The theory of behaviorism emphasizes that behaviors and knowledge are acquired through reinforced responses to behaviors, both positive (rewards) and negative (punishments) (Lever-Duffy & McDonald, 2008). Behaviorists believe that all behavior is a response to external incentives. When a person is given a reward, whether it is positive or negative, in correlation to a behavior, that behavior is likely to either be repeated or abandoned.
The instructional strategies of reinforcing effort and homework and practice both correlate to the core principles of behaviorism. Pitler et al. (2007) asserted that “reinforcing effort” enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.” Some students are intrinsically motivated; they consistently give their best effort. Many students, however, do not naturally understand the importance of effort, and therefore give little to no effort in relation to academics. In addition, they connect their lack of success with factors other than effort, such as a natural weakness in a particular subject area. Students can be taught the significance of effort, though, and technology provides teachers and students tools which easily illustrate the correlation between effort and success (Pitler et al., 2007).
One such tool is spreadsheet software, such as Microsoft Excel. The teacher can create a spreadsheet which allows students to track their effort. Categories addressed in the spreadsheet might include attention, participation, and homework completion. After assigning themselves scores in each area of the spreadsheet for a given week, they could then enter a test score for that particular week. At the end, they would see a correlation between their effort score and test score. If done on a weekly basis, however, this strategy would only work in classroom that gives weekly assessments. In my classroom, where assessments are not necessarily given weekly, this would not be a successful tool. I could have students complete the spreadsheet after each chapter assessment, though. Another possibility for data collection is an online survey from a site such as Survey Monkey. Teachers can develop a survey based on an effort rubric, administer the survey, and analyze the results. These results can then be shared with students to emphasize the correlation between effort and achievement.
According to Pitler et al., (2007) the purpose of homework and practice is to “give students a chance to review and apply what they have learned.” Homework is meant to provide practice on a particular concept, and should reinforce desired skills. To be truly meaningful, teachers should provide feedback to students in a timely matter in order to address any mistakes students make while practicing a skill (Pitler et al., 2007). Technology can help make homework truly meaningful. One example that many might not automatically think of is Microsoft Word. Rather than using it simply as typing software, it can be used as a tool for research. Students can use Microsoft Word’s research tool to search for definitions and synonyms to provide support while completing an assignment.
Another tremendous benefit of technology is the ability to create multimedia products, since, as Pitler et al. (2007) explained, “multimedia homework is an opportunity to deepen understanding and gain proficiency.” One benefit that I have witnessed is the ability of multimedia technology to engage students and increase their excitement. In general, students enjoy utilizing technology to create multimedia presentations and are extremely creative in their use of technology. Finally, students can also use web technology for practice with important concepts. There are tremendous web resources available that reinforce content. One of my favorite web resources is BrainPOP, which includes movies on many of the social studies topics we study. Students enjoy viewing the videos, and have the option to take a quiz at the end to gauge their understanding of the topic. Homework does not mean using pencil and paper to complete a worksheet; there are so many possibilities that involve technology, yet still reinforce the content that students need to know. In the end, students not only practice concepts, but also become more proficient in 21st century skills.
Resources
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Hi Andrea
ReplyDeleteI am so glad you brought out the point that "homework does not mean using paper and pencil." This approach to homework is one of the main reason why some persons see it as irrelevant and burdensome and another reason why some students fail to complete it. You mentioned Pittler's point that “multimedia homework is an opportunity to deepen understanding and gain proficiency.” This is what our students look for. we feel ever so often that they are lazy and do not take their work seriously but effectively incporporate technology is the task they are assigned and observe the difference in the attitude they display and the level of work they produce. I observe this in my students that they do better when I ask them to create a presentation using any tool they choose rather than when I ased them to write and essay. The same objectives to be achieved. It is just that we have to recognize that "digital native require digital native methodology" (Prensky, 2001). Technology has a way of making task once considered difficult or boring to become easy and funloving. This is where we need to take our classroom experience
Reference
Prensky, R. (2001). Digital Natives, Digital Immigrants. On the Horizon. NCB University Press, Vol. 9 No. 5. Retrieved October 3, 2010 from http://web.me.com/nancyoung/visual_literacy/site_map_and_resources_files/Digital_Natives_Digital_Immigrants.pdf.
I am really finding the spreadsheet idea very effective. I use something with a behavior plan that myself and the other 5th grade teachers created for one student. We show the student his progress throughout the day and it helps him stay on track as far as behavior goes. If he reaches a certain number of points at the end of the day then he is rewarded with 10 minutes of free time. So far it has been very effective. The problem that I am having is the other students reaction to his free time.
ReplyDeleteGenerally, with my seventh graders, we do not have a problem with other students not understanding why some students may have a fewer number of questions to complete for homework (a modification for some of our special education students) or some type of reward or extra praise given to them for completing a task. Most of them, by that age, seem to understand that "fair isn't always equal and equal isn't always fair." I can see how it might be difficult with fifth graders, though. Many of them most likely cannot yet understand that some students have different needs than others.
ReplyDeleteYour mention of including multimedia assignments as a reward and motivator for students is exactly what some students need today. I have found in my classroom when I offer the option of creating a multimedia presentation instead of a poster or essay most students become interested. The quality of the multimedia projects tend to be higher including varied information they would not include in a typical project. These options offer a strong positive reinforcement for students and also benefits students of various learning styles.
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