Week 2 - Behaviorism in Practice

There were two very distinct facets that we read about this week. Both separate by their own definitions, however, they are very closely related at the same time. Effort is what is put into the tasks we complete and the homework and practice give us the tasks to help put forth the effort in our assignments.

The ideal student is one that walks into our classrooms with nothing but "want" in their eyes. They want to please you, they want more knowledge, they want to satisfy their own questions about the information, and won't stop until they are all answered. Wouldn't it be lovely if ALL of our students just came to us with that attitude and perspective???

I loved the idea of the Effort Rubric (Pitler, Hubbell, Kuhn, Malenoski, 2007) to help the students begin to define the correlations between their efforts put forth beforehand and the outcomes with their graded work afterwards. The data results usually speak for themselves. We want our students to be instrinsically motivated and what better way than to show them the proof in the pudding. Work + Effort = Success!!

It makes sense that we are in a cycle of data production, collections, and analysis within the education system itself and we are coming up with ways for students themselves to do the same self-awareness and data collection techniques. We all need to know what we are doing well, and where we need to improve. As much as some folks hate to say the word "data", you just can't argue with the numbers when they show you the results. The constant use of re-assessment and comparing/contrasting the information is simply a good practice, in my opinion.

With homework and practice - the guidelines said it all. Homework should have set policies in place and have an expected outcome and purpose for all work that is to be completed. In addition, feedback is so crucial. So often, I see homework as being checked for completion only and not for correct answers. How easy it is to fall into this trap. If you are giving an effort grade, then that practice suits your purpose. However, to truly help the students understand their work - a quick check and comments are due. With practice, again the students should collect data on their progress and there should be a pre-determined specific focus that you want the students to work on. As a follow-up, teachers need to provide a structured time for students to work on increasing their level of understanding if necessary.

This week, we focused on behaviorism and how this theory is a part of our educational process. The bond between effort and practice is meshed together because of behaviors. The choice is up to each and every student that walks into our room.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Welcome to EDUC 6711 Class!

I am looking forward to learning more about technology and how I should implement tools properly in my classroom. I hope you will help me in my journey!!