Friday, July 31, 2009
Wednesday, July 29, 2009
Social Learning Theories
In this week’s learning resources, we were asked to reflect on the connection between the Cooperative Learning strategies, taken from Using Technology with Classroom Instruction that Works, and the Social Learning theories.
Social learning theorists believe that individuals learn best when they are actively engaged in interactions with others. These interactions are further enhanced when the group works together to construct a product, which builds upon the theories of Constructionism. One of the strategies described in Using Technology with Classroom Instruction that Works is the use of multimedia to develop cooperative learning. With the use of multimedia, such as creating a video, students are expected to work together to construct a final product. The social interactions in which the students engage continue to reflect upon their knowledge of the content matter. This allows students to create meaningful representations of their knowledge, while working in a safe and comfortable environment. “Both multimedia products and cooperative learning groups require attention to detail in the planning process” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). These types of activities are student-centered, allowing them to enhance their collaboration skills as well as content knowledge while they develop an effective final product.
Dr. Orey (2009) indicated that Lev Vygotsky, a social learning theorist, believed the “learner needs a more knowledgeable other” to continue development throughout the learning process. The use of cooperative learning within the classroom allows students who truly grasp the concept to assist others learn the material. In addition to peer and teacher support, we can look to technological resources on the web to find additional guidance with learning. One of the resources I found to be most beneficial in providing a “knowledgeable other” is WebQuest. Although I have not used this in my classroom, I have researched many of the sites and have found numerous activities for students and teachers to use in the classroom. One link in particular is called WebQuest Taskonomy http://webquest.sdsu.edu/taskonomy.html, where students can work together to complete a challenging task while developing critical thinking skills.
Technology enables teachers to develop lessons and activities that reflect the individual ability levels of each student in the classroom. It allows students of varying ability levels to construct meaningful learning activities while building on their communication and collaboration skills. Lev Vygotsky’s “Zone of proximal development” is described as “what the child is able to learn at this time” (Orey, 2009). We are aware of our students’ individual needs; we know that our students learn in different ways and at a different pace. Providing students with the opportunity to use communication software to enhance their learning is essential in effective classrooms today. The use of blogging and instant messaging allows students to communicate at their level, their pace, and potentially with individuals from all around the world. The opportunities for communication are endless with the technological resources that continue to develop.
Resources
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Social Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social learning theorists believe that individuals learn best when they are actively engaged in interactions with others. These interactions are further enhanced when the group works together to construct a product, which builds upon the theories of Constructionism. One of the strategies described in Using Technology with Classroom Instruction that Works is the use of multimedia to develop cooperative learning. With the use of multimedia, such as creating a video, students are expected to work together to construct a final product. The social interactions in which the students engage continue to reflect upon their knowledge of the content matter. This allows students to create meaningful representations of their knowledge, while working in a safe and comfortable environment. “Both multimedia products and cooperative learning groups require attention to detail in the planning process” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). These types of activities are student-centered, allowing them to enhance their collaboration skills as well as content knowledge while they develop an effective final product.
Dr. Orey (2009) indicated that Lev Vygotsky, a social learning theorist, believed the “learner needs a more knowledgeable other” to continue development throughout the learning process. The use of cooperative learning within the classroom allows students who truly grasp the concept to assist others learn the material. In addition to peer and teacher support, we can look to technological resources on the web to find additional guidance with learning. One of the resources I found to be most beneficial in providing a “knowledgeable other” is WebQuest. Although I have not used this in my classroom, I have researched many of the sites and have found numerous activities for students and teachers to use in the classroom. One link in particular is called WebQuest Taskonomy http://webquest.sdsu.edu/taskonomy.html, where students can work together to complete a challenging task while developing critical thinking skills.
Technology enables teachers to develop lessons and activities that reflect the individual ability levels of each student in the classroom. It allows students of varying ability levels to construct meaningful learning activities while building on their communication and collaboration skills. Lev Vygotsky’s “Zone of proximal development” is described as “what the child is able to learn at this time” (Orey, 2009). We are aware of our students’ individual needs; we know that our students learn in different ways and at a different pace. Providing students with the opportunity to use communication software to enhance their learning is essential in effective classrooms today. The use of blogging and instant messaging allows students to communicate at their level, their pace, and potentially with individuals from all around the world. The opportunities for communication are endless with the technological resources that continue to develop.
Resources
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Social Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 22, 2009
Constructionist Learning Theories
For this week’s application, we were asked to correlate the instructional strategies learned through our textbook, Using Technology with Classroom Instruction that Works, and the constructivist/constructionist learning theories.
Constructionist learning theories are based upon students actively engaging in learning through building or “constructing” artifacts, resulting in their in-depth understanding of the material. Dr. Michael Orey (2009) discusses the term equilibration, “the process of achieving a balance between differences in external reality and one’s current beliefs and understandings.” He explains that our brains want to be in a state of equilibration, but learning takes place through disequilibration, allowing the brain to form assimilations and/or accommodations. In order to help students form assimilations and accommodations for new subject matter in our classrooms, it is important to allow them to develop higher level thinking skills through “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 202-216).
The use of Microsoft Excel to investigate and explore information in spreadsheets, graphs, and charts, allows students to actively construct artifacts which they can share with others. It also allows students to develop critical thinking skills, like trial and error, to actively engage themselves in finding solutions to problems. Many of the examples shown in the textbook, Using Technology with Classroom Instruction that Works, use real-life situations for the students to practice budgeting, saving, and spending their money effectively. The ability to appropriately budget money is a life-long skill that many individuals struggle with throughout their lives. Using a program like Excel to interactively adjust saving and spending costs creates various avenues of self-discovery for students. The students are not only engaged in the material, they are also experiencing an understanding of real life situations. This will lead the students to further develop their understanding through assimilation and possibly accommodation.
One aspect of the constructionist learning theory I find interesting is that “knowledge is unique to the individual who constructs it” (Lever-Duffy & McDonald, 2008, p.16). This is ever so true in our classrooms today, as each student interprets information in a way that suits them. For our students to individualize their learning, it is important to incorporate technology into the classroom. Through the use of data collection tools, we can individualize instruction for each student, allowing them to solve and generate various problems. Data collection tools allow the class to identify specific questions, make educated predictions or hypotheses, research their answers, and identify if their predictions were accurate or not. Throughout the process the students are constructing graphs, collaborating with their classmates to identify accurate solutions, and actively engaging themselves in the subject matter.
With the use of web resources, such as interactive games, students are continuously solving problems and developing their critical thinking skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that “simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213). The constructionist learning theorists are consistent with identifying that students learn best when they are actively engaged in building something. In the interactive gaming world, students have the ability to construct or design almost anything that comes to mind with the technology we have today.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Constructionist learning theories are based upon students actively engaging in learning through building or “constructing” artifacts, resulting in their in-depth understanding of the material. Dr. Michael Orey (2009) discusses the term equilibration, “the process of achieving a balance between differences in external reality and one’s current beliefs and understandings.” He explains that our brains want to be in a state of equilibration, but learning takes place through disequilibration, allowing the brain to form assimilations and/or accommodations. In order to help students form assimilations and accommodations for new subject matter in our classrooms, it is important to allow them to develop higher level thinking skills through “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 202-216).
The use of Microsoft Excel to investigate and explore information in spreadsheets, graphs, and charts, allows students to actively construct artifacts which they can share with others. It also allows students to develop critical thinking skills, like trial and error, to actively engage themselves in finding solutions to problems. Many of the examples shown in the textbook, Using Technology with Classroom Instruction that Works, use real-life situations for the students to practice budgeting, saving, and spending their money effectively. The ability to appropriately budget money is a life-long skill that many individuals struggle with throughout their lives. Using a program like Excel to interactively adjust saving and spending costs creates various avenues of self-discovery for students. The students are not only engaged in the material, they are also experiencing an understanding of real life situations. This will lead the students to further develop their understanding through assimilation and possibly accommodation.
One aspect of the constructionist learning theory I find interesting is that “knowledge is unique to the individual who constructs it” (Lever-Duffy & McDonald, 2008, p.16). This is ever so true in our classrooms today, as each student interprets information in a way that suits them. For our students to individualize their learning, it is important to incorporate technology into the classroom. Through the use of data collection tools, we can individualize instruction for each student, allowing them to solve and generate various problems. Data collection tools allow the class to identify specific questions, make educated predictions or hypotheses, research their answers, and identify if their predictions were accurate or not. Throughout the process the students are constructing graphs, collaborating with their classmates to identify accurate solutions, and actively engaging themselves in the subject matter.
With the use of web resources, such as interactive games, students are continuously solving problems and developing their critical thinking skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that “simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213). The constructionist learning theorists are consistent with identifying that students learn best when they are actively engaged in building something. In the interactive gaming world, students have the ability to construct or design almost anything that comes to mind with the technology we have today.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 14, 2009
Cognitivism in Practice
For this week’s assignment, we were asked to identify how the resources and instructional strategies directly relate to the cognitive learning theories. Let me first begin by discussing how using “cues, questions, and advance organizers” correlate with the cognitive learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 73-85). The cognitive learning theories focus on “cognition-the act or process of knowing” (Smith, 1999). They place emphasis on how the brain builds connections using prior knowledge, experiencing specific events in one’s life (also known as episodic), and elaboration. By using word processing applications, such as expository, narrative, or graphic advance organizers, students can create connections between the information they learn in class and the information they implement through technology. For example, students who are learning about the United States of America can use expository advance organizers to develop brochures for a specific state they may be studying. This allows the students to research specific facts regarding their state, identify events that occurred within their state that influenced America, and develop an understanding of the culture of the people who live in their state. Creating a brochure will help the students to develop a better understanding of the state they chose to research. “Such tools allow students to connect new information to prior knowledge therefore students are building a larger array of information” (Robertson, Elliot, & Robinson, 2007). Another technological resource tool described by Pitler, Hubbell, Kuhn, & Malenoski, 2007, is using Kidspiration for cueing and questioning (pp.78-80). With the use of Kindspiration, teachers can exercise the students’ minds using cuing and questioning to promote higher-level thinking before, during, and after the lesson. Kidspiration also allows the students to visually connect the images they see to the information they learn. Many cognitive theorists believe that the connection of visual pictures is important for students, as they are more easily able to remember a picture or an event than words written in a text book.
Many students (and adults for that matter) struggle with summarizing and note taking. The ability to decipher what information is important and information that is less significant is a difficult task; although, Pitler, Hubbell, Kuhn, & Malenoski, 2007, suggest numerous resources using technology to enhance these skills. Many students are visual learners and cognitive theorists believe that connecting information with images is an effective way for the brain to process information; therefore, the use of Microsoft Word to aid in teaching summarization skills is effective. When using Microsoft Word to cross out insignificant information and highlight important facts, students can actively absorb and implement the use of summarization throughout their learning. Students can also become actively engaged in their note taking skills. Pitler, Hubbell, Kuhn, & Malenoski, 2007, indicate that the use of Inspiration is an effective tool for students to develop appropriate note taking skills (pp. 128-130). Students can create concept maps using Inspiration to identify important information and increase the connections they made throughout the lesson. This allows students to build on their connections to transfer information into their long-term memory. Dr. Orey, 2009, stated that “long-term memories are stored in networks of information.” Concept mapping is one way for students to develop this network of information, which will allow them to remember the information for a long time to come.
Virtual field trip tools are a great resource for students to develop a better understanding of the learning material. Especially with the lack of funding in many school districts, virtual tours allow all students to establish real life connections with the material they are learning in class. Cognitive theorists believe that by integrating multiple types of sensory, individuals are more likely to remember the information. Taking virtual tours allow students to incorporate multiple senses into their learning simultaneously. They are able to compare the information they view in their text books to the real event. Virtual tours, which reflect information learned in class, engage students and help them to build upon their knowledge. Through specific teacher questioning and the use of virtual tours, students can continue to make connections and build upon their higher level thinking skills.
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Cognitive Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved, from http://projects.coe.uga.edu/epltt/
Many students (and adults for that matter) struggle with summarizing and note taking. The ability to decipher what information is important and information that is less significant is a difficult task; although, Pitler, Hubbell, Kuhn, & Malenoski, 2007, suggest numerous resources using technology to enhance these skills. Many students are visual learners and cognitive theorists believe that connecting information with images is an effective way for the brain to process information; therefore, the use of Microsoft Word to aid in teaching summarization skills is effective. When using Microsoft Word to cross out insignificant information and highlight important facts, students can actively absorb and implement the use of summarization throughout their learning. Students can also become actively engaged in their note taking skills. Pitler, Hubbell, Kuhn, & Malenoski, 2007, indicate that the use of Inspiration is an effective tool for students to develop appropriate note taking skills (pp. 128-130). Students can create concept maps using Inspiration to identify important information and increase the connections they made throughout the lesson. This allows students to build on their connections to transfer information into their long-term memory. Dr. Orey, 2009, stated that “long-term memories are stored in networks of information.” Concept mapping is one way for students to develop this network of information, which will allow them to remember the information for a long time to come.
Virtual field trip tools are a great resource for students to develop a better understanding of the learning material. Especially with the lack of funding in many school districts, virtual tours allow all students to establish real life connections with the material they are learning in class. Cognitive theorists believe that by integrating multiple types of sensory, individuals are more likely to remember the information. Taking virtual tours allow students to incorporate multiple senses into their learning simultaneously. They are able to compare the information they view in their text books to the real event. Virtual tours, which reflect information learned in class, engage students and help them to build upon their knowledge. Through specific teacher questioning and the use of virtual tours, students can continue to make connections and build upon their higher level thinking skills.
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Cognitive Learning Theories”. (Laureate, CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved
Wednesday, July 8, 2009
Behaviorism in Practice
For our second week’s application in the course Bridging Learning Theory, Instruction, and Technology, we were asked to correlate the instructional strategies given through our course resources to the theory of behaviorism.
Chapter 8 focuses on “Reinforcing Effort” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.155-164). Many of my students struggle with putting forth consistent effort during daily classroom activities. They often rely on assistance from others to keep them motivated and on task. In my classroom, I really focus on connecting effort with success. When students value their work, they are more likely to put forth consistent effort and achieve more as a result. Furthermore, thinking from the viewpoint of a behaviorist, students value the positive feedback they receive from their peers and teachers when they are showing appropriate effort in their daily work. They continue to seek that positive reinforcement as their effort grows in the classroom and at home.
The Spreadsheet Software displayed in Chapter 8 shows great potential for students who are unable to relate their behavior, effort, and grades. Not only does this allow students to enhance their self-monitoring skills, it also allows students to see what is expected of them in the classroom. This enables students to identify where they stand and what actions they need to perform in order to achieve desirable behaviors. As Hubbell, Kuhn, Malenoski, & Pitler (2007) suggest: “many attribute their success or failure to external factors” (p. 156). This type of spreadsheet holds each student accountable for their own behaviors and actions. Furthermore, many students are visual learners. The ability to create, chart, and then graph their individual effort would prove to be extremely beneficial for the students in the class. In the classroom, I could see how the students would continue to be motivated to put forth consistent effort as they graph their results. The positive reinforcement would be more individualized, which would allow students to incorporate self-monitoring skills with technology to build on 21st century skills.
Chapter 10 focuses on “Homework and Practice” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.187-201). Homework is an essential piece for students to continue to build on their knowledge and concepts learned throughout class. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p.19). In response to homework, students are more likely to complete homework when there are given set rules and expectations, in addition to consequences if homework is not completed. Furthermore, students will have a positive view on homework assignments if they are able to use a variety of technological resources to further develop their knowledge of the classroom instruction. The students will not only enjoy completing their homework, they will also receive positive feedback from the teacher, which will create a positive desire to complete homework assignments. The students could chart their completed homework assignments in addition to their test scores to see the connection between homework and final grades. This would continue to motivate students to complete their homework, as they are receiving a desirable response.
Behaviorism occurs within our classrooms on a daily basis, whether we believe it or not. As teachers, we consistently model appropriate behavior for our students. We create rules and procedures for students to follow so that they are aware of accepted behaviors and consequences for their behaviors. We reward positive behavior and actions, knowing that other students will pick up on these behaviors and follow accordingly. We provide our students with consequences so that they will learn right from wrong. In general, human beings seek positive responses, and we as educators demonstrate that on a daily basis.
Chapter 8 focuses on “Reinforcing Effort” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.155-164). Many of my students struggle with putting forth consistent effort during daily classroom activities. They often rely on assistance from others to keep them motivated and on task. In my classroom, I really focus on connecting effort with success. When students value their work, they are more likely to put forth consistent effort and achieve more as a result. Furthermore, thinking from the viewpoint of a behaviorist, students value the positive feedback they receive from their peers and teachers when they are showing appropriate effort in their daily work. They continue to seek that positive reinforcement as their effort grows in the classroom and at home.
The Spreadsheet Software displayed in Chapter 8 shows great potential for students who are unable to relate their behavior, effort, and grades. Not only does this allow students to enhance their self-monitoring skills, it also allows students to see what is expected of them in the classroom. This enables students to identify where they stand and what actions they need to perform in order to achieve desirable behaviors. As Hubbell, Kuhn, Malenoski, & Pitler (2007) suggest: “many attribute their success or failure to external factors” (p. 156). This type of spreadsheet holds each student accountable for their own behaviors and actions. Furthermore, many students are visual learners. The ability to create, chart, and then graph their individual effort would prove to be extremely beneficial for the students in the class. In the classroom, I could see how the students would continue to be motivated to put forth consistent effort as they graph their results. The positive reinforcement would be more individualized, which would allow students to incorporate self-monitoring skills with technology to build on 21st century skills.
Chapter 10 focuses on “Homework and Practice” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.187-201). Homework is an essential piece for students to continue to build on their knowledge and concepts learned throughout class. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p.19). In response to homework, students are more likely to complete homework when there are given set rules and expectations, in addition to consequences if homework is not completed. Furthermore, students will have a positive view on homework assignments if they are able to use a variety of technological resources to further develop their knowledge of the classroom instruction. The students will not only enjoy completing their homework, they will also receive positive feedback from the teacher, which will create a positive desire to complete homework assignments. The students could chart their completed homework assignments in addition to their test scores to see the connection between homework and final grades. This would continue to motivate students to complete their homework, as they are receiving a desirable response.
Behaviorism occurs within our classrooms on a daily basis, whether we believe it or not. As teachers, we consistently model appropriate behavior for our students. We create rules and procedures for students to follow so that they are aware of accepted behaviors and consequences for their behaviors. We reward positive behavior and actions, knowing that other students will pick up on these behaviors and follow accordingly. We provide our students with consequences so that they will learn right from wrong. In general, human beings seek positive responses, and we as educators demonstrate that on a daily basis.
Subscribe to:
Comments (Atom)
