Reinforcing effort is one instructional strategy that correlates with the learning theory of behaviorism. Pitler, Hubbell, Kuhn, and Malenoski (2007) state that success is the wisest choice for people to achieve and maintain success because it is the only source for which an individual has control. They also claim that belief in one’s self has a pivotal role in student motivation and achievement (Pitler, et al., 2007). Therefore, it is paramount as teachers that we address students’ beliefs about how their effort influences their learning. The reason I believe this strategy correlates with behaviorism is because of the methods that Pitler, et al. present for students to track their effort along with their achievement. Pitler, et al. (2007) present a rubric students can use with a spreadsheet to keep track of their progress. They also show how teachers can create surveys to have students self-assess themselves, and track their effort over time. These methods are used to help students change their beliefs, and make connections between effort and achievement (Pitler, et al., 2007). This aligns with a key idea of behaviorism, which is that behaviors are learned, and they can be unlearned or replaced as well (Orey, 2001).
Another instructional strategy that correlates with behaviorism is homework and practice. Homework and practice provide students opportunities to increase their knowledge of the content as well as to become more capable with their basic skills (Pitler, et al., 2007). This strategy corresponds with behaviorism because of the opportunities for specific feedback. This feedback is a form of reinforcement whether it is positive or negative. This strategy can also be used through technological resources so that students can have immediate feedback. There are many online resources available for students in many different content areas. One example of educational technology that presents this type of immediate feedback is the spelling and grammar check and autosummarize tools for Microsoft Word (Pitler, et al., 2007). Another aspect of homework and practice that aligns with behaviorism is that it requires multiple practice sessions for students to become competent with a certain skill, while it takes multiple rewarded responses for a behavior to be learned (Pitler, et al., 2007).
References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved January 12, 2011 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.
Bryan,
ReplyDeleteI agree with you that feedback must be immediate in order to be effective. Prior to reading Pitler et al., and your post, I had not considered how features such as Word’s spell check could actually be labelled as behaviourist.
I wonder then, why more students are not learning to spell correctly with the use of such tools. What is your take on this?
I could definitely see a correlation between homework and the behaviorist learning theory in that it provides the drill and practice that is needed for students to maintain skills. It also reinforces the skill set that students need to have. But, after reading your post, I see how homework can also provide rewards for students. I was only thinking about the repetitive practice with homework and certain technology sites that students can use. You are right with the connection in feedback on homework and positive or negative behaviors being learned. It is important that we are providing meaningful homework and that we also take the time to give students feedback on their work. Do you grade all of the homework that students turn in? I know some educators who do not and I now see how this can prevent students from building those positive behaviors. How do you feel about having students correct their own homework during class? Do you think this reinforce positive behavior?
ReplyDeleteDeanna,
ReplyDeleteI think that much of it has to do with students not seeing the reward. I do not believe students view earning good grades or praise from teachers as a reward in the way that they used to. Therefore, I think many of them do not take pride in small things such as grammar and spelling.
Thanks,
Bryan
Sara,
ReplyDeleteUnfortunately, I do not grade all of the homeworks students turn in. I realize that I need to do a better job of grading all homework assignments. I also occasionally allow students to grade each other's homework as well. I struggle with finding ways to reward students through homework. I just don't believe that students see good grades and positive feedback and praise from teachers as rewards. I definitely need help in this area.
Thanks,
Bryan
Bryan:
ReplyDeleteIn my school, homework has been an issue and we have controvsey. My personal view on homework is that it should be meaningful and the students should be able to complete without parents help. If a student is stuggling on a concept, I do not feel it is right to send it home. One of the biggest complaints from parents is the ammount of homework. I guess some of the teachers were sending home work that would last for more than an hour and their kids were struggling on getting the work done. When I did send work home, I had the some problem--I could provide the immediate feedback because I could not find the time to correct it. If I send work home now, I now make sure it is meaningful to the students and they can complete it without help. Do you have any of these issues at your school? What do you teach? If you teach high school, then I am sure your issues are a little different than in elementary. I teach third grade.
Lori Backen
Bryan,
ReplyDeleteI would agree that most students do not see good grades as a reward from the teacher. I think that they are always looking for a different (better according to the students) reward when a good grade is earned. Just today my students were talking about how much money they get when they earn a 100% on a spelling test. I think we need to help the students see the good grade as a reflection of their hardwork, and that should be reward enough. I think this has to do with the students not seeing the importance of effort in school. I like the idea of giving the students a grade for for the content of the assignment and an effort grade. But, how do we measure effort? This is a challenge for me, too.
Bryan,
ReplyDeleteI understand what you mean when you say students do not seem to be motivated to attain higher grades. If this is the reward they are told to shoot for, it is not surprising that they don't care enough to complete homework.
Yes, homework should be meaningful, but what is meaningful to one may not be for another. I think that at some level all students want to succeed in school. No one sets out to fail. With this in mind, if students can see a physical relationship between doing the work and experiencing success, they may be more inclined to do the necessary work.
I wonder if working with the students to find some way to quantify their effort might be a jumping off point. If students can quantify the effort they put into an assignment, then measure that against their results, (like the spreadsheet idea), then perhaps that will be a start to promoting their awareness of their efforts.
Would it be feasible to start with something that is easily measured such as the amount of time a student spends on an assignment, or homework? This may not work for all situations, but it is a variable that students can easily track.
Lori,
ReplyDeleteI teach high school math. My biggest problem with homework is that most students do not complete it. It is a motivational issue with my students. I am not sure if making comments on it will help with that, but I am going to make an effort to do better with that.
Sara,
ReplyDeleteThat is an issue too, because I get pressure from administrators to only assess students knowledge of the standards and not their effort.
Deanna,
ReplyDeleteI like the idea of having students track the amount of time they put into homework assignments. I am unsure about the logistics of doing this however.
I like the technology that you have given as an example. I'm sure there are more meaningful ways for a student to keep track of things such as effort and progress in a course. Is there an app for that?
ReplyDeleteGreat discussion going on here. I read so many ideas that resonated with me. I am a 4th grade teacher with an 89% ELL population in my class - about 80% for the entire school. Homework was an issue for the majority of them. There parents are little to non-English speaking and so limited support is provided at home. It is difficult to remain on track with the instructional calendar because for many of them it takes longer to grasp concepts and skills due primarily to their limited schema and practice. So homework almost has to be drill and practice (remedial). I do not grade them for their homework but I do tie it to recess where they will have to sit out during that time. I try to making reviewing it fun and those who have completed it enjoy being ready to participate.
ReplyDeleteI believe that we must retrain students to desire the intrinsic rewards of their efforts in learning. I regularly connect this idea with students' future and what they want to be when they grow up - what type of life do they want to live. I have noticed an increase in an effort to complete homework as well as class participation.
Giving students a score for effort is something that seems to be on the rise. This past summer a trainer and book writer discussed this concept. Using something simple as a 1,2 or 3 rating for their effort was all he used. The students were explained what they meant and how this score was a reflection on the actual grade they received. He randomly checked their homework. Bryan this may be something that you can do oppose to checking them all. Students not knowing which assignment you will be checking for a grade may condition their behavior to doing more of their assignments to increase their chances of having a passing grade or avoiding a failing grade. Students of all ages like stickers - maybe finding some cool stickers that appeal to your students may reinforce completing their homework. I know my students do like them alot.
Many of the technology integration shared in this week's chapter readings were quite meaningful and similar to what Dr. Orey stated, were immersive experiences for the student which solicited their active engagement. Perhaps ensuring that this element is incorporated into homework assignments or class assignments that extend across the curriculum or connect to their specials classes or outside of school interest may help us to get our students more involved with their learning.