Lucas Sherman

From KNILT

Return to: ETAP 623 Spring 2018 Section 6476

Investing in ClassDojo: A Digital Behavior Management Tool



Lucas Sherman.jpeg

About me

My name is Lucas Sherman. I am in my last semester in the CDIT program at Albany. I graduated from Nazareth College in 2013 with a BA in History and Inclusive Education. After teaching in the UK and USA for a few years I left for Latin America. I currently live and teach Social Studies at an international bilingual school in Medellin Colombia. I choose this program because it gave me the ability to complete it anywhere in the world and also because I think technology is only becoming more relevant in the classroom and I wanted to be prepared to teach 21st century learners. Looking forward to a great semester.

My Topic/Purpose

ClassDojo for Positive Reinforcement and Classroom Management

The purpose is to give the learner the ability to use, create, and implement the tools that make up ClassDojo digital behavior management tool in their own classroom.

Learning Outcomes

Learners will be able to-

Discuss and have an understanding of positive based reinforcement and its effectiveness based on literature

Develop skills to create their own ClassDojo classroom

Become familiar with ClassDojo and its many tools/features

Reflect on ways to use ClassDojo in their own classroom

Needs Assessment

Instructional Problem: As much psychological research suggests, positive based reinforcement can have benefits when introduced into a classroom. Skinners operant conditioning theory is groundwork for rewards based systems in education (McLeod, 2015). Unfortunately though, many teachers still struggle to find ways to incorporate these types of systems into their learning environments and especially with different forms of technology. Due to the nature that ClassDojo is a very new digital behavior management tool, there remains little published research on its effectiveness. However, much literature does exist on the effectiveness of gamification in education and ClassDojo is more than a capable representation of gamification.

The Nature of What is to Be Learned: The participants will learn how to effectively incorporate Positive Based Reinforcement via ClassDojo into their classrooms.

About the Learners: The intended audience of this course are teachers of different content areas in Level B (Elementary) of my current place of work (An international bilingual school). Many come from different background with various forms of teaching and other professional experiences. Some have experiences with Positive Based Reinforcement Classroom management strategies, some have used ClassDojo before, and others have expressed interest in learning how to incorporate it into their classrooms (Thus the need for the course). Participants will be motivated to learn from this course intrinsically as they are not required by the school but rather want to improve their personal teaching practices with PBR.

Intended Change: Upon completing this course, participants will be able to confidently navigate around the ClassDojo digital classroom management tool and effectively design their own classes. If so desired they will be able to implement this tool with their students to achieve desired positive behavior and lessen negative behavior while understanding literature that backs these theories.

Mcleod, S. (2015). Skinner's Theory of Operant Conditioning. Retrieved March 7, 2018, from https://www.simplypsychology.org/operant-conditioning.html

Analysis of the Learner and Context

The learner in this course is a teacher who is looking to improve their overall learning environment and classroom management abilities. It is someone willing to use digital tools and flexible to trying new methods in their classroom. The learner should be aware of what specific skills they want their students to improve on and what behaviors they want diminished. In addition, the learner should also be familiar with the internet, video tutorials, and how to write a reflection.

Performance Objectives

Course-level objectives

Given the website (Classdojo.com), participants will demonstrate understanding of the digital webpage surrounding ClassDojo.

Given the video tutorial, participants will be able to follow the steps required to create a classroom by uploading student names and connecting to parents.

Participants will practice using the toolkit and features such as group maker, timer, random, think pair share, noise meter, etc. and create a plan to use them in their classroom.

Participants will evaluate their classroom environment and choose at least 3 positive skills and 3 negative behaviors that they want to promote and diminish using the feedback feature for each student or whole class.

Participants will create a reflective journal on how ClassDojo can improve their Classroom Management strategies using evidence from Literature provided on the importance of rewards systems in education.

Task Analysis

'Part 1: Goals

Terminal Goal:

Participants will be able to create and implement a classroom using ClassDojo digital behavior management tool.

Enabling Goals:

Participants will create a plan for structuring their ClassDojo classroom.

Participants will become familiar with ClassDojo tools

Participants will evaluate and reflect on their own classroom

Part 2: KASI

Knowledge:

- Know how to navigate through the ClassDojo website

- Know the background of positive based reinforcement

Attitudes:

-Believe that rewards based systems can increase positive behavior and decrease negative ones

- Desire to adapt their classroom to promote positive change in their classrooms through the use of ClassDojo

Skills:

- Ability to determine what behaviors are sought after and need to be diminished

- Ability to write a reflection

- Ability to implement desired tools at appropriate times in their classroom

Interpersonal Skills:

- Effectively receive feedback and be open to suggestions

- Effectively reflect on implementation of ClassDojo in their classroom


Part 3: Pedagogical Approach

Unit 1:

Instructivist since participants will learn from tutorials and also constructivist as they will apply that information to practice with specific tools

Unit 2:

Constructivist as students will take what they have learned from unit one to design their own classroom and reflect on the effectiveness of using literature based evidence

[Curriculum Map]

Curriculum Map

References and Resources

Mcleod, S. (2015). Skinner's Theory of Operant Conditioning. Retrieved March 7, 2018, from https://www.simplypsychology.org/operant-conditioning.html