In the ideas explored with the EDUC 6711 course authors this week, there are great tools available for teachers to utilize in order to help students monitor, assess, diagnose, and correct their instructional behavior. Technology includes a wide range of resources that can aid in these tasks and places more responsibility of their behavior in the hands of the students. By utilizing spreadsheet software that is integrated with a behavior assessment rubric, students can self-monitor their progress on a daily, weekly, or monthly basis (Pitler et al, 2007). Every student’s assessment period also allows for students to learn the connections between their own efforts in the classroom and the rewards or consequences for those efforts as well as they tally up the points for their behavior during that given grading period. With an effort measured against achievement spreadsheet chart, students can see the relationships between the two, which is often difficult for many to realize inside of the classroom. There are also online surveys that teachers may utilize to collect the necessary data for students to analyze their classroom behavior and effort into the curriculum.
This week the EDUC 6711 authors also make light on a challenging topic in the classroom of homework. Homework should be purposeful to the given course and it should be commented on for feedback in a timely manner (Pitler et al, 2007). It should offer some variety as well to the course structure and this is the purpose of utilizing technological tools in the classroom. Through my own discussion board posting, I introduced an online homework database hosted by the University of Texas at Austin, which provides immediate feedback to the students once they submit their answers to the software. From the program, students can self troubleshoot their erroneous problem solving processes and make internal corrections to their processing skills. In addition to my original discussion post, I found out in a previous Walden course that students may complete a group project with a wiki program to compile the groups’ thoughts and research into their projects. The collaboration involved teaches students that completing such projects at home does not constitute cheating at all really, but how to utilize their partners’ strengths effectively within the given group.
Through this week’s learning resources it is obvious that technology aids in a students learning and effectively teaches them good behavior practices with their education. Any teacher should complete more research into all the tools involved in order to help their students gain more personal accomplishments.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Steve,
ReplyDeleteI think it is a great idea for students to see how their effort correlates to their success. One idea that I like to use is to give the students the reasons why we have certain rules and expectations. For example, you need to raise your hand first before talking because if you don't and we all start talking at the same time then no one can hear each other. Also, if you let the students be a part of creating the rules and expectations then they may take more ownership and responsibility for following the rules and accepting the rewards and consequences for their actions because they were the ones who made the rules in the first place and it is not just the demands of a teacher.
Steve,
ReplyDeleteIt is great for students to see the correlation between the amount of effort and their achievement. I find it interesting about the software you mentioned hosted by University of Texas in Austin. Is this software purchased or online? It is nice to be able to given immediate feedback to our students because it is better to take time to correct misunderstandings then for students to execute something incorrect over and over again. Having students use technology will prepare them to for the future of critical thinking and problem solving. These are the tools that they will need in order to survive in the twenty first century.
Steve,
ReplyDeleteAfter looking at the effort spreadsheet suggestion from our text I was thinking about implementing it into my instruction for next year. I teach 4th grade and I think they will be able to understand and self monitor their progress. I was wondering what age group you thought this tool was most effective for and what age group you think that students would not benefit from it? Also, I have been trying to implement technology collaboration within the classroom with wikis and discussion boards, but have not assigned projects using these tools for homework or outside of class projects. I was wondering if you had any experience with assigning students to use these communication tools as homework or work outside of class?
Hi, Stephen
ReplyDeleteNice Blog and interesting post, we are all in the same page about the relationship between behaviorism theory and learning strategies, at the beginning we though that were not connected but after our research we all are agree that are definitely connected.
I would like to take this opportunity to share my thoughts with you and with the world regarding this topic. The instructional strategies described in the resources that we explore correlate with the principles of behaviorist learning theories. The following statements showed the similarities between instructional strategies and behaviorism theory.
Correlating Reinforcing Effort Strategies (RES) and Behaviorism Learning Theory. (BLT)
I find out that: RES Enhance student's understanding of relationship between effort and achievement by addressing attitude and beliefs about learning, based on taking notes, paying attention, participating, studying etc. BLT: Enhance student's understanding of relationship between active learner versus passive learner based on repetition, generalization, discrimination, frequent practice etc. RES: reinforcement is a powerful tool. BLT: reinforcement is a powerful tool. RES: key is believe in effort and keep track of it to acquire skill learning. BLT: Key is Believe in effort with frequent practice to acquire learning skills. RES: Important tool is integrating technology on activities. BLT: Important tool is also integrating technology on activities.
Correlating Homework and Practice (HAP) and Behaviorism Learning Theory. (BLT).
The following statements shown that learning strategies and behaviorism theory are connect; get your own thought. HAP: Reinforce students understanding of the content to gain proficiency with their skills by repetition. BLT: Reinforce student's understanding of the content with frequent practices to gain strengthened or skills. HAP: Amount of homework should be differentiating according to grade level. BLT: Amount of homework should be fair among grade levels. HAP: Involves observable behavior as who did homework and who did not. BLT: Uses observable behaviors rather than though. HAP: Establish a homework policy. BLT: States that activity should be programmed and focused on objective. HAP: Homework should be clear and follow up with feed back. BLT: Help when activities are clear and when the active learner has feed back. HAP: Focused on learning styles uses technology to differentiate instructions and have an engage learning environment. BLT: Focused in having active learners uses technology in the classroom to have students engage.
Juan Delgado