Pitler, Hubbell, Kuhn, and Malenoski stated that, “effort is the most important factor in achievement. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning,” (2007). Reflecting on the strategies in our resources, implementing technology gives teachers and students the ability to see visually how a student is behaving and how they are performing in class. The use of rubrics, spreadsheets, charts, and graphs, are a great way for students to track their success and see the areas in which they need to improve,
“Homework and practices give students a chance to review and apply what they have learned. Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In instructional technology, having tutorials gives individuals programmed instruction to aid them in completing assignments. Many programmed instructions are fun and engaged computer programs designed to keep the student interested.
Correlating strategies, theories, and learning are key essentials any teacher must take in planning effective instruction. Applying the principles of the behaviorist learning theory, overall students learn as a response to the environment. For students, if completing homework, reinforcing effort, and completing practices were something that they enjoy doing, they would change their behavior in order to receive the desired reward.
References
-Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
- Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
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Hi! I was impressd enough by the effort rubric that I think I will use it for myself...
ReplyDeleteHaving the opportunity to see the correlation between effort and academic success could help students understand why they earn the grades that appear on progress reports. I agree with you completely when you stated that students might increase their effort, "if completing homework, reinforcing effort, and completing practices were something that they enjoy doing." The million-dollar question is: "How can we, as teachers, make that happen?"
ReplyDeleteSusanna,
ReplyDeleteI agree with your million-dollar question! I have not been teaching long, however I do know there is a significant difference in the students today than when I was a student. Many students today are so unmotivated and have a “don’t care” attitude about life and school that the only way for them to enjoy something is doing what THEY want to do, not what we ask them to do. How can we eliminate these feelings and the behaviors of refusing to do work, and not putting forth the effort to perform well?
Is this attitude the direct result of not having a person connection to anyone? Or anything? How many students are not connected to their home life? Many, in my teaching situation.
ReplyDeleteI know this has probably been said elsewhere, but the idea to show students with concrete data how their effort correlates to the grade they receive could be very effective. My worry with it at the 7th grade level is will the students be honest? I see kids who study putting down that they don't so other kids won't think they are nerds, etc.
ReplyDeleteHi Virginia,
ReplyDeleteI know for my students, I have several students who come from blended families and have many problems as far as custody, parents arguing, etc. We have many students who are in my opinion, raising themselves and taking care of their siblings. We learned that students' behavior stem from experiences and most of the time those are experiences from their home life or a situation at school. Our ultimate goal is to eliminate undesired behaviors, but how do we deal with those students who have several behavioral issues?
Bharr,
ReplyDeleteI think we have to think about that with all of our middle school students. I am a related arts teacher, so I teach 5th-8th grade students. Our students have such a desire to "belong" that they would do anything (even if that means lying)in order to be with the "In-Crowd." They don't want to be teased, talked about, or be-friended by their friends. As teachers we have to teach our students the value of being honest, working hard to get good grades, as well as doing what is right.