Educators expect students to perform at their best effort level to receive the best grade. Because we hand back papers with a grade, we expect our students to understand how their effort is paying off. We frequently say you need to try hard, or put more effort in which falls upon death ears. Have we trained students about the effect effort will have on their learning or do we just assume they know?

The authors Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. of Using technology with classroom instruction that works .contends that many students do not understand the connection between effort and achievement. It is believed that students need to see what effort looks like. Using a spreadsheet program is one way students can keep an account of their progress.

My students create on Excel Sheet to keep take of their assignments and the grades. A color code is used to help students keep track of their work. The colors represent: Blue is cool-turned in and waiting for a grade, yellow is no time to be mellow, I am working on it and red is Warning, get going! Students are to use their grade sheet, to monitor what work is turned in, corrected and needs to be done. I give constant reminders to check the grade sheet to see what assignments are missing. I have found this has not been effective. The handful of students that put in effort will diligently look and monitor their progress, but the majority of students are happy just to pass classes which can be as low as D-.

Perhaps combining a rubric similar to the one in the book with the one being used may help students to make the connection between effort and achievement. The students will need to reflect upon their effort by using the rubric. I am eager to try this next school year.

I am not a highly competitive person but I have witnessed how powerful competition can be in the classroom. Every year the class competition is between classes to determine which class can pass the most certification tests. This competition creates many positive interacts amongst the class members: motivation, students helping, encouraging and comforting each other.

Homework should provide practice, review and most importantly application of the content. According to Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. “Having students practice a skill or concept enhances their a ability to reach the expected level of proficiency. Multiple exposures to materials help students deepen their understanding of content and become proficient with skills”
I was amazed to learn that it takes 24 practice session for mastery of a skill. Before
reading this I believed the number was 7 ( West Ed-Teach 4 Success Workshop). So how do you have students practice 24 times without being boringly, repetitive?

My subject area is basic computer skills and not all of my students have access to a computer. The homework I give is to gather data to use in an assignment. This year I have given homework 4 times. Overall 20% of the students returned the work. I think part of this is because the students are not in a routine of doing homework in my class.

Technology is a great resource to aid students with reinforcement, review, practices and application. I enjoyed viewing all this week’s resources. Many wonderful resources are at our fingertips, some do not require being online or using a computer.

I know many of you only have one computer in your classroom. What are some of the ways you use or could use technolgy in your classroom?

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

Bridging Learning Theory, Instruction, and Technology

Bridging Learning Theory, Instruction, and Technology
(EDUC - 6711I - 1)
Instructor: Kathryn Arnold

Week 1: Understanding Learning

Classroom Learning and Instruction Theories

I have been teaching for eighteen years, during this time my teaching practices have changed along with the way students learn. My classroom instruction is eclectic strategies established by my knowledge of theories, best practices and most importantly my students’ interest, learning style and readiness level. I have learned a key factor in instruction is flexibility, what works with a class or a student may not work for others. Being knowledgeable of current research, teaching strategies and technology helps me develop an effective learning environment to meet the needs of my students.

Dr. Michael Orey explains the difference between learning and instructional theories. Learning Theory is the inspection of what is going on in the learners mind during the learning process. Instructional Theory scrutinizes strategies for changing the learning environment to guide the learning. (Laureate Education, Inc., 2009). Simply put, learning theory is what is happening in the learners mind, this allows us to structure the learning. Instructional theory is what I do to ensure mastery of the skills being taught.

I incorporate parts of following theories, either overtly or covertly, into my teaching practices: Behaviorist, Cognivist, Constructivist, and Social Learning. (Laureate Education, Inc., 2009). The usage depends on the objective being taught, the desired learning outcome and the students’ needs.

When designing lessons for my students I include the following information: State Standards, Learning Objectives, Pre-Assessment, Levels of Blooms, Key Vocabulary, Anticipatory Set, Scaffolding and Chunking, Lesson Delivery, Assessment, and Closure (formative assessment). I also incorporate strategies to be used to: Ensure active student engagement, comprehension input, and student motivation. Various grouping and cooperative learning activities are present in lessons.

Differentiated Instruction is infused into my lessons. To reach my students I need to know them, their learning style and readiness level. My digital literacy class is student centered with students working at their own pace move along at their ability level. I encourage and support students to reach for a higher level of learning. Students collaborate and work cooperatively to learn and embed the skills need for the digital world.

The students learn keyboarding skills along with basic digital literacy skills using Microsoft Word, Excel, Power Point, and Outlook. Students communicate with others in different countries thru e-pals. Students will be participating in a Skype Night. We will be using a Web Cam to communicate visually and verbally.

The Arizona Technology Literacy Assessment has been give to fifth and eighth grade students since 2004. My students have the highest scores in the state. 94% are at or above the state’s proficiency level. I take great pride in being able to instruct the skills need for their future in the digital world.

I love teaching my students digital literacy skills preparing them for the future. I am fortunate to be able to offer my students an opportunity to earn a world recognized certification of digital literacy. Since my students come to the class at different technological levels I must have a wide variety of strategies based upon theory and experiences to facilitate their learning.