In our second week of studies, resources discuss the principles of behaviorist learning theory. My classroom structure is closest to this theory. My objective is to teach student-keyboarding skills, to be fluent in Excel application and to be fluent in PowerPoint presentations. I have only a quarter with each group; very limited amount of time and it was suggested that homework is not assigned outside of my classes. I feel the best way for most of my student to learn is through practice. Practices results in reinforcement, hopefully displaying a new skill learned.
My curriculum is designed so that each lesson, practice what we’ve learned previously and then adds one new skill. By the end of the quarter these skills become automatic for the student. Unsung Technology with Classroom Instruction that Works suggest that student should track their effort by using a rubric or checklist when working on projects. (Palter Hubbell, Kuhn and Milanese, 2007). This suggestion is something that I would like to incorporate in my assignments. The keyboarding class that I teach, allows students to work at their own pace completing exercise in a checklist fashion. The application is called Microtype for Mac. It is similar to the application mentioned in our resources.
For all other subjects I believe homework is based on behavioral principals. Homework is for practicing, if you do well you are rewarded and if not normally there are some kind of consequences.
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There are many instances in which student will always need drill and practice, otherwise, they will not learn the necessary skills for success in certain classes. Your class is an example of that and so are many more.
ReplyDeleteSome of the poems I remember from my days in primary school and many other concepts came about because of repetition, but so did the passing grades that I earned.
There will always be a need for this.
With your keyboarding classes, do you have timed exercises? I may be showing my age when I ask that question. I know my own keyboarding skills are weak. I have to say that I am one that has to look at the keyboard, but it's not "hunt and peck".
ReplyDeleteA quarter isn't really much time to address much content...nine weeks approximately. Couldn't you have a culminating project that is due at the end of the quarter that puts what they should have learned together. The students work on this "final" throughout the quarter.
Teresa,
ReplyDeleteLet me date myself, yes we have timed writings as part of our grade. For 6th grades, 25 word per minute or (GWAM) is an A. The Mircotype for Mac application is awesome. It has a timer built into the program so if they start seconds differenbt from each other it doesn't matter. Also, when time is up, they are no longer able to type and the most beautiful part is that it calculates GWAM, Erros and backspace keys.
The cirriculum is set up that I get 6th graders for quarter, then 7th graders a quarter and 8th graders for a quarter. (They are split between the last two quarters of the yea). So I sat with administration and we felt the most benefical cirriculum is to teach 6th correct keyboarding skills, 7th grades Excel and 8th grader powerpoint presentations. This way by the time they get in highschool they will have a solid foundation to build on.
I agree that certain instances and certain subjects need to use drill and practice. Keyboarding is one good example. There really is no other way to learn where the keys are except to practice, practice and more practice. I learned to keyboard on the old fashion type-writers (not even electric) and the teacher used to tape his seating chart papers over the keys to prevent us from looking at our fingers. Definitely, drill and practice has a place in the schools.
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