For this post, I am going to be referencing the book "Using Technology with Classroom Instruction that Works", written by Pitler, Hubbell, Kuhn, and Malenoski (2007). In particular, I am going to be discussing the correlation between behaviorism and the learning theories of reinforcing effort and homework and practice.
The basic idea of reinforcing effort is that by creating a project that forces students to keep track of how their effort impacts their success in the classroom throughout a unit. Students create some type of chart or spreadsheet to help monitor their scores on assessments along with their effort in specific areas relating to that assessment or lesson. In a perfect world, students would see that when they put forth increased effort, they gain better results. This not only shows students that effort in a subject can breed results, but it also boosts student self-confidence because they see that they are truly capable of succeeding in the classroom. In essence, this is classic behavioralism at work because it centers around the idea that students will see that effort increases their scores and this realization should modify their behavior and persuade them to continue putting forth effort.
The basic idea of homework and practice is that students can have high success rates learning material if they complete homework on the subject and actually practice using the material numerous times. Parts of this strategy reflect behavioralism better than others, but one area that reflects behavioralism very well is that of using web resources for students to practice their content. One web resource that I am familiar with is called Study Island. Essentially, students have the ability to complete quizzes or assignments on Study Island and when they answer a question correctly, they are allowed an "attempt" at the game that correlates with the quiz. )For example, the content could be a 9th grade social studies standard quiz and the game that could be played is a variation of bowling) Students eventually can become conditioned to put forth enough effort to submit correct answers so that they can play the game that is presented on Study Island. It is a simple example of modifying behavior by providing a reward "at the end of the tunnel".
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The use of the 'effort' rubric is perfect for describing the elusive definition of effort! How many times do we say in conferences or in team talk, he/she just does not put forth the effort? Now, with the effort rubric, the characteristics of effort are not only outlined, but various levels of each characteristic are outlined. Personally, I will be using this rubric in the fall and sharing it with my fellow colleagues.
ReplyDeleteAs you are referencing the book "Using Technology with Classroom Instruction that Works", written by Pitler, Hubbell, Kuhn, and Malenoski (2007). I found the list of web sites near the end of our reading to be interesting. Knowing that I would not have the time to thoroughly examine each site, I set the task before my students who had completed the day’s assignment. It is a fabulous test, and I am receiving ‘kid tested’ feedback. We are continuing the testing of the sites since they would spend time on the ones that challenged them the most. The students were more than willing to buy into the testing because they held ownership in the outcome.
Hi Marcus,
ReplyDeleteI think that the idea of having students create and maintain a spreadsheet is a great idea also. It really helps them see how much just one missing paper can affect their progress.
Does your school have grade books on the computers? My first year, I tried to have students maintain their grades since my class follows the "total-points" system but it just did not work. Instead, I print off their spreadsheets from the computer once a week and show them their progress. This also helps the students keep track that they are making up the work in case they are absent.