The one common element I observed that promotes the behaviorist theory of learning between reinforcing effort and homework and practice is feedback. When students relate poor academic achievement to stimuli outside of their control, they have that “why bother” attitude because they feel they will not achieve no matter how much effort is employed. Behaviorists believe this is not true. They believe behavior can be unlearned and replaced with a desired behavior. Pitler, Hubbell, Kuhn, and Malenoski found this to be true in reinforcing effort. By creating an effort rubric, students can gain immediate feedback on how their effort correlates with their achievement and then make the adjustments needed to improve so they can meet their goals, thus changing a specific behavior/s.
One essential activity teachers need to be proficient in when providing homework and extra practice on key concepts is providing immediate feedback. This is critical so students won’t internalize false/wrong concepts or procedures. Thus, teachers must immediately reinforce the desired response or replace the unacceptable response with an acceptable one, which goes right along with the behaviorist theory of learning. Another component homework usually takes on is “drill and practice”. This is a negative for behaviorism because it is rote remediation with little to no engagement. Cornell states, “The student in the behaviorist approach works on the assignment individually” therefore promoting the generalization that “Parental involvement in doing homework should be kept to a minimum” (Pitler, 2007, p.187). This also promotes the reasons for “drill and practice” and the behaviorist theory that students can only retain small amounts of information at a time.
Cornell, K. (2007). Technology influence on education. Writing.com. Retrieved July 7,2009, from http://www.writing.com/main/view_item/item_id/1282195
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Reply from Dana Niblett:
ReplyDeleteBoth strategies that we read about in our learning resources did have "feedback" as the one common element. I do agree with what you said about the importance of offering feedback to our students when we give them practice, review or homework. Otherwise, all we have done is given them something that takes up their time, especially if they are struggling or getting the wrong answers. In my first year of teaching, I struggled with feedback. I would give worksheets and homework, just to take up time, but I failed to follow up on thier work. Needless to say, my test scores weren't very good and I didn't understand why. My scores saw a dramatic increase over the years because now, I try to provide feedback to every assignment.
Rebekah,
ReplyDeleteI agree with you that teachers do need to start giving immediate feedback on homework and other extra practice. I know that I fell victim to this myself many times, when I may not have gotten homework back to students in a timely manner. Then, when the test came and they didn't know well, it's because they never got the feedback if what they where doing was incorrect. Going into the this new school year, I've made it a promise to myself that the homework and practice that I give will be relevant, and I will provide as much immediate feedback as possible. If not, I will only be hindering the students, and all of their incorrect learned behaviors will never be unlearned.
For my special education students immediate feedback is a powerful tool in student progression whether it regards student performance or homework skills. The need for teachers to address this issue in providing more feedback regarding homework assignments as well as student effort is so is an important area to focus on in order to reinforce acceptable responses and increase student achievement in our classrooms.
ReplyDeleteIn our readings this is reflected upon in Chapter 11 which notes that "If homework is assigned, it should be commented upon (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.187). With this it becomes clear that in order to receive positive outcomes to this method these types of activities must serve a purpose for the learner to make the proper connections. Without the proper attention to this skill will not be able to develop.
I too must admit that I often give worksheets/busywork and not follow-up. I always say later, then it never gets done. This upcoming school year, I will have special ed. students in my classroom so I am going to make an effort at making practice and homework more meaningful and provide immediate and appropriate feedback to help all students achieve. I don't like my time wasted, so why should I waste students' time by not providing relevant, connecting learning opportunities.
ReplyDeleteRebekah,
ReplyDeleteFrequently this year I found myself modifying homework assignments so my special education students would be able to complete the assignment without feeling frustrated. Like you stated these students do need practice and homework to be more meaningful and they also need the immediate feedback. Most of all though it is imperative especially to classified students that their efforts in attempting or completing assignments is recognized as well. I know first hand that in many cases it takes these students much longer to complete assignments than other classmates. I also observed when they are unable to complete some answers they many get discouraged and will be unwilling to share their work with others. These students often work so much harder than others and many times their grades don't reflect this so behaviorist methods providing them positive reinforcement and immediate feedback is essential in their academic growth.
Hi Rebekah,
ReplyDeleteEffort and homework are two very essential and yet powerful instructional strategies that we are all using on a daily basis. As you said in your post, the common element among these two is both requires immediate feedback. I've known a lot of teachers who struggled to provide timely feedback due to their busy schedule and many times homework are given for the sake of doing, and that they might not be relevant, instead it's just something to occupy the students.
One thing I've learn during my teaching is that I don't always have the time I want to mark all the assignment and give it back to students with good quality feedback. I thought if I cannot offer feedback with quality, why should I waste my time and most importantly waste my students' time in completing the homework for me.
The method that I came up with is I'll skim and scan through their work very quickly and gather their common mistakes found. The next day, I'll ask them a few questions at the beginning of the class, each student will have a small piece of paper to write the answers on. Before the lesson finish, I'll then know which students struggle with which questions and so the next day I can get back to those troubled students and follow up. I found this saving me a lot of time which I could have spent on marking the assignment. Of course the assignment will still need to be mark, but it can take up to a week, at the same time I don't want my students to forget what they've written. Timely feedback is of the essence.
Other times, I try to provide my feedback through designing another worksheet which consist of their common mistakes and get them to correct it in class as a learning task. This works too.
Sarah
Sarah,
ReplyDeleteI'm like you in that if I can't provide good feedback, why provide any feedback at all. I like how you take a quick glance through the students work to look for common mistakes and go over it then and there instead of waiting to later. It's a suggestion that I might try next year. You're able to correct problems quickly if there are any, but it doesn't require stressing out of getting the homework back to them as quick.