The instructional strategies in the learning resources correlate with Behaviorist Learning Theory. In this week’s learning resources, two different strategies were presented: reinforcing effort and homework and practice.
The concept of reinforcing effort is straight from behaviorist learning theory. The theory is built on the two concepts of reinforcement and punishment. Reinforcing effort highlights the part of the operant conditioning idea. When a positive behavior is shown by a student, behavior theory says the teacher should reinforce it. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.156). When a student keeps track of their effort in a chart like the one shown in Figure 8.1 (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.157), and the teacher gives immediate feedback, the student’s positive effort is immediately reinforced, therefore encouraging the student to continue the positive behavior. A positive, encouraging response from the teacher is the desired response to motivate the student to continue the positive effort.
Homework and practice are designed to give the student a review of a concept taught in school as well as help the students expand their skill level. When a student completes their homework, and is given immediate and constructive feedback on it, they are very likely to complete it again.
REFERENCES
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Marcella,
ReplyDeleteI agree with two points that you made here. The first is that reinforcement needs to be positive. All kids need to hear that they are doing things well, or doing the right things. If we are constantly harping on them they will begin to feel like nothing they do is right. The second point that you made is that with effort and homework it is important to give immdeiate feedback. If you pass back homework two weeks later, the students don't know if what it is that they need to improve upon and what they are doing correctly. I will definitely check out the copy of the chart in the doc sharing page. I am hoping to use something like this chart in class this year.
Marcella,
ReplyDeleteI also agree with the positive feedback. So seldom do our students hear positive reinforcement. We live in a negative world and while constructive criticisms are definitely behavoristic learning I am not sure id destructive every really builds. I agree that reinforcement highlights the operant conditioning idea, I just feel we must find ways to cut down on paper work. I am opposed to keep track of charts, they can become cumbersome and counter productive after a while.
Marcella,
ReplyDeletePositive feedback is so important. I agree with Jarred that the feedback must be done in a timely manner. With 120 students, I find that to be a real challenge. I can grade the homework and return it in a timely manner. Yet speaking individually with all students is unrealistic. I know of some teachers that have a 'free' day where they speak with students one-on-one and let the rest of the class do nothig during the period. I don't agee with that and can see where it leads to classroom management issues.
How do you find the time to conference with students on their assignents in a timely manner? Do you feel you should give feedback on all assignments to all students? If not, how do you determine which students and assignments to give personal feedback?
I have tried having students chart their assignments and, like John, find it time consuming and too much paperwork. When students forget to record their progress, then I have to respond in some way; which I am undecided on.
Have you tried having students chart their progress? If so, how did you 'manage' it?
Thanks,
Diane
Marcella,
ReplyDeleteI agree with you about reinforcement having to be positive. Our students need to hear positive comments from us daily. Many students may not get that at home or around friends and depend on it from teachers. When it comes to homework my students struggle with this. In order to get it at least turned in I developed a system called last man standing. Each student has their name on the board with a magnet and if they turn their homework in their name stays if not it comes down. At the end of the week those who still have their name up get something like extra free time or a snack. This really seemed to work because the students did not want to see their names come down at first, then they started to see their grades come up and they began to understand why homework is important.
Marcella,
ReplyDeleteThe points you made this week are very true. As teachers we do tend to use a lot of reinforcement that is both positive and negative. To help with my behavior plan in my classroom I had charts that were posted in the room that allowed me to keep track of how many points they received each day. This year I would like to keep track of the points using a spreadsheet and allowing the students to help. I also wanted to start an effort chart like you stated with figure 8.1. I feel that the students would benefit greatly from some work with usign spreadsheets and creating a connection between effort and results.
Jarrod,
ReplyDeleteThank you for your comments. Please let me know what you think about the chart!
-Marcella
John,
ReplyDeleteYes, the students definitely need to hear positive feedback, but not cliche’ feedback either. I do not think “great job” or “nice work” is feedback. I think we need to tell students why we like the work they have done, and even provide them with constructive negative feedback. “Cut that out!” is not useful, while “Cut that out because you could offend someone with what you are saying” may be more meaningful. Charts can become cumbersome, but if you do them once per marking period or twice, they can be really useful.
Diane,
ReplyDeleteThank you for your comments. Feedback certainly has to be done in a timely manner. Not just for homework, but for projects, tests, quizzes, etc. As a grad school student, I know I get frustrated when I do not get a grade or feedback prior to my next assignment, so I try to get my students’ work back prior to assigning something new that will be assessed so they know what to improve on for the next time. I also have 120 students, and a lot of what we do is writing, listening activities, and/or project based, so there is a lot of paperwork involved. I give most things back within a week or two though, because I think it is the fair way.
I do not grade all homework, with the seldom exception of an assignment that I collect and grade. I spot check that the assignment has been completed each day. We go over the answers in class usually, and the students are responsible for correcting their own work. Sometimes, they switch with a partner and correct the partner’s work instead. I have never heard of “free” days like that. My district would never let that happen. Many of my colleagues have conferences one-on-one with students, while the rest of the students work on an assignment. I am sure you could arrange something like that in your classes if you wanted to conference individually.
I think we should give feedback on all assignments, but the depth of the assignment should determine the depth of the feedback. A five minute homework assignment requires less extensive feedback than a three week project.
I have had students do charts, but every two weeks. I collect, read them over, and mark my assessment on that same chart. If a student and I really differ in opinion (for example, the student thinks they are doing an exemplary job on participation and I think they are doing below average), I find time to talk to that student about my differing opinion. Or, I write comments on their paper about areas that I think they can improve on.
Hope this helps!
Marcella
Rachael,
ReplyDeleteThat is an interesting system you developed. You say that the students eventually see the reward as higher grades, and not a snack or prize, so do you take away the prize part of it? Do you ever have a conversation with them about the importance of reinforcement of what they have learned in homework? Do you think they realize this?