children homework and their help.
DeleteAnswering your question about how I do account for students without access to computers or internet at home, we can develop homework with games, like crosswords, drawing, and such. When we design written games where students have to solve and analyze to find a solution to the game, we are making homework more engaging and fun than just find the answer to 5 items on addition. For example, we could make a phrase that, to find the letters, students have to find the sum or the subtraction of several exercises to know which is the letter each answer represents.