Does practice make perfect? Do we practice to memorize a concept for the test or do we actually practice to learn the concept? Dr. Wolfe states that "practice makes permanent" (Laureate Education, Inc., 2011a). If you practice a skill you can achieve success. If you just drill your brain over and over and over again to memorize, you will soon forget it. Sometimes, as quickly as the end of the exam!
Do you remember Ivan Pavlov (Orey, M., 2001) who rang the bell when he gave food to the experimental dogs? This classic conditioning is used inside classrooms still today. Teachers don't come to class and ring a bell when we feed them lunch, but we do use repetition and reinforcement with teaching a desired behavior.
Take a look at this clip from the NBC show, The Office: http://vimeo.com/5371237 (Whittingham, K., 2007). As you can see, people can also be trained!
Should teachers continue this skill of practice with homework? Do these 21st century students still need the homework as a way to show teachers what they have learned? I believe so. As long as the teachers have a homework policy, are clear in their instructions, and provide direct feedback homework can be a great success. This is described in the book Using Technology with Classroom Instruction that Works. The book explains how a skill can be mastered through a fair amount of practice (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). One way to focus on this "old-fashioned" drill and practice method is to spice things up with some technology. 21st Century students love to work with hands-on activities and to use technology. So, for example you could have students create spreadsheets showing their mathematical calculations and graphs.
Since I teach in an alternative high school I found Chapter 8, of this book, very fascinating. They describe some recommendations as to incorporate technology with effort. Yes, effort! How do you score their effort, especially coming from teenagers! One way, I found to be completely intriguing is by having students create an "Effort Rubric" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). This makes your classroom student-centered and student-focused. They will have to come up with the categories and scores. They will be the ones in control. The teacher can act as the guide or the leader to help move things along. Once students have created this rubric they will use this during the weeks’ worth of work and submit this to the teacher at the end of each week with a score. The effort score will become part of their grade. Hopefully, seeing how the more effort they put into an assignment, the better grade they get on that specific lesson!
We can only keep trying! Who knows what the future holds for us, as educators and learners!
References
Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video
webcast]. Bridging learning theory, instruction and technology. Retrieved from
Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video
webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (2011). Emerging perspectives on learning, teaching, and technology. Retrieved from
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Whittingham, K. (Director) (2007). Phyllis's wedding [Television series episode]. In Daniels, G. (Executive Producer), The Office. Deedle-dee Production.
I agree that homework can be the catalyst that cements the learning that took place in the classroom that day. As you eloquently pointed out, there must be clear instructions and direct feedback (as quickly as possible) to guide the learners on their way. Another critical component of homework or drill and practice is the authenticity piece. If students do not find the practice to be relevant to them, then the practice will be strictly for the test and not retain a permanent home of access within their brain. Technology goes a long way in replicating scenarios that lend that genuine experience for the learner to work with and gain understanding from.
ReplyDeleteAs for the effort that students put into the homework, I applaud your inventive use of the rubric to help students acquire the connections between effort and achievement. By having the students themselves come up with the criteria for it, they intrinsically have motivation to put forth the effort that will take them beyond their grade to a deeper understanding of the materials that you are teaching them.
Hi Mandie,
ReplyDeleteHave you implemented an effort rubric and if you did could you post it. I think it would be a great idea for students to be involved with creating an effort rubric. I would estimate about 15-20% of the students could make a better effort in my classes. I am laughing a little here thinking that there would be no effort from these students with setting up an effort rubric.
I agree with you, “If you just drill your brain over and over and over again to memorize, you will soon forget it”. I see this in middle school students and math. Students learn math tables by memorizing, however, if you don’t use it you lose it. Students need to practice and apply along with memorizing. As you mention, homework is one strategy. It is like pulling teeth for me to get some students to do homework. Homework is being looked at and questioned at the state level in Connecticut. I was just at a meeting this past Wednesday night and there was a speaker from the state that mentioned homework was being addressed. What are your thoughts here?
Joe
Joe,
DeleteI have not implemented an "Effort Rubric" in my classroom, at least not yet! I really want to, its finding the time to squeeze one more thing into my school year!
My goal is to really finalize this rubric over the summer and begin fresh next school year. I want the students to be a BIG part of the creating process. I want them to feel important when making this rubric. Then when we use it over the course of the year, they can't complain about anything being unfair because they created it!
Mandie,
ReplyDeleteSounds like a good plan!
Joe
Mandie,
ReplyDeleteI think you really made an excellent point when you said with an explained homework policy, clear instructions and direct feedback homework can be a success. The big one I feel like some teachers ignore, I will admit that I have, is giving feedback on homework. Maybe it was ignored because I was just giving homework that I thought had meaning to it, but now I look back and it really didn't. In the future, I will be assigning only homework that has true value and isn't just being assigned for the sake of giving homework. Thanks for you post!
Jill