Walden on Line University's class called, Bridging Learning Theory, Instruction, and Teaching brings forth and emphasizes the role of behaviorism and technology. Both do have a place in the classroom. When I read Melissa Strandridge's article called Behaviorism I comprehended that outward actions speak loudly. As an educator I need to find the 'bell' like Pavlov did and search for differentiated lessons and strategies to create a positive reinforcement for learning."Behavior is directed by stimuli" says Standridge. Providing strategies for motivation learning can be created by the student themselves. Our text, Using Technology with Classroom Instruction recommends that teachers teach students what effort is. Chapter 8 explains students can keep track of their own data and begin to see how progress and better grades parallels effort.
The authors believe technology, such as Microsoft Excel can easily assist students. They explain that the opportunity to track your own efforts will provide the students with a greater "self-efficacy". This data such as grids, graphs and bars can drive confidence. It can be that stimuli.
Chapter 10 discusses how other visible tracking such as grids can also be analyzed. Behaviorism involves modeling so a student can observe their skill process, review weaknesses and modify. This chapter discusses technology applications such as programs on the Web to research. Students can use spreadsheets to continue the connection between academic success and factors in their control. This chapter offers many URL sites that differentiate and enrich homework.
Behaviorism really does exist in the classroom. We have to offer the stimuli to motivate the positive actions. By using technology, we can give our students some control to motivate themselves.
I agree that technology offers an opportunity to provide instant feedback and observable skills, but what do we do when technology is not available? How do we reinforce effort?
ReplyDeleteI like the idea of using a rubric to guage effort, but would you agree that a student's assessment of himself might be a bit skewed? What do you think about allowing students to assess a classmate's effort?
I would like to incorporate more self assessment next year, and I have been using peer assessment for while for grading essays and written assignments. I find that when students assess their own work, they are far too easy on themselves, and it almost becomes a waste of time. How would you encourage an honest interpretation of effort from your students?
Hi Victoria-
ReplyDeleteCreating a positive environment is important. Like Ms. Linkous said above, I also wonder about how honest students would be when rating their effort? What are some steps we could take if we realize that a student may not be collecting accurate data?
I agree with you that technology can help promote self efficacy. Technology provides so many options for students. They can choose to work on something that they excel in or something that challenges them. Just the feature of some programs that allows students to see graphs of their work in action is amazing!
Michelle, I will be looking for programs that would match the visual arts program.
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