In the time that I have been teaching, every professional development session I have been to has frowned upon the use of drill and practice methods in the classroom. Apparently students have been somehow gifted that they can discover the knowledge they need to be successful in school. It has only been in the last six or eight months that the tide is slowly turning. The school division where I currently teach is reconsidering the teaching of math facts. As Dr. Pat Wolfe (2009) has said, the brain needs the body to do things over and over to create synaptic connections for true learning to take place. The body needs these practice sessions to make the pathways permanent. A person should know what 3 X 4 is for their entire life, not for duration of a class period or a test. We all know that professional athletes practice and practice their sport for hours at a time. They are creating pathways in the brain that will allow them to compete at a high level when it counts the most. Pitler, Hubbell, Kuhn, and Malenoski (2007) recall research that indicates a child needs to have a minimum of 24 practice sessions with a skill to master 80% proficiency. There is no reason why we cannot let our students practice to make learning happen. Only then can a child build upon their current knowledge to expand and gain further knowledge of a subject area.
How can we do this? Do we have drill and practice all the time? Of course not. Sometimes clever lesson planning can accomplish this. I teach grade 7, so games and competition are always on the students’ minds. Math games are a wonderful way to practice. Also, there are wonderful websites that children could use at school or at home. Timez Attack, and there are many others, is just one math game that enforces math facts. There are many ways in which technology can be incorporated to use a behaviour approach to learning. The rewards are immediate for the students and you can see the satisfaction on their faces when they have success. A second way to create practice is old fashion homework. Pitler, Hubbell, Kuhn, and Malenoski (2007) say that homework does give a student the chance to practice what they have learned. Keep in mind that homework should be practice of concepts a student knows. Homework should not frustrate and should not require parent intervention. For optimal results, home needs to be commented on to create the desired effect.
As human beings we require practice to make neuron connections so we can learn. In years past, this practice may have come in the form of boring seat work. Today there are a variety of technologies and computer software programs that can be implemented into classroom learning. Drill and practice can be engaging for students. As someone once said, practice makes perfect.
References:
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Rusty,
ReplyDeleteThank you for pointing out that it takes practice to learn basic skills. Some people resist the idea that students need to learn basic skills. They point out readily available technology such as calculators or computer software, stating such skills are no longer needed. You point out that technology is a good way to learn basic skills, not a reason to avoid them. Thank you for sharing your math resources. I fully intend to try them with my own students.
Ken,
ReplyDeleteThe school division in which I teach, and the province where I live, are rethinking the learning of basic skills. Too many children are going into middle years classes not knowing their basic multiplication and patrs of speach. The next few years will tell if these changes will be enough.