The first instructional strategy, reinforcing effort, allows students to see immediate feedback on their effort put forth in class. This instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 155). Ms. Powell and Mr. Rodriquez wanted the students to see a correlation between their effort and their achievement on tests and quizzes. Students made charts from their excel spreadsheet which gave them a visual of how successful they were. By looking at the chart, students can clearly and immediately see the relation between their effort and grades they earned on their tests (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 159). Hopefully by students seeing how good or how poor they did on a certain week, they would want to continue or try to improve their score which would reflect how much effort was being put forth.
Depending upon how students look at the homework and practice strategy it can be rewarding to them or it could not. A lot of times students cringe at the word homework. They hate it. However, in this chapter of the book it gives numerous ideas of how to use technology to students’ advantage in completing homework. For Emma, the fifth grader, having access to Microsoft Word tools gave her feedback as to how well she was writing a report. It let her know what grade level she was writing at and it also summarized her work, making sure she stayed focused on her topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 190). These tools allowed Emma to feel satisfied with what she wrote or if she felt the need to enhance her writing she could do that due to the immediate feedback she received. Another use of technology was using the Internet in which students were engaged in interactive learning, making it fun. Some even gave certificates to reward the students that they could print out and share with family and friends.
I feel both strategies are good examples of the behaviorist learning theory with the use of technology. Although kids are not getting rewarded with tangible items necessarily, it is making the students work for things that bring them positive feelings, and for approval from people they admire (Orey, 2001).
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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Emily
ReplyDeleteMy students would rather not have homework as well. When we incorporate technology or multimedia, though, it can at least help by offering clear goals, quick feedback, and more relevant activities. Hopefully when our students begin to experience success, this will prompt them to continue with their efforts and positive behavior. I have used the Microsoft tools you mentioned, and they really do help to add another dimension to the lesson for my students.
s
ReplyDeleteWouldn't it be truly wonderful if we could create a class room in which all of the "homeowork/reinforcment" was optional? I doubt that in the secondary setting we would be able to find students of that maturity level yet it would be interesting to see students doing homework simply for assessment preparation as opposed to points or letter grades. Perhaps using technology we will be able to to create some engaging activities that students want to do as opposed to viewing like a job.
ReplyDelete-Norm Conklin-
I try not to give my students too much homework simply because I know that they will not do it if there is to many problems. As long as the students do well in class and interact when the lesson is taking place, they have minimal homework. They know how it works and will be good in class knowing that the homework will be less. I also like to keep them motivated by bringing them to the computer lab. Having them interact and respond instead of just sitting there helps for them to learn and figure out what to do and expect next.
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