The instructional strategies described this week, effort and homework and practice, are types of student behaviors. In my opinion, effort is the most important strategy a student can learn. That is why I really enjoyed reading about having students track their own effort an achievement using the effort rubric. By doing so, this is helping to form a belief that their effort can pay off in the end. Not only will effort positively affect their grades, but it will also improve the way teachers view them and may help that student become involved in positive reinforcement days or activities put on by the school.
Even though I do not have anything as organized as the rubric and template described in this weeks resources, I also try to enforce and promote the importance of effort. Since I teach freshman algebra, not only is the subject difficult for most, the new environment is difficult as well. Therefore, to get more student involvement in the effort of homework, I will usually grade the first few assignments strictly on their effort and completion. Once we have practiced the particular topic a few times, then we will have some sort of assessment to see what they know. I have found that students generally respect this method of instruction. They think its fair to be able to correct their own homework but be assessed on their actual knowledge later on.
Most of the strategies in this weeks resources are operating on the assumption or would work best if students had access to a computer on a regular or weekly basis. Unfortunately, that is not the case in my situation. However, if it was, I would definitely be using the effort rubric and template. The ideas described in Using Technology with Classroom Instruction that Works are really geared towards getting students to buy into the importance of effort. Each category on the effort rubric is a type of student behavior. In addition, the five categories on the rubric would fit perfectly in my classroom. I really feel that if students could see on a weekly basis that their behavior is directly affecting their grade then their behavior would begin to improve. By showing students evidence of their actions through tables, charts and graphs we are actually trying to modify their behavior. Therefore, technology, behavior and these instructional strategies are all directly related.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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A lot of times it those skills that are most important to learn (like effort) that are the most difficult to teach. I agree that there are a lot of intangible benefits that go along with effort.
ReplyDeleteI agree these are great strategies. Since you are unable to access the technology, how would you adapt these strategies to make them work in your classroom?
ReplyDeleteKira
It is hard to get students really motivated about an assignment these days. That is why it is so important to integrate current topics and resources into daily activities and assignments. When students are excited about what they have to do, they will put more effort into what they are doing.
ReplyDeleteMelissa,
ReplyDeleteI remember you from another course. You must have taken a semester off too. I hope you enjoyed your 4 month break--I certainly did.
Anyway, I really liked how you pointed out that so much of what we do as teachers looks to encourage certain behavior from our students. Technology really helps with this too. I often hand out progress reports and they are a great visual of assignments completed and assignments not completed. Then the grade is further help in encouraging or discouraging the behavior/effort of my students.
Kenny