Well, I'm back at it...blogging away my thoughts for a new class this time. Stay tuned as I have several more things to discuss for this class.
This weeks topic asks me to analyze the ideas of the book Using Technology with Classroom Instruction that Works by Pitler, Hubbell, Kuhn, and Malenoski and identify any correlations to the behaviorist learning principles.
Chapter 8 of the book discusses effort and reinforcing it with our students. Behaviorist love reinforcement, positive or negative, because it creates a reaction. In the book, the authors do a good job of explaining how to track effort even giving teachers software strategies to track the effort. Although the strategy is well thought out, I think it is hard to quantify something like effort. What I think is a good effort, the next person may think the same effort is poor. The authors want educators to track effort and strive for improvement which I believe we can do. Students know how much effort they are putting into something and know if they are increasing the effort over time. The result of this survey will give a positive or negative reinforcement like behaviorist want and students will adjust effort accordingly.
I never understood why math teachers gave me 50 questions of homework over the same exact concept. I always asked, couldn't the same thing be done with 5 questions? According to behaviorist, this drill and practice helped me learn the concepts. Chapter 10 of the book discusses strategies teachers can use with technology to create more effective homework. These strategies vary and all make the point that students might enjoy using them as many can be done collaboratively. I liked the idea, and so would behaviorists, that these technology resources give immediate feedback. Also, these strategies would allow students to practice the skills at home as most could be adapted for a web format.
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You made a great point. I also agree that effort is specific to the individual student. Many times in our learning resources it has addressed that within every student there are different learning styles and instruction should be suited to meet these specific needs. In special education we focus on the specific needs of students. Some of my students who demonstrate a great deal of effort, are still unable to achieve a grade higher than a C.
ReplyDeleteDr. Orey mentions "desired responsed need to be rewarded for learning to take place" (Orey, 2001, p.1). In this case praising them with positive reinforcement proves to be a powerful in motivating them in continuing to work hard. Even though their grade may not improve these behavioral supports will allow students to take pride and produce at the same level of achievement because they will be able to equate their own individual effort and withg the desired results.
Do you find many of your classified students also have difficulty with competing with peer student levels in class? Would you agree behaviorist models like this are helpful in encouraging their growth?
It also makes me ponder over the fact that how can we 'accurately' count effort of our students. Different students have different level of ability and most importantly different view point about their effort. As you effectively pointed out that some might think they are doing it really well while others might think it's just OK.
ReplyDeleteAfter reading through the chapter in the book, I thought if I were to use those methods suggested in the book with my students. Chances are they won't take it seriously. I am sure some will and the 'naughty ones' will treat it as another 'homework' and that it needs to be done to get the teacher away from my back sort of attitude. The fact that students themselves give themselves mark over how much effort they think they've put in. I can foresee a lot of discrepancies over the marks.
It is nice for students to see some concrete marks and grades before they blame on external factors for their learning. Teachers have something concrete as well to advice students based on the marks they've got. At the end of the day, it requires a lot from the students to be honest to themselves and to us. Most importantly effort is something very abstract and subjective for it to be counted like this.
Thanks for the posting!
Sarah
Thanks for the responses...I learned a lot this week about behaviorism and it's application for education today. It is nice to have a tool that we can use everyday to keep our students engaged.
ReplyDeletelpan...I use behaviorist ideas alot when approaching the learning of classified students. For the most part, the unclassified students in my school work very hard to include everyone in the learning and go out of their way to help students who struggle. I see my students using behaviorist techniques on each other and it is pretty amazing what peers can do to help each other learn.
Sarah...gaugeing effort is a hard thing to do. If a student truly believes they are giving a good effort, that is a start. Often times we know as adults what a good effort means and it is our duty to help students realize their full potential in terms of effort. Agree?
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