Reinforcing effort and homework and practice are two strategies that provide feedback for students with the intention of building on desired outcome. These strategies correlate to the behaviorist theory that “all behaviors are learned habits” (Standridge, 2002). If the desired outcomes are repeated, they will become habit and a new behavior will be instilled.
Reinforcing Effort
Reinforcing effort is described as “an instructional strategy that enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007). This strategy relates to the behaviorist theory, because it is showing students the connection between effort and achievement in hopes of changing the students’ motivation level and work habits. The more effort a student provides, the more he or she will achieve. Once students form the habit of working at or above their potential, it will be embedded in their thinking. One strategy to reinforce effort is the use of rubrics and data. Students reflect on the amount of effort used to study and prepare for a test. After the test is graded, the results are added to the data. After continuing this strategy, patterns should start to form and students should realize that with effort comes greater achievement which would reinforce effort.
Homework and Practice
Behaviorists believe that repetition of a skill or habit will embed it to memory. This thinking is what homework and practice reinforces. Marzano says “students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (2001). Since homework and practice should be a continuation of the skills learned in class, this strategy reinforces these skills and allows for added repetition through practice. Websites such as Classroom.JC-Schools.net and http://www.webmath.com/k8drill.html provide repetition of skills in the form of drill and practice. The use of word processing applications such as word allows for instant feedback. Students are able to determine the level they are writing by using the Microsoft Word spelling and grammar tool. Students receive feedback to determine the grade level of writing he is she has produced. When students are told that they are writing at a level below their school year, students are intrinsically motivated to revise and edit their work. If a student needs to add more elaboration to their work in order to increase his or her grade level, this tool will continue reinforcing this skill until it becomes habit.
Conclusion
Even though the behaviorist theory is often looked down upon in the education world, there are many beneficial strategies that stem from this theory. Students develop life long work ethics by understanding the relationship between effort and achievement. They will form a connection between hard work and success which can be applied to various aspects of their lives such as school and personal relationships. The implimentation of homework provides repetition of skills so that they can become embedded in the students memories. These are skills that students need to develop in order to apply to more challenging tasks in future grades. The behaviorist theory is prevelant in education whenever behaviors are learned and habits are formed.
Conclusion
Even though the behaviorist theory is often looked down upon in the education world, there are many beneficial strategies that stem from this theory. Students develop life long work ethics by understanding the relationship between effort and achievement. They will form a connection between hard work and success which can be applied to various aspects of their lives such as school and personal relationships. The implimentation of homework provides repetition of skills so that they can become embedded in the students memories. These are skills that students need to develop in order to apply to more challenging tasks in future grades. The behaviorist theory is prevelant in education whenever behaviors are learned and habits are formed.
References
Marzano, R.J., Pickering, D.J., & Pollock, J.e. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA” Association of Supervision and Curriculum Development.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved November 7, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
11 comments:
Reinforcing effort and homework and practice exhibit behaviorist learning theories in today’s classrooms. “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Marzano, 2001). Once students realize that the amount of effort they put forth directly correlates to the grades they earn they will put forth their best effort in every assignment they complete. Students want to please their teachers, parents, and fellow students and will try their hardest to make sure they do.
In the everyday classroom it is very unlikely that students will be exposed to a concept or skill 24 times, so as a result teachers assign homework. This way students are given repeated exposure to the concepts or skills in a variety of different settings. Technology is a very easy way to ensure students complete their homework and overall master the concept or skill. Teachers can easily find practice websites or online games to engage students in completing their homework assignments. Students instantly receive feedback and can correct mistakes and re-learn the skill or concept before the test.
References
Marzano, R.J., Pickering, D.J., & Pollock, J.e. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA” Association of Supervision and Curriculum Development.
Sarah,
I agree that homework is important when reinforcing a skill. There is not enough time in the school day with all the objectives teachers have to cover to repeat a skill as many times as needed to retain to memory. This practice needs to continue at home and parents need to take a roll in their students learning. By checking over their homework or helping them with misconceptions if any arise, students see a home/school connection and parents stay active and involved in their student's education.
One aspect of this week's reading material that I found interesting was the differences between negative reinforcement and positive reinforcement. I have always thought negative reinforcement had a negative impact on the students. Standridge (2002) says negative reinforcement is just removing something to" increase desired behavior" such as perfect attendance rewarded with a prize. My county establishes negative consequences throughout the year with testing. Those students that score over a certain percentage on end of grade tests will not need to take the test over again. Negative reinforcement does not have the negative impact that I had originally thought, because it is not a punishment just a motivator.
References
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved November 7, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
I have posted a method that I use to reinforce effort on homework. Quiz performances are compared from one week to the next and Improvement points are earned on a three point basis.
I have seen great results.
I do feel that homework can be effective when designed to be effective. So often busy work or too much work is sent home and simply given a homework check without review. It is these practices that have resulted in the negative views of parents in my district. Homework is practice work and should grades be given for the work? With that said, participation points are no longer allowed to be used with the academic gradebook in our distict. The debate over this issue has led me to such frustration that I have all but abandoned homework and assign projects at the most. The back and forth on homework policy with the administration has not helped the situation. I do believe in the value of homework, especially with mathematics and reading practice, just not sure where to find the effective homework policy rule book.
Tammy,
That is a great idea to reinforce effort on homework. Many students and parents do not see the value that homework has in practicing skills learned in class. I look forward to reading your method. Thank you for sharing!
Rebecca,
That is a difficult position you are in. If it is your district that is opposing the use of homework in your classroom, your class should be consistent with it's policies. It is a shame that this policy is something you do not agree with. It sounds as though your district is not confident in their decisions and that is why they are swaying back and forth on their policies. I am sorry for your frustration!
I agree that some teachers do not use homework effectively, however if the homework is reinforcing skills taught in the classroom it is helping embed the skill to memory. My school does not use homework as a grade, because it is a practice of skills. This repetitive practice leads to an assessment of the skill which is graded. What strategies do you use to create additional practice for your students? Have you seen a difference in students' mastery of skills since homework has been ceased?
Keri,
It's amazing to think that in order for students to achieve 80%, not even 100%, of competency they must be exposed to that concept or skill 24 times! With all that we have to do in a day I find this to be nearly impossible, however with the help of technology and the Internet there is hope. Students are now able to log in to programs from home or use internet programs to help them with whatever is being taught is the classroom. I, for example, have used a website called Quia in the past where students can practice vocabulary, grammar and play Hangman, memory and more all while practicing the material.
I wonder however if this statistic applies to all students. What about if a student has a learning disability or is a non-native speaker? Does the skill or concept need to be practiced even more? I would think so.
It also comes to mind that we also need to vary our assignments. According to one of the four key principles for behaviorism, "frequent practice-and practice in varied context is necessary for learning to take place." (Smith, 1999) I must admit that I do fall into a monotonous rut when it comes to homework. I struggle with giving them more challenging assignments because not all my students have the help they need at home to complete Spanish homework assignments. Plus, parents and usually tend to put Spanish on the back burner and concentrate on the core classes instead. I find that if I assign homework that is a bit more challenging students do not complete them. It is so hard to find a balance.
Tania,
I agree that if the student is disabled or a non-native speaker, they would need to practice more often to master a skill. Those students that recognize and apply math concepts quickly do not seem to need as much repeated practice and this is where differentiated assignments are important to implement in the classroom.
Since classrooms have multiple learning styles, choice and variety are important with homework. Students in my class are able to choose spelling activities to complete throughout the week from a list of different modalities. I do feel as though my math can be differentiated more based on interest and learning styles. I would incorporate technology more often in my homework, but some of my students do not have access to a computer outside of the classroom setting. This subject is where I am still searching for alternate practice strategies other than worksheets.
Keri,
One strategy is to allow class time for practice; along with daily bell work and daily exit slips. It is a great deal of data to contend with but all is documented for a weekly results chart. During our content meetings administration reviews the results, ensuring everyone is following the policy.
An overwhelming topic that I have read within a lot of posts within our blogs is the problem that we as teachers are having with homework and practice with our students. The true role of homework is to provide opportunities for students to deepen the understanding of the content and to gain proficiency with their skills (Pitler, Hubbell, Kuhn & Malenoski, 2007). So, the true importance of homework has been stated, but what do we do to help reinforce crutial skills if we can't get them to do it at home. I personally believe that technology plays a role and changes this conversation. What are your thoughts?
References
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Vince,
I think that technology helps reinforce skills when it is integrated into the classroom, however with the limited time teachers have to teach each objective this tool is not enough. In third grade, we are expected to teach a new skill each week. If students have not mastered this skill, there is little time for remediation. Homework is an essential tool that needs to be reinforced for students to be exposed to the skill 24 times or more. Students and parents need to see the benefits of homework and how it effects students' comprehension of necessary skills. If the effort rubric were enforced, perhaps parents and students would see that the added practice does make a difference.
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