Technology makes it easier for students and teacher to track the effects and facilitates more immediate feedback (Hubble, Kuhn, Malenoski, & Pitler, 2007). I create my own spreadsheets for my Reading Recovery students. They are called progress monitoring forms. This is a way for me and my principal to track our struggling (tier 3) students. These spreadsheets can be based on reading levels or fluency levels for the first grade. However, the students are not allowed to see them (unfortunately). Our school prefers to keep students’ reading levels a “secret” from parents and students. I do not completely agree with this and it is not behaviorism. According to Leffer-Duffy & McDonald (2008), “those who see learning from a behaviorist perspective, view all behavior as a response to external stimuli”. The external stimuli in this situation would be the progress monitoring forms or the effort/achievement sheets. This would give students’ the opportunity to see their progress and create goals with me.
My students take home a reading bag each night, as homework. They are to read a familiar book to their parents and the parents sign a sheet. Having students practice a skill or concept enhances their ability to reach the expected level of proficiency (Hubble, Kuhn, Malenoski, & Pitler, 2007). I send home familiar books because I know that the students know how to read the books well. My goal is to have students read these books to their parents and gain confidence. The positive comments they receive from their parents and the rewards they receive for completing their homework are both types of behaviorism. I know that technology would help to better facilitate homework and practice (Drill and Practice). However, only 15% of my students have a computer in their home.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology in the Classroom
14 years ago
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ReplyDeleteBill,
ReplyDeleteSomehow I deleted your comment.... Ugh! Did you have it saved somewhere else. Or, have any suggestions on how I can get it back?
Thanks,
Megan
Hi Megan,
ReplyDeleteI enjoyed your thoughts that you posted. I am currently taking a course on diagnosing and assessing reading, and found your post very interesting. Do most/all of your students actually do their homework reading? Is it just the reading recovery students that have this home reading?
I also found it very interesting that only 15% of your students have computers at home. Does this affect your use of computers in the classroom?
Hey Mrs. Harrell,
ReplyDeleteIt is unfortunate that the students cannot view their reading logs. If the students were able to view the logs, they could come up with solutions that will address their own problems. At our school, our students are allowed to see their reading logs and they know what grade level they are currently reading on. The reading teachers benchmark the students for their reading levels every semester, therefore, the student is aware of where they are currently. I really like the idea of the reading bag. What does the reading bag contain? Maybe, I can come up with an idea like that for Math. Lastly, I really like the idea that you create your own spreadsheets for your students reading goals. Are you able to share those with the students and parents?
Hello Sarah and Amy,
ReplyDeleteEvery first grade student has a literacy bag! They take home a familar book (read twice with the teacher)and a log in it. The book is familiar, because we want them to be confident while reading it with their parents! The bags are gallon sized zip lock bags.
I do the same thing. But, my forms for parents are a little different and my bag is shiny. I also send a cut-up sentance home in my bag.
If a student is taking home a Reading Recovery reading back, some teachers don't require them to do a literacy bag too, some do!
Megan